(Dis)connected: The Role of Social Networking Sites in the High School Setting

Autor/inn/en	Dennen, Vanessa P.; Rutledge, Stacey A.; Bagdy, Lauren M.
Titel	(Dis)connected: The Role of Social Networking Sites in the High School Setting
Quelle	In: American Journal of Education, 127 (2020) 1, S.107-136 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/711016
Schlagwörter	Role; Social Networks; Social Media; Independent Study; Faculty Development; Technological Literacy; Student Attitudes; Teacher Attitudes; High School Students; Administrator Attitudes; Citizenship Education; Teaching Methods; Learning Processes; Social Isolation + Suchen Sie Ihr Suchwort? Rollen; Social network; Soziales Netzwerk; Soziale Medien; Selbststudium; Technisches Wissen; Schülerverhalten; Lehrerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Soziale Isolation
Abstract	This study examines the role of six popular social networking sites (SNSs)--Instagram, Snapchat, Facebook, Twitter, YouTube, and Pinterest--in a high school setting. Students, teachers, and administrators were interviewed to learn how they use these SNSs to support a variety of functions in the school setting, including professional development, classroom learning, self-directed learning, and socializing. Participants also were asked about how they use SNSs more generally and points of overlap between personal and school-related uses. Findings show that although instructional use is low, SNSs nonetheless have a pervasive presence in the school. Being highly connected has both advantages and disadvantages for students and teachers alike. For individuals with poor social connections, the heavy use of SNSs can result in greater disconnection from school-related information and social circles. Implications show opportunities for selecting classroom learning tools, developing digital literacy and citizenship curricula, and supporting all members of the school community. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journals.uchicago.edu/journals/aje/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01