Engaging Students in School Participatory Practice through Facebook: The Story of a Failure

Autor/inn/en	Manca, Stefania; Grion, Valentina
Titel	Engaging Students in School Participatory Practice through Facebook: The Story of a Failure
Quelle	In: British Journal of Educational Technology, 48 (2017) 5, S.1153-1163 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Manca, Stefania)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12527
Schlagwörter	Social Media; Secondary School Students; Student Attitudes; Educational Quality; School Policy; Resistance (Psychology); Student Participation; Citizen Participation; Failure; Technology Uses in Education + Suchen Sie Ihr Suchwort? Soziale Medien; Sekundarschüler; Schülerverhalten; Quality of education; Bildungsqualität; Schulpolitik; Resistenz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	In recent years, there has been increasing emphasis on the benefits of social media and social network sites to foster young people's participation in digital public spaces and their civic engagement. Using the principles of the Student Voice approach, this study investigated the use of a Facebook group to support secondary school students' voices and viewpoints on school quality and policy (N = 98). The results showed that students were reluctant to be active in the group for several reasons, such as mistrust of school policies and resistance to combining Facebook use with school-related issues. The low participation provided clues to reflect on the design of Student Voice projects to support civic engagement at school and to evaluate the use of digital sites to support Student Voice. Some considerations on the reasons for project failure and how to successfully reach student participation in a technology-enhanced environment at school that addresses power relations, authenticity and inclusion are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01