Influences on Education
Marlynn M. Griffin, Georgia Southern University
Cordelia Zinskie, Georgia Southern University
A volume in the series: Current Perspectives on Cognition, Learning and Instruction. Editor(s): Daniel H. Robinson, University of Texas at Arlington. Marlynn M. Griffin, Georgia Southern University.
Social media is a multi-faceted tool that has been used by educators and/or their students in ways both beneficial and detrimental. Despite the ubiquitous nature of this tool, there is much research still needed on the multitude of ways that social media impacts education. This book presents research on the influences of social media on education, broadly construed. Specifically, the research included in this book is categorized into four broad areas, examining the educational influence of social media on youth and college students, professional development in content areas, higher education learning, and social justice and activism.
Chapter authors emphasize the opportunities of social media use in education and provide recommendations for how to address challenges that may arise with social media integration into the teaching and learning setting. These authors also advocate for use of social media to grow and enhance professional interaction among educators, moving beyond the social aspect of these platforms to advocate for educational and societal change. Individuals working in K-12 schools, teacher education, teacher professional development, and higher education, including pharmacy, nursing, dental and medical education, as well as those in other educational settings can use these findings to support and guide integration of social media into teaching and learning as well as their professional practice.
Endorsements for Social Media: Influences on Education
"Anyone attempting to understand these issues and the emerging, critical role of social media in education today should read the excellent edited book Social Media: Influences on Education. I’ve been monitoring educational media and technology research and practice for the past 40 years. In my view this book is an important contribution to a current perspective on social media and its impact from preschool to higher education and professional studies in general and social justice issues specifically."
Richard E. Clark, Emeritus Professor
University of Southern California
"Social Media: Influences on Education is an essential book for those seeking to understand the relationship between education and social media or to conduct social media research in education. Griffin and Zinskie have collected a variety of essays showcasing approaches to researching social media from qualitative interviews with teachers, to meta-analyses of nascent literature, and research within the platforms themselves. Providing a well-rounded introduction to the field, this book provides a foundation for those interested in understanding and exploring the impact social media has had on elementary, secondary, and tertiary education."
Naomi Barnes, Senior Lecturer
Queensland University of Technology, Australia
"Social Media: Influences on Education is a must-read for anyone interested in social media's impact on education and social justice. Grounded in the latest research, Griffin and Zinskie offer an informed, critical perspective on key issues – children’s social media use, cyber-harassment, misinformation, social justice through social media, professional networking, and more – as social media pervades every aspect of our lives. Educators, parents, students, activists and social media users everywhere, if you’re invested in education and social justice, this book is for you!"
Christine Greenhow, Associate Professor
Michigan State University
Introduction, Marlynn M. Griffin and Cordelia D. Zinskie. SECTION I: YOUTH AND COLLEGE STUDENTS. Social Media Use and Cyber-Harassment Among Undergraduate College Students, Terry Diamanduros, Elizabeth Downs, and Bryan W. Griffin. Investigating Intentionality in Preservice Teachers’ Personal and Professional Social Networking Site Usage, Adrie A. Koehler, Erin D. Besser, and Daniela Castellanos-Reyes. Social Media Use Among 9- to 11-Year-Old Children and School Principals’ Leadership Practices, Jeremy Sanbrooks and Barbara Brown. SECTION II: PROFESSIONAL DEVELOPMENT IN CONTENT AREAS. “Sharing is Caring”: Extending the Professional Learning Community Using Social Media, Yvonne Liljekvist, Ann-Christin Randahl, Jorryt van Bommel, Erika Sturk, and Christina Olin-Scheller. English Language Arts Teachers’ Experiences Using Social Media for Instruction, Sage E. Sirotkin. “I Just Saw it on Facebook, So That Isn’t True”: How the Omnipresence of Social Media Complicates History Education, William Toledo. SECTION III: HIGHER EDUCATION LEARNING. Exploring Learner–Content Interactions in a University Course Through Social Media Use, Christianna Andrews. The Relationship Between Social Network Sites and Perceived Learning and Satisfaction for Educational Purposes: A Systematic Review and Meta-Analysis, Daniela Castellanos-Reyes, Yukiko Maeda, and Jennifer C. Richardson. SECTION IV: SOCIAL JUSTICE AND ACTIVISM. Learning About Social Justice Through Social Media: A Review of the Literature, Rebecca Buchanan, Ethan Geheb, and Moriah Weitman. Social Media Connections Between Educators and Advocacy Networks: The Twitter Activity of Teacher Activist Groups, Tricia Niesz and Rebecca D’Amato. About the Editors.
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- EDU040000 - EDUCATION: Philosophy & Social Aspects
- EDU046000 - EDUCATION: Professional Development
- EDU021000 - EDUCATION: Non-Formal Education
- Assessment of Higher Order Thinking Skills
- Learning Through Visual Displays
- Misinformation and Fake News in Education
- Recent Innovations in Educational Technology that Facilitate Student Learning
- Teachers’ Personal Epistemologies Evolving Models for Informing Practice
- Technology-Based Assessments for 21st Century Skills Theoretical and Practical Implications from Modern Research
- Use of Visual Displays in Research and Testing Coding, Interpreting, and Reporting Data