Exploring the educational potential of social networking sites: the fine line between exploiting opportunities and unwelcome imposition

Huijser, Hendrik (2008) Exploring the educational potential of social networking sites: the fine line between exploiting opportunities and unwelcome imposition. Studies in Learning, Evaluation, Innovation and Development, 5 (3). pp. 45-54. ISSN 1832-2050

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Abstract

This paper explores potential educational applications of Web 2.0 technologies, and cuts through some of the hype generated around these technologies, as well as around characteristics of Generation Y, and their implications for learning and teaching. Web 2.0 technologies both reflect and drive a blurring of the lines between students and university educators, which has a potentially profound impact on learning and teaching in higher education. This paper argues that Web 2.0 technologies, and Social Network Sites in particular, offer exciting opportunities but that educational applications of these technologies should be based on sound pedagogical principles and driven by empirical research and careful evaluation, if they are to effect meaningful learning experiences for all students.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: The journal states that 'Copyright of articles is retained by authors. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.'
Depositing User: Dr Hendrik Huijser
Faculty / Department / School: Historic - Learning and Teaching Support Unit
Date Deposited: 18 Sep 2008 09:24
Last Modified: 23 May 2012 23:59
Uncontrolled Keywords: Social networking sites, Web 2.0 technologies, educational application, Generation Y
Fields of Research (FOR2008): 16 Studies in Human Society > 1608 Sociology > 160809 Sociology of Education
13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
URI: http://eprints.usq.edu.au/id/eprint/4426

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