ERIC Number: EJ998122
Record Type: Journal
Publication Date: 2013
Integrating Social Media into the Classroom Curriculum
Abe, Paige; Jordan, Nickolas A.
About Campus, v18 n1 p16-20 Mar-Apr 2013
Over the past decade, social media and technology have become prevalent in the day-to-day life of many college and university students. From Skype to Twitter to Facebook, these modes of social media are often used as tools to keep in touch with friends and family, socialize, and share personal opinions. Considering that such a high percentage of students are spending time on social networking sites, college faculty and administrators may benefit from integrating social media into their curriculum to serve as a useful tool to enhance student learning. Social media provides educators with the exciting new opportunity to connect with students in a manner that continues to provoke thought and discussion outside of the classroom setting. The use of social media encourages students to interact with one another and may increase engagement and interest in the course content. The majority of student perceptions regarding the use of social media in the classroom are positive. Likewise, many faculty members seem to be aware of the different types of social media and how it may be used in the classroom. From YouTube to Twitter to Skype, social media offers many benefits to both educators and students alike, such as encouraging real-time student engagement in courses to enhancing the connection between educator and student. Social media can serve as a cost-efficient tool for educators to use, as well as an effective tool to supplement and augment the delivery of course material and development of important intellectual skills.
Descriptors: Learner Engagement, Educational Technology, Classroom Techniques, Integrated Curriculum, Technology Uses in Education, Social Networks, Media Adaptation, Mass Media Use, Teaching Methods, Change Strategies, Educational Strategies, Educational Practices
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A