As technology is being integrated into educational processes, teachers are searching for new ways to enhance student motivation and learning. Through shared experiences and the results of empirical research, educators can ease social networking sites into instructional usage. "The Social Classroom: Integrating Social Network Use in Education" collates different viewpoints on how social networking sites can be integrated in education. Highlighting both formal and informal uses of social interaction tools as learning tools, this book will be very useful to all educators, trainers and academic researchers in all aspects of education looking for a theoretical/practical approach to resourceful teaching. Following an introduction and preface by Gorg Mallia, the following chapters are presented: (1) The Use of Web 2.0 Technologies in Formal and Informal Learning Settings (Lisa A. Best, Diane N. Buhay, Katherine McGuire, Signe Gurholt, and Shari Foley); (2) An Informal Use of Facebook to Encourage Student Collaboration and Motivation for Off Campus Activities (Steve Hogg); (3) Designing Learning in Social Online Learning Environments: A Process-Oriented Approach (Philip Bonanno); (4) Classifying Facebook Usage in the Classroom or Around It (Marina Kandroudi and Tharrenos Bratitsis); (5) The Use of Facebook as a Pedagogical Platform for Developing Investigative Journalism Skills (Wajeehah Aayeshah and Saba Bebawi); (6) Modeling the Use of Facebook in Environmental Higher Education (Nataša Petrovic, Veljko Jeremic, Dalibor Petrovic, and Marko Cirovic); (7) Facebook's Hidden Potential: Facebook as an Educational Support Tool in Foreign Language Education (Abdullah Saykili and Evrim Genç Kumtepe); (8) Considerations for Online English Language Learning: The Use of Facebook in Formal and Informal Settings in Higher Education (Evriklea Dogoriti and Jenny Pange); (9) Facebook as an Educational Environment for Mathematics Learning (Nimer Baya'a and Wajeeh Daher); (10) The Ethical Dilemmas of Social Networking Sites in Classroom Contexts (Glenn Auld and Michael Henderson); (11) Preparing Your Digital Legacy: Assessing Awareness of Digital Natives (James Braman, Ursula Thomas, Giovanni Vincenti, Alfreda Dudley, and Karen Rodgers); (12) The Role of Students' Personality Traits in the Effective Use of Social Networking Sites in the Educational Context (Josip Burusic and Mia Karabegovic); (13) Social Media in the Canadian Post-Secondary Classroom (Linda Pardy, David Thomson, and Samantha Pattridge); (14) Facebook and the Societal Aspects of Formal Learning: Optional, Peripheral, or Essential (Carolyn Woodley, Petrina Dorrington); (15) Diigo, Collaborative Knowledge Acquisition, and Social Networks of Graduate-Level Coursework (John Fenn); (16) Does Facebook Provide Educational Value?: An Overview of Theoretical and Empirical Advancements of Affordances and Critical Issues (Stefania Manca and Maria Ranieri); (17) Brevity is the Soul of Wit: Twitter in the Shakespeare Classroom (Michael Ullyot); (18) MOOCs: Exploiting Networks for the Education of the Masses or Just a Trend? (Vanessa Camilleri, Leonard Busuttil, and Matthew Montebello); (19) New Visual Social Media for the Higher Education Classroom (Julie A. Delello and Rochell R. McWhorter); (20) Social Networking for Educational Purposes: The Development of Social-Cultural Skills through Special Interest Groups (Nikleia Eteokleous-Grigoriou and Despo Ktoridou); (21) Personal Learning Environments and Social Networks in the Traditional School System: An Applied Case Study in the Greek Educational System (Christos Manolis and Eleni Kalaitzidou); and (22) Teachers' Use of Social Networking Sites for Continuing Professional Development (Daniel Xerri). The book concludes with a section about the contributors and an index.