Social networks can be places where students and teachers can learn from each other (Richardson, 2010). Facebook and Ning form groups that include people we know and share an interest with those we do not know. Educators using these sites move past friendship connections and explore collaboration and collective action. Following educators on Twitter creates a network where people can ask questions and get answers, link to blogs or resources, and share ideas for projects (Richardson, 2010). As a student and future educator in the virtual classroom, I can see both the benefits and challenges of using social media as part of the curriculum. First and foremost, I recognize the advantage of collaborating and sharing information with those outside of the classroom. Answers to questions can be answered by those with knowledge of the topic. The risk and challenge I find are that other opinions can be offered; however, information is not fact-checked. Knowledge from the first-hand experience can be useful, but in my area of criminal justice, it serves as a perspective on the topic. Evidenced-based information from peer-reviewed scholarly articles is the only thing that counts. This is not to say that I cannot be pointed in the right direction and narrow down my search for information.

Leaning on the idea that these technological advancements enhance the learning environment they can also inhibit the experience for some because of the misuse and abuse of these sites. For example, early on I highly favored Facebook. I originally started with exchanges of post and photos with family and friends. Eventually, I started using the availability to send money at no charge (Big mistake). As time passed, I started visiting sites for the community and certain organizations. Then along came individuals with malicious intent infiltrating reliable sites with misinformation (many times the information is seen and taken down but how long after?) Not to mention attaining personal and financial information from users. What I am pointing out is that even though these sites are some of the best ways to network, there is a certain hesitation here. Furthermore, I would like to add my concern goes past certain social media and apps; as a student and future educator it concerns me because I am not alone. I do not want to sound like a paranoid conspiracy theorist, however, I do have valid concerns. Right now I have a smart TV with tape over the camera. I do not worry about conversation as I have nothing to hide so my microphone does not bother me. In short, I believe there are too many other technological avenues that aid and contribute to the virtual classroom without going through current social media apps. That is not to say I discourage all from the implementation of social media in the classroom that has no problem with them. After all, I do still have a Facebook page.

Work Cited

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin Press.

Chapter 6, “The Social Web: Learning Together” (pp. 85–99)

Chapter 9, “Social Networks: Facebook, Ning, Connections, and Communities” (pp. 131–146)