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Learning and teaching with social network sites: A decade of research in K-12 related education

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Abstract

The increasingly widespread use of social network sites to expand and deepen one’s social connections is a relatively new but potentially important phenomenon that has implications for teaching and learning and teacher education in the 21st century. This paper surveys the educational research literature to examine: How such technologies are perceived and used by K-12 learners and teachers with what impacts on pedagogy or students' learning. Selected studies were summarized and categorized according to the four types introduced by Roblyer (2005) as studies most needed to move the educational technology field forward. These include studies that establish the technology’s effectiveness at improving student learning; investigate implementation strategies; monitor social impact; and report on common uses to shape the direction of the field. We found the most prevalent type of study conducted related to our focal topic was research on common uses. The least common type of study conducted was research that established the technology’s effectiveness at improving student learning. Implications for the design of future research and teacher education initiatives are discussed.

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Authors and Affiliations

  1. Department of Counseling, Educational Psychology and Special Education, College of Education, Michigan State University, 620 Farm Lane, Room 513F, East Lansing, MI, 48824, USA

    Christine Greenhow & Emilia Askari

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  1. Christine Greenhow
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  2. Emilia Askari
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Correspondence to Christine Greenhow.

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Greenhow, C., Askari, E. Learning and teaching with social network sites: A decade of research in K-12 related education. Educ Inf Technol 22, 623–645 (2017). https://doi.org/10.1007/s10639-015-9446-9

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