Social media, encompassing networking, publishing, content sharing, virtual and gaming networking, holds value in enhancing education, but must not be used carte blanche. By understanding what social media can offers in terms of learning enhancement we can understand its value post-education (Mao, 2014, pp. 213, 214).

Technology is rapidly developing and changing the way society interacts and functions (Mao, 2014, p. 213); as indicated by the increasing interaction students have with social media (Kelling, Kelling, & Lennon, 2013, p. 2658). We know learners engage more if they deem something relevant (Kelling, Kelling, & Lennon, 2013, p. 2658): Social media provides learners with engagement, collaboration and interaction with their learning experience, allowing students to engage and work with others in a way they find meaningful and relevant (Heavin & Neville, 2012, pp. 195, 200; Mao, 2014, pp. 213, 222). Using social media motivates students to learn, improve attitudes, whilst making theoretical content more understandable, all key to successful learning improving performance outcomes (Heavin & Neville, 2012, pp. 194, 200; Mao, 2014, pp. 213, 214).

Furthermore, social media capabilities enhance learning throughs its range of tools and functions, providing a plethora of information via access to a range of information, organisations, experts and data in a much smaller timeframe and less cost than traditional teaching and learning (Heavin & Neville, 2012, pp. 194, 195; Kelling, Kelling, & Lennon, 2013, pp. 2657, 2658). Traditional concepts of experts are being replaced with the ability to use the internet as well as drawing on peer learning (Kelling, Kelling, & Lennon, 2013, p. 2657; Mao, 2014, p. 222). In addition to the changing nature of learning,businesses are quickly adopting social media as the nature of workplaces  are changing and becoming less face to face (Heavin & Neville, 2012, p. 200; Kelling, Kelling, & Lennon, 2013, pp. 2656, 2663). It is important as educators that we provide learners with the knowledge and skills they require (Heavin & Neville, 2012, p. 194), consequently integrating social media will ensure learners are in the best position to succeed (Heavin & Neville, 2012, pp. 195, 200).

There are still some concerns about social media use in education. Using social media will not necessitate an improvement in education, and it is noted that social media is primarily not designed as a pedagogical tool, but rather for social and commercial purposes (Heavin & Neville, 2012, p. 200; Mao, 2014, p. 221). Also, whilst research indicates that student attitudes towards social media in education are highly positive, there is some reluctance from educators to utilise social media, who prefer to utilise traditional teaching methods and find that social media is contrary to teaching ideologies, moving away from the concept of the teacher as the educator (Mao, 2014, pp. 214, 215, 220, 222).  If we are to utilise social media effectively into education, we need to ensure that it aligns with effective pedagogical theory and practise (Heavin & Neville, 2012, p. 194; Mao, 2014, p. 222).  Rather than replacing contemporary teaching and learning, we need to align effective pedagogy with contemporary need. Research indicates there is value in using social media tools in education (Heavin & Neville, 2012, p. 199), but educators must carefully critique and evaluate social media tools in terms of how it will enhance their practice, rather that replace it (Heavin & Neville, 2012, p. 195; Mao, 2014, p. 222). At the same time, it is important that educators recognise the value of student input into effective teaching and learning and move away from teacher-centric education. Students need to be considered as an equal partner in education with value placed on the perspectives and influences they have to offer (Mao, 2014, pp. 213, 222).

When used appropriately, social media can greatly enhance learning. As society is progressing and relying more on social media for education and communication, we need to integrate it into education to ensure skill and knowledge development.

References

Heavin, C., & Neville, K. (2012). Using Social Media Technology as an Educational Tool. Proceedings of the European Conference on Games Based Learning, (pp. 194-201).

Kelling, N. J., Kelling, A. S., & Lennon, J. F. (2013). The tweets that killed a university: A case study investigating the use of traditional and social media in the closure of a state university. Computers in Human Behaviour, 29, 2656-2664. Retrieved from http://dx.doi.org/10.1016/j.chb.2013.06.044

Mao, J. (2014). Social Media for learning: A mixed methods study on high school students’ technology affordances and perspectives. Computers in Human Behaviour, 33, 113-223. Retrieved from http://dx.doi.org/10.1016/j.chb.2014.01.002