How to Use Facebook in the College Classroom
Caroline Lego Muñoz
Fairleigh Dickinson University
United States email@example.com Terri L. Towner
United States firstname.lastname@example.org This paper was prepared for presentation at the 2009 Society for Information Technology and
Teacher Education conference in Charleston, South Carolina.
The purpose of this research is to propose the idea of using the social network site,
Facebook, for teacher education. Specifically, this research explores the advantages of this new
Web 2.0 medium, and illustrates the different levels of course integration at an instructor’s disposal. In addition, it provides specific instructions on how to use Facebook and a discussion of “best practice” policies that can be ethically implemented within the classroom. Specific attention is given to suggestions for creating a professional Facebook presence in which future teachers can emulate.
Students are heavily immersed in Web 2.0 technologies (i.e. blogs, twitter, podcasts, wikis, social network sites, virtual worlds, video sharing and photo sharing). They are crafting on-line lives that seamlessly meld with their off-line world. Indeed, the internet is playing an increasingly important role in not only students’ social life, but also academic. Educators are now turning to Web 2.0 tools, drawing upon their ability to assist in creating, collaborating on and sharing content. At present, little empirical research has been conducted on the value of
Web 2.0 in education (Crook & Harrison, 2008). Research has begun to examine social network sites, but few studies have specifically addressed its role in pedagogy (for notable exceptions see
Charnigo & Barnett-Ellis, 2007; Hewitt & Forte, 2006; Mathews, 2006; Mazer, Murphy &
Simonds, 2007; Selwyn, 2007; Towner & VanHorn, 2007). Teacher education literature has also started to address this area (Coutts, Dawson, Boyer,
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