Documentos de Académico
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Anna Brown
Jill Woodie
Ricky Tsui
Sena Parks
Shelley Scott-Johnson
Abstract
This paper is a review of the use of technology in early education, as it is essential to lifelong
learning. This review looks into forms of social networking currently being used by children in
kindergarten through fifth grades and the effects this is having on our students. The reader will
learn how schools can help protect our students through the use of Acceptable Use Policies and
Digital Citizenship Education. It also will touch on the parent or guardian role in technology
education outside of the learning environment, and enforcement of school rules in technology
use at home. Therefore, it is the responsibility of all schools as well as parents or guardians to
provide the child an appropriate education in respectful and responsible technology use.
Keywords: social media, Skype, blogging, privacy, Acceptable Use Policy, parent
The purpose of this study is to present a review of literature organized into topics leading
to the implications of having children, as young as kindergarten, using social media on our ever-
changing society now and in the future. The review will begin with an introduction behind
social networking as it pertains to K-5 students. Next, the review will discuss different social
media platforms. The following section will discuss the benefits to incorporating social media
platforms, such as Skype and blogging in the classroom. The succeeding topic will study
concerns surrounding social media, such as privacy. The final section will examine acceptable
Review of Literature
As educators, we spend most of our days with our students, of that day a large part is
spent with them using some sort of technology. We may use desktops, laptops, Chromebooks, or
iPads but no matter what we are using our students are exposed to a variety of technologies
within their educational time. More and more we are all seeing a growth in the number of
younger children using social media, they may be sharing things to their parents Facebook pages,
creating videos for YouTube, or even buying things on Amazon through the use of technologies
like Alexa.
Changes in media use, and widespread internet use, have drastically altered childhood
experiences. For young children, electronic media are part of the landscape and contexts of their
lives. The ubiquity of the internet and new online technologies, in particular, permeates all
The thesis statement behind the creation of this research and paper is that in today's
society, technology is unavoidable, by teaching digital citizenship at an early age, students will
be responsible and respectful of their privacy and of others while participating in a social
network. Our literature review will look into the implications of having children, as young as
kindergarten, using social media on our ever-changing society now and in the future. The
1) As educators should we encourage our young students to use social media, in any form,
while in elementary school? If so, which types of social media and why those in
particular?
2) Is there a good way to intervene now in their use and create a generation of responsible
social media users? Is there a bad way to intervene now in their use and create a
3) Can we put our faith in this generation to overcome the pitfalls that the current one has
created with their misuse of what could be a very powerful tool if used in the correct
ways?
Once these questions are answered through our review of various forms of literature, we will
have a better understanding of how educators need to approach this topic with their students in
mind.
As educators should we encourage our young students to use social media, in any form,
while in elementary school? If so, which types of social media and why those in particular?
opens the world for all users to learn from each other by sharing their knowledge (Bonk, 2009).
SOCIAL NETWORKING AS IT PERTAINS TO K-5 STUDENTS 5
Social media networking is one of the platforms for the exchange of ideas and information
between students with professors, authors and experts directly. Besides, social networking can
offer paid service for mentoring and coaching. Users can get support immediately and learning
Barbour and Plough (2012) created a closed social network media platform to examine
transactional distance. In the first and second phase, 60 students were selected to participate in
the study. On third phase, 321 students and 12 teachers were involved to test the social network.
The result showed that the social network was successfully motivating academic activities for
addition, students used the network to form interest groups and created nonacademic groups to
discuss development of youth adults. Therefore, this closed social network provided a platform
for students and teachers to increase their interaction and to discuss both schooling and personal
Applying social media networking to teach third grade math class study was conducted to
determine if such activity will stimulate students learning motivation (Chen, 2013). There was
no empirical data recorded in the study. The study was conducted by creating a math trail on
Google Buzz for students to work on seven math problems and submitted in through Buzz
individually. The teachers would find out the common mistakes they made and discuss it with
them. In this study, Buzz played a role of information filter and navigation for teacher to
identify students misconception in math. Not only can math be incorporated with social media
networking, other academic subjects can also be integrated to enhance the learning experience of
Leland, Ociepka & Kuonen (2012) conducted a research to find out how effective 18
eighth graders learn to pay more attention of their online actions in a language art curriculum.
The study was done in two phases. In the first phase, a survey was given to each student to
gather information about their behavior in the social network, MySpace. Then teachers designed
seven invitations with articles about how others used MySpace inappropriately and inhumanely
to ask them to reflect on those improper behaviors. In the second phase, Think.com was used to
create a closed social network for students to interact with their teacher and peers. The result
from the first phase was many students admitted their misused in MySpace such as telling lies,
spreading gossip and making fun of others. In the second phase, the results concluded students
felt they were closer in relationship with their classmates and able to learn a lot from each other
by interacting in the closed networking. This study showed that proper online behavior needed
to be taught earlier to students and participatory culture could be achieved through social media
networking. Most importantly, students were learning from everyone in the closed community
The use of social networking services (SNSs) by children under the age of 13 was
examined by surveying 199 students, ages 7-13 from grade three to six (Weeden, Cooke &
McVey, 2013). Each participant was given a survey with 12 questions with personal information
and their habit in using social network. Despite age 13 being the legal age to register for social
networking, 18% indicated that they started their social networking experience at age nine.
Studies showed, 80 out of 199 students misrepresented their actual age when creating the social
networking account. Seventy-five percent of the students that not yet used social networking
services understood that strangers could access their information and 64% knew strangers could
view their images. This study shows that a significant number of participants misrepresented
SOCIAL NETWORKING AS IT PERTAINS TO K-5 STUDENTS 7
their actual age to join the social network and were willing to freely admit their lie. Schools
need to introduce online safety into school curricula as early as grade three to prepare students
Skype
Using Skype, K-5 students become more aware of the possibilities behind video-based
social networking. In the classroom, there are several advantages to using Skype. Financially,
Skype is the better choice for schools because it is a free service (Morgan, 2013). Field trip
expenses such as paying for a bus driver would also not be an issue. At the elementary school
level, video-based social networking can also provide students with opportunities to interact and
connect with individuals from around the world. Establishing a global connection can benefit
students by helping them learn a new language and to provide opportunities to explore a different
culture (Morgan, 2013). Teachers can also use Skype to conduct interactive sessions with guest
speakers. Authors Who Skype is a website teachers can utilize in the classroom. The website
lists over 150 authors who are willing to have a twenty minute Skype session with a class
(Morgan, 2013). While using Skype can be advantageous, teachers need to remember that if
they use this software only for the sake of introducing new technology, it will lead to few if any
academic benefits (Morgan, 2013, p. 199). Exposing students to a new technology used
purposely will ultimately benefit a student academically. Using Skype in the classroom also
allows students to become aware of a new technology and to learn how to use it (Morgan, 2013,
p. 197). When using Skype, teachers and students must be prepared. If students are involved in
a Skype session with an author, the students should have read the book. In addition, it would be
beneficial for students to come prepared to the session with questions (Morgan, 2013). If a
teacher or student is not prepared, instruction time will be wasted. By exposing students at an
SOCIAL NETWORKING AS IT PERTAINS TO K-5 STUDENTS 8
early age to the possibilities of video-based social networking, this also prepares students for
Blogging
Blogging at the elementary school level can fulfill different purposes both in and out of
the classroom. In the K-5 classroom, integrating blogs can lead to many possibilities for parent
involvement. Creating a class blog can ensure parents are informed of activities taking place in
their childs class. The class blog gives parents an opportunity to talk to their children about
what they are exploring (Davison, 2013, p. 26). Class blogs create opportunities for parents to
communicate with their child which ultimately opens to the doors for meaningful conversations.
Using Kidblog, teachers can set up individual student blog pages. Kidblog provides teachers
with the tools to help students publish writing safely online. Students exercise digital citizenship
within a secure classroom blogging space. Teachers can monitor all activity within their blogging
community (Safe & Simple Blogs for Your Students, 2017). By involving the parents,
educators will not only open the lines of communication, but the parents will also have the
opportunity to take responsibility for their childs online behavior. As Davison (2013) states,
Blogging also creates an opportunity for students to learn to become safe and responsible digital
K-5 students can post text, images, videos, and websites to blogs (Luongo and Finetti,
2013). Blogging can increase student collaboration as well as improve student writing skills.
Luongo and Finetti (2013) state, Students can use the blog as a place where they can work to
further develop writing or other skills with the advantage of an audience (p. 26). Not only can
the teacher incorporate text-based blogs, the teacher can also integrate image and video-based
SOCIAL NETWORKING AS IT PERTAINS TO K-5 STUDENTS 9
blogs. For example, the teacher could ask students to post an image illustrating monochromatic
colors. By doing so, the teacher is able to see if the student understands what monochromatic
colors are, and this type of post could also be used as a teaching opportunity. What images are
appropriate to post to a blog? When should I cite my sources when using images and/or videos
found on the internet? Blogging provides opportunities to engage the student learning as well as
providing the child with an appropriate education in respectful and responsible technology use.
Is there a good way to intervene now in their use and create a generation of responsible
social media users? Is there a bad way to intervene now in their use and create a generation
Privacy
The use of social media and technology among young children has astronomically
increased over years. Time spent on the Internet among 2 to 11 year-olds increased 63% from
2004-2009 (Barone, 2012). Children are accessing the Internet on a daily basis via computers,
mobile devices, and wearable tech to interact with other people via social media platforms, play
interactive games, and watch videos. Most of this interaction and activity occurs without
parental supervision. With nearly one in ten children receiving a mobile device, such as a
smartphone, by age five, todays youth are the new digital natives (Dotterer, Hedges, &
Harrison, 2016). This increasing use of technology and social media, students, faculty, and
parents must become cognizant of the responsibility and privacy guidelines associated with
technology use (Ribble, 2012). Digital Citizenship has become a necessity and is now a
requirement by the government or schools may risk losing funding. In 2008, the International
SOCIAL NETWORKING AS IT PERTAINS TO K-5 STUDENTS 10
Society for Technology in Education (ISTE) updated its standards to include digital citizenship.
There are nine elements of digital citizenship to include digital access, digital commerce, digital
communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities,
digital health and wellness, and digital security. These elements provide a scaffold for
addressing the needs that are arising with respect to technology in schools (Ribble, 2012).
Schools and districts must provide guidance on how to use technology appropriately, and faculty
must integrate the standards into their lessons. Students who are digitally literate know how to
effectively use technology to collaborate, create original content, and conduct in-depth research
Privacy and protection of children is also necessary when they are posting on social
media and various websites. In a virtual environment, there exists a feeling that users can act in
ways they would not in real situations, because in a virtual environment the technology permits
them to do so and because the controls relating to this technology are not so pronounced or
enforced as are the controls in a real environment (Burridge, 2010). Children are not aware they
put themselves at risk when they share personal information over the Internet. They need to be
taught how to keep it private. They need to be taught how to create safe usernames and
The Childrens Internet Protection Act (CIPA) was enacted by Congress in 2000. It
addresses placing measures in place to protect children from accessing obscene or harmful
content over the Internet. Schools subject to CIPA have two additional certification
requirements: 1) their Internet safety policies must include monitoring the online activities of
minors; and 2) as required by the Protecting Children in the 21st Century Act, they must provide
for educating minors about appropriate online behavior, including interacting with other
SOCIAL NETWORKING AS IT PERTAINS TO K-5 STUDENTS 11
individuals on social networking websites and in chat rooms, and cyberbullying awareness and
response. The Childrens Online Privacy Protection Act (COPPA) imposes certain requirements
on operators of websites or online services directed to children under 13 years of age, and on
operators of other websites or online services that have actual knowledge that they are collecting
personal information online from a child under 13 years of age. Students must be encouraged to
become self-directed and to manage and monitor their own learning appropriate to the task and
When having students and their parents be involved with social networking in the
educational setting, it is important to have an Acceptable Use Policy in place. Ensuring that they
(todays youth) understand the implications, consequences, and best practices for engaging with
technology and social media is critical to safeguarding their well-being and to their developing
workplace skills (Dotterer, Hedges, & Parker, 2016). A lot of technology is quite misunderstood
because the virtual environment is much different than actual, real life environment. Once
online, individuals are able to change and be more outspoken and more app to mingle around the
web to figure things out. In a virtual environment, there exists a feeling that users can act in
ways they wouldnt in real situations, because in a virtual environment the technology permits
them to do so and because the controls relating to this technology are not so pronounced or
enforced as are the controls in a real environment e.g., the prevalence of youngsters stealing
records/DVDs from a store was not as great as youngsters stealing music from websites by
Guidelines should be set in place by the district or school that need to be followed
throughout the year at school and at home when it comes to participating with technology with
SOCIAL NETWORKING AS IT PERTAINS TO K-5 STUDENTS 12
anything relating to school. The Acceptable Use Policy should include limitations and best
practices in using technology to ensure safety and compliance with the law for both families and
schools. This being put into place will help best ensure the safety of the elementary aged
children while they are being able to get their feet wet with learning using technology. Letting
students know at a young age that there are rules online will help to spread the word to their
families and potentially instill in them lifelong understanding of what to do and what not to do
Parent Responsibility
It is no surprise that parents are initiating the use of technology with their children. In
public, you can see many toddlers using technology as a means to keep them entertained.
Although many younger aged students feel comfortable with technology, it is still the parent's
job to help make sure that they are using the technology correctly. The younger generation has
been described in one study as digital natives, young people who have grown up around digital
technologies and seem to instinctively understand them, and the older generation is being
described as digital immigrants, new to technology, possibly fascinated by the new technology,
and adopters of many aspects but lacking an instinctive aptitude (Dotterer, Hedges, & Parker,
2016). Teachers are a great start to helping parents get involved with their childs journey with
technology.
Parents should be involved with their child when they go online and make sure that what
they are doing to legal and productive. Research shows that children that use digital media are
able to learn in any place at any given time. This ease of learning is excellent for children and
mobile technology and being able to learn on the go with parents and not just at home or school.
communication skills (Barone, 2012). In Barones study, it was also shown that parents were
able to communicate with their children more and talk about what the child was doing with their
technology or on the internet. By having that type of communication with your child about
something that they enjoy leads to good social interactions with them and helps the child build
their vocabulary.
Can we put our faith in this generation to overcome the pitfalls that the current one has
created with their misuse of what could be a very powerful tool if used in the correct ways?
The review has shown that yes, we can put our faith in this generation to use the internet
in the way it was intended, a way to work together as one community to better ourselves and
others. There is much research and analysis that must be completed before educators will feel
completely safe allowing full use of the internet by their elementary students. A few of the steps
that need to be taken are discussed in the next section of this review.
Next Steps
The literature review revealed several themes regarding the implications of having
children, as young as kindergarten, using social media on our ever-changing society now and in
the future. The first finding of age filtering not being effective was very eye opening, even
though most social media outlets do require a minimum age of 13 for anyone to sign up for their
services children of varying ages well below 13 have full access. There is no real way of
guaranteeing age requirements are being met. Also, many parents are giving their children
permission to give a false birthdate in order to have an account. These accounts are not being
Blogging was the next finding that needs more research. The use of effective blogs in a
classroom environment is very encouraging, this opens doors for many new ways to introduce
SOCIAL NETWORKING AS IT PERTAINS TO K-5 STUDENTS 14
students to the world around them. Blogs appear to be a much safer way for students, teachers,
and parents to interact in the educational system. Research needs to be done on how blogs can
be used more extensively in classrooms as well how they can be monitored closely by school IT
technology is ever evolving these policies must evolve as well. Research needs to be completed
on what makes a policy the most effective and what does not necessarily need to be included.
Also, there needs to be further research into how to better hold parents responsible for their
child's technology use in the school settings. Though these policies are signed by parents, and
are supposed to be enforceable, they are not being truly enforced in the schools, they are serving
and respectful of their privacy and of others while participating in a social network. They will be
the leaders in a movement to recreate the way technology and social media are used in
educational settings, therefore spurring change worldwide. These students will bring about the
changes that we are all wishing for but unable to achieve at this time, due to a late start in digital
citizenship education for anyone that is not currently elementary aged. It will take time, but the
internet can and will become a better entity for all who take advantage of the great things it
provides.
SOCIAL NETWORKING AS IT PERTAINS TO K-5 STUDENTS 15
References
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SOCIAL NETWORKING AS IT PERTAINS TO K-5 STUDENTS 16
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