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Social Networking and Schools: Early Responses and Implications for Practice

Social Networking and Schools: Early Responses and Implications for Practice
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Author(s): Chris Abbott (Reader in E-Inclusion - King’s College London, UK)and William Alder (Sixth Form Student - Trinity School, UK)
Copyright: 2009
Pages: 9
Source title: Handbook of Research on Social Software and Developing Community Ontologies
Source Author(s)/Editor(s): Stylianos Hatzipanagos (King’s College London, UK)and Steven Warburton (King’s College London, UK)
DOI: 10.4018/978-1-60566-208-4.ch002

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Abstract

Although social networking has been enthusiastically embraced by large numbers of children and young people, their schools and colleges have been more cautious, and often concerned about the implications for online safety. Social networking used by young people is considered here as part of a trajectory of online practices which began with personal Web sites in the mid 1990s and continued through the use of interactive services to the networking sites familiar today. The response of the education system is examined through interview and anecdotal evidence, and with reference to a growing body of research in this and allied areas. It is concluded that social networking has initiated a series of practices which cannot now be abandoned, and that the challenge for the education system is not control or abolition but the inclusion of social networking appropriately within teaching and learning.

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