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Social media field trips: using disruptive technologies without disrupting the system.

, Cape Breton University, Canada

Journal of Educational Multimedia and Hypermedia Volume 26, Number 2, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This paper presents a discussion around the question of data protection, privacy, liability and the resultant policy that has developed both in public K-12 education and post secondary education in Canada. With no central regulation of online protection in Canada educators in some provinces face a digital divide caused by more restrictive policy of one province in contrast to another. To set the stage for the discussion I address the nature of social media and it’s use, institutional response to social media in schools with specific reference to the Canadian context. I then propose a potential solution in the form of a social media field trip and analyze three different types field trips I have conducted with graduate students against Moor’s (1999) just consequence theoretical framework. Finally, I present implications for practice and possibilities this model could offer K-12 educators to work within current policy, stay safe but still open the doors to social networking and the world

Citation

Snow, K. (2017). Social media field trips: using disruptive technologies without disrupting the system. Journal of Educational Multimedia and Hypermedia, 26(2), 193-209. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 21, 2017 from .