Social Networking as an educational tool

 

            Social Networking as an Educational Tool

Because of the widespread usage of social software, educators have begun to believe that it may be used for educational reasons. The purpose of this essay is to demonstrate that the origins of social networking may be traced back to past practice and theory. Educators were confident that other media, such as television, computer-based training, and artificial intelligence, could alter teaching and learning. The impact of social networks on changing teaching methods is yet to be explored. Instead of taking an all-or-nothing attitude, see social software as simply another tool, utilize it creatively, and maintain an open mind about how it could benefit education.

Web 2.0

Web 2.0 refers to a collection of technologies that include social software. Web 2.0 reflects the concept of people creating new web content that is linked to current information via hyperlinks, allowing other users to discover the material and link to it, allowing the web to grow as a result of collective intelligence. Some examples of social software that is relevant to education are Wikipedia, blogs, and real-time screen sharing technologies.

Web 2.0 has three main traits that set it apart from previous social forms of engagement. Web 2.0's first distinguishing feature is that users have profiles that may be used to identify them as individuals. The second is that participants can add individuals as friends or in some other capacity, which is visible to others in all members' profiles. Participants can leave public comments on each other's profiles, which creates a space where an individual's own expression is blended with other people's thoughts about her or him. These three characteristics may not seem instructive at first glance, but given that web 2.0 is more about participation than publishing, and the heart of social networking is user-generated content, one can see how social networks could be used for teaching. The advantages of user-generated content are obvious. Users take an active role in the creation of their own experience. They can update information without the help of an expert. They can also learn how to work in groups and use new tools that facilitate collaborative work. Furthermore, the young are motivated by the need to be a part of a community, which gives them an incentive to explore this type of content over time.

In contrast to the existing system, which focuses on specific material and skill acquisition, the utilization of Web 2.0 technologies can assist students develop the skills they need to navigate in today's society. Learners can use blogs, wikis, and other social networks to practice thinking about concepts, testing their knowledge, and examining how their mental pictures compare to a variety of input.

The pedagogical concepts that guide the course design process, as well as the specific problems to be addressed or the tools to be employed, are shaped by developments. Outcome-based design is a trendy concept. There is a transition in the learning outcomes in outcome-based design that focuses on the process rather than the content. Learning outcomes become more relevant in a course's evaluation technique as a result of this transition. The effects of the developments in the technology cannot be ignored. Educational programs need to be keep up with the developments and make use of the facilities which technology provides. Everything is for the exploring the beyond limits of education.

Here's my friends blog links:

Halil Üneş's Blog

https://halilunes.blogspot.com/?m=1

Ünal Parlak's Blog

https://chaseyourfuture.blogspot.com/

Muhammed Aydoğdu's Blog

https://muhammedaydogdu.blogspot.com/?m=1

Kristina Nikolaeva's Blog

https://kristinanklva.blogspot.com/

Ali Vehbi Yalınç's Blog

https://alivehbiyalinc.blogspot.com/