Before steps are taken to impose limits on the use of social media and mobile technologies in schools, policymakers and educators need to consider the consequences for learning that such restrictions would produce. In this document, we argue that such action should carefully consider the advantages of social media for learning and that these guidelines for responsible use bring media into mentored environments where they can be safely explored and shared.
Many of the problems raised by these new technologies – from bullying to engaging in risky behavior – are not new to the public discourse, but are merely being delivered in different media. The challenge to responsible educators remains the same: to provide stimulating and safe learning environments that support the acquisition of practical skills necessary for full participation as a 21st-century citizen. Achieving this without mentored use of new technologies seems both impractical and counterproductive. One of the most powerful reasons to permit the use of social media and mobile devices in the classroom is to provide an opportunity for students to learn about their use in a supervised environment that emphasizes the development of attitudes and skills that will help keep them safe outside of school.
J. Pettit, and A. Kukulska-Hulme. Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching, IGI Global, Hershey & New York, Contains data from interviews with six Open University staff..(2011)
B. Vogel, D. Spikol, A. Kurti, and M. Milrad. Proceedings of the 2010 6th IEEE International Conference on Wireless, Mobile, and Ubiquitous Technologies in Education, page 65--72. Washington, DC, USA, IEEE Computer Society, (2010)