As I continue my exploration of educational technologies, this week I will look at social networking technologies, specifically Ning and Twitter.

The web has changed the way many people communicate and interact, and many educators and researchers “also believe that the web has vast potential to shape the way people learn” (Barbour & Plough, 2009; Drexler, Baralt, & Dawson, 2008; as cited in Hung & Yuen, 2010, p. 703).  Lave and Wenger (1991; as cited in Hung & Yuen, 2010) contended that learning materializes as people engage in social communication.  Social networking should be viewed as “the practice of expanding knowledge by making connections with individuals of similar interests” (Gunawardena et al., 2009; as cited in Hung & Yuen, 2010, p. 705).  In addition, social networking promotes classroom community which is an effective and essential aspect of learning in traditional, online, and blended learning settings.  Through social networking, adult learners can experience learning not only in the classroom but outside of it as well (Hung & Yuen, 2010).

Ning (http://ning.com/) began in 2005 and is a social networking site that is web-based.  It is a place where people can create their own social networks around their passions, interests, and pursuits.  Networks can be private or public, and Ning’s features include media sharing, collaboration, communication, text searching, and content delivery.   Ning is unique because the network originator can customize the functionality, design, membership and accessibility of the site to fit her intended purpose. “The course-learning environment created with Ning allowed the students to access the course materials and exchange opinions anytime and anywhere” (Hung & Yuen, 2010, p. 707).  Using Ning, students can collaborate together around interest areas.  With Ning, they will realize social connections and learning that is engaging, self-directed, and significant when ideas of like focus are exchanged, experiences are shared, reflection is encouraged, and support is given (Richardson, 2010). 

 I might incorporate Ning into an ESOL educational setting by posting a YouTube video that presents an English literacy concept on my private class site.  Students would be assigned to view the video and then engage in a discussion on the Ning site.  When students arrive at the next class session, they will already be familiar with the content to be discussed and ready to step their learning up a notch.  I might also use the Ning site for a role playing assignment.  I would assign students different roles based on a course reading resource and ask them to interact with each other on the Ning site in character (Brumley, 2012).

Twitter (http://twitter.com/) is a microblogging social networking tool.  It allows people to send out text communications, images, updates, and website URLs  in messages called tweets that can be only 140 characters in length.  Users choose who they will follow on Twitter and create “a personal virtual network based on interest and intent” (Newgarden, 2009, p.2).  Twitter is a valuable learning tool for ESOL learners because it allows them to connect with a live English language community as well as write and construct information in English (p. 4-5).  Through Twitter, both educators and adult learners have a network available to them where they can “ask questions and get answers, link to great blog posts or resources, or share ideas for projects as they go through the day” (Richardson, 2010, p. 86). 

I might use Twitter in an ESOL setting to build classroom community among the learners, having them get to know each other better by tweeting about their outside activities during the first few weeks of a course.  “Building a classroom community is important since students may participate more actively if they feel comfortable with others and if there is a sense of common purpose” (Newgarden, 2009, p. 5).  Another way that I might use Twitter with ESOL learners is to assign students to choose a famous person to follow for two weeks.  Then, I would ask students report their discoveries and conclusions about that person (based on the tweets they read) to each other in small groups in class.        

 References

Brumley, M. (2012, Feb. 27). 7 tips for using social media in your classroom. NBC News Education Nation. Retrieved from http://www.educationnation.com/

Hung, H. & Yuen, S. C. (2010, Dec.). Educational use of social networking technology in higher education. Teaching in Higher Education, 15(6), p. 703-714. doi: 10.1080/13562517.2010.507307.

Newgarden, K. (2009, Sept.). Twitter. The Electronic Journal for English as a Second Language, 13(2), p. 1-13.

 Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms

(3rd ed.). Thousand Oaks, CA: Corwin Press.