Background to the Study
Social media is on the rise within education, both outside and inside the classroom (Blaschke, 2014). Social media technology provides educators with an opportunity to engage learners in the online classroom, as well as to support development of learners skills and competencies. Therefore, a number of researchers have examined the use of specific social technologies in particular discipline settings in various regions (e.g Alam, 2008; Zeeng; Robbie, Adams, and Hutchison, 2009; Kabilam, Ahmed and Abidin, 2010; Bennett et al, 2012; Irwin et al 2012). The next section explain more on the use of social media and its benefit. For integrating the technology in pedagogically meaningful ways, educators have needed to explore new teaching and learning theories as nowadays more educators integrate social media in their classroom one approach that Blachke (2014) could suggest is to encourage student to use social media actively in their learning and research. These bringing them a step closer toward becoming more self directed learners and expand the potential for them to develop the skills they needed for creating a personal learning environment (PLE).
Tapscott and Williams (2010) in their study shown how social network applications can significantly improve student learning and knowledge acquisition, sharing resources and critical thinking. Social network media technology in this context include Blog, Wiki, Facebook, Youtube, Twitter, Online discussion, Forum and others. Students nowadays can be described as ‘members of the internet generation’ or ‘natives of digital era’ globally (Sanchez et al 2014, Niculoric et al, 2012, 2014). They were born in digital age and interacted in the digital age with digital technology from their early age (Tapscott and Williams, 2008, 2010; Thompson 2013).
In the early of implanting online learning, students’ use of blogs, wikis, and social bookmarking. It trigger the interest to educators who perceives these technologies as beneficial in higher education (Kumar and Vigil, 2011) the students were required to read about the new technologies engage with these new technologies as part of an assignment, and demonstrate their knowledge and understanding of the content unit by presenting it in a wiki, a blog, or podcast that they created.
Similarly, Harerback (2009) observed and informally examined his students’ creation and participation in an online learning community on facebook to discuss assignments as an any over questions, post information and support one another for their reading education method course. More specifically some studies have explored the possibility of using social media in the context of curriculum related activities (Greenhow, 2011) suggesting that they are used as teaching tools in formal context of learning (Mazman and Usluel, 2010) and also in pedagogic practice, with particular focus in teacher presence and self disclosure (Rameri, Manca and Fini, 2012).
Youtube was the most commonly adopted social media service followed by twitter, then facebook, perhaps even more compelling is that more eighty of small midsized educational institutions intend to decrease social media application in 2013 (Pick 2013).
In the latest revision of the computer security madent handling guide, the united states, national institution of standard and technology (NIST) suggest that entertainment strategies vary based on the type of incident for an example the strategy for containing an e-mail borne malware infections is quiet different from that of network based on Distributed Denied of Services (DDOS) attack secondary schools should separate containment strategies for each major incident type, with criteria documented clearly to facilitate decision making (Cichonski 2012). As recommended by NIST, most secondary schools likely have specifically designed contained strategies, for accomplishes attacks and manlike performance through a high stakes (Treton Bond).
The application of social media in everyday life goes a long way to promote communication on every sector of human life (Oluwaseun R.A 2014), such as education medicine, security, economy etc and new opportunity for professional and institution with the general public social media has a platform for mathematics teaching and learning and authentative learning message for professional development and knowledge sharing for direct online learning interaction, this may fraught with legal and privacy concerns.
If media is simply a means of communication, social media may be seen as website or internet based service when the content being communicated is created by the people who use it, or who use the service unlike for instance a news website where the content is created by the journalist and editorial staff for general populace concept role different Emeka (2012).
On application of social media in mathematics teaching and learning there is no cut or clear separation between the teacher and the learners. This is done where they make use of software application in teaching the learners with designed website and representation of data in graphical method in other for the learners to create a comment on any area where they did not comprehend.
Furthermore educationalist must not confuse the role of information and interaction between the teacher and the learners, but must understand regulation related to state license in the application of social media in teaching and learning of mathematics in junior secondary schools and must recognized the important of transparency and diploid of potential interactions. The constructive applications of social media in teaching and learning of mathematics using facebook, twitter and youtube etc, usually create link between the learner and the teacher in case of urgent information or assignment in which the teacher wants to give to learners in either facebook page or website and ask to check and submit online to the website or facebook page.
Social media is essential as air and water is necessary to man for breathing and growth, likewise it is very important for mathematics teacher to make use of social media in teaching and learning of mathematics in junior schools Oluwaseun (2013) just to enable the learner and the teacher to know the current and modernized ways of learning mathematics across the globe. This social media is also applicable in an online distance learning of mathematics between two or more countries.
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