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National School Boards Association Research and Guidelines on Online Social Networking
The National School Boards Association finds that safety concerns over online social networking are overblown, and recommends schools become more comfortable with social networks and seek educational uses for online social networking. (pdf file)
The National School Board Association published recommendations on online social networking based on a study conducted by Grunwald And Associates, LLC, and funded by Microsoft, News Corporation and Verizon. The study comprised of 3 surveys: an online survey of 1,277 9-17 year old students, phone interviews with 1,039 parents, and phone interviews with 250 school district leaders who make Internet policy. 9-17 year old students average 9 hours per week on social networking activities, including IM, texting, and using myspace and other online social networks. By comparison, they spend roughly 10 hours watching television. 96% of students with internet access say they have used social networking technologies. 81% have visited a social networking Website in the past 3 months, and 71% report using social networking tools at least weekly. 59% talk about education-related topics online and over 50% talk about schoolwork. Despite strict policies against online social networking in school, students and parents report few problems with online behavior, and district leaders and parents see potential benefits of using social networking in education. The NSBA recommends that schools reconsider their policies regarding online social networking.
Students are engaged in creative authoring activities:
"Non-comformist" students are on the cutting edge of social networking, and are leaders among their peers.
22% of 9-17 year-olds and 31% of teens report breaking one or more online behavior rules. These students are more active in creating content: 50% are producers and 38% are editors of online content. They are significantly heavier users of media, and more likely to hear about new sites and tools online, while other students are likely to hear of them through parents or teachers. They have significantly more online friends, and are significantly more likely to influence their peers and organize events. These "rule-breakers" also tend to be more connected to their parents online or via cell phone than are other students. They seem to exhibit a solid range of skills and leadership, and yet are significantly more likely to have lower grades than other students, suggesting that perhaps schools need to find ways to better engage them.
Students and parents report fewer problems than school policymakers seem to fear: 20% of student report seeing inappropriate images on social networking sites, and 11% of parents report that their children have seen such images; 18% have seen inappropriate language and 16% of parents report inappropriate language. 7% say they have been asked for information about their personal identity; and 6% of parents concur. 7% have experienced cyberbullying, 4% report having concersations that made them uncomfortable. 3% say unwelcome strangers have tried to repeatedly communicate with them through online social networking. 2% say a stranger tried to meet them in person; and less than 1% say they've actually met someone in person from an online encounter without their parents' permission. District Leaders seem to think these dangers are greater than they are, with 52% reporting that students giving out personal information on social networking sites was a significant problem in their schools. Only 3% of students report ever providing their information to strangers. Similar discrepancies are found in students and parents reports of other negative incidents, and policymakers' beliefs about their danger.
Schools and parents expect online social networks to play a positive role in the lives of students despite their fears and policies to the contrary. 48% of the District Leaders interviewed believe that online social networking will introduce students to "new and different kinds of students". 43% believe they will help students "learn to express themselves better creatively" and develop "global relationships". However, they are skeptical of the educational value of social networks. 29% think online social networking can help students improve their reading or writing, and 36% think they will help students work better collaboratively. Parents are more optimistic: 76% think online social networking will improve their students reading and writing, 75% believe it will improve their conflict resolution skills, and 72% expect it to help their social skills. 87% of Parents and District Leaders say their needs to be a "strong educational value and purpose" to using social networks before they should be allowed in schools. A strong majority of District Leaders say that the following are prerequisites: an emphasis on planned, collaborative activities, strong tools for students to express themselves, and an emphasis on bringing different types of students together. Most would insist on adult supervision and would prohibit chat and IM.
The NSBA makes the following recommendations for striking "a balance between protecting their students and providing a 21st century education:
Students are engaged in creative authoring activities:
- posting messages: 21% post every day, 41% post weekly.
- sharing music: 32% download other users' music at least weekly, 29% upload third-party music weekly, and 12% upload their own music and podcasts at least weekly.
- sharing video: 30% download other user's video at least weekly, 9% upload video they created weekly, 22% say they have upload video they created at some point.
- sharing photos: 24% post others' photos weekly, 22% post their own, 49% have uploaded photos or artwork at some point.
- building websites: 12% update personal websites or profiles daily, 25% do so weekly.
- blogging: 30% have their own blogs, and 17% post to their own blogs at least weekly.
- Other types of content creation: 16% report creating and sharing virtual objects, such as puzzles, houses, clothing, and games; 14% create new virtual characters weekly, with a third of these doing so daily. 10% start or contribute to online collaborative projects at least weekly, 10% send suggestions or ideas to websites weekly, 9% submit articles weekly.
"Non-comformist" students are on the cutting edge of social networking, and are leaders among their peers.
22% of 9-17 year-olds and 31% of teens report breaking one or more online behavior rules. These students are more active in creating content: 50% are producers and 38% are editors of online content. They are significantly heavier users of media, and more likely to hear about new sites and tools online, while other students are likely to hear of them through parents or teachers. They have significantly more online friends, and are significantly more likely to influence their peers and organize events. These "rule-breakers" also tend to be more connected to their parents online or via cell phone than are other students. They seem to exhibit a solid range of skills and leadership, and yet are significantly more likely to have lower grades than other students, suggesting that perhaps schools need to find ways to better engage them.
Students and parents report fewer problems than school policymakers seem to fear: 20% of student report seeing inappropriate images on social networking sites, and 11% of parents report that their children have seen such images; 18% have seen inappropriate language and 16% of parents report inappropriate language. 7% say they have been asked for information about their personal identity; and 6% of parents concur. 7% have experienced cyberbullying, 4% report having concersations that made them uncomfortable. 3% say unwelcome strangers have tried to repeatedly communicate with them through online social networking. 2% say a stranger tried to meet them in person; and less than 1% say they've actually met someone in person from an online encounter without their parents' permission. District Leaders seem to think these dangers are greater than they are, with 52% reporting that students giving out personal information on social networking sites was a significant problem in their schools. Only 3% of students report ever providing their information to strangers. Similar discrepancies are found in students and parents reports of other negative incidents, and policymakers' beliefs about their danger.
Schools and parents expect online social networks to play a positive role in the lives of students despite their fears and policies to the contrary. 48% of the District Leaders interviewed believe that online social networking will introduce students to "new and different kinds of students". 43% believe they will help students "learn to express themselves better creatively" and develop "global relationships". However, they are skeptical of the educational value of social networks. 29% think online social networking can help students improve their reading or writing, and 36% think they will help students work better collaboratively. Parents are more optimistic: 76% think online social networking will improve their students reading and writing, 75% believe it will improve their conflict resolution skills, and 72% expect it to help their social skills. 87% of Parents and District Leaders say their needs to be a "strong educational value and purpose" to using social networks before they should be allowed in schools. A strong majority of District Leaders say that the following are prerequisites: an emphasis on planned, collaborative activities, strong tools for students to express themselves, and an emphasis on bringing different types of students together. Most would insist on adult supervision and would prohibit chat and IM.
The NSBA makes the following recommendations for striking "a balance between protecting their students and providing a 21st century education:
- Explore social networking sites
- Consider Using Social Networking for staff communications and professional development
- Find ways to harness the educational value of social networks
- Ensure equitable access
- Pay attention to the non-conformists
- Re-examine social networking policies
- Encourage social networking companies to increase educational value
