Advisor(s)

Christopher Unger

Contributor(s)

Sara Ewell, Kathy Malsbenden

Date of Award

2012

Date Accepted

2-2012

Degree Grantor

Northeastern University

Degree Level

Ed.D.

Degree Name

Doctor of Education

Department or Academic Unit

College of Professional Studies, School of Education

Keywords

education, constructivism, math, motivation, social networking, student engagement

Disciplines

Education | Science and Mathematics Education

Abstract

As we move into the 21st century, the needs of our students are more variable than ever. There has been a proliferation of social networking usage in society yet there has been little use of those emerging tools in schools as a means to enhance student learning. It is a common practice in school districts to block social networking sites and online collaborative tools (Cramer & Hayes, 2010; National School Boards Association, 2007; Toppo, 2011). This study explored the benefits of employing social networking tools into a math class in a rural high school to determine levels of engagement, motivation, and perceived educational advantages. This qualitative study was investigated through the lenses of student engagement theory, online learning theory and guided social constructivism. Participatory evaluation guided this collaborative research project that allowed participants (the teacher and his students) to be researchers and take ownership of their learning. A two-week unit was taught implementing social networking tools as the main instructional methodology to high school freshmen in an algebra II class. The teacher led his students in focus groups to reflect on their learning experience and inform future implementation of the social networking tools for learning. Following the first unit reflection, a second unit was implemented using the social networking tools again, but utilizing suggested revisions as identified by the teacher and his students. This study has the potential to inform the literature on the acceptance of using social networking tools for instructional use.

Document Type

Doctoral Thesis

Rights Information

copyright 2012

Rights Holder

Randy J. Wormald


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