First-of-its-Kind Study at the University of Minnesota Uncovers the Educational Benefits...

First-of-its-Kind Study at the University of Minnesota Uncovers the
Educational Benefits of Social Networking Sites
Study also finds that low-income students, contrary to recent studies, are in
many ways just as technologically savvy as their counterparts

MINNEAPOLIS and ST. PAUL, Minn., June 20 /PRNewswire/ -- In a first-of-
its-kind study, researchers at the University of Minnesota have discovered the
educational benefits of social networking sites such as MySpace and Facebook.
The same study found that low-income students are in many ways just as
technologically proficient as their counterparts, going against what results
from previous studies have suggested.
The study found that, of the students observed, 94 percent used the
Internet, 82 percent go online at home and 77 percent had a profile on a
social networking site. When asked what they learn from using social
networking sites, the students listed technology skills as the top lesson,
followed by creativity, being open to new or diverse views and communication
skills.
To watch a video about the study and a full interview with the lead
researcher, visit:
http://www1.umn.edu/urelate/newsservice/Multimedia_Videos/social_network.htm
Data were collected over six months this year from students, ages
16 to 18, in thirteen urban high schools in the Midwest. Beyond the surveyed
students, a follow-up, randomly selected subset were asked questions about
their Internet activity as they navigated MySpace, an online forum that
provides users with e-mail, web communities and audio and video capabilities.
"What we found was that students using social networking sites are
actually practicing the kinds of 21st century skills we want them to develop
to be successful today," said Christine Greenhow, a learning technologies
researcher in the university's College of Education and Human Development and
principal investigator of the study. "Students are developing a positive
attitude towards using technology systems, editing and customizing content and
thinking about online design and layout. They're also sharing creative
original work like poetry and film and practicing safe and responsible use of
information and technology. The Web sites offer tremendous educational
potential."
Greenhow said that the study's results, while proving that social
networking sites offer more than just social fulfillment or professional
networking, also have implications for educators, who now have a vast
opportunity to support what students are learning on the Web sites.
"Now that we know what skills students are learning and what experiences
they're being exposed to, we can help foster and extend those skills," said
Greenhow. "As educators, we always want to know where our students are coming
from and what they're interested in so we can build on that in our teaching.
By understanding how students may be positively using these networking
technologies in their daily lives and where the as yet unrecognized
educational opportunities are, we can help make schools even more relevant,
connected and meaningful to kids."
Interestingly, researchers found that very few students in the study were
actually aware of the academic and professional networking opportunities that
the Web sites provide. Making this opportunity more known to students,
Greenhow said, is just one way that educators can work with students and their
experiences on social networking sites.
The study also goes against previous research from Pew in 2005 that
suggests a "digital divide" where low-income students are technologically
impoverished. That study found that Internet usage of teenagers from families
earning $30,000 or below was limited to 73 percent, which is 21 percentage
points below what the U of M research shows. The students participating in the
U of M study were from families whose incomes were at or below the county
median income (at or below $25,000) and were taking part in an after school
program, Admission Possible, aimed at improving college access for low-income
youth.
Greenhow suggests that educators can help students realize even more
benefits from their social network site use by working to deepen students'
still emerging ideas about what it means to be a good digital citizen and
leader online.
Contact: Patty Mattern, University News Service, (612) 624-2801
SOURCE University of Minnesota

Patty Mattern, University News Service of University of Minnesota,
+1-612-624-2801