In an age of snaps tweets and DMs, educators are grappling with methods to engage the “8 second attention span” student and communicate content in the educational setting. As Centennials are so adept at and engaged by social media, it may be profitable to explore the possibility of applying social media tools to compliment other technology in an educational setting. In this case study, we conduct primary research with students from 11-20 years of age. We ask students questions about their social media preferences and why they use social media. We also test a variety of social media in the classroom to explore how students respond to these forms of media. Results will be presented and discussed as well as future implications.
“Left on Read”: Does the Social Media Really Matter?
Sue Y. McGorry M.B.A., Ph.D
Molly J. McGorry
Meghan R. McGorry
ABSTRACT
Student Learning and Technology
In an age of snaps tweets and DMs, educators are grappling with methods to engage the “8 second attention span” student and communicate content in the educational setting. As Centennials are so adept at and engaged by social media, it may be profitable to explore the possibility of applying social media tools to compliment other technology in an educational setting.
Previous research indicates that technology exclusively does not improve student learning (Dunn and Kennedy, 2019; Kirkwood & Price, 2016; Oliver, 2013). Instead, pedagogy and engagement are most significant in achieving student learning outcomes (Kucuk and Richardson, 2019). It is also important to emphasize that the technology that has been explored to date in the literature relative to learning is not necessarily social media and has not been investigated with different demographics (Sullivan, Neu and Yang, 2018).
Nguyen Barton and Barton (2015) explored the use of Ipads in the classroom but found that while the Ipads enhanced the learning experience for students, they did not lead to improved learning outcomes. Dunn and Kennedy likewise explored the use of a variety of forms of media (such as social media and recorded lectures with an LMS software) and also found that engagement via the media was important, but the technology itself was not a predictor of academic success (Dunn and Kennedy, 2019). A 2019 study (Orhan and Gursoy, 2019) demonstrated that technology can be engaging which can ultimately lead to academic achievement. Students actually came to class more prepared because the technology involved a quizzing type of media. Course formative assessment also indicated academic achievement.
As Centennials tighten their tether to their mobile devices, educators have begun to explore the use of mobile devices in the classroom. In a study conducted by Pearson (2015) 75% of Centennial students believe that using a mobile device in the classroom enables them to learn in a way that is best for them. There seem to be some differences in preferences, however, between the younger Centennials and those in the college setting. While 41% of middle school students desire to use smartphones more in their educational settings, only 27% of the college students feel the same (Pearson, 2015).
In the last decade there has also been transition from the traditional “sage on the stage” model of teaching to “facilitator” of learning; instructors teach students to identify, acquire and apply knowledge (Martin, Budhrani, Kumar, & Ritzhaupt 2019; Arbaugh, 2010). Methods and models of engagement thus must also change. Mobile technology and social media may be effective in terms of engaging the Centennial population in the educational arena.
Centennials, Gen Zs or IGens
Centennials were born between 1997 and 2015 and may be referred to as Igens, GenZers or Centennials. This group easily contributes $44 billion to the American economy, and by 2020, they will account for one-third of the U.S. population (Vespa, 2017). Unlike Millennials, these young folks are concerned about their future. Seventy percent of them are worried that they may not be prepared for the future; they are less idealistic and much more pragmatic than their predecessors the Millenials. In fact, some researchers have found that Centennials (or GenZers) behave more like the Baby Boomer generation (Lenhart, 2015; Moore, 2012).
The Centennials are “hyper” connected on social media (Twenge, J., 2019; Fromm, 2016). These individuals may forego typical social situations because they are so completely connected to friends via social media. These individuals, unlike the Millennials, have grown up with smartphones in their hands. They are constantly connected and communicating and have never been able to not “google” a topic. These students do not care for and do not use email as it is too slow and outdated. This demographic will pay more attention to rich video if it is included in their educational content (Baird, N., 2016).
This demographic is also a frequent user of what is known as “dark social.” Dark social refers to private messaging apps and email. While Millennials began to move away from dark social and on to more public platforms, the Centennials are attempting to find ways to privatize their relationships. They may be more likely to use apps such as SnapChat and Instagram because they can be more selective about their audiences (Dua, 2015). Not surprisingly, a study by Trendera in 2017 reveals that Centennials or Gen Zs are very guarded and do not trust others (Trendera, 2017).
Centennials also report that their careers and education levels define who they are. In fact, they say that grades and career are most important in defining their identities and 93% report that it’s very important to earn a college degree. Learning is important to this audience; they prefer to watch most of their video content on YouTube. Forty-seven percent say online videos are best for learning (Trendera, 2017). This trend is confirmed by a 2015 study by Pearson relative to online learning (Pearson, 2015). Respondents in this study agree that online videos enable them to retain information better. This certainly will have implications for higher education and lifelong learning which we will discuss in the results.
In this case study, we conduct a survey of students from 11-20 years of age. We ask students questions about their social media preferences and why they use social media. We also test a variety of social media in the classroom to explore how students respond to these forms of media. Students will also be asked some open ended questions in one on one interviews.
Results will be presented and discussed as well as future implications.
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