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Opening Facebook: How to Use Facebook in the College Classroom
PROCEEDINGS

, Fairleigh Dickinson University, United States ; , Oakland University, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this research is to propose the idea of using the social network site, Facebook, for teacher education. Specifically, this research explores the advantages of this new Web 2.0 medium, and illustrates the different levels of course integration at an instructor’s disposal. In addition, it provides specific instructions on how to use Facebook and a discussion of “best practice” policies that can be ethically implemented within the classroom. Specific attention is given to suggestions for creating a professional Facebook presence in which future teachers can emulate.

Citation

Munoz, C. & Towner, T. (2009). Opening Facebook: How to Use Facebook in the College Classroom. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 2623-2627). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 19, 2019 from .

Keywords

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References

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Cited By

  1. Socio-cognitive and personalised learning on Facebook: Exemplar studies across the disciplines

    catherine mcloughlin, Australian Catholic Unverisity, Australia

    EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 1699–1707

  2. Teachers’ professional development in online social networking sites

    Stefania Manca, Institute for Educational Technology, National Research Council of Italy, Italy; Maria Ranieri, Department of Education and Psychology, University of Florence, Italy

    EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 2229–2234

  3. Using Social Networks to Enhance Pre-service Teachers’ Understanding of Professional Identity

    Candace Figg & Camille Rutherford, Brock University, Canada

    Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 482–489

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.