Social Media and Education

What benefits and problems are entailed in the increasing reliance on digital media in and outside the classroom? 

Written and Published: by Fernando Savero Suhendra, Jocelyn Kurniawan, dan Namira Alfita 

Date of Published       : Friday, 8 May 2020

Intimidation through Cyberbullying by #iPredator (https://search.creativecommons.org/photos/a65d299a-08be-4e37-b68e-ee194006c4af) (CC0 1.0)

Nowadays, as digital media is playing a prominent role in reshaping societies, particularly in the education’s sector, issues of identities have surfaced. Both students and teachers, willingly or not, have to transform to be adequate to conformations of incorporations technologies with its features. Digital media creates new approaches and methods of learning. Technologies in education, not only, equipped students for their future careers, but also to nurture a new generation of creative thinkers who are fluent digital media users. Nonetheless, the utilisation of technologies also induced problems with one of them being cyberbullying

Cyberbullying is defined as “an aggressive, intentional act carried out by a group of individuals, using electronic form of contact, repeatedly and over time against a victim who cannot easily defend him or herself” (Smith et al. 2008 p. 376). What differs from traditional bullying is that it occurs at any given time of the day, whereas traditional occurs between school hours. Therefore, the persistence of bullying behaviours may result in even stronger negative outcomes. In a study, victims of cyberbullying tend to be those who are engaged online more frequently (Smith et. al 2018 p. 383). Cyberbullies tend to be more tech savvy and better able to access victims online, hide their electronic trails, and take advantage of the expanded bullying “repertoire”, which now includes identity theft, account hacking, infecting a victim’s computers, impersonation, or posting embarrassing content (Ferrara et.al 2018).

         To tackle this issue, students, parents, and teachers need to cooperate side by side. In a study through focus group conducted by Smith and associates regarding cyberbullying, numerous ways students are able to handle this issue are “blocking messages/identities, telling someone (parent/teacher), changing email address/phone number, reporting to police/other authorities, contact service provider, asking them to stop, retaliate, or simply ignore it” (Smith et. al 2018 p. 382). Schools also deemed to deliver awareness of cyberbullying and implement policies and materials through curriculums distributed by teachers (Smith et. al 2018 p. 384).

Despite its positivity, digital media are also responsible for ‘crisis of engagement’, including lack of involvement and desire to participate (Chien 2012). As a tool to bridge the gap, gamification applied gaming mechanics, such as badges, points, levels, or leader boards to the way a learning course is taught. In return, this enhances learner’s motivation. Moreover, the game’s design accords earners the freedom to fail as well as to accomplish various challenges and goals respectively. Overall, it delivers learning in a more cherish, appealing, and learner-centred setting (Ebner & Holzinger, 2007; Prensky, 2001).

On the other hand, artificial intelligence will personalize learning experience. Many artificial intelligence applications, such as chatbots provide answers. People begin to delve at their applications in recommendations for learning and some for analysis. From a perspective, growth of this artificial intelligence will accommodate our preferences and styles.

Moreover, applications of gamification techniques in the classroom, especially for young learners, can be credited for several reasons including positive attitudes towards learning with various aspects such as students’ attentions and level of involvement, improve critical thinking skills, and polish students' communicative behaviours, while serious games can potentially improve citizen engagement in e-services by helping users expand their personal knowledge regarding services benefits, privacy and security.

Bibliographies:

1. Chien, J 2012, ‘How digital media and Internet transforming education’, Research Gate, retrieved by 8 May 2020, <https://www.researchgate.net/publication/235901330_How_digital_media_and_Internet_transforming_education>.

2. Ferrara et.al 2018, ‘Cyberbullying a modern form of bullying: let’s talk about this health and social problem’, Italian Journal of Pediatrics, retrieved by 8 May 2020, <https://ijponline.biomedcentral.com/articles/10.1186/s13052-018-0446-4>.

3. Smith, P Mahdavi, J Carvalho, M Fisher, S, Russell, S & Neil, T 2008, ‘Cyberbullying: its nature and impact in secondary school pupils’, The Journal of Child Psychology and Psychiatry, p. 376-385 vo. 49, no. 4, pp. 376-385, doi: 10.1111/j.1469-7610.2007.01846.x

4. Tulloch, R 2018, ‘A gamification design for the classroom’, Interactive Technology and Smart Education, retrieved by 8 May 2020, <https://www.emerald.com/insight/content/doi/10.1108/ITSE-05-2017-0028/full/html>.

5. Youseff , Y 2015 , ‘Gamification in E-learning’, International Education Management, retrieved by 8 May 2020, <https://www.researchgate.net/publication/301202645_GAMIFICATION_IN_E_LEARNING>.