Middle School Students’ Social Media Use

Middle School Students’ Social Media Use

ABSTRACT Cyber bullying, digital identity, impact of digital footprints, and use of inappropriate social media are topics that are gaining attention in K-12 schools. As more schools and school districts are implementing 1-1 and "bring your own technology" initiatives, attention to these to...

Ausführliche Beschreibung

Bibliographische Detailangaben
Veröffentlicht in:Journal of Educational Technology & Society. - International Forum of Educational Technology & Society. - 21(2018), 1, Seite 213-224
1. Verfasser: Martin, Florence (VerfasserIn)
Weitere Verfasser: Wang, Chuang, Petty, Teresa, Wang, Weichao, Wilkins, Patti
Format: Online-Aufsatz
Sprache:English
Veröffentlicht: 2018
Zugriff auf das übergeordnete Werk:Journal of Educational Technology & Society
Schlagworte:Digital citizenship Social media use Middle school Digital footprints Applied sciences Education Law Behavioral sciences
LEADER 01000caa a22002652 4500
001 JST102451966
003 DE-627
005 20240624112600.0
007 cr uuu---uuuuu
008 180522s2018 xx |||||o 00| ||eng c
035 |a (DE-627)JST102451966 
035 |a (JST)26273881 
040 |a DE-627  |b ger  |c DE-627  |e rakwb 
041 |a eng 
100 1 |a Martin, Florence  |e verfasserin  |4 aut 
245 1 0 |a Middle School Students’ Social Media Use 
264 1 |c 2018 
336 |a Text  |b txt  |2 rdacontent 
337 |a Computermedien  |b c  |2 rdamedia 
338 |a Online-Ressource  |b cr  |2 rdacarrier 
520 |a ABSTRACT Cyber bullying, digital identity, impact of digital footprints, and use of inappropriate social media are topics that are gaining attention in K-12 schools. As more schools and school districts are implementing 1-1 and "bring your own technology" initiatives, attention to these topics is becoming increasingly important. A total of 593 middle school students were surveyed about digital footprints and concerns about social media. The results show that 17% started using social media at age nine or younger, 40% accepted friend requests from people they do not know, and 40% reported that their parents did not monitor their social media use, which calls for the needs of cyber-security education. These middle school students reported using social media most often to connect with their friends, share pictures, and find out what others are doing. They indicated that Instagram (27%), SnapChat (25%) and YouTube (25%) were their most used social media sites. These students have concerns about social media due to inappropriate postings, getting hacked, getting their feelings hurt, lack of privacy, inappropriate pictures, bullying, negativity, and stalkers. This study informs teachers, administrators, technology facilitators and parents on social media use by students. 
650 4 |a Digital citizenship 
650 4 |a Social media use 
650 4 |a Middle school 
650 4 |a Digital footprints 
650 4 |a Applied sciences  |x Technology  |x Communications technology  |x Communication systems  |x Digital communication systems  |x Internet  |x Social media 
650 4 |a Education  |x Academic communities  |x Students  |x Secondary school students  |x Junior high school students 
650 4 |a Law  |x Computer law  |x Cybercrimes  |x Cyberbullying 
650 4 |a Behavioral sciences  |x Sociology  |x Human societies  |x Social institutions  |x Families  |x Family members  |x Parents 
650 4 |a Education  |x Formal education  |x Educational institutions  |x Schools  |x Middle schools 
650 4 |a Applied sciences  |x Technology  |x Communications technology  |x Communication systems  |x Digital communication systems  |x Internet 
650 4 |a Applied sciences  |x Computer science  |x Computer engineering  |x Computer technology  |x Computer systems  |x Portable computers  |x Laptop computers 
650 4 |a Behavioral sciences  |x Psychology  |x Social psychology  |x Group identity  |x Online identity 
650 4 |a Applied sciences  |x Engineering  |x Telecommunications  |x Wireless telecommunications  |x Mobile communications  |x Cell phones  |x Smartphones 
650 4 |a Applied sciences  |x Computer science  |x Computer engineering  |x Computer networking  |x File sharing  |x Video sharing  |x Special Issue Articles 
655 4 |a research-article 
700 1 |a Wang, Chuang  |e verfasserin  |4 aut 
700 1 |a Petty, Teresa  |e verfasserin  |4 aut 
700 1 |a Wang, Weichao  |e verfasserin  |4 aut 
700 1 |a Wilkins, Patti  |e verfasserin  |4 aut 
773 0 8 |i Enthalten in  |t Journal of Educational Technology & Society  |d International Forum of Educational Technology & Society  |g 21(2018), 1, Seite 213-224  |w (DE-627)32057881X  |w (DE-600)2017349-0  |x 14364522  |7 nnns 
773 1 8 |g volume:21  |g year:2018  |g number:1  |g pages:213-224 
856 4 0 |u https://www.jstor.org/stable/26273881  |3 Volltext 
912 |a GBV_USEFLAG_A 
912 |a SYSFLAG_A 
912 |a GBV_JST 
912 |a GBV_ILN_11 
912 |a GBV_ILN_20 
912 |a GBV_ILN_22 
912 |a GBV_ILN_23 
912 |a GBV_ILN_24 
912 |a GBV_ILN_31 
912 |a GBV_ILN_39 
912 |a GBV_ILN_40 
912 |a GBV_ILN_60 
912 |a GBV_ILN_62 
912 |a GBV_ILN_63 
912 |a GBV_ILN_65 
912 |a GBV_ILN_69 
912 |a GBV_ILN_70 
912 |a GBV_ILN_73 
912 |a GBV_ILN_74 
912 |a GBV_ILN_95 
912 |a GBV_ILN_100 
912 |a GBV_ILN_105 
912 |a GBV_ILN_110 
912 |a GBV_ILN_151 
912 |a GBV_ILN_161 
912 |a GBV_ILN_206 
912 |a GBV_ILN_213 
912 |a GBV_ILN_230 
912 |a GBV_ILN_285 
912 |a GBV_ILN_293 
912 |a GBV_ILN_370 
912 |a GBV_ILN_374 
912 |a GBV_ILN_602 
912 |a GBV_ILN_702 
912 |a GBV_ILN_2001 
912 |a GBV_ILN_2003 
912 |a GBV_ILN_2005 
912 |a GBV_ILN_2006 
912 |a GBV_ILN_2007 
912 |a GBV_ILN_2008 
912 |a GBV_ILN_2009 
912 |a GBV_ILN_2010 
912 |a GBV_ILN_2011 
912 |a GBV_ILN_2014 
912 |a GBV_ILN_2015 
912 |a GBV_ILN_2018 
912 |a GBV_ILN_2020 
912 |a GBV_ILN_2021 
912 |a GBV_ILN_2025 
912 |a GBV_ILN_2026 
912 |a GBV_ILN_2027 
912 |a GBV_ILN_2031 
912 |a GBV_ILN_2038 
912 |a GBV_ILN_2044 
912 |a GBV_ILN_2048 
912 |a GBV_ILN_2050 
912 |a GBV_ILN_2055 
912 |a GBV_ILN_2056 
912 |a GBV_ILN_2057 
912 |a GBV_ILN_2061 
912 |a GBV_ILN_2086 
912 |a GBV_ILN_2107 
912 |a GBV_ILN_2111 
912 |a GBV_ILN_2113 
912 |a GBV_ILN_2190 
912 |a GBV_ILN_2507 
912 |a GBV_ILN_2949 
912 |a GBV_ILN_2950 
912 |a GBV_ILN_4012 
912 |a GBV_ILN_4035 
912 |a GBV_ILN_4037 
912 |a GBV_ILN_4046 
912 |a GBV_ILN_4112 
912 |a GBV_ILN_4125 
912 |a GBV_ILN_4126 
912 |a GBV_ILN_4242 
912 |a GBV_ILN_4249 
912 |a GBV_ILN_4251 
912 |a GBV_ILN_4305 
912 |a GBV_ILN_4306 
912 |a GBV_ILN_4307 
912 |a GBV_ILN_4313 
912 |a GBV_ILN_4322 
912 |a GBV_ILN_4323 
912 |a GBV_ILN_4324 
912 |a GBV_ILN_4325 
912 |a GBV_ILN_4326 
912 |a GBV_ILN_4335 
912 |a GBV_ILN_4338 
912 |a GBV_ILN_4346 
912 |a GBV_ILN_4367 
912 |a GBV_ILN_4393 
912 |a GBV_ILN_4700 
951 |a AR 
952 |d 21  |j 2018  |e 1  |h 213-224