SWA #20

1. Huijser, Henk. "Exploring the Educational Potential of Social Networking Sites." Studies in Learning, Evaluation, Innovation, and Development. N.p., Sept. 2008. GoogleScholar. Web. 30 Oct. 2011. <http://eprints.usq.edu.au/4426/2/Huijser_2008_Sleid.pdf>.


This source us definitely objective. It covers one main viewpoint, engulfing the effects of Social networking sites such as Facebook and other sites like 'wikis', and this new 'Generation Y's' educational potential. The social context on information (ie what other people think about it), and how the uses of 'Web 2.0' can determine certain potentials.(depending on how it is used - so the article isn't all negative)
The article definitely represents the opinions and biases of educated professionals of an older generation; people who have researched this topic and who want to believe that these sites can definitely  be harmful.
The author seems to come to the conclusion that  “Web 2.0 is a potentially disruptive technology because of its potential to change the model of higher education from the traditional classroom framework to an asynchronous 24/7 mode. "Also, he concludes that 'If these experiences include Web 2.0 technologies, it is up to us as educators, to exploit their educational opportunities, to avoid unwelcome imposition, and hence to create meaningful learning experiences for Generations A through to Z." He means that while these resources can be helpful in many ways, there is a fine line between educational resources and social destruction for the generations being taught, and who use these resources every day.

From this article, my viewpoint of this issue was not altered because I agree for the most part with what the authors are saying - that social networking sites and this Web 2.0 is great to an extent, but that it is not the only basis for meaningful learning and existence for students and young people in this 'Y generation.'
This text will definitely be useful in my project because it focuses on one main viewpoint, including countless examples and evidence from scholarly sources that I can use to get my points across and to explore this issue of social networking and the internet, and how it affects our younger generation education and social- stauswise.

2. Bugeja, Michael J. "Facing the Facebook." The Chronicle of Higher Education, 27 Jan. 2006. GoogleScholar. Web. 30 Oct. 2011. <http://vpss.ku.edu/pdf/PSDC%20Facing%20the%20Facebook.pdf>


This source is also more objective, though it still encompasses the basic idea of the first source. The author claims that 'Unless we reassess our high-tech priorities, issues of student insensitivity, indiscretion, and fabrication will consume us.' His tone is slightly more comical and casual, making it seem like he is directing his argument toward a more modern and broader audience. He expresses a 'yes, but' view at the beginning, stating his original claim about distractions and Facebook, but goes on to explore the different uses of Facebook and the ways it can be used to connect people usefully. This makes his argument seem more qualified and exploratory instead of objective. he concludes that most professors at Universities don't want their students using Facebook and other social networking sites during class, and different teachers expect different resources to be used in learning environments. He decides that the issue is more about the 'misuse of technology' rather than the use of it in general.

I liked the article,  because instead of arguing a certain point, it explored multiple views and the conclusion wasn't really what I expected. I agree with most of his claims- Facebook has a place and a time, and maybe it's time to re-evaluate these cues.
I think this source will be helpful in my project because it explored both how Facebook is beneficial in some areas and destructive in others, such as education.