PANGCOGA, JAMALIA D.

RONDA, RAINIE P.
MARUHOM, ASLIMAH

TECHNOLOGY, PRIVACY AND DIGITAL CITIZENSHIP: AN ANALYSIS OF SOCIAL

NETWORKING SITES AS EDUCATIONAL RESOURCES

CHAPTER I

THE PROBLEM AND IT SCOPE

Introduction

In our modern world today, where in everything seems to change instantly and
technologies innovates in a blink of an eye, ways of communication also keeps up with the
trend. From having mails, which takes so much time and effort to be sent, keeping friends
and relatives updated to current news of everyday life was impossible, nowadays, that
speaking to friends and relatives around the globe was just a click away and updating them is
as easy as one, two, and three. It has become possible through the invention of different
devices, services, and processes. The most popular today is what we called Social
Networking Sites. ​Social networking provides learners, creativity is the most important.

Social Networking Sites are web-based services that allow individuals to construct a
public or semi-public profile within a bounded system, articulate a list of other users with
whom they share a connection, and view and traverse their list of connections and those
made by others within the system​. ​It’s service essentially consists of a representation of each
user (often a profile), his/her social links, and a variety of additional services.(Marjo) It allows
users to share ideas, activities, events and interests with in the individual networks . It
bridges the gap between people separated by seas, oceans, and continents. In fact, Selwyn
(2009) claims that social networking may “benefit learners by allowing them to enter new
networks of collaborative learning, based around interests and affinities not catered for in
their immediate educational environment.” Thus, social networking sites may provide a forum
for extending the traditional classroom and enabling users to join groups that match
individual educational interests. To this end, the report claims that social networking sites,
such as Facebook, afford a range of valuable teaching and learning opportunities including
“issues around digital literacy and social engagement, ... identity development, and
opportunities for better understanding e-safety and data management issues” (Digizen, n.d.,
p. 3). (http://onlinelibrary.wiley.com/doi/10.1111/j.1083-6101.2007.00393.x/pdf)

Theoretical Framework

Social networking sites increase social interaction and connections. Social networking sites
have a beneficial effect on our way of life. They increase our social interaction and give us
more ways to make social connections. As long as the individual remembers and accepts
that a decrease in privacy comes with that increased social interaction, then it is a benefit. It
stops being a benefit when people forget about the decrease in privacy and do things
through social networking sites that they may not want everyone to see.

Despite the worldwide popularity and rapid proliferation of social networking sites example
Facebook, our understanding about what drive people to social networking sites and how
they use them remains limited. This study aims at establishing a theoretical framework
guiding the research on social networking sites usage. Built upon the Theory of Acceptance
and Use of Technology, the framework makes following major extensions:

1) Taking a feature-centric perspective in conceptualizing SNS usage;

2) Adopting uses and gratifications paradigm to specify the performance expectancies;

3) Accounting for the other important social influences (identification and group norms);

4) Accounting for the role of anticipated emotions; and 5) accounting for habituation by
including prior usage.

Conceptual Framework

The framework consists of indicators that will help projects to monitor processes and
outcomes in each area. For instance, a few indicators from the engagement monitoring area:

Process indicator Groups/individuals identified are engaged through

appropriately tailored means

Intermediate outcome Engagement has led towards a change in collective

indicator understanding of the problem and solutions

Value/practice Empowerment of most vulnerable beneficiaries

outcome indicator (communities) including women and children

The process indicator helps CCSL to collect information on methods of engagement, while
the intermediate outcome indicator will aid in understanding whether those modes of
engagement lead to social learning. The value/practice outcome indicator can be used to
begin to track how social learning impacts development outcomes.

Contextualizing social learning

Information collected through the framework will allow two things. First, it will support a better
understanding of what combinations of context and activities are most conducive to effective
social learning.

Further down the road, it will help us to understand when and where social learning
contributes to better and more sustainable development outcomes. Social learning is not
always the most appropriate approach; our analysis should reveal in what situations
initiatives and beneficiaries stand to benefit most from social learning-oriented approaches

1.1 Background of the study

In the newly revolutionizing world of technology, social networking media has become
a need in communicating with others. Social networking is a grouping of individuals into
specific groups. Social networking can take place in person because of places like work,
universities, and high schools, but it is most popular online. Online social networking uses
websites that help people communicate via messaging, chatting, and sometimes voice
capability or video chatting. Social networking is like a community of internet users. Most of
these users share a common interest in hobbies, religion, or politics. Social networking sites
allow you access to other member profiles and allows you to contact them

1.2 The Problem

This research generally aims to determine whether the social networking sites are good or
bad to the study habits of the students. Specifically it aims to answer the following;

1.2.1 What insights might An analysis of social networking site’s technological design
yield for digital citizenship education in schools, specifically for questions around
privacy and commerce?
1.2.2 Is the social networking site good or bad?
1.2.3 What are the effects of social networking sites to the study habit of students?
1.2.4 Does the social networking sites can apply to all or only to a few students?
1.2.5 Is there a significant relationship between the respondents’ level of the social
networking sites and the respondents’ profile?
1.2.6 Is there a significant difference in the respondents’ level of social networking sites
between the parents’ respondents and the student’s respondents?.
1.3 Significance of the Study

The commercial values that underlie the design of certain digital technologies area
good example of the political biases that might warrant the critical evaluation and democratic
response of citizens. Such technologies have been designed to enable large amounts of
personal information, such as those stored in the servers of social networking sites, to be
manipulated with the greatest of ease and efficiency. Practices such as collecting,
aggregating, and analysing vast amounts of data are commercially profitable (Barnes, 2006;
Burbules, 1997; Lessig, 2006; Starke-Meyerring, 2007b; Starke-Meyerring & Gurak, 2007).
(http://www.academia.edu/394232/Social_Networking_and_Education_Using_Facebook_as_
an_Edusocial_Space)

Thus, while it may be important that young people learn to use technologies to protect
their privacy on line, privacy also has a larger social value that extends beyond personal
safety and interests. In the absence of critical thought, the use of social networking sites in
educational contexts implies an endorsement of such technologies. It suggests an
acknowledgement of the conveniences and benefits that are afforded to users without
stopping to question the commercial purposes that are also served, and the broader social
implications of engagement with such sites. Therefore, educational practices need to equip
students to look beyond their own self-protecting and selffulfilling use of technologies. They
need to raise student capacities to question the political nature of technologies and actively
contribute to the shape of emerging designs in order to influence the outcomes that designs
potentially impose on various actors, including society at large.

An analysis of the social neworking sites allows us to illuminate the political nature of
the site by drawing attention to how it serves the purposes of various actors. By revealing this
inherent political aspect of the site, educators, curriculum developers and policy decision
makers might ascertain the appropriate role of social networking sites like Facebook,
Edmodo, etc., as an educational resource from a critically informed vantage point. The
analysis of the site also provides a model of what a critically informed assessment of a
common everyday technology might entail. My hope is that this study will provide enough
theoretical background and an adequate practical example to allow educators to apply such
evaluations to other technologies and to empower their students to do the same.
1.4 Scope and limitation of the Study

The scopes of this research are the selected students and selected parents from
Iligan City. The limitations of the study are only students and parents in Iligan City.