Professional Documents
Culture Documents
Sean Bloomfield
Abstract
This research paper will review the educational applications of the social media tool, Instagram,
in secondary classrooms. The research shows that peer reviews and critique, though not
entirely sufficient in replacing teacher feedback, can be an effective learning tool for students.
There is also a variety of research that shows how social media tools like Twitter, Facebook, and
Instagram help engage learners in their content. Teenage learners have gradually shifted from
Facebook and Twitter to Instagram, a social media platform that focusses on pictures and
videos, with captions and comments available for users. Combining the advantages of using
familiar social media with students, and providing a forum for peer feedback and an authentic
audience, Instagram can be an effective means of integrating technology into the classroom.
Finally, studies show that young adults are leaving high school and college with an insufficient
understanding of social media’s benefits and dangers. Providing an opportunity for students to
learn responsible social media use at a young age provides life-long opportunities in the
workplace. When teachers use Instagram in secondary level classrooms as a journaling and
feedback tool, it allows for higher levels of engagement and enhanced learning opportunities
Introduction
Instagram Defined
In a 21st Century classroom, students are encouraged to drive their own learning
through collaboration, critical thinking, and real-life applications. Social media tools like
Instagram provide opportunities for students to perform all three of these learning tasks with
an instrument that many teenagers are familiar and comfortable with. Instagram is a web-
based application that is used primarily for picture and video sharing, with captions and
comments available for users to add to each shared post. Facebook and Twitter, two other
popular social media tools among teenagers and adults alike, uses similar sharing functions, but
the trend towards widespread adult use has driven adolescents to a newer, and seemingly
In the classroom, teachers often work to find online tools that students engage with,
which has led many to Facebook and Twitter in recent years. Now that Instagram is quickly
becoming the web-app of choice for teens, teachers are following the trend. While Twitter and
Facebook are convenient tools for teachers to connect with students, share work, and provide
help, Instagram can be better used for students to communicate and collaborate with each
other. In a 21st Century classroom where collaboration is a focus, Instagram fits conveniently.
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The purpose of this review is to show the positive impacts that Instagram can have in
student learning and engagement through collaboration and peer feedback. While the research
does not directly paint this picture, using a variety of related studies it will be shown that peer
feedback promotes student learning, social media for feedback engages learners, and that
Categories of Technology
From Using Technology with Classroom Instruction That Works - 2nd Edition (Pitler,
2012), Instagram falls into the “Communication and Collaboration Software” category of the
“Nine Categories of Technology” list. In terms of the iPedagogy Wheel, Instagram is largely a
tool for students to blog their work, provide peer edits and critiques, and discuss their work
during and after it is completed. These specific uses would land Instagram in the “Evaluate”
section of the wheel. Of note, other social media tools like Twitter, fall under different
Blooms Taxonomy
Two of the major uses of Instagram in the classroom would be blogging and posting
information to show progress, which would largely be in the “Understand” level on Blooms
Taxonomy, and providing peer edits or evaluations, which would be at the “Evaluate” level.
Often, students can reach understanding in a traditional classroom setting, with limited
however can be easier accomplished by integrating technology for students to review each
other’s work.
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Research
Academic research in the area of social media is plentiful, but when digging deeper into
searching for conclusions about social media in the classroom, or specifically using Instagram in
class, the studies become fewer and farer between. For that reason, logical steps must be taken
into account during the research process by associating Instagram and other social media tools
as functionally the same. While Instagram contains some unique features, for the purpose of
institutions was based on helpfulness and accessibility, while faculty emphasizes self-initiated
learning. These two concepts, while demonstrated at the college level, carry over to all parts of
education. Student’s natural tendency is to ask for extra guidance and help from teachers,
while teachers in turn maintain the goal for training students to be more self-directed. While
seemingly at odds with each other, providing the opportunity to give feedback to each other
can teach students to be more self-directed, while also allowing them to receive the help that
they need.
One major fear in allowing students to provide feedback for each other, certainly at
younger ages but even in post-secondary school, is the lack of student understanding in how to
provide quality feedback. For example, research shows that college faculty’s greatest fear of
peer feedback is the perceived incapability of students to produce quality feedback to each
other (Pond, Ul-Haq, & Wade, 1995). This fear is an understandable drawback, but if students
are provided with instruction on how to give valuable feedback, then peer reviews work as a
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mutually beneficial teaching method (Rubin, 2006). This instruction, of course, must be
Evidence suggests that students who use social media platforms for peer feedback show
higher levels of engagement, as well as improved critical thinking skills and higher quality of
material that is being reviewed (Demirbilek, 2015). While many studies use Facebook or Wiki’s
as Web 2.0 tools of choice to review perception and effectiveness of social media in the
In UCLA, one study suggested that college age students use Instagram more than
Facebook, Twitter, and Pinterest. The study also showed that Instagram was the source of the
highest level of student engagement and attentiveness to the content (Salomon, 2013).
Students who are using Instagram can use the same effective measures of peer review as those
with other applications, yet may be even more engaged due to familiarity.
The added advantages to using Instagram over other social media tools is two-fold. One,
students are more familiar and engaged with Instagram than they are with Facebook and
Twitter. Studies show that students are more engaged with Instagram (Salomon, 2013), and the
novelty of using their favorite social media tool provides added interest in the lesson. Second,
students who use Instagram in the classroom can use this opportunity to be trained for the
world beyond K-12 education. Many employers, specifically in the Marketing field, are finding
that new members of the workforce are leaving school lacking the proper education on
effective and responsible use of social media (Brocato, 2015). Students also remain unaware of
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the consequences that their digital footprint, or their permanent posts onto social media, has
on their future. Teaching and utilizing responsible social media use is an advantageous step
Social media use is not without its own disadvantages. Naturally, when students use
social media, their perceptual understanding of right and wrong shifts, as they are no longer
speaking face to face with an individual. Cyber-bullying is a common problem with today’s
youth, and promoting a tool that enhances cyber-bullying to a new level could be seen by many
social media, problems very well could arise, making the use of social media a disadvantage on
its own.
There is something to be said for allowing students the opportunity to speak face to face
when providing peer feedback. Giving and receiving honest critiques can be challenging for all
individuals, regardless of age, but providing an outlet for students to practice this is essential at
some point. For that reason, shifting all reviews, updating of progress, and peer feedback forms
to online is not a recommended approach, and such uses must be done in moderation.
Application of Technology
A prime example of using Instagram in a social studies class can be taken from a
nationwide Project Based Learning unit called History Day. During a two month process,
students in History Day choose a topic from history that they wish to research, become experts
in their topic, and then create a product with which to share and compete against their peers.
Options for products include a paper, exhibit board, documentary, website, or performance.
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Students may also work individually, or in groups of up to four. In a project of this magnitude,
progress monitoring, self-reflection, and peer reviews are necessary to stay up to date on a
quality product.
Enter Instagram. Students can take pictures of their progress, and provide a caption
explaining where they are in the process and what they have learned. Teachers can require a
certain number of posts either daily, weekly, or bi-weekly. These posts provide an opportunity
for students to show creativity, and reflect on their own work and progress. At the teacher’s
discretion, students may also be required to comment on a set number of their peers’ work
other’s work. It is in these situations where students must understand ethical and responsible
Students can use Instagram for more than progress updates and critiques. In a math
classroom, a teacher could assign students to create one instructional video on some type of
math equation or problem per unit. In these videos, students may be required to show an
example of the problem worked incorrectly, correctly, and instructions of how to avoid
common mistakes. Other students may have the requirement to post a certain amount of
questions to video creators. Not only may other learners in the class benefit from the added,
alternate explanation from what the teacher provided, but creating one’s own instructional
video will often deepen the understanding of that student’s knowledge on the topic.
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Assessment
feedback provided, and appropriate use of technology. The first two aspects of this assessment
would be constant whether or not students were using technology, but remains essential parts
of the use of social media in this instance. The last aspect, appropriate use of technology, is an
important element for young students to learn, as this is where the use of social media in the
If learners are creating training videos on Instagram, for a math class or otherwise, their
assessment should be based off of clarity of instructions, proper video use, and self-direction in
students pose in the comments. Providing feedback to peers who ask questions remains an
essential aspect of classroom social media use, so even though the majority of an assessment
such as this is based off of the instruction given in the video, feedback remains emphasized.
Conclusion
Students who use social media tools in the classroom show increased engagement and
provide helpful support to students who need it. Instagram specifically is considered by many
adolescents to be the social media tool of choice, so using it over other tools like Facebook or
Twitter may increase engagement due to familiarity and interest. The implications of this fact
provides a reason for teachers to cease avoiding social media use in the classroom, and instead
References
Brocato, E. D., White, N. J., Bartkus, K., Brocato, A, A., (2015). Social media and marketing education:
37(2), 76-87.
Demirbilek, M. (2015). Social media and peer feedback: What do students really think about using
Wiki and Facebook as platforms for peer feedback? Active Learning in Higher Education, 16(3),
211-224.
Feldman, K. A. (1988). Effective college teaching from the students’ and faculty’s view. Matched
Pond, K., Ul-Haq, R.,& Wade,W. (1995). Peer review: A precursor to peer assessment. Innovations
Rubin, R. S. (2006). The academic journal review process as a framework for student developmental
Salomon, D. (2013). Moving on from Facebook: Using Instagram to connect with undergraduates and
engage in teaching and learning. College & Research Libraries News, 74(8), 408-412. Retrieved
from http://crln.acrl.org/content/74/8/408.short