Web Sites for Young Children: Gateway to Online Social Networking?

2009 ◽  
Vol 13 (1) ◽  
pp. 2156759X0901300
Author(s):  
Sheri Bauman ◽  
Tanisha Tatum
Keyword(s):  
Young Children ◽  
Social Networking ◽  
School Counselors ◽  
21St Century ◽  
Web Sites ◽  
21St Century Skills ◽  
The Internet ◽  
Online Social Networking ◽  
Basic Information ◽  
Developmental Issues

Traffic on Web sites for young children (ages 3-12) has increased exponentially in recent years. Advocates proclaim that they are safe introductions to the Internet and online social networking and teach essential 21st-century skills. Critics note developmental concerns. In this article, we provide basic information about Web sites for young children, discuss developmental issues, and make recommendations for school counselors to be proactive and aware of the advantages and dangers inherent in these sites.

Capturing Online Collaboration in the Design Elements Model for Web 2.0 and Beyond

2010 ◽  
pp. 647-661
Author(s):  
T. Andrew Yang ◽  
Dan J. Kim ◽  
Tri Vu ◽  
Vishal Dhalwani
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Web Sites ◽  
Reference Model ◽  
Online Collaboration ◽  
Online Social Networking ◽  
Critical Feature ◽  
Design Elements ◽  
The Web

When analyzing the design elements of Web 1.0 applications, Rayport and Jaworski’s 7C Framework (2001) is a model commonly used by researchers. With the advancement of the Web into the Web 2.0 generation, the 7C Framework is insufficient in addressing a critical feature ubiquitously present in Web 2.0 applications, that is, collaboration. In our previous work, we had extended the 7C Framework into the 8C Framework by incorporating the collaboration element in order to capture the collaboration element in Web 2.0 applications (Yang, Kim, Dhalwani, & Vu, 2008). In this chapter, we present the 8C framework as a reference model for analyzing collaborative Web 2.0 applications, including online social networking Web sites and online collaborative sites such as Wikipedia.

Learning in 2010

2010 ◽  
Vol 1 (4) ◽  
pp. 48-62 ◽  
Author(s):  
Jeff Allen ◽  
Pamela Bracey ◽  
Mariya Gavrilova
Keyword(s):  
Social Networking ◽  
21St Century ◽  
The Internet ◽  
Learning Needs ◽  
Knowledge And Skills ◽  
Learning Challenges ◽  
Current State ◽  
The World ◽  
Open Dialogue ◽  
Student Instructor

Decades of research into learning have demonstrated that learners are diverse, changing, and adaptable. In this regard, the practice as educators must become flexible and adaptive to meet the wide variation of learning needs. A general consensus exists among educators, businesses, and other stakeholders that there is a significant gap between the knowledge and skills needed for success in life and the current state of education in schools throughout the world (The Conference Board et al., 2006). The internet, social networking, and distance education have created learners with a different set of characteristics, incoming skills, needs, desires, and goals. To meet the learning challenges of the 21st century, instructors must serve as catalysts of change by encouraging classrooms of open dialogue and developing the ability to effectively and efficiently use online communications. Through the process of learning from one another through problem-based activities, students and instructors improve the student-instructor relationship, encounter challenges, and solve them collaboratively.

Qualitative Analysis of Co-occurring Themes of Online Social Networking

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 20-26
Author(s):  
Dr. Baldev Singh
Keyword(s):  
Qualitative Analysis ◽  
Social Networking ◽  
The Internet ◽  
Online Social Networking ◽  
Social Communities ◽  
Clustering Approach

The users participate in Online Social networking by and large voluntarily for reaping its benefits although it is not free from various threats, issues and problems. A large number of online social communities engaged in sharing of information for their community particularly that we can find over the Internet.  The qualitative analysis exposed a wide variety of Positives and Negatives associated with participation with online social networking.  These positives and negatives are the co-occurring themes of participation in online social communities.  A clustering approach is used for the qualitative analysis as described in this paper.

Technology Resources and Software Recommended for Young Children and Teachers and Evaluating Web Sites

2010 ◽  
pp. 217-232
Author(s):  
Lee Allen ◽  
Sally Blake ◽  
Candice Burkett ◽  
Rene Crow ◽  
Andrew Neil Gibbons ◽  
...  
Keyword(s):  
Young Children ◽  
Web Sites ◽  
Preschool Age ◽  
The Internet ◽  
Children Under Five ◽  
Under Five ◽  
Software Market ◽  
Technology Resources

Technology is being designed for children of all ages, even as young as nine months (Morrison, 2007). The software market is growing rapidly for children from infant to preschool age, with programs for children under five representing the fastest-growing educational softwarea area (Morrison 2007). The Internet provides access to a great collection of resources available for young children and teachers. The following pages may be of interest to educators of young children. There are web sites included for software and articles of interest related to issues concerning technology and young children selected by all authors of our book.

‘I just wanna see someone get knocked the fuck out’: Spectating affray on Facebook fight pages

2016 ◽  
Vol 14 (1) ◽  
pp. 23-40 ◽  
Author(s):  
Mark A. Wood
Keyword(s):  
Social Networking ◽  
21St Century ◽  
Social Networking Site ◽  
User Generated Content ◽  
The Internet ◽  
Risk Awareness ◽  
Information Superhighway ◽  
Camera Phone ◽  
Early 21St Century ◽  
Self Defence

Spurred by the advent of the Internet and the camera phone, in the early 21st century street fighting met the information superhighway. Today, one of the key vehicles accelerating this turn are Facebook fight pages: user-generated content aggregation pages that publicly host footage of street fights, and other forms of bare-knuckle violence on the popular social networking site. Drawing on observational data collected from five popular fight pages, and survey data from 205 fight page users, this article explores the different forms of bare-knuckle violence hosted on these online domains and their users’ motivations for viewing it. Through doing so, it examines eleven distinct modes of spectating bare-knuckle violence on fight pages: entertainment, consumptive deviance, righteous justice, amusement, self-affirmation, nostalgia, boredom alleviation, intrigue, self-defence training and risk awareness. Additionally, I argue that to understand these modes of spectating bare-knuckle violence, we have to address the codes of masculinity that underlie not only much of the violence hosted on fight pages, but also spectators’ readings of these events.

A Comparative Analysis of Online Social Networking Sites and Their Business Models

E-Marketing ◽  
2012 ◽  
pp. 803-813 ◽  
Author(s):  
T. Andrew Yang ◽  
Dan J. Kim
Keyword(s):  
Social Networks ◽  
Comparative Analysis ◽  
Social Networking ◽  
Web Sites ◽  
Online Social Networks ◽  
Social Networking Sites ◽  
Business Models ◽  
Online Social Networking ◽  
New Business ◽  
Revenue Models

In the world of e-marketing, new business models are introduced to accommodate changes caused by various factors, including the markets, the services, the customers, among others. One latest trend of e-marketing is social networking Web sites, many of which have attracted not only large number of users and visitors, but also business companies to place their online ads on the sites. As an important example of Web 2.0 applications, online social networks deserve comprehensive studying and analysis; they are not only employed as an effective vehicle of e-marketing, but may impact how future Web-based applications would be developed. In this chapter, we explore online social networking as a new trend of e-marketing, by conducting a comparative analysis of online social networking sites. We first discuss the various types of online social networks, based on the classification by Laudon & Traver (2008), and then analyze online social networks from a business strategy point of view, by discussing the primary revenue models for online social networking sites. The primary contribution of this chapter is a comparative analysis and discussions of representative online social networking sites and their respective revenue model(s). This chapter aims to provide the reader with a basic understanding of the emerging online social networking Web sites and their primary revenue models.

Learning in 2010

2012 ◽  
pp. 181-196 ◽  
Author(s):  
Jeff Allen ◽  
Pamela Bracey ◽  
Mariya Gavrilova
Keyword(s):  
Social Networking ◽  
21St Century ◽  
The Internet ◽  
Learning Needs ◽  
Knowledge And Skills ◽  
Learning Challenges ◽  
Current State ◽  
The World ◽  
Open Dialogue ◽  
Student Instructor

Decades of research into learning have demonstrated that learners are diverse, changing, and adaptable. In this regard, the practice as educators must become flexible and adaptive to meet the wide variation of learning needs. A general consensus exists among educators, businesses, and other stakeholders that there is a significant gap between the knowledge and skills needed for success in life and the current state of education in schools throughout the world (The Conference Board et al., 2006). The internet, social networking, and distance education have created learners with a different set of characteristics, incoming skills, needs, desires, and goals. To meet the learning challenges of the 21st century, instructors must serve as catalysts of change by encouraging classrooms of open dialogue and developing the ability to effectively and efficiently use online communications. Through the process of learning from one another through problem-based activities, students and instructors improve the student-instructor relationship, encounter challenges, and solve them collaboratively.

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