The impact of a social learning network on teaching and learning of history at junior certificate in a rural secondary school - a case study

We live a changing society where information technologies have become an integral part of society. The emergence of social media networks or Web 2.0 technologies has provoked many in education fields to question the very nature teaching and learning. New technologies provide the platform for educators to rethink pedagogical practice in light of the 21st century learner. There is a shift from the traditional mode of teaching where the teacher is central to the learning process, to one where learners construct meaning through interaction and collaboration with others. Learning is no longer restricted to the classroom but more so to all facets of life, at work, play and home. The phenomenon that is social networking sites lends weight to their integration into teaching and learning. Social media shifts the emphasis from the content of the subject to the learning activities and human interactions around which content is situated. The research study involved forty second year students from a rural co-educational secondary school in Co. Limerick. It looks at the implications of using a social learning network on teaching and learning of History at Junior Certificate in a rural secondary school. The participants were divided into two groups – a control group and a study group. The control group were taught using traditional methods of teaching and the study group were taught using a social learning network. Students participated in questionnaires, t-testing, observations and interviews. Both groups underwent a pre-test and a post test in order to compare results. Furthermore, the study focused on pedagogical practice and presents literature on the necessity for change in education delivery.