Schools Should Block Social Networking Sites

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Introduction

Social networking sites are becoming an ever-growing part of our lives. They are used to connecting with friends and family, staying updated on current events, and making new connections. But in schools, they can be a distraction and even a source of cyberbullying. Because of this, it is becoming increasingly important for schools to block social networking sites on their computers. This essay will discuss the sociological theory behind why schools should block access to social networking sites and how it can help protect students from potential harm.

The modern world can be viewed as a highly digitalized society with numerous opportunities for interaction provided by Information and Communication Technologies (ICTs). Recent advances in science and the evolution of the Internet have transformed the world into a platform open for discussing any possible topic. However, it is vital to remember that along with the positive effects, technology might threaten various groups.

Rapid progress has resulted in the employment of technology as the most effective method for exploring the vast field of knowledge. Thus, it helps people become more knowledgeable, intelligent, and current on world events. Twitter, Facebook Messenger, WhatsApp, and YouTube are examples of social networking sites that have connected people across the globe. Despite these positive attributes, technological advancement and expanding these social networks pose significant threats to society, especially in schools (Bila, 2018). For this reason, schools should block social networking sites on their computers as it will help to avoid negative consequences and create a healthier learning environment.

Social Networking Sites and their Impacts

Social networking sites have become an integral part of everyday peoples lives. They are used for everything from staying connected with friends and family to keeping up to date with current events to learning about different cultures and people. But in the school setting, these sites can be a distraction and even a source of cyberbullying. With an estimated 68% of students in the United States using social networking sites, it is clear that they significantly impact students lives, both in and out of school. Thus, their use should be limited to out-of-school grounds or at given periods.

Benefits of Blocking Social Networking in Schools

Blocking access to social networking sites on school computers can have many benefits. It can help reduce cyberbullying, a significant problem in todays schools. It can also help keep students focused on their schoolwork instead of getting distracted by social media (Samad et al., 2019). Finally, it can help keep students safe from potential predators or other malicious actors. All of these benefits make it clear that blocking social networking sites can be an important step for schools to take.

Sociological Theories

The theory of social control helps to explain why social networking sites should be blocked in schools. This theory states that society can be controlled through the use of mechanisms such as laws, social norms, and sanctions. In the case of schools, they can use their power to block access to social networking sites in order to control the behavior of students (Dillon, 2020). The theory of structural functionalism is another theory that supports the idea of blocking social networking sites in schools. This theory states that society is made up of different parts that work together to maintain stability. In the case of schools, they can use their power to block access to social networking sites in order to maintain stability and order (Dillon, 2020). By doing this, they can ensure that students are not engaging in activities that could be harmful to themselves or to others.

Another essential sociological theory that can support this opinion is the symbolic interactionism perspective. This theory states that individuals will act in certain ways based on the meaning they attach to different symbols. In the case of social networking sites, students may attach a certain meaning to them and act in ways that are detrimental to their studies or their safety (Dillon, 2020). By blocking these sites, schools can help to ensure that students are not engaging in activities that could be harmful to themselves or to others.

Furthermore, the conflict theory can analyze the benefits of removing social networking on educational grounds. According to the theory, society is made up of different groups that are in competition for resources. In the case of schools, they can use their power to block access to social networking sites in order to ensure that students are not using them for activities that could be detrimental to their studies or to their safety (Giddens et al., 2021). By doing this, they can help to maintain order and stability in the school environment.

Why Schools Should Block Social Networking Sites on their Computers

The first reason why schools should block social networking sites is to eliminate distractions in the classroom. Students may be tempted to access these sites instead of focusing on their studies. This can have a negative effect on their academic performance and interfere with the learning process (Kwan et al., 2020). From a sociological perspective, students who are exposed to social media during lectures are less likely to pay attention and more likely to be distracted.

Moreover, students may use these sites to harass or intimidate their peers or even to spread false information about them. This can have serious consequences for the victims and can lead to depression, anxiety, and a decrease in academic performance. By blocking social networking sites, schools can help protect their students from cyberbullying and its associated risks (Kwan et al., 2020). There are cases where students film live videos of their peers in embarrassing moments, some of which they might have been tricked into appearing in them. This causes psychological breakdown for many learners, which could not have occurred if the learners were not allowed to access social media while in school.

Safety is the most important thing for schools, and that goes for both the time students spend in school and the time they spend online. In addition, blocking social networking sites can help to protect students personal information. These sites require users to provide personal information such as names, addresses, and phone numbers (Kwan et al., 2020). This information can be used by hackers to gain access to students accounts and steal their personal data. By blocking social networking sites, schools can help to protect their students personal information.

From the sociological, functionalist perspective, children are societys most valuable asset as they impact its future evolution. For this reason, families should protect them from adverse effects (Giddens et al., 2021). It implies monitoring social networking sites because they can negatively impact childs social identity by violating their privacy and intellectual principles (Elsayed, 2021). That is why many institutions restrict Internet content by blocking specific websites and sheltering children from potentially harmful material (The Bark Team, 2022). The Internet is rife with websites that are ultimately extremely inappropriate for children despite their initial innocence.

Many institutions begin their efforts to keep the Internet secure for children by blocking access to these websites. Teachers are not usually present to monitor internet safety in computer laboratories and study rooms. Using school Internet censorship to prevent pornography and inappropriate websites provides a level of online protection that is not merely desirable but essential (Skilbred-Fjeld et al., 2020).

There are numerous discussions over whether schools are excessively restrictive with online restrictions and research access for pupils. However, the larger advantage of safeguarding youngsters from harmful pictures and information outweighs these criticisms. Without content screening, learners face a higher risk of being offered inappropriate material or sexual content, which is unacceptable for modern schools.

Furthermore, using social networking sites at colleges may negatively impact students and their academic performance. It produces a great deal of distraction among students, as they frequently check their Facebook and Twitter accounts (Mylona et al.,2020). This may impair their classwork or cause them to lose interest in the lecture. Additionally, in some cases, students might abuse social networking platforms by uploading offensive remarks, posts, or undesirable photographs. The administration will be held accountable if this type of misconduct is made using a college-owned system (Abbas et al., 2019). In addition to the administration, the students are accountable for the positive reputation of their educational institution.

Networking sites might also be sources of inappropriate content that may negatively influence the moral traits of college learners. These sites can contain images, videos, and messages that are not appropriate for students to view (Mylona et al., 2020). This content can be harmful to students mental health and can lead to issues such as anxiety and depression. Moreover, Students may use these sites to communicate with each other during tests or exams or to share answers. This can lead to an increase in cheating and can have a negative effect on the academic integrity of the school.

This can be illustrated through Symbolic Interactionism Theory, which states that social interaction is based on symbols and meanings that are shared between people. In this context, social networking sites can be seen as symbols of inappropriate content that can harm students mental health and lead to cheating in school (Peris et al., 2020). By blocking these sites, schools can create a safe learning environment where students can focus on their studies and develop their moral traits. Additionally, this can help to maintain the academic integrity of the school and ensure that students are learning in a healthy and secure environment.

Opposite View

At the same time, the necessity of blocking social networking in schools is sometimes doubted because of specific arguments. First of all, such sites may be seen as a way of gradually introducing school students to negative aspects of the world. Facebook, Twitter, and YouTube are becoming increasingly popular as a source for news updates. Numerous media outlets post reports and photographs about the latest events and their outcomes, which is essential for the worldview. By viewing their newsfeeds, students may get a sense of events happening in the world; they can also tap on these news pieces to learn more (Abbas et al., 2019). Getting children engaged in current events can be difficult, which means that social media simplifies this task.

Another argument states that Facebook and YouTube can facilitate collaboration between students and professors. Educators may establish pages for particular classes that can be used to share ideas, promote conversation, or provide guidance on homework projects. Numerous educative YouTube channels can provide students with information, lessons, and vital insights on a chosen topic.

Moreover, blocking these sites may be seen as an infringement on students freedom of expression. Students may feel that their right to express themselves online is being denied, which could lead to resentment towards school authorities (Abbas et al., 2019). Blocking social networking sites may inadvertently block access to other important websites. Schools may not be aware of all the sites that students need to access for their studies, which could lead to difficulty in completing assignments and coursework (Abbas et al., 2019). Social media sites can be a great way for students to stay connected with their peers and family members. They can provide an outlet for socializing and can help to reduce feelings of isolation and loneliness.

Considering the fact that pupils spend much time using social media platforms, collaboration with educators by using online forms can become more effective. It means that learning will continue at home or in another setting as learners have a chance to discuss a particular issue with their educators (Samad et al., 2019). Facebook and Twitter are ways for kids to discover that the world exists beyond their campus, which is essential (Samad et al., 2019).

Through these social networking sites, students can get opportunities to communicate with people from all over the world, although they must be cautious about whom they contact and what content they share. Furthermore, by allowing kids to use Facebook, Twitter, and YouTube at school, teachers can eliminate the temptation to sneak into these sites. Blocking or prohibiting the site could cause students to spend a significant amount of time attempting to regain access. However, if students are permitted to come during the school day, they can concentrate on their work without being distracted by attempting to evade the regulations.

Refutation of the Opposing Argument

In such a way, blocking websites in schools has always been a controversial topic. Some arguments state that it limits student creativity and freedom, while others say that academic institutions have a moral obligation to safeguard students from offensive or obscene content (Peris et al., 2020). Moreover, social networks can help students to improve their awareness of global issues as these platforms act as sources of news. This may assist a student in staying informed about global events while being in class. Many students can obtain lessons and explanations from YouTube educative channels (Abbas et al., 2019).

Through these social networks, students can connect with other students across the globe. However, despite the importance and reasons behind not blocking these sites from school computers, there is a need for their control. They might provide access to sexual content, inappropriate for learners. Moreover, Twitter can be used for cyberbullying, threats, or other forms of discrimination (Kwan et al., 2020). For this reason, it is critical to control learners ability to use these platforms in schools.

While it is true that blocking social networking sites could limit students access to important information and resources, this is not necessarily a bad thing. Schools can provide alternative sources of information, such as libraries and textbooks. Additionally, schools can create their own resources, such as online databases and tutorials (Kwan et al., 2020). This can help to ensure that students have access to the resources they need while also limiting their access to distracting and potentially dangerous content. Additionally, while blocking social networking sites could restrict students freedom of expression, this does not have to be the case.

Schools can provide other outlets for students to express themselves, such as school newspapers, student councils, and extracurricular activities. These outlets can give students an opportunity to express themselves while still allowing teachers and administrators to maintain control over what is being said (Kwan et al., 2020). Moreover, colleges can provide mental health resources such as counselling and support groups to help students who are feeling isolated and depressed. Additionally, schools can encourage students to seek out other sources of support, such as family and friends.

Conclusion

Altogether, blocking social network sites in schools is necessary in the modern world. It is vital to use specific filtering software in schools to ensure that access to specific web content is limited. These filters are intended to prevent students from adverse effects of potentially harmful content, such as pornographic material, violent videos or images of racist or anti-Semitic content, and other materials (Bila, 2018). Moreover, such blocks help avoid issues with data breaches, sharing vulnerable information, and undesired contacts with criminals. Access to websites with specific content might also impact students morals and their further development and actions. Therefore, schools should block these sites unless the students are taught how to use these sites and avoid specific contents that may corrupt their morals, among other issues.

References

Abbas, J., Aman, J., Nurunnabi, M., & Bano, S. (2019). The impact of social media on learning behaviour for sustainable education: Evidence of students from selected universities in Pakistan. Sustainability, 11(6), 1683. Web.

Bila, J. (2018). YouTubes dark side could be affecting your childs mental health. Web.

Dillon, M. (2020). Introduction to sociological theory: Theorists, concepts, and their applicability to the twenty-first century. Wiley-Blackwell.

Elsayed W. (2021). The negative effects of social media on the social identity of adolescents from the perspective of social work. Heliyon, 7(2), e06327. Web.

Giddens, A., Duneier, M., Appelbaum, R., & Carr, D. (2021). Introduction to sociology (12^thed.). W.W. Norton & Company.

Kwan, I., Dickson, K., Richardson, M., MacDowall, W., Burchett, H., Stansfield, C., Brunton, G., Sutcliffe, K., & Thomas, J. (2020). Cyberbullying and children and young peoples mental health: A systematic map of systematic reviews. Cyberpsychology, Behavior, and Social Networking, 23(2), 7282. Web.

Mylona, I., Deres, E. S., Dere, G. D. S., Tsinopoulos, I., & Glynatsis, M. (2020). The impact of internet and videogaming addiction on adolescent vision: A review of the literature. Frontiers in Public Health, 8. Web.

Peris, M., de la Barrera, U., Schoeps, K., & Montoya-Castilla, I. (2020). Psychological risk factors that predict social networking and internet addiction in adolescents. International Journal of Environmental Research and Public Health, 17(12), 4598. Web.

Samad, S., Nilashi, M., & Ibrahim, O. (2019). The impact of social networking sites on students social well-being and academic performance. Education and Information Technologies, 24(3), 2081-2094. Web.

Skilbred-Fjeld, S., Reme, S. E., & Mossige, S. (2020). Cyberbullying involvement and mental health problems among late adolescents. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 14(1). Web.

The Bark Team. (2022). Why schools block websites and why you should, too. Bark. Web.

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