Social networking includes social networking sites (SNSs) as well as apps. The purpose of this thesis was to investigate the impact of social networking tech-nology on students.  The  research questions  focused  how university students experience  their  interaction  with  social  networking  regarding  advantages and disadvantages, and for what purposes they are using it personal, professional or study). A quantitative surveys study was used and data was collected through online questionnaires delivered via SNSs, e-mails and through delivery and col-lection  method. 122  valid  responses  were collected  and 17 invalid responses were discarded. The questionnaire framework was built by means of the con-cept of ease of use from Technology Acceptance Model (TAM) and the five values of Uses and Gratification Theory; “purposive value”, “self-discovery”, “maintaining interpersonal interconnectivity”, “social enhancement value” and “entertainment value”. The findings showed that 64% considered themselves to be positively influenced by SNSs and 27% to be neither positively or nega-tively influenced. Only 11 % considered that SNSs influenced them negatively. According to our findings, some of the most frequent advantages are keeping in touch with family and friends, cost and time efficient, easy to use and entertaining. And for the disadvantages, the responses were mostly time consuming, health  issues,  privacy  issues,  addiction  to  technology  and  cyber  bulling.  The majority of respondents reported using SNS firstly for personal use, secondly for study use and the professional use was the least selected. 88% of the respondents thought that it is easy to use SNSs. The purposive value of SNS use was to get information, the self-discovery value to learning about oneself and others, for the maintaining interpersonal connectivity, to stay in touch, and for the entertainment value, it was to pass time away when bored. The results indicated  that  the  social  enhancement  value  was  not  very  important  for  the  respondents.

Recent trends in social networking site (SNS) use amongst teachers have led to some alarming circumstances. Practicing and pre-service teachers have been fired or otherwise punished (e.g. suspension, licensure revocation, etc.) for a variety of offenses related to their SNS use, ranging from sinister to morally ambiguous offenses, and have been encouraged or required by school administrators, professors, and others in positions of power to use SNS in particular ways. Past research on the topic of SNS in education and SNS professionalism has focused on issues of implementation (e.g. how to use SNS to support learning) or utility (e.g. how to use SNS to successfully achieve career goals). Missing from this discussion, however, is an understanding of how teachers (and those preparing to become teachers) naturally come to participate in SNS, why they participate in the ways that they do, and how this use is related to their identity. This study seeks to fill a gap in the literature by understanding pre-service teachers’ uses of SNS in terms of previous experiences, cultural expectations, social benefits, connections to identity construction and maintenance, and how these uses and beliefs regarding SNS begin to change in response to professionalization processes. Grounded theory is employed to generate an explanatory construct, which I refer to as the Acceptable Identity Fragment (AIF). The AIF is then used to understand and illustrate issues surrounding SNS use in education. Major findings suggest that 1) pre-service teachers’ identities in SNS represent a fragment of their authentic identities, 2) pre-service teachers use various SNS differently in conjunction with each SNS’s embedded values and assumptions about identity, 3) SNS use raises various problematic issues surrounding identity and how pre-service teachers are perceived and judged as individuals (e.g. digital persistence, lateral surveillance, etc.), and 4) professionalization processes alter and restrict pre-service teachers’ ability and comfort to express themselves in SNS. These findings lead to discussion, implications, and recommendations on a variety of topics including the following: institutional uses of SNS in education, relationships between fragmented and authentic identities, SNS literacy development, and cultural issues of SNS use. / text