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 pose a threat to various groups.
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. Rapid progress has resulted in the employment of technology as the most effective method for exploring the vast field of knowledge. Despite these positive attributes, technological advancement and the expansion of these social networks pose major 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.
Why Schools Should Block Social Networking Sites on their Computers
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. From the sociological, functionalist perspective, children are society’s most valuable asset as they impact its future evolution (Giddens et al., 2021). 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 child’s 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.
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.
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.
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 behavior for sustainable education: Evidence of students from selected universities in Pakistan. Sustainability, 11(6), 1683. Web.
The Bark Team. (2022). Why schools block websites — and why you should, too. Bark. Web.
Bila, J. (2018). YouTube’s dark side could be affecting your child’s mental health. Web.
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 (12th ed.). 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 people’s mental health: A systematic map of systematic reviews. Cyberpsychology, Behavior, and Social Networking, 23(2), 72–82. 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.