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Heather Wolpert-Gawron discusses using Facebook in the classroom. She writes about the experience of a teacher who used Facebook in their classroom.

After reading a book or covering a topic in class, create a Facebook page for a character or a fan page for a cause that you read about. You can personalize the Facebook page, like other "peoples" pages and participate in "online discussions" that these people could have had if Facebook had been around at that time.

This blog post outlines an assignment in which students must create a Facebook page for a literary character.  This is a great idea.

This Facebook project could be used for a Science, History, Geography, Foreign Language, Math, or English class. The idea is for the students to create a Facebook page but for something they might be learning about. It is a fun and innovative way for the students to look up facts and represent them in a way that they can relate to.

Teachers from many different subjects have joined together for this project, having students create Facebook pages for a topic or character relating to their subject. Students get to demonstrate their understanding of the concepts being explored by incorporating such a popular type of social media.

This is our school's Facebook page. It is a good example of using Facebook to communicate with students, parents, and community members. It posts weekly newsletters, event photos, announcements, and allows for comments. 600+ people 'like' this page, which is twice the number of students who attend school.

This article summarizes a study aimed at explaining collective behavior on social networking platforms through intentional social action, which is known as the We-Intention theory. The study focused on Facebook in particular, because it is widely popular among university students and could, thus, illustrate social media's impact on students' motivation to learn via virtual communities. In the article, the We-Intention theory is driven by social influence factors, social presence, and elements of the uses and gratifications (U&G) model. U&G, as defined in the article, explains why individuals gravitate toward certain digital media over others. U&G assumes individuals are both goal-directed and aware of their needs, listed as purposive value, self-discovery, entertainment, social enhancement, and maintenance of interpersonal connectivity. The study identified two U&G needs, entertainment and interpersonal connectivity, as significantly determining intentional social action under the We-Intention theory.

That article is very interesting stating that most use Facebook for instant communication and connection. The need for instant gratification. Joining too many groups or trying to connect to too many people does make it hard to have a specific connection to one group. May be the reason that people post so many random topics and photos.

Interesting perspective on Facebook from the point of view of students using the platform.Since most of my background is from K-12 education, I have not witnessed teachers using the platform with their students. I have found that most K-12 teachers use Facebook to communicate with parents. It does seem to have a similar impact on getting parents motivated and active in class activities. Most parents use Facebook and once they know they can follow their child's teacher and get updates via the social media app, parents tend to do so

This article gives one professors experiences on their successful use of Facebook in their British Literary History course. Facebook subsisted for the discussion forum common to a good many course management systems. Students use it because they were already there (on Facebook) and they found the use interesting.

This is a student's response to using Facebook to generate discussion in a British Literature History class. Even though it is collegiate level, I think that this scenario could definitely work in the high school setting.

A Facebook group page was created and used as a mentoring tool for high school science students and university students. Facebook increased communication and engagement between mentors and mentees. Questions were asked and support was provided through the page.

This article was accessed via login at Boise State Library. The research article is a survey of a small sample of graduate students who indicate that many students are used to using facebook in informal ways, but perceive the potential for acceptable grading and learning outcomes through a facebook format.

At the University of Southern Florida, students use Facebook, instead of Blackboard, for assignments and discussions.

For this activity, students create a Facebook profile for a character in a novel. This project connects social media that students are so familiar with to academic activities such as understanding character development in literature.

Internet and Mobile Association of India and Facebook have a program to educate students age 13-17 about safety. It will be live streamed via Facebook. It is part of another classroom program called Safe Surfing.

Elaine Childs, at the University of Tennessee, uses Facebook to bring relevance to abstract English concepts.

This blog gives several example of Facebook used successfully in the classroom. It is used for a variety of age levels.

Teacher uses Facebook to push assignments to students.

This blog talks about Larry Liu, who has successfully implemented Facebook into his class as well as mobile technology.

Facebook used at Niagra County Community College in Intro English. With it students asked & answered each other, studied for tests, and collaborated on group projects. Streamlined approach to compiling links/images/videos which are accessible to classmates. There was simplicity in having class info where students are spending time already

This article gives examples of several high schools that are using Facebook for their classes and how it got started and what teachers need to know in order to be successful in their endeavors to create a classroom Facebook.