There has been much fuss of late over the loss of productivity brought on by employees multi-tasking between actual work and social networking. One estimate puts the cost to British industry at £6.5 billion per annum in lost productivity and questionable bandwidth usage. Another survey estimates that Britain’s social media fanatics are spending as much as 12 hours per week on these sites, no doubt eating into valuable work time.

But what is the impact of this collective Facebook / MySpace / Bebo addiction on high school and university students, our bright future? A new survey this week by IT specialists Global Secure Systems, (the ones who took a look at the impact on businesses and arrived at the £6.5 billion figure), says students are also guilty of sneaking in a fair bit of social networking during the school day.

In their survey of 500 English school children between the ages of 13 and 17, 51 per cent confess to checking their social network profiles during lessons. Over a quarter admit their in-school daily social network fix exceeds over 30 minutes each day.

If this sounds surprising, you haven’t been to school lately. Laptop-toting school kids are the norm these days, as are Wifi-enabled campuses. And when the laptop is in the locker, there are net-enabled smart phones at the ready. Add to the equation the rocket-fast texting ability of your typical 16-year-old and you get an explosion of social networking opportunities at the most unlikely points in the school day.

No educator would knowingly allow such a distraction in their classroom, and yet it appears to be happening right under their noses. It’s hard enough getting the PlayStation generation to focus for even a half-hour on a lecture of, say, King John and the Magna Carta. Try competing with the latest lunchroom gossip being broadcasted to mobiles, Facebook and Twitter. The significance of establishing modern-day democracy pales in comparison.

Before you shake your head and mutter something starting with the phrase “In my day…”, admit it – how many of you have shirked off work on an important business project to tend to a personal email, text or, these days, a Facebook query? How many of you have done it today? How many of you are doing it now?

We adults might regard tidying up our profile, sending messages to friends or contacts, joining the odd (or oddball) group or participating in a movie knowledge quiz to be a harmless distraction, the kind of thing that keeps us sane during the workday. (While writing this column, I have been twice drawn to my Facebook profile to attend to small matters, but that’s it. No more for me today. Okay, maybe after lunch.) But teens are deadly serious about social networks. For them, failing to attend to these duties could end friendships, sink reputations and mean missed opportunities to climb the fickle and precarious social ladder of young adulthood. I say we ought to go easy on them if they are neglecting some of their responsibilities while they fuss around with their online persona.

As a university lecturer at John Cabot University in Rome I encourage my students, all in their early twenties, to embrace social media and every other Web 2.0 application out there. Yes, posting photos of you and your semi-clad friends boozing it up late at night could sink your chances with a prospective employer, who will no doubt be snooping around for this very type of incriminating evidence. But the good far outweighs the bad. I encourage the students to be creative, to promote our online student newspaper, which just over a year from launch is pulling in steadily rising traffic. No doubt all the blog, Facebook and MySpace mentions are helping. I’ve had students who use social networking sites to build and promote projects on fighting poverty and eradicating hunger, organising music gigs, art and photo exhibitions, plus coordinating meet-ups for political rallies.

I admire the growing number of young students who dedicate hours to designing complicated widgets and applications too. Yes, they’re probably neglecting their history paper to complete it, but the end product is a far more valuable lesson learned in creativity, courage and computer coding. When I look at all the creativity, the collaboration and the activism being generated in these networks, I am hopeful for the future. Perhaps it is we educators who need to learn how to harness this power into our everyday classroom lessons.

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Bernhard Warner, a freelance journalist and media consultant, writes about technology, the internet and media industries. He can be reached at techscribe@gmail.com

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