IntroductionPakistan is developing in science and technology. Twenty first century is the information technology (IT) century. The IT has set off a quiet revolution, which has changed the life cycle of modern man. Social media is constantly being used my undergraduate college students across the globe. Social media can be accessed through a computer, cell phone, iPad, and so much more The newest way of getting in touch with social media is now a watch. Technology is constantly changing and is always finding a way for different generations to have access to different forms of social media right at their fingertips.Information is the backbone of all systems. Information Technology is very vital because it concerned with the adaptation, storage space, guard, dealing out, communication and recovery of facts. IT is concerned most important in almost all areas of time. From easy hardware installation to database management, Information technology is very vital to carry out a range of significant actions. IT is also helped in betterment of globalization. Companies using IT are in position to correctly run its operations. Moreover, IT also increases the network in business, which is extremely imperative for good business relationships. Corporations today spend data to the computer’s operation manual manipulation. Thus the IT plays an important role. Over the past thirty years, considerable research has been invested in developing software systems that effectively teach students. These software systems are called Intelligent Tutoring Systems (ITS). The need for such systems began with the observation that individualized teaching is the most powerful instructional medium. Empirical studies have shown that individualized human tutoring over normal classroom instruction could raise students achievement by two standard deviations. However, having individualized human tutoring for each student is not logically and financially possible since students greatly outnumber teachers. If ITSs can be developed to emulate a human tutor, then one-to-one tutoring for all students would become a possibility.Technology can be helpful in decreasing absenteeism, lower dropout rates and motivate more students to continue on to university. Students take more pride in their work while using technology, gain more confidence in their abilities, and develop a higher level of self-esteem. Furthermore, researchers have mentioned that ICT utilization in instruction among lecturers alleviates many teaching difficulties, controlling and administrating large number of students, and teachers express positive opinion about it. most universities seem not yet ready to implement ICT utilization. The reason for this low uptake may vary from university to university. A study has shown that the use of social networks does not affect the Student performance. They focused mainly on the need for cognition (NFC) and GPA. “College the use of socially interactive technologies by students seems to be unrelated to GPA of university students and their NFC levels. Implications of these findings, both in terms of the relationships between the use of social and traditional media and success in school as well as the relationships between changes in the use habits of young people’s media and possibleThe key parts that will be measured will be the type of social networks used, how it is often used, when used in a typical way, and the effect it has on academics, such as GPA. The data will be collected through a survey. The importance of the study is to be able show undergraduates that social networks can positively affect their academics like as well as increase your network skills with other classmates.Review of Literature:Griffith and Northcraft (1994) state that features of a technology (such as communication media) may be described from an objective perspective (such as the rate at which information is processed) or through more subjective psycho-social characteristics (such as degree of social presence). Furthermore, point out that technology can even be described in terms of properties such as color, shape, texture, mass, and so on. Additional confusion comes from the limiting ways that marketing and cognition literature (which IS has borrowed from at times) treat the notion of features. Studies from these disciplines often distinguishes products (or stimuli) as having attributes of two types: either dichotomous features (a car has antilock brakes or it does not) or more inherently continuous dimensions.Mingers (2001) stated that the IS field already draws upon disciplines that include numerous research traditions, such as psychology, sociology, economics, linguistics, semiotics, and mathematics. Hence, researchers should be aware that multiple paradigms exist, and thus multiple methodological approaches may be appropriate for the investigation of phenomena. Similarly, Robey (1996) argues that epistemological diversity within is more of a strength than a weakness because it allows researchers to draw upon a large body of knowledge traditions from which to base theory and research. This is especially important for IS as its scholars deal with complex, real-world topics. As both positivist and interpretivist epistemologies are espoused by IS scholars, quantitative, qualitative, or even mixed method are all viable approaches to choose from. It is only sensible then that researchers within IS (and consequently any sub-disciplines) choose their method based on the nature of the problem that they are investigating, and the 112 theoretical framework(s) upon which their inquiry is based. By this reasoning, it becomes clear that describing the philosophical assumptions that are built into the theoretical fabric of my study is required to substantiate the appropriateness of my research design before discussing the design itself.Jones and Preece (2006) reported that online learners (and lecturers) need to learn to trust the technology for technological performance as well as enhance the uptake and reduce resistance to technology. Lecturers need to be confident and competent in using various ICT tools to build their trust in the technology. Without their competency and mastery skills of ICT utilization appropriate to their needs, ICT could not be put into good use for instructional delivery. Lecturers should have a range of different technical and communication skills which include using chat rooms, word processing skills, web page authoring and using various kinds of ICT tools such as (FTP), compress and decompress of files, e.g. Win zip. Yin (2009) defines the case study as an empirical inquiry that investigates a contemporary phenomenon in depth and within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident. The phenomenon of educational experience in this dissertation is tightly linked to the context of higher-education courses and their appropriation of social media over the period of an entire semester. Considering the inability to separate context and phenomena, and that this is inherently a contemporary issue being investigated, the case study method is opportune for my study. This is evident in the methodological design of my research described next.Pampek et al., (2009) explain that Facebook allows users to select one or multiple networks to which they belong, based on their schools attended, geographic location, or (past and current) employer(s). One can designate others as friends, an offer that the friend can accept or reject. Information shared between friends is controlled by unique privacy settings, and groups of friends (known as lists) may be created which have varying degrees of access to particular pieces of information or status updates. However, within the last year, Facebook has introduced a follow feature. Originally called subscribe, it allows one user to subscribe to the public updates of another. In other words, Facebook borrowed Twitters follower system (Scott, 2013, p. para 4). 92 Users maintain which contain basic demographic information including relationship status, birthday, and so on Since late 2011, these have been renamed timeline which Facebook declines as a type of profile allowing users to highlight activities and events that they deem most important. Research by Roblyer et al. (2010) also explain on how Social Media can be helpful in the classroom. A comparison of the responses of teachers and students indicates that students are much more likely than teachers to use Facebook and are significantly more open to the possibility of using Facebook and similar technologies to support the classroom17 job “.” As such, the most immediate meaning of social networks for higher education is the seemingly changing nature of the students entering the university. In a practice sense, the highly connected, collective and creative qualities of social networking applications it is seen that they reflect (and to some extent promote) more flexible, fluid and accelerated forms of being. Social networks are associated, therefore, with a greater tendency of young people to perform multiple tasks, to have a ‘digital juggling’ of activities and daily commitments.Grgecic and Rosenkranz (2010) argue that Markus and Silver mainly focus their definition of symbolic expression on the conveyance of values, even though the concept is not inherently limited to the domain of values. We argue that symbolic expressions are even more important when it comes to the conveyance of meaning. They go on to establish symbolic expressions are a relational concept which may be recognized in a technical objects communication of value or communication meaning. Accordingly, communication of values tries to answer the question what kind of values are conveyed by the IT system, whereas communication of meaning is concerned with the question if the user understands the functionalities, information, and interface of an IT system. Grgecic and Rosenkranz’s (2010) examples of value-based communication are consistent with those of Grange and their examples of meaning-based 105 communications are substantively different. Such might take the form of sense-making (can a user group understand signs, information, and symbols of a technical object), interpretation (can the user properly interpret these signs, information, and symbols), or any other dimension of meaning-based communication. As will be further detailed in the methodology section of this dissertation, my theoretical framework favors the value-based communicative properties of technical objects, as this is most suited to the phenomenon at hand.; namely, trying to delineate which technical objects communicate values related to the form of engendering those which are social, intellectual, and instructional (or, social, cognitive, and teaching presence)Seixas (1993) traces the idea of a classroom as a community of inquiry back to Vygotsky (1978) and his constructivist psychology. The assertion here is that learning happens within the context of shared culture, which fundamentally makes it a communal activity. As part of his basis for this claim he articulates meaning for Dewey was a social construction. Dewey’s view of language as communication in cooperative and coordinated partnership in the construction of all meaning is at the core of his entire philosophy.