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Teachers' experiences with social media use and student engagement
Asher, Korey A.
Brandon University, Faculty of Education
x, 117 pages : charts
Includes bibliographical references (pages 107-110).
In partial fulfillment of the requirements for the degree of Master of Education.
The purpose of this qualitative study was to consider three main questions: 1) How do teachers understand social media? 2) What qualifiers are used to determine student engagement? and 3) How is social media used to affect student engagement? This study used a qualitative interpretivist approach. The data was collected through the use of an online survey and subsequent interviews with five teachers who use social media in their classrooms. The data collection process proved to be frustrating, but provided an interesting insight into the use of social media to circulate an online survey. Although many people followed the link to the website where the survey was located and retweeted the link to their followers, only 22 people filled in the short survey. Students and teachers construct knowledge through experience. This study shows that existing technology should supplement the educational purpose, and that experience in using social media, results in productive ventures. I suggest that the use of social media in secondary schools will be another necessary tool to help students engage in their studies. This work could encourage teachers to help current social media users to become future critical thinkers.
Educational technology--Social aspectsInternet in educationSocial mediaMotivation in education
Brandon UniversityFaculty of Education