The study examines teachers' use of social media in grades 7-12 classrooms, exploring their motivations, experiences, and the impact on pedagogical practices through a qualitative case study of nine teachers. Findings indicate that teachers face both supports and barriers in integrating social media, leading to various changes in teaching methods and improved communication with students. Despite the potential confusion surrounding social media's definition, its use can empower students and enhance classroom dynamics.

1. Michael
Nantais,
Ph.D.
Brandon
University
Faculty
of
Educa5on
NantaisM@BrandonU.ca
@MikeN_bu
People.brandonu.ca/nantaism
About.me/mnantais
The
findings
presented
in
this
poster
presenta5on
come
from
the
author’s
Ph.D.
disserta5on
(2014).
Study
Purpose
&
Ques:ons
Research
purpose:
to
examine
the
recent
phenomenon
of
using
social
media
in
the
grades
7-­‐12
classroom
for
teaching
from
the
perspec5ve
of
the
teacher.
Specific
research
ques*ons
were,
1. How,
and
why,
do
teachers
use
social
media
as
part
of
their
prac:ce?
2. What
are
teachers'
perspec:ves
of
their
experience
incorpora:ng
social
media
in
their
prac:ce?
3. What
factors
support
or
hinder
teachers'
use
of
social
media
in
their
prac:ce?
4. Does
incorpora:ng
social
media
into
teaching
lead
to
change
in
teachers’
pedagogical
prac:ces
and
beliefs?
What
is
the
nature
of
this
change?
Methodology
A
qualita5ve,
interpre5vist
mul5ple
case
study
approach
(Merriam,
2009;
Willis,
2007)
was
used
to
follow
nine
teachers
in
a
rural
Canadian
prairie
school
as
they
explored
and
implemented
various
social
media
in
their
teaching
prac5ces.
A
hermeneu5c
and
phenomenological
approach
formed
the
theore5cal
framework
guiding
this
study.
Data
sources:
several
interview
sessions
with
each
par5cipant
and
with
the
school
Principal,
relevant
documents,
and
social
media
interac5ons.
Analysis
used
a
thema5c
approach
employing
a
constant
compara5ve
method
(Merriam,
2009).
Concept
maps
and
word
frequency
clouds
aided
analysis.
Social
Media
Pedagogy
(a
mul5ple
case
study)
M.
Nantais,
Ph.D.
The
Study
Context
Par:cipant
Voices
Themes
arising
in
the
Data
Why
Use
Social
Media?
“They
[students]
are
tethered
to
them.
.
.
.
They’re
connected.
They
are
wired
differently
and
we
have
to
accept
it,
so
why
not
teach
them
more
about
it?”
(James)
Summary
of
Findings
“No
maber
what
tools
we
use
in
the
classroom,
there
are
always
going
to
be
plusses
and
minuses
.
.
.
it’s
just
one
more
thing,
one
more
trade-­‐off.”
(Mary)
“I
have
really
gone
to
a
more
flexible
schedule
with
the
kids
.
.
.
social
media
certainly
has
helped
that.”
(Mary)
“I
think
it
gives
them
[students]
a
‘sense
of
empowerment’
”
(John)
“What’s
been
gained
is,
believe
it
or
not,
you
connect
more
with
the
kids.”
(Frank)
“I
think
before
there
was
this
tension,
there
was
this
us
versus
them
mentality
where
the
kids
where
trying
to
hide
and
pull
one
over
on
the
teacher
and
you
don’t
see
that
anymore.
You
see
the
kids
being
comfy
in
.
.
.
communica5ng
on
a
different
level
with
teachers
now.”
(John)
• The
meaning
of
‘social
media’
is
uncertain
among
teachers
and
could
lead
to
confusion
in
research
and
prac5ce.
• Teachers
have
a
variety
of
underlying
reasons
for
using
social
media
–
used
in
a
variety
of
ways,
to
meet
a
variety
of
purposes.
This
reinforces
the
conten5on
that
its
use
is
personal
and
contextual
-­‐
there
is
no
one
best
tool
to
use,
or
way
to
use
it.
• Teachers
iden5fied
a
number
of
factors
that
supported
their
use
of
social
media.
Among
these
were
access
to
working
technology
and
good
connec5vity;
support
from
all
stakeholders
(students,
parents,
and
administra5on);
technical
support;
and
professional
learning
opportuni5es.
• Teachers
iden5fied
a
number
of
factors
that
hindered
the
use
of
social
media.
A
major
issue
was
a
lack
of
access
to
technology,
or
technology
that
was
not
working.
Other
issues:
privacy,
safety,
mul5ple
spaces,
and
the
possibility
of
the
technology
ac5ng
as
a
distrac5on.
The
biggest
barrier
was
a
lack
of
*me,
due
to
compe5ng
priori5es
and
hec5c
schedules.
• It
would
appear
that
the
use
of
social
media
had
an
effect
on
the
teachers’
pedagogical
prac5ces.
Change
ranged
from
adding
new
strategies
to
contribu5ng
to
transforma*ve
change.
• Par5cipants
noted
that
using
social
media,
in
conjunc5on
with
other
factors,
had
observable
effects
on
the
school
environment.
Par5cipants
described
an
increase
in
communica5on
between
students
and
teachers,
and
a
sense
of
student
empowerment
that
fostered
a
culture
of
respect,
responsibility,
and
trust.
“It’s
made
me
take
more
chances
.
.
.
I
am
not
afraid
to
use
it
anymore”
(John)
Par5cipants
made
use
of
social
media
in
their
teaching
for
a
variety
of
reasons,
illustrated
here.
Chief
among
them
was
that
it
was
seen
as
“where
the
kids
are
at”
(Ann)
and
“It’s
part
of
the
life
of
our
students
in
our
school
.
.
.
you
are
rela5ng
to
kids
in
their
own
lingo.”
(Joseph)
The
Study
“I
just
haven’t
got
5me
now.”
(Frank)
“.
.
.
5me
to
learn
all
this
and
keep
up
with
all
your
[other]
school
stuff.”
(Sally)
“look
beyond
ques.ons
of
how
technology
could
and
should
be
used,
and
instead
ask
ques.ons
about
how
technology
is
actually
being
used
in
prac.ce”
(Selwyn,
2014)