Exploring Grade 6 and 7 teachers' use of social media applications as pedagogical tools

Abstract

Social media applications have become an integral part of our daily lives. When thinking of social media applications, we often do not think of education. Social media, however, can play a significant role in education. If used correctly, both formal and informal settings can benefit as social media offers various opportunities for learners, teachers and institutions to enhance learning experiences and facilitate communication and collaboration. As pedagogical tools, social media applications offer many benefits due to their distinct features, paving the way for creative teaching and learning opportunities. This study aimed to explore how grade 6 and 7 teachers use social media applications as pedagogical tools. The specific social media applications examined in this study encompassed Facebook, X (previously called Twitter), YouTube, Instagram, TikTok, and WhatsApp. The existing body of literature suggests that social media applications tend to have more advantages than disadvantages when integrated into the educational system. They can be especially helpful in teaching English as a foreign language, as they have been shown to enhance learners’ confidence and motivation. It is worth noting that there is a limited focus on using social media applications as pedagogical tools at the primary school level in current research. Employing the Technological Pedagogical Content Knowledge (TPCK) framework as a guide, this study primarily emphasised the Technological Content Knowledge (TCK) and Technological Pedagogical Knowledge (TPK) components. This study employed a qualitative approach within a case study research design to bridge the gap in the literature, conducted at a public primary school in Cape Town, South Africa, involving seven grade 6 and 7 teachers. The data collection process encompassed a survey, document analysis, and semi-structured virtual interviews. Content analysis was chosen as the data analysis method. The findings of this study revealed that while most participants commonly cited WhatsApp for educational purposes, most teachers chose to integrate YouTube and TikTok into their actual lessons. YouTube served as a valuable tool for consolidating lesson content, typically introduced at the beginning of a lesson or topic to provide learners with an initial understanding or demonstration of what they would be studying. All participants unanimously agreed that the use of social media applications enhanced student collaboration, creativity, and, in some instances, confidence. Finally, the teachers concurred that these applications effectively supported teaching and learning to achieve lesson objectives.