Social media applications as pedagogical tools for teaching

Abstract

Social media applications are increasingly prevalent, yet their educational potential remains underexplored. While these platforms can enhance communication and collaboration in formal and informal learning environments, their effective integration into education requires further investigation. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, this study examines how seven Grade 6 and 7 teachers at a public primary school in Cape Town, South Africa, integrated social media platforms like WhatsApp, YouTube, TikTok, Facebook, and Instagram into their lessons. Although literature highlights the benefits of social media in boosting student motivation and confidence, its role in primary education remains limited. This qualitative case study explored teachers' integration of social media tools and their impact on learning outcomes. Purposive and convenience sampling were used to select participants in a socioeconomically diverse school. Data were gathered through questionnaires, lesson plan analysis, and semi-structured interviews, offering a detailed understanding of teachers' experiences. While WhatsApp was frequently used, YouTube and TikTok were the preferred platforms, promoting creativity, collaboration, and student engagement. The findings suggest that while social media positively impacts educational outcomes, challenges persist due to limited training and technological knowledge. Further research should explore the long-term effects, the role of professional development, and the potential use of social media in summative assessments to enhance dynamic learning environments.