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Social Media Pedagogy: a Multiple Case Study Approach Social Media Pedagogy: A Multiple Case Study Approach by Michael F. Nantais A thesis submitted to the Faculty of Graduate Studies of The University of Manitoba In partial fulfillment of the requirement of the degree of DOCTOR OF PHILOSOPHY Faculty of Education University of Manitoba Winnipeg This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License TEACHING WITH SOCIAL MEDIA ii Abstract Social media are often touted to have the potential to transform education. These media enable students to connect with others from around the world, to work collaboratively, and to share their learning with an authentic audience. The literature offers support, yet raises questions about this promise. The intent of this research was to examine how and why some classroom teachers make use of social media for teaching and to determine if, and how, this changes their pedagogical practices. A qualitative, interpretivist multiple case study approach was used to tell the stories of nine teachers in a rural Canadian prairie school as they explored and implemented various social media in their teaching practices. A hermeneutic and phenomenological approach formed the theoretical framework guiding this study. The primary source of data was a multi-part interview consisting of conversations held over the six-month study. Participants reflected upon and shared their perspectives as they made use of social media in their teaching practice. Other data sources included a variety of relevant documents such as school plans and online interactions undertaken by the participants. The analysis followed a constant comparative thematic analysis method, providing a rich exploration of the phenomenon of social media pedagogy. The teachers in this study generally found their use of social media to be a positive experience; however, several challenges and areas of concern were identified. The teachers’ reasons for using social media included communication, engagement and motivation, exposure of student work to a broader audience, and collaborative activities. Supports for implementing social media were identified and included good access to working technology and professional learning. The teachers raised concerns such as TEACHING WITH SOCIAL MEDIA iii privacy, safety, and time constraints. Ethical and appropriate use of social media was seen not only as a concern, but also as an opportunity to teach. Impacts on teaching practice ranged from the addition of strategies to teaching repertoires, to change that could be considered as transformative learning. One of the most significant results was the apparent effect on the school environment. Trust and responsibility were extended to students, and the response was increased communication and connection between students and teachers. Keywords: social media, educational technology, teaching, case study, social constructivism, change, pedagogy, transformative learning, rural education, grades 7-12 TEACHING WITH SOCIAL MEDIA iv Acknowledgements The successful completion of this doctoral degree occurred because of the support of many people. First, my advisor, Dr. Orest Cap was always willing to meet to offer advice, support, and encouragement; he is also a genuinely nice person. My committee, Dr. Denis Hlynka, Dr. Marlene Atleo, and Dr. Danny Mann provoked thought, encouraged, and supported. The growth in my program was in no small part because of their pushing me to be the best I could be. Indeed all my course professors at the U of M deserve thanks. I also must thank the members of the Transformative Teaching, Learning, and Leading cohort: Cathy, Danielle, Jen, Lark, Margaret, Natalie, and Pam. It was my privilege to know and work with these intelligent, caring people. We share a deep bond. My colleagues at Brandon University, in particular, Glenn, Jackie, and Chris, encouraged and supported me, and were there for critical conversations along the way. Of course, the entire faculty of education at BU has been in my corner, and that was much appreciated. I also must thank my participants. These teachers were true professionals, giving of their time to be part of my study, and always with their students as the main focus. My daughter, Allison, son, Chris, daughter-in-law, Sarah, and mother-in-law, Bea, were my biggest fans, I hope I have made them proud. Finally, and certainly not the least, is my beautiful wife of 37 years, Helen. She took on more than her share of household chores during the past five years, she scolded me when necessary, encouraged me when I needed it. She was always there for me and much of this success is hers as well. Thank you all! TEACHING WITH SOCIAL MEDIA v Dedication I would like to dedicate this work to several people, all have been, and are still, very important in my life. First, to the memory of three amazing people, who are, unfortunately, no longer here to share in this accomplishment. My parents, Anita and Gordon Nantais were taken before their time; they were loving, hard working people who were loved by many. I know they would be proud of my accomplishment. Also, to my late father-in-law, Malcolm Jolly, a true scholar, and a kind, gentle, man. I know he too, would be proud of his only son-in-law. Finally, I also dedicate this work to a new generation, my two grandsons, Malcolm and Reid. They give me so much joy and love; they make me smile just thinking about them. I hope that when they grow older, they can look to their Grampy and see the value of life-long learning and striving to meet goals. If I can be even a little inspiration to them, I will be a lucky man! TEACHING WITH SOCIAL MEDIA vi Table of Contents Abstract .............................................................................................................................. ii Acknowledgements .......................................................................................................... iv Dedication .......................................................................................................................... v List of Tables ..................................................................................................................... x List of Figures ................................................................................................................... xi Chapter 1: Introduction ................................................................................................... 1 Background .................................................................................................................................. 2 Problem Statement ....................................................................................................................... 6 Research Questions ...................................................................................................................... 7 Significance of the Research ........................................................................................................ 7 Conceptual Framework .............................................................................................................. 10 Researcher’s Background and Framework ................................................................................ 12 Assumptions ............................................................................................................................... 16 Delimitations .............................................................................................................................. 17 Limitations ................................................................................................................................. 20 Terminology ............................................................................................................................... 21 Organization of the Dissertation ................................................................................................ 23 Chapter 2: Literature Review ........................................................................................ 25 The Sociocultural Nature of Learning ....................................................................................... 25 Transformational Change? ......................................................................................................... 29 What Are Social Media? ............................................................................................................ 34 TEACHING WITH SOCIAL MEDIA vii Digital Educational Technology: Is it Effective in Formal Education? ..................................... 40 Disparate Views .................................................................................................................... 41 Why Disparate Views? .......................................................................................................... 46 Complexities and Challenges ................................................................................................ 50 Social Media in Education ......................................................................................................... 54 Social Media: Affordances for Education ............................................................................. 55 Controversies and Concerns .................................................................................................. 71 Summary .................................................................................................................................... 75 Chapter
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