Determining the Views of the Secondary School Science Teachers about the Use of Social Media in Education

Abstract

This study seeks to evaluate the use of social media in education by the science teachers in terms of its impact upon students, parents, and colleagues, relying on the method of special case study, employed in qualitative research. The data includes findings compiled through semi-structured interviews held with the participation of seven science teachers who work at secondary schools in Agri and its districts in Turkey. The data has been analyzed through baseline level and content analysis. The research findings reveal that the enhanced social media provides opportunities for the science teachers to contribute to the development of the students. However, teachers are reluctant to remain in contact with the students through the use of social media due to concerns over abuse and excessive use. The study further reveals that the teachers refrain from using social media because they are unable to disseminate their message to the parents properly and it raises controversies between parents and teachers. In addition, the parents disturb teachers and invade their privacy in case of social media use. A review of the constructive outcomes associated with the use of social media in communication between teachers and their colleagues shows that the colleagues use it constructively and exchange views, materials, and experiences in social media venues.