Abstract
The use of social media continues to grow in presence and influence throughout society. Inevitably, the role of social media in schools has become an increasingly important field of research. This quantitative study analyzes survey data collected from rural elementary school teachers at a large school district in the Southeastern United States about their attitudes, opinions, and perceptions of social media use in the elementary classroom. Findings indicated that years of teaching experience was not a significant factor in perceptions of social media use in the classroom, and the data indicated that the participants had a nuanced understanding of the benefits and barriers of social media use in elementary schools.
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