Abstract
Social media technologies have reshaped our lives today and Zambian teachers do a massive use of smart phones, tablets, and other portable tools. In addition, they are continually searching for forefront innovations. Frequently, the utilization of these gadgets is not in manners foreseen by innovation advocates. This study focuses on exploring the use of social media platforms and the impact of such social networking services in the teaching and learning of mathematics by pre-service teachers. To explore pre-service teachers’ use of social media in their teaching and learning experiences, the authors administered an adapted and validated research instrument via a quantitative survey system to a sample of 102 pre-service teachers from the Copperbelt University. Analysis of variance and multiple regression analysis were used to test the interplay of relationships between pre-service teachers’ attitudes towards the use of social media based on year of study and gender, social media use and classroom integration, social media use, and mathematics pedagogy. Further, a statistical test was run to show whether positive correlations existed or not. Results disclosed that respondents showed an average use of social media tools in mathematics and provide a prediction model for pre-service teachers’ future integration of social media in the teaching and learning of mathematics.
Highlights
Mostafa (2015) defined social media in the Web 2.0 context as “. . . the usage of Webbased tools like YouTube, Facebook, Twitter, WhatsApp, Gmail, Yahoo mail, Instagram, Google, etc that connect people and allow them to share information, videos, pictures, and so on...” Using this definition as a starting point it can be said that the role of emerging social media may offer new opportunities to reinforce the teaching and learning experiences in Zambia. Zepke and Leach (2010) posited that motivation and student dispositions would influence their ability to engage in interactive learning
Consistent with Anna (2019), the current results seem to suggest that mathematics preservice teachers at Copperbelt University (CBU) were primarily using social media platforms like YouTube to watch, download or upload mathematics videos related to their classroom lectures
At the time students enroll as first years at CBU, most of them are already exposed to social media technologies and have registered accounts which they use for personal and professional lives
Summary
Mostafa (2015) defined social media in the Web 2.0 context as “. . . the usage of Webbased tools like YouTube, Facebook, Twitter, WhatsApp, Gmail, Yahoo mail, Instagram, Google, etc that connect people and allow them to share information, videos, pictures, and so on...” Using this definition as a starting point it can be said that the role of emerging social media may offer new opportunities to reinforce the teaching and learning experiences in Zambia. Zepke and Leach (2010) posited that motivation and student dispositions would influence their ability to engage in interactive learning. The usage of Webbased tools like YouTube, Facebook, Twitter, WhatsApp, Gmail, Yahoo mail, Instagram, Google, etc that connect people and allow them to share information, videos, pictures, and so on...”. Mostafa (2015) defined social media in the Web 2.0 context as “. Using this definition as a starting point it can be said that the role of emerging social media may offer new opportunities to reinforce the teaching and learning experiences in Zambia. Social media usage among pre-service secondary mathematics teachers in Zambia. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 5(2), 130147.
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