Familiarity and Usage of Social Media Technology: An Exploratory Study of Teachers in Ghana
Science Journal of Business and Management
Volume 3, Issue 2, April 2015, Pages: 50-59
Received: Jan. 27, 2015;
Accepted: Feb. 9, 2015;
Published: Feb. 15, 2015
Views 4861 Downloads 296
Yeboah Solomon Tawiah, School of Business and Management Studies, Department of Marketing, Cape Coast Polytechnic, Cape Coast, Ghana
Horsu Emmanuel Nondzor, School of Business and Management Studies, Department of Marketing, Cape Coast Polytechnic, Cape Coast, Ghana
The growth of social media sites has been a phenomenon in the last few years. However, not much is known about how teachers have embraced the technology as the phenomenon is virtually unexplored in the extant literature in Ghana. The research therefore explored this issue by examining familiarity and usage of social media technology among teachers in Ghana. Teachers in Ghana were randomly selected from ten schools and pretested questionnaires were randomly administered to them. The empirical evidence suggested that majority of the teachers were familiar with social media technology and are using one or more of these social media sites. They access the social media sites through their smart phone as a preferred mode of internet device. The most familiar social media sites which emerged were Facebook [99%], Wiki [99%], followed by YouTube [98.5], Instagram [91.4%], Web-blogs [87.8%], Slideshare [84%] and LinkedIn [76.1%]. However, Facebook and YouTube are the most used media sites among the teachers with 96.4% and 93.9% respectively. They spend over 22hours a week on the sites for several purposes including personal and professional development. In spite of the increasing usage, over 76% of the teachers have not integrated it for instructional purpose in the classroom although few of them occasionally share academic and useful information to their students. Some of the reasons which were given for not using the tools for instructional purpose include, fear of privacy violation, not part of curriculum, cyber abuse, distraction of students’ studies and infrastructural problems among others.
Yeboah Solomon Tawiah,
Horsu Emmanuel Nondzor,
Familiarity and Usage of Social Media Technology: An Exploratory Study of Teachers in Ghana, Science Journal of Business and Management.
Vol. 3, No. 2,
2015, pp. 50-59.
Salem, F. and Mourtada, R. . The role of social media in Arab women empowerment. Arab Social Media Report 1, Retrieved from http: www.ArabSocialMediaReport.com [September 12, 2014]
Lachapelle, P. . The use of social networking in community development. CD Practice, No.17. Available at http:// www.msucommunitydevelopment.org/pubs/paul [Accessed on July 12, 2014]
APDEQ and EDAC Conference . Social media for economic development: Canadian and international best practice. Intelegia. Retrieved from http://www.slideshare.net/intelegia/edac-conference-2010[June 23, 2014]
Chen, B. and Bryer, T. . Investigating instructional strategies for using social media in formal and informal learning. The International Review of Research in Open and Distance Learning, 13(1), 87-100.
Lenhart, A. Purcell., K. Smith, A. and Zickuhr, K. . Social media and mobile internet use among teens and young adults. Pew Internet & American Life Project, 1-37. http://www.socialcapitalgateway.org [Accessed on November 15, 2014]
Yeboah, S. T., Horsu, E. N. and Abdulai, A. . Usage of WhatsApp and Voice Calls (Phone Call): Preference of Polytechnic Students in Ghana. Science Journal of Business and Management. 2  pp. 103-108. doi: 10.11648/j.sjbm.20140204.11
Safran, C. (2010). Social media in education: Application scenarios supporting communities in technology- enhanced learning. PhD thesis submitted to The Institute for Information Systems and Computer Media, Graz University of Technology.
Moran, M., Seaman, J. and Tinti-Kane, H. . Teaching, learning, and sharing: how today’s higher education faculty use social media. Pearson Learning Solutions, the Babson Survey Research Group, and Converseon. Available online at http//www.pearsonlearningsolutions.com [Accessed on November 20, 2014]
Kaplan, A. and Haenlein, M. . Users of the world, unite! The challenges and opportunities of social media. Business Horizons, 53(1), 59-68. Available online at http//www.sciencedirect.com
Junco, R. and Mastrodicasa, J. .Connecting to the net generation: What higher education professionals need to know about today’s students. Washington, DC, NASPA.
Junco, R. [August, 2014]. Engaging Students through Social Media: Evidence Based Practices for Use in Student Affairs. 1st ed. San Francisco, CA: Wiley/Jossey-Bass
Bryer, T. and Zavattaro, S. . Social media and public administration: Theoretical dimensions and introduction to symposium. Administrative Theory & Praxis, 33, pp.325-340.
Lederer, K. . Pros and cons of social media in the classroom. Campus Technology, 25(5), pp.1-2. Retrieved from http://campustechnology.com/Articles/2012/01/19/Pros-and-Cons-of-Social-Media-in-the-Classroom [June, 2014]
Turkle, S. . Preference for Online Social Interaction. Chronicle of Higher Education, 50(21), B26.
Hussain, I. et al . Academic use of social media: practices and problems of university students. ICEM, IPDR [Vol.30], IACSIT Press, Singapore.
Maeve, D. and Aaron S. . Social Media Update 2013. Pew Research Internet Project. Available online at http://www.pewinternet.org. [August 9, 2014]
Madden, M. . Public Perceptions of privacy and security in the post-snowden era. Pew Research internet Project. Available online at http://www.pewinternet.org/2014/11/12/public-privacy-perceptions[January 20, 2015]
Wood, E., Mueller, J., Willoughby, T., Specht, J. &DeYoung, T. (2005). Teachers' Perceptions: barriers and supports to using technology in the classroom. Education, Communication & Information, 5(2), 184-206.
Hagan, T . The potential of online technologies and social media in 21st century teacher professional development and practice: A mixed methods study exploring teachers’ personal, professional development and/ or classroom use of online technologies in Ireland and the United States of America. Vol. . Thesis submitted to the Dublin City University, Holland
Yeboah, J. and Ewur, G. D. (2014). The impact of WhatsApp messenger usage on students’ performance in tertiary institutions in Ghana. Journal of Education and Practice, 5(6): 222-1735.
Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High Access and Low Use of Technologies in High School Classrooms: Explaining an Apparent Paradox. American Educational Research Journal, 38(4), 813-834.
Dr. Beeri, I and Daniel, D. . 94 percent of high school students accessed social media on their phones during class. Phys.org. Available at http://phys.org/news/2012-12-percent-high-school-students-accessed.html
Guy, R. . The use of social media for academic practice: A review of literature. Kentucky Journal of Higher Education, Policy and Practice 1. Available online at http://uknowledge.uky.edu [December 15, 2014]
Atkins et al. (2010). Transforming American Education: Learning Powered by Technology. from Available online at http://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf [Retrieved, September, 2014]
Lei, J. (2009). Digital natives as pre-service teachers: What technology preparation is needed? Journal of Computing in Teacher Education, 25(3)