Slide deck from my Ph.D. oral defense. It was successful!

1. Social Media Pedagogy:
A Multiple Case Study Approach
Mike Nantais
Doctoral Candidate
Faculty of Education, University of Manitoba
Ph.D. Oral Thesis Defense!
June 27, 2014
Advisor !
! Dr. O. Cap!
Committee !
! Dr. M. Atleo!
! Dr. D. Hlynka!
! Dr. D. Mann!
External Examiner!
! Dr. K. King

2. "There are eight million stories in the
Naked City; this has been one of
them."
closing line from the 1948 film, The Naked City1
1: source of quote: http://en.wikipedia.org/wiki/The_Naked_City
photo by: Allison Nantais, 2014
used with permission
will be

3. Who is this guy?
& why is he doing this research?

4. Research Purpose
Social Media in Teaching
How?
Why?
Results?
Supports?
Barriers/Challenges?
Change?
from the teachers’ perspective.
“look beyond questions of how technology could and should be used, and instead
ask questions about how technology is actually being used in practice” (Selwyn 2014, p. 15)

5. Research Questions
!
1. How, and why, do some teachers use social media as part of their
practice?
!
2. What are some teachers' perspectives of
their experience incorporating social media into their practice?
!
3. What factors support or hinder some teachers' use of social media
into their practice?
!
4. Does incorporating social media into teaching lead to change in
some teachers’ pedagogical practices and beliefs? What is the
nature of this change?

6. The Literature

7. “a group of Internet-based
applications that build on the
ideological and technological
foundations of Web 2.0, and that
allow the creation and exchange
of user generated content”!
(Kaplan and Haenlein, 2010, p. 61)
Social Media?

8. • Qualitative
• Case study methodology
• Interpretivist - contextual
• Social constructivist
• Phenomenological/Hermeneutic
The Study

9. • Definitions of social
media & user of
social media.
• One school site/#
participants.
• Snapshot in a
defined period of
time.
Limitations & Delimitations
• Contextual - not
meant to be
generalizable.
• Relies on
participants’
experiential
knowledge.
• Researcher’s
background.

10. Participants, Data, & Analysis
• Purposeful & convenience sampling
procedure
• Nine cases (teachers) in Rural Manitoba
• Grades 7 -12
• Several (5-6) interviews over 6 months.
• Documents & social media interactions
• Thematic analysis (structural coding).
• NVivo qualitative software used.

11. The Context

12. The Participants
Name
Years
teaching
Self-rating
in social media
Main social media used in teaching
Ann 35 “beginner” Blogging – main project
Student use of Facebook, Twitter etc.
Nancy 32 “pretty low”
Blogging – main project
Use of Facebook, Twitter etc. by
Anthony 30 “novice” Google docs among many more
Joseph 26 “not that
knowledgeable”
Facebook page
(has used many others in the past)
Frank 22 “average … 6/10” Twitter, YouTube (also texting)
John 14 “needs to get better” Blogging
Mary 14 “above very good” Facebook pages
(has used social ‘trivia’ sites)
Sally 13 “beginner” Google docs, wiki, YouTube
James 7 “very comfortable . . .
use it often”
Google docs, Twitter (also texting)
Summary of Participants: Years of Experience and Social Media Use

13. Findings https://www.flickr.com/photos/dkuropatwa/4285762190/sizes/o/ by Darren Kuropatwa

14. Themes from the data ~ summary

15. Themes from the data ~ summary
?

16. Why use it?
“I can see that's where the kids are at,
they want to be using those tools” (Ann)
“They are tethered to them. . . . They’re
connected. They are wired differently and we
have to accept it, so why not teach them
more about it?” (James)
“It’s part of the life of our students in our
school . . . you are relating to kids in their
own lingo.” (Joseph)

18. Ethical & Appropriate Use
cc licensed ( BY NC SA ) flickr photo by darrendraper: http://flickr.com/photos/darrendraper/3199912725/

19. brick wall: https://www.flickr.com/photos/43204851@N00/182910562/“
Asten > creativecommons.org/licenses/by-nc/2.0/
Barriers & Challenges
Supports
Tech.
Time
P.D.
People
Time
Tech.
Multiple spaces
Ethical & appropriate use
public vs private
loss of control
distracting
“kids too reliant on it”
“I don’t get it!”
learning curve
safety

20. brick wall: https://www.flickr.com/photos/43204851@N00/182910562/“
Asten > creativecommons.org/licenses/by-nc/2.0/
Barriers & Challenges
Supports
Tech.
Time
P.D.
People
Time
Tech.
Multiple spaces
Ethical & appropriate use
public vs private
loss of control
distracting
“kids too reliant on it”
“I don’t get it!”
learning curve
safety

21. brick wall: https://www.flickr.com/photos/43204851@N00/182910562/“
Asten > creativecommons.org/licenses/by-nc/2.0/
Barriers & Challenges
Supports
Tech.
Time
P.D.
People
Time
Tech.
Multiple spaces
Ethical & appropriate use
public vs private
loss of control
distracting
“kids too reliant on it”
“I don’t get it!”
learning curve
safety

22. brick wall: https://www.flickr.com/photos/43204851@N00/182910562/“
Asten > creativecommons.org/licenses/by-nc/2.0/
Barriers & Challenges
Supports
Tech.
Time
P.D.
People
Time
Tech.
Multiple spaces
Ethical & appropriate use
public vs private
loss of control
distracting
“kids too reliant on it”
“I don’t get it!”
learning curve
safety

23. brick wall: https://www.flickr.com/photos/43204851@N00/182910562/“
Asten > creativecommons.org/licenses/by-nc/2.0/
Barriers & Challenges
Supports
Tech.
Time
P.D.
People
Time
Tech.
Multiple spaces
Ethical & appropriate use
public vs private
loss of control
distracting
“kids too reliant on it”
“I don’t get it!”
learning curve
safety

24. brick wall: https://www.flickr.com/photos/43204851@N00/182910562/“
Asten > creativecommons.org/licenses/by-nc/2.0/
Barriers & Challenges
Supports
Tech.
Time
P.D.
People
Time
Tech.
Multiple spaces
Ethical & appropriate use
public vs private
loss of control
distracting
“kids too reliant on it”
“I don’t get it!”
learning curve
safety

25. Supports, Barriers, Challenges …

26. Supports, Barriers, Challenges …
Technology: “If it doesn’t work, you kind of forget about it . . .
I would say that’s my biggest beef with technology.” (John)

27. Supports, Barriers, Challenges …
Technology: “If it doesn’t work, you kind of forget about it . . .
I would say that’s my biggest beef with technology.” (John)
Time: “I just haven’t got time now.” (Frank)!!
“. . . time to learn all this and keep up with all your [other]school stuff.” (Sally)

28. Supports, Barriers, Challenges …
Technology: “If it doesn’t work, you kind of forget about it . . .
I would say that’s my biggest beef with technology.” (John)
“No matter what tools we use in the classroom, there are
always going to be plusses and minuses . . . it’s just one
more thing, one more trade-off.” (Mary)
Time: “I just haven’t got time now.” (Frank)!!
“. . . time to learn all this and keep up with all your [other]school stuff.” (Sally)

29. Participants’ Advice

30. Participants’ Advice
“Use it, try it, get comfortable with it yourself”!
(James)

31. Participants’ Advice
“Use it, try it, get comfortable with it yourself”!
(James)
“Learn about it first”!
(Sally)

32. Participants’ Advice
“Use it, try it, get comfortable with it yourself”!
(James)
“Learn about it first”!
(Sally)
“Set aside time time to plan for the use of it, and always know
how it links to curricular outcomes.”!
(Ann)

33. Participants’ Advice
“Use it, try it, get comfortable with it yourself”!
(James)
“Learn about it first”!
(Sally)
“Set aside time time to plan for the use of it, and always know
how it links to curricular outcomes.”!
(Ann)
“[Don’t use it just] for the
sake of using social
media.”!
(Joseph)

34. Participants’ Advice
“Use it, try it, get comfortable with it yourself”!
(James)
“Learn about it first”!
(Sally)
“Set aside time time to plan for the use of it, and always know
how it links to curricular outcomes.”!
(Ann)
“[Don’t use it just] for the
sake of using social
media.”!
(Joseph)
“Embrace it. Let the kids
roll with it. Give them
some control . . .”!
(Anthony)

35. Change?

36. Change?
https://www.flickr.com/photos/23208360@N07/4497654605/

37. Change?
“No fundamental changes . . . who I am is who I am.” (Ann)
https://www.flickr.com/photos/23208360@N07/4497654605/

38. Change?
“No fundamental changes . . . who I am is who I am.” (Ann)
“It’s just incorporated something else” (Joseph)
https://www.flickr.com/photos/23208360@N07/4497654605/

39. Change?
“No fundamental changes . . . who I am is who I am.” (Ann)
“It’s just incorporated something else” (Joseph)
Oh I think so, I think very much so.” (Anthony)
https://www.flickr.com/photos/23208360@N07/4497654605/

40. Change?
“No fundamental changes . . . who I am is who I am.” (Ann)
“It’s just incorporated something else” (Joseph)
“It’s made me take more chances . . . I am not afraid to use it
anymore” (John)!
Oh I think so, I think very much so.” (Anthony)
https://www.flickr.com/photos/23208360@N07/4497654605/

41. Change?
“No fundamental changes . . . who I am is who I am.” (Ann)
“It’s just incorporated something else” (Joseph)
“It’s made me take more chances . . . I am not afraid to use it
anymore” (John)!
“I have really gone to a more flexible schedule with the kids . . .
social media certainly has helped that.” (Mary)!
Oh I think so, I think very much so.” (Anthony)
https://www.flickr.com/photos/23208360@N07/4497654605/

42. Change?

43. I think it gives them [students] a
“sense of empowerment” (John)Change?

44. I think it gives them [students] a
“sense of empowerment” (John)
I think the kids are more informed with social media . . .they are more connected with each of their
subjects.” (Anthony)
Change?

45. I think it gives them [students] a
“sense of empowerment” (John)
I think the kids are more informed with social media . . .they are more connected with each of their
subjects.” (Anthony)
Change?
“What’s been gained is, believe it or not, you connect more
with the kids.” (Frank)

46. I think it gives them [students] a
“sense of empowerment” (John)
I think the kids are more informed with social media . . .they are more connected with each of their
subjects.” (Anthony)
Change?
“What’s been gained is, believe it or not, you connect more
with the kids.” (Frank)
“I think before there was this tension, there was this us versusthem mentality where the kids where trying to hide and pull oneover on the teacher and you don’t see that anymore. You seethe kids being comfy in . . . communicating on a different levelwith teachers now.” (John)

47. Contributions, Significance, & Implications
4 Significant areas/implications:!
!
•Social media & the terms we use!
•Teacher resistance & awareness!
•Transformational change!
•School level change
• 7-12 public school!
• rural, western Canadian!
• technology “in use”!
• teachers’ perspective

48. What is Social Media?
Tecc licensed ( BY NC SA ) flickr photo by dkuropatwa: http://flickr.com/photos/dkuropatwa/3862101829/xt
or ~ the words we use!

49. “a group of Internet-based
applications that build on the
ideological and technological
foundations of Web 2.0, and that
allow the creation and exchange
of user generated content”!
(Kaplan and Haenlein, 2010, p. 61)
Social Media? (literature)

50. “Social Media . . . a moving target”(Hogan & Quan-Haase, 2010)

51. I just think about a person using the computer to
communicate with somebody else. So to me, social media is
different from technology in a sense that it’s communicating
with another person or with another human being. !
(Nancy)
It would be communicating on a mass scale. So, traditionally
when we would email somebody or you would send a letter,
it’s a one to one kind of thing. But social media is . . . you are
reaching out to a large group of people for a larger audience.
(Joseph)
Social Media?
I think of Facebook, Twitter, about connecting, instant access to things like
news, information – not just local “our town” – but now global. !
(Anthony)
. . . is just . . . communication is what it is, a different form of communication. (Frank)

52. (Some) Implications
https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/
social media & teaching/learning

53. (Some) Implications
https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/
Research/scholarship should focus on a particular type of media
OR clearly define the way the term is being used in the research
as a means of avoiding confusion.
social media & teaching/learning

54. (Some) Implications
https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/
Research/scholarship should focus on a particular type of media
OR clearly define the way the term is being used in the research
as a means of avoiding confusion.
If integration of social media is desired there should be clear plan
that involves time & resources for:!
!
• professional learning & awareness of what is possible!
• planning with a purpose!
• critical & creative thinking about implementation &
implications
social media & teaching/learning

55. (Some) Implications
https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/
Transformational change?

56. (Some) Implications
https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/
Transformational change?

57. (Some) Implications
https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/
The use of social media has the potential to lead to:
Transformational change?

58. (Some) Implications
https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/
The use of social media has the potential to lead to:
Transformational change?

59. (Some) Implications
https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/
The use of social media has the potential to lead to:
• pedagogical change, ranging from additional strategies
to the potential for transformative change.
Transformational change?

60. (Some) Implications
https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/
The use of social media has the potential to lead to:
• pedagogical change, ranging from additional strategies
to the potential for transformative change.
Transformational change?

61. (Some) Implications
https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/
The use of social media has the potential to lead to:
• pedagogical change, ranging from additional strategies
to the potential for transformative change.
• enhance a school environment based on trust,
responsibility, communication & student empowerment.
Transformational change?

62. (Some) Implications
https://www.flickr.com/photos/jasonahowie/8583949219/in/photostream/
The use of social media has the potential to lead to:
• pedagogical change, ranging from additional strategies
to the potential for transformative change.
• enhance a school environment based on trust,
responsibility, communication & student empowerment.
Transformational change?

63. What’s next? (future research)

64. Thank you!

65. Supports Identified
Selected figures & tables
used in the dissertation
supplemental slides

66. Table 4: final themes
Category (theme) Sources References
Benefits of Using SM 39 184
Purpose for Using SM 38 147
Barriers/Challenges 35 135
Change 26 101
School Environment & Relationships 21 63
Ethical & Appropriate Use of SM 22 59
Supports 17 42
Drawbacks & Negatives of Using SM 14 24
Assessment 11 18

67. Fig. 7: Reasons for using & benefits from
using social media

68. fig. 8: Supports Identified

69. fig. 9: Challenges/Barriers/Concerns

70. fig. 10: ethical & appropriate use

71. fig. 11: advice from participants

72. fig. 12: social media a confusing term