Abstract:

It is a commonplace fact that the world is going through a digital revolution. Social Media has come to stay. It is new, it is exciting, it is dynamic, but it is also invasive. Educational institutions are also living through this digital revolution – the pace of change is staggering. Schools, regions and entire countries are turning Education on its head and redefining the experiences of teachers and students. There are however fears of the volatility of Social Media on the one hand and on the other, the possibilities and opportunities it offers Education.

The purpose of this study was to explore the use of Social Media in the Ghanaian educational landscape, to find out the opportunities and challenges involved in teaching and learning, and to examine the factors that can contribute to its successful adoption in our Ghanaian context. The study uses a qualitative case study approach, focusing on the phenomenon of Social Media in two selected public and private schools.

Twenty (20) teachers were selected in all (10 from each school) using simple random sampling. The use of in-depth face-to face interviews was employed. Respondents were asked a series of open ended questions. Interviews lasted between 10-15 minutes per each respondent. Responses were recorded and transcribed for further analysis. Data was analyzed by coding and using thematic categories.

The Research has shown that Social Media has great value for academic related purposes particularly as a teaching and learning tool, however actual use by schools in Ghana is minimal. Findings showed opportunities that include the extension of the classroom beyond the school, learning as a partnership that enhances collaboration, and the enhancement of understanding in socially related topics. Findings revealed challenges with the use of social media with regards to exploitation, abuse and addiction. The technical know how of teachers and the cultural perception of parents also emerged as challenges and matters of interest. Technical, infrastructural and financial constraints also featured prominently as the main fabrics that create the divide between the affluent and the less affluent in the different category of schools.

The research has also revealed that there could be very practical ways of managing the excesses or challenges whilst ensuring maximum benefits to the users of social media. These have implications for policy. Our ability to tip the balance the right way will determine to a large extent whether or not Social Media becomes a useful tool for innovation and development in Education in Ghana.

Keywords:

Social media, collaboration, critical thinking, digital literacy, independent learning, virtual community.