This qualitative collective case study sought to describe the perceptions and experiences of an 11th-grade English teacher and her students when incorporating social media into the classroom. The teacher introduced social media into four classrooms, wherein the students answered questions and interacted with each other on a discussion board. The teacher’s fifth classroom remained a traditionally taught class, wherein the teacher lectured about class material. After six weeks of instruction, the researcher interviewed the teacher and provided anonymous surveys to the students to determine their perceptions and experiences when incorporating social media into the classroom. The researcher analyzed and coded the data using qualitative coding software. The analyzed data produced five overarching themes: (1) Social Media as an Educational Tool, (2) Gaining Real-World Experience through Technology, (3) Learning through Discourse and Diverse Opinions, (4) Communication and Connection, and (5) Creating Interest. The researcher’s interpretation of the themes led to three findings: (1) Creating Student Engagement and Community, (2) Creating Conversation and Online Learning, and (3) Creating a Pathway to Higher Education/Job Demands. The study’s conclusions suggested that researchers study other high school classrooms to bolster the findings and to add to the body of literature. This study and future studies may assist educators decide if incorporating social media in their high school classrooms would be appropriate for their schools and school districts.
","abstract_html":"<p>This qualitative collective case study sought to describe the perceptions and experiences of an 11th-grade English teacher and her students when incorporating social media into the classroom. The teacher introduced social media into four classrooms, wherein the students answered questions and interacted with each other on a discussion board. The teacher’s fifth classroom remained a traditionally taught class, wherein the teacher lectured about class material. After six weeks of instruction, the researcher interviewed the teacher and provided anonymous surveys to the students to determine their perceptions and experiences when incorporating social media into the classroom. The researcher analyzed and coded the data using qualitative coding software. The analyzed data produced five overarching themes: (1) Social Media as an Educational Tool, (2) Gaining Real-World Experience through Technology, (3) Learning through Discourse and Diverse Opinions, (4) Communication and Connection, and (5) Creating Interest. The researcher’s interpretation of the themes led to three findings: (1) Creating Student Engagement and Community, (2) Creating Conversation and Online Learning, and (3) Creating a Pathway to Higher Education/Job Demands. The study’s conclusions suggested that researchers study other high school classrooms to bolster the findings and to add to the body of literature. This study and future studies may assist educators decide if incorporating social media in their high school classrooms would be appropriate for their schools and school districts.</p>","abstract_has_math":false,"creators":["Wells, Angela M."],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Brianna Parsons","Michael Patrick","Sue Hernandez Lawrence"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-08-01T07:00:00Z","date_published":"2017-08-01T07:00:00Z","updated_at":"2026-07-24T05:21:18Z","subjects":["Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Secondary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/135","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Brianna Parsons","Michael Patrick","Sue Hernandez Lawrence"]},{"key":"dc:creator","label":"Author","values":["Wells, Angela M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-08-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Secondary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/135"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative collective case study sought to describe the perceptions and experiences of an 11th-grade English teacher and her students when incorporating social media into the classroom. The teacher introduced social media into four classrooms, wherein the students answered questions and interacted with each other on a discussion board. The teacher’s fifth classroom remained a traditionally taught class, wherein the teacher lectured about class material. After six weeks of instruction, the researcher interviewed the teacher and provided anonymous surveys to the students to determine their perceptions and experiences when incorporating social media into the classroom. The researcher analyzed and coded the data using qualitative coding software. The analyzed data produced five overarching themes: (1) Social Media as an Educational Tool, (2) Gaining Real-World Experience through Technology, (3) Learning through Discourse and Diverse Opinions, (4) Communication and Connection, and (5) Creating Interest. The researcher’s interpretation of the themes led to three findings: (1) Creating Student Engagement and Community, (2) Creating Conversation and Online Learning, and (3) Creating a Pathway to Higher Education/Job Demands. The study’s conclusions suggested that researchers study other high school classrooms to bolster the findings and to add to the body of literature. This study and future studies may assist educators decide if incorporating social media in their high school classrooms would be appropriate for their schools and school districts.
"]},{"key":"dc:title","label":"Title","values":["Social Media In A High School English Class: A Collective Case Study"]}]}],"canonical_facts":{"dc:contributor":["Brianna Parsons","Michael Patrick","Sue Hernandez Lawrence"],"dc:creator":["Wells, Angela M."],"dc:date.available":["2017-08-16T07:00:00Z"],"dc:description.abstract":["This qualitative collective case study sought to describe the perceptions and experiences of an 11th-grade English teacher and her students when incorporating social media into the classroom. The teacher introduced social media into four classrooms, wherein the students answered questions and interacted with each other on a discussion board. The teacher’s fifth classroom remained a traditionally taught class, wherein the teacher lectured about class material. After six weeks of instruction, the researcher interviewed the teacher and provided anonymous surveys to the students to determine their perceptions and experiences when incorporating social media into the classroom. The researcher analyzed and coded the data using qualitative coding software. The analyzed data produced five overarching themes: (1) Social Media as an Educational Tool, (2) Gaining Real-World Experience through Technology, (3) Learning through Discourse and Diverse Opinions, (4) Communication and Connection, and (5) Creating Interest. The researcher’s interpretation of the themes led to three findings: (1) Creating Student Engagement and Community, (2) Creating Conversation and Online Learning, and (3) Creating a Pathway to Higher Education/Job Demands. The study’s conclusions suggested that researchers study other high school classrooms to bolster the findings and to add to the body of literature. This study and future studies may assist educators decide if incorporating social media in their high school classrooms would be appropriate for their schools and school districts.
"],"dc:identifier":["https://dune.une.edu/theses/135"],"dc:subject":["Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Secondary Education"],"dc:title":["Social Media In A High School English Class: A Collective Case Study"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:18Z"}