The Benefits of Social Media Technology (SMT) for Student-Teachers in the B.Ed. Professional Course: Implications for the Classroom

Abstract

The lines separating virtual and “real-world” communities are collapsing quickly, especially for the younger generation whose existence is heavily influenced by social media technology (SMT). Student-teachers (S-Ts) used popular music, films, websites, videos, newspapers, magazines, and student-made media productions made with video cameras or computers in their B.Ed. classes to spark students’ interest in the subject matter, develop their critical thinking and communication skills, support political activism, or foster social and personal growth. This study focuses on recent initiatives in classroom education and reasons for incorporating social media literacy in B.Ed. through SMT and ICTs in teacher trainees. This study used a quantitative methodology to examine how the SMT is a helping hand in the teaching-learning process in the classroom. The snowball sampling technique was used to choose the sample. A total of 300 trainee student-teachers were chosen. The researcher used a self-standardised five-point Likert scale. The research revealed that SMT exchanges can foster classroom involvement, encourage social and personal development, and enhance communication and critical-thinking abilities. Considering these facts, post-secondary educators ought to start looking closely at the possibility of purposefully and deliberately leveraging the power of these revolutionary shifts in technology use to better meet the requirements of their students and increase their chances of success. The study finds various social media platforms (such as radio, educational broadcasts, internet-connected projectors, various photos, etc.) improved the atmosphere in the classroom and made it healthier and happier. Experienced S-Ts can effectively integrate ICTs through SMT to advance classroom learning. Results also showed that, in most classrooms, the various experiences and activities recommended in the unit were not appropriately implemented. These problems included a lack of ICT tools, a shortage of electric power, and a lack of training and expertise in using ICTs in social media, not permission for social media gadget for S-Ts.