Date of Conferral

2020

Degree

Ph.D.

School

Education

Advisor

Heng-Yu Ku

Abstract

Despite the popularity of Facebook amongst students and teachers for personal use, the problem is a lack of understanding of how high school teachers use Facebook for instructional purposes to promote learner-learner and learner-instructor interactions. Focusing on how and why some high school teachers incorporate Facebook in their teaching practice may broaden the range of teachers' instructional tools to use Facebook. The purpose of this case study was to explore the mastery experiences of how and why high school teachers decide to use Facebook activities for instruction. Vygotsky's social constructivism theory and Bandura's self-efficacy form the conceptual framework for types of interactions on Facebook and teacher experiences. The 3 research questions for this study dealt with how teachers use Facebook for teaching and factors that influenced the decision to use Facebook. Using purposeful sampling led to 10 high school teachers who used Facebook for at least 3 lessons. Data sources consisted of participant interviews and a review of their Facebook activities. Data were analyzed using attribute, evaluation, in vivo, and values coding as primary coding and code mapping process and pattern coding as secondary coding. Results showed that teachers integrated Facebook to promote learner-learner interactions for grammar, literature, student-led discussions, and documenting service-learning activities. Teachers chose Facebook activities because of its ease of sharing information and establishing student engagement. Obstacles to integrating Facebook are training, experienced a lack of resources, and grading assignments. Educators can use the findings of this study to understand how to integrate Facebook into their lessons in a manner that promotes Digital Citizenship.

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