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Digital pedagogy in the social media era: Exploring the motivations of school teachers as micro-celebrities
Date Issued
2024
Citation
Kwee, C. T. T., Dos Santos, L. M., Zhao, H., Wu, Z. L., Chen, L., Wang, Y., Wu, J., & Lo, H. F. (3 Jul 2024). Digital pedagogy in the social media era: Exploring the motivations of school teachers as micro-celebrities. 2024 International Conference on Open and Innovative Education, Hong Kong Metropolitan University.
Type
Conference Paper
Abstract
This study delves into the emerging trend of school teachers evolving into micro-celebrities through social media platforms. The aim is to comprehend the motivations driving educators to expand their teaching beyond traditional classrooms and adopt the dual role of educator
and social media influencer. Central to this investigation is the research question: Why do secondary school teachers decide to actively engage with their social media accounts and teach there? This study adopts a qualitative research design, utilisingtwo primary methods: audio-visual content analysis and semi-structured interviews guided by Interpretative Phenomenological Analysis (IPA). A purposive sample of five secondary school teachers, recognised for their substantial use of social media in educational contexts, was selected. The choice of this sample size is appropriate, as it allows
for in-depth exploration of individual experiences, which is central to IPA. In the content analysis, the digital content of these educators on platforms like YouTube, Instagram, RED, and TikTok was examined to discern patterns in their pedagogical approaches and engagement styles. The semistructured interviews aimed to delve deeply into their personal experiences, motivations, and perceptions, IPA
providing a framework to interpret how these teachers make sense of their social media engagement in relation to their professional identities. This study is grounded in the theoretical framework of
Social Cognitive Career Theory (SCCT), which provides a lens for understanding how teachers’ self-efficacy, outcome expectations, and goal attainments influence their decision to engage in the unique role of educator-influencers on social media. The findings reveal three primary motivations behind teachers’ involvement in social media: 1) the desire for wider visibility and knowledge distribution, resonating with their educational responsibilities; 2) the need to become tech-savvy, reflecting an adaptation to the online environment and a willingness to engage students in novel ways, sometimes even reversing traditional roles; and 3) the pursuit of connection and recognition, demonstrating an
acute understanding of their audience, which ranges from novices to experts. This research is distinctive in its exploration of both Western and Chinese social media platforms, notably RED, filling a gap in existing academic exploration. It sheds light on the intriguing paradox of teachers, often overwhelmed
with teaching responsibilities yet motivated to undertake the time-consuming task of managing their social media accounts. The findings offer valuable insights into the digital transformation of education, potentially influencing future educational strategies and policies. This study also lays the groundwork for further research into the integration of social media in educational environments and its impact
on both the teaching fraternity and the student body.
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