Yonah Etene et al, International Journal of Research in Information Technology, Volume 2, Issue 1, Jan 2018, Pg: 1-7

ISSN (Online): 2001-5569

UGC Approved Journal

THE INTEGRATION OF SOCIAL MEDIA

TECHNOLOGIES FOR TEACHING AND
LEARNING IN KENYAN SCHOOLS
Yonah Etene1, Samuel Barasa2
1
Tutorial Fellow, Department of Information Technology, Kibabii University
Bungoma, Kenya
eteneyonah@gmail.com
2
Tutorial Fellow, Department of Computer Science, Kibabii University
Bungoma, Kenya
sammuyonga@gmail.com

Abstract: The internet platform has been facilitated by a huge number of interconnected network nodes
hence the dire need for the rise of social networking platforms. These developments have contributed to
the use of different social network technologies by everyone. Educators and learners are facing new
encounters on how to leverage the positive aspects offered by the social media platforms during
integration. New frameworks for developing interactions between the actors of learning processes
require new ways of gaining an understanding of such processes. Today, these frameworks are
technologically oriented, and their strength lies in social networking sites. Unfortunately, we are not able
to fully apply this combined knowledge being generated as the members interact. This study focuses on
how to ensure that the knowledge generated through social media is not lost. With the introduction of
the laptop project in Kenyan primary schools, these tools can be used well in the class rooms to share
knowledge among the learners in their formative stages. This can be achieved by having a framework
that is able to extract, classify and store the comments from a social media account to support
collaborative learning. The use of this technology if embraced in the long run can enhance learning in
both secondary and primary schools.

Keywords: Social Media Technologies, Frameworks, Collaborative Learning.

1. Introduction
The social media technologies have been termed as some of the key by product of the internet. Social
media is defined as "a group of Internet-based applications that build on the ideological and technological
foundations of Web 2.0, and that allow the creation and exchange of User Generated Content" [14]. It also
refers to a wide range of internet or web applications which enable users to create, share, comment and
discuss digital contents. They are dynamic, interactive, democratic, people centric, volatile, social and
adaptive [10]. As a result, social media are often seen as a means through which we can transform teaching
and learning process to be more social, open and collaboration oriented. Social networking tools are viewed
as able to support a distributed and networked process of knowledge building through the connection and
the promotion of networks and social interaction.

[9] Emphasize that the adoption of social media platforms requires a radical change of the pedagogical
paradigm shift with revolutionary consequences for academic institutions. [13] on the other hand has also
pointed out how an increased use of social media in higher education would lead to reconnecting academic

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 Yonah Etene et al, International Journal of Research in Information Technology, Volume 2, Issue 1, Jan 2018, Pg: 1-7
ISSN (Online): 2001-5569
UGC Approved Journal
institutions to the new generations of students. However, much of the literature in the field focuses on the
potentials of Social Media in the learning process [11] & [17] or provides empirical evidence relating to
their use by students in higher education [8].

Primary Education in Kenya is the second level and caters for children between ages 6 and 13. The pupils
sit for the Kenya Certificate of Primary Education (KCPE) examination after eight years of learning. The
prime objective of primary education was to attain all the Millennium Development Goals by 2015. In
pursuit of this goal, the Government introduced the Free Primary Education Programme in 2003, resulting
in enrolment rising from 5.9 million in 2002 to 8.8 million in 2009.

The laptop project in Kenya Schools is as a result of the Government policy to integrate Information
Communication and Technology (ICT) in curriculum delivery in the primary schools. The integration of
ICT in education means seamless incorporation of information and communication technologies to support
and enhance the attainment of curriculum objectives, enhance the appropriate competencies including
skills, knowledge, attitudes and values, and to manage education effectively and efficiently at all levels.
This will boost pupil-driven learning and largely free teachers to concentrate on coaching and learner
support. This programme will make delivery of education services more effective and empower the teacher
and pupil. The programme will also enable the construction of computer laboratories in primary schools to
support the system. [7] observes that ICTs are effective instructional aides to engage students in the
learning process. For example, Videos, television, and computer multimedia software provide information
that can be authentic and challenging in addition to stimulating learners sensorial apparatus through images,
colour, sound, and movement. One of the key issues of the ICT strategy in Kenya, is the integration of ICT
in education by encouraging the use of ICT in schools, colleges, universities and other educational
institutions for the improvement of the quality of teaching and learning. It also advocates for the promotion
of e-learning and capacity building and support for the training for ICT implementers and policy makers
[6].

The government through sessional paper no. 1 of 2005 noted that ICT has a direct role to play in schools
and if it is used properly, it can be beneficial to schools as well as to the community. It was noted that ICT
can present new opportunities for teaching and learning by providing opportunities for teacher-to-learners,
teacher-to-teacher and learner-to-learner communication and cooperation, enhanced opportunities for
several technologies delivered by teachers, thus creating superior keenness for learning and presenting
access to a wider variety of resources [4]. According to [1], ICT in school can be viewed as cost effective
especially in terms of manpower as one teacher can reach many learners through internet, interactive white
board and video conference technologies. The parents of today will be spared by the agony of buying many
textbooks because many of them would be available online. Study and teaching materials are very sparse in
many schools in developing countries and so ICTs can play a significant role in providing teachers and
students with access to educational content and up to date resources. The usage of ICT by students will also
help to develop future workforce that can effectively participate in the increasingly networked world and
the emerging knowledge economy.

Social networking sites like Twitter, face book is an example of a Web 2.0 social networking site. It has
enormous potential in the field of education despite the fact that it was not designed as an environment for
creating and managing learning experiences. These web technologies have come with a new generation of
learners the I or Z generation as described by [5], is a generation whose technology is part of their DNA
and to them technology is not a tool but a part of life. They are hence constantly online creating and sharing
an array of content where the learners have no off switch. Interest in cooperation is a natural outgrowth of
the trend in education toward active learning. Students become involved in creating their own knowledge
through discovery, discussion, and expert guidance. Collaboration affords learners the opportunity to share
their thoughts and interact with peers, facilitators, and experts in a defined area as noted by [3]. This study
intents to assess the integration of social media technology in education to support teaching and learning in
schools in Kenya.

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 Yonah Etene et al, International Journal of Research in Information Technology, Volume 2, Issue 1, Jan 2018, Pg: 1-7
ISSN (Online): 2001-5569
UGC Approved Journal
2. Objectives of the study
The objective of this study
i. To investigate the traditional learning management systems
ii. To investigate the use of social media by learners
iii. To propose a way for capturing data from a social media discussion forum.

3. Methodology
The methodology used for this research is desktop research. The researcher preferred this method to other
methods to search for the available content on social media technology, learning management system and
how they are used in the teaching and learning environment. It was also used to find out any existing data
on the use of social media in the learning environment. This method was preferred to other methods
because it is easier to find out the literature of what other distinguished authors have said about social
media and assist in coming up with a way of integrating it in education.

4. Technology Integration Models

This study is anchored on Technological Pedagogical Content Knowledge Web 2.0 (TPACK 2.0) and
Innovation Diffusion Theory theoretical frameworks. The TPACK 2.0 is the guiding principle
underpinning pedagogy using web 2.0 technologies and is relevant in discussing social networks
integration into learning at institutions of learning. Innovation Diffusion Theory focuses on the integration
of online technologies and social networks into college education.

4.1 Technological Pedagogical Content Knowledge Web 2.0

The network connection is established between the head office (HO) and the branch office (BO) over the
Technological Pedagogical Content Knowledge 2.0 (TPACK 2.0) model proposed by [12] presents new
approaches for treating a complex task. This includes enhancing teachers knowledge and skills necessary to
support productive integration of Web 2.0 technologies in the classroom environment. The TPACK 2.0
model consists of three knowledge elements, that is, Web 2.0 technologies, Content and Pedagogy that
work solidly together as a complex relationship system. It defines three new dimension areas of knowledge;
a) Pedagogical Content Knowledge,
b) Technological Content Knowledge, and
c) Technological Pedagogical Knowledge. Figure 1 presents an adaptation for Web 2.0 technologies,
called TPACK 2.0.

It includes the knowledge of the pedagogical affordances of Web 2.0 technologies and how they can be
used to support specific pedagogical strategies or goals in the classroom such as fostering inquiry learning,
supporting collaborative or reflective learning.

TPACK categorizes the type of knowledge requisite by educators for technology incorporation in their
teaching process. Successful technology integration for teaching around specific subject matter requires
developing sensitivity to the dynamic, exchange-based relationship between these knowledge components
positioned in distinctive perspectives. Individual lecturers, grade-level, school-specific factors,
demographics, culture, and other factors ensure that every situation is distinctive.

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 Yonah Etene et al, International Journal of Research in Information Technology, Volume 2, Issue 1, Jan 2018, Pg: 1-7
ISSN (Online): 2001-5569
UGC Approved Journal

Fig. 1: TPACK for Web 2.0 technologies (TPACK 2.0 model) adapted from [12]

4.2 Innovation Diffusion Theory

The theory focuses on the integration of online technologies and social networks into college education,
and is therefore related to the general area of innovation diffusion. Innovation Diffusion Theory is a
theoretical perspective on technology acceptance. Its primary intent is to provide an account as to how
technological innovations move from the stage of invention to widespread use or rejection. An innovation
is an idea, practice, or object that is perceived as new by an individual or another unit of adoption [16].
Diffusion is the process by which an innovation is communicated through certain channels over time
among the members of a social system [16]. According to [16], diffusion of innovations theory is viewed as
one of the most reliable model for determining the adoption of technology in higher education [18]. In the
diffusion theory, the term technology and innovation are used interchangeably. Technology is a design for
instrumental action that reduces the uncertainty in the cause-effect relationships involved in achieving a
desired outcome [16]. This is composed of hardware and software. Hardware is the tool that embodies the
technology in the form of tangible parts, while software is the information base for the tool. Adoption is a
decision of full use of an innovation as the best course of action available and rejection is a decision not to
adopt an innovation. The key components of the diffusion of innovations include: Innovation,
communication channels, time, and social system [16].
1) Innovation: An innovation is an idea, practice, or project that is perceived as new by an individual or
other unit of adoption. An innovation may have been invented a long time ago, but if individuals perceive it
as new, then it may still be an innovation for them. Uncertainty is an important obstacle to the adoption of
innovations [16].
2) Communication Channels: Communication is a process in which participants create and share
information with one another in order to reach a mutual understanding. This communication occurs through
channels between sources. A source is an individual or an institution that originates a message, and a
channel is the means by which a message gets from the source to the receiver. [16] states that diffusion is a
specific kind of communication and the communication elements involved are; an innovation, two
individuals or other units of adoption, and a communication channel. Examples of communications
channels are mass media and interpersonal communication.
3) Time: According to [16], including the time dimension in diffusion research illustrates one of its
strengths, since in the innovation-diffusion process, adopter categorization, and rate of adoptions all include
a time dimension.

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 Yonah Etene et al, International Journal of Research in Information Technology, Volume 2, Issue 1, Jan 2018, Pg: 1-7
ISSN (Online): 2001-5569
UGC Approved Journal
4) Social system: Diffusion of innovations takes place in the social system, and is influenced by the social
structure of the social system. The nature of the social system therefore affects individuals innovativeness,
which is the main criterion for categorizing adopters [16].

The technology or innovation adopters is divided into five categories depending on the speed of uptake:
innovators, earlier adopters, early majority, late majority and laggards. This is shown in Figure 2 below.

Fig. 2: Innovation adopter categories [16]

5. Government Policies
The Kenyan government plays vital role of establishing policies for online technologies learning,
integration and usage in academic institution. When such policies are in place, the government can set up
infrastructure such as provision of electricity, computer hardware, networking backbone and software that
are necessary for integration. The government can also plan for and support integration through training
programmes for capacity building. The Kenyan Government, through the Ministries of Education, Science
and Technology and Information and Communication Technology, has developed several policies and
strategies to guide the integration of ICT in education (National ICT Policy, 2006; Sessional Paper No. 1 of
2005 and Kenya Education Sector Support Programme, 2005-2010). The integration of technology in
management in Kenyan institutions of higher learning has been driven to a large extent by the
entrenchment of ICT integration in education through the launch of the National ICT Strategy in Education
(2006) and the launch of the National ICT Integration and Innovation Centre at the Kenya Science Campus
in Nairobi, which have created awareness of the place of ICT in education sector [15].

6. Discussion of Findings
i. The traditional learning management systems-the elimika program

Most of the Learning Managements Systems (LMS) in existence today simply automate the model of a
normal classroom situation. The only difference being that the learners do not have to meet in the same
place at the same time. Most of these systems are missing an essential ingredient that is found in other
people. The introduction of the social media tools has opened a way of overcoming this deficiency.
Although this has not yet been fully exploited, social media has a lot of potential for teaching and learning
especially in the primary schools. The government through the ministry of education can tap this potential
and use it to articulate learning in the schools i.e. both primary and secondary. This tool can allow students
to connect with one another and also with their teachers for farther guidance hence enhancing teaching and
learning process. The learners can communicate, share ideas, resources as well as experiences and in the
process effective learning is achieved.

The prime reason of moving towards integrating LMS with web 2.0 tools is to achieve collaboration in the
learning environment. For example, Elimika is a Learning Management System (LMS) that was developed

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 Yonah Etene et al, International Journal of Research in Information Technology, Volume 2, Issue 1, Jan 2018, Pg: 1-7
ISSN (Online): 2001-5569
UGC Approved Journal
at the Kenya Institute of Curriculum Development (KICD) for this purpose (www.elimika.ac.ke). Web 2.0
tools like twitter have been in existence for many years but they seem to have had little or no impact on the
structure and conception of the old learning paradigms on which todays curricula are built, according the
argument by [2].

ii. The experience of learners with social media

Fig. 3: Background of the learners on social media (Adopted)

The data in the Figure 3 shows that at least a number of learners have accounts on social media. It is also
apparent that the learners are using those accounts for various reasons such as information sharing, social
networking and for education purposes among others. The learners use social media for at least education
purposes as reflected by the numbers though to a very low level compared to the others. Basing on this
observation, it’s clear that most learners know how to use social media though for different purposes of
which the least is education. This technology can therefore be used to enhance teaching and learning
through the guidance of their teachers. With the presence of computing resources such as desktop
computers and laptops for the case of primary schools, the learners can open accounts and use them to
share information, resources on their own and also with the guidance of the teachers. The big issue here is
how the issues being discussed can be captured, extracted, classified as per the topics/subject areas and then
displayed to all the learners at their respective accounts.

iii. Framework for capturing social media data during collaboration

Basing on the framework above, Web 2.0 tools such as social media (twitter) can be used to support the
practice of meaningful learning among learners i.e. collaborative learning. This technology can boost the
morale of learners if it’s integrated in education in both primary and secondary schools.

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 Yonah Etene et al, International Journal of Research in Information Technology, Volume 2, Issue 1, Jan 2018, Pg: 1-7
ISSN (Online): 2001-5569
UGC Approved Journal
Conclusion
This paper looked at how social media technology can be integrated in education for use in both primary
and secondary schools in Kenya. The learners can use it effectively for collaborative learning to share
information, resources and get guidance from experts including their teachers. The paper proposed a twitter
accounts that can be developed to capture the posts of what learners are discussing, classify it into their
respective topics/ subjects and then display the results to the learners so that they can benefit as a
community. This technology can save on the cost of learning materials which are normally expensive hence
achieving quality education at minimal cost and affordable by many learners.

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