PRESENTATION OF THE DATA: DOCUMENT ANALYSIS

4.2.1 SCHOOL A

The presentation of the document analysis data is comprised of codes and themes identified during the Facebook document analysis. Each code and theme is supplemented by an example of the extract of a screen shot. In the next Facebook page (Figure A), the Grade 11 Mathematics teacher is responding to the learners’ questions and providing an answer. In this case, the learner is due to write a test the next day and needs “just-in-time” clarity from the teacher. The learners presented their challenge or question to the teacher, who then responded just at the time when the learner needed an answer. The response by the teacher to this learner, given the nature of the Facebook group feature, is viewable by all learners in the group. The teachers respond to the learners’ questions by presenting the correct answer. When observing the time-span in which the learner posed the question and the teacher responded, it is evident that Facebook in this case was

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able to provide the “just-in-time” response accordingly. This is considered helpful by some learner participants, as was revealed in that learner’s focus group interview. According to the learners, using Facebook has its advantages - particularly for those learners who are too shy to ask questions in the classroom setting - because the teachers’ responses do not only benefit all learners in that moment but remain on the group wall forever.

Figure 4.1: Facebook for teaching and learning

Theme: Activities in Facebook

In Figure 4.1, a Grade 11 English teacher is using Facebook group to foster discussion of English grammar. According to the teacher’s interview responses, learners like Facebook and enjoy collaborating and learning through this medium.

53 Figure 4.2: Facebook for teaching and learning

Theme: Activities in Facebook

The next theme uses Facebook as an administrative tool. Here Facebook group is used for managing a learning area or subject with the group. Members of the group are permitted to ask any subject related matter and the teachers relate such matters through this Facebook group. In Figure C, the teacher is using Facebook to administer the learning area and make announcements to the learners. The teacher informs learners in the group of the term test, which is to be taken on the following Tuesday, as indicated in the screen shot. Learners then engage with the teacher

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more about the test and the teacher responds by highlighting the scope of the test to the learners. This again benefits all members of the group.

Figure 4.3: Facebook being used as an administrative tool: Making classroom announcements

In Figure 4.3, Facebook is being used for promoting teaching and learning. The Grade 11 mathematics teacher is using Facebook as a teaching medium. He poses questions and learners respond. According to the teacher, as revealed in the interview, this mode of learning is not only timely but significant, in that learning can be extended even into a learner’s leisure time. Learners are able to ask or respond, with the assistance of peers, at their convenient time. In this case, the teacher introduces the topic and engages learners in a discussion. We see learners deeply engaged in discussion and collaborating in order to get the answer. This again is viewed

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by both learners and teachers as being beneficial, since all learners are actively involved in the lesson by virtue of being members of the group.

Figure 4.5: Teacher promoting collaboration among learners

4.2.2 SCHOOL B

As seen in Section 4.2.1, the emerging themes are: socialising and community building. Both teachers and learners use Facebook to socialise and share information about issues of common interest within their community these issues range from being educational to those about the community. In most instances, as revealed in a number of pages, the teachers also use Facebook group to engage parents about school related matters. In school B, this Grade 11 Facebook group is not only engaged in subject-related matters but also uses this medium to discuss community building activities. The teacher, however, regulates matters to be discussed. In Figure E, the first learner is using Facebook for socialising (discussing matters that are of common interest among the learners themselves) and in the following thread, a second learner shares a link to all learners who need help to improve their performance in the listed subjects. A third learner immediately

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responds by indicating that he is willing to offer help in one of the listed subjects by indicating times which he is available to offer help to those in-need.

Figure 4.6: Facebook for socialising and community building.

In this study, motivation is one of the themes which emerged. Both the teachers and learners engage in the motivation process through Facebook group. This motivation is reflected in the learning area, bursary possibilities and good conduct in and around school activities. Figure presents an instance of such motivation by the teacher i.e., the teacher motivates learners to work hard prior to the examination. Such cases have often occurred in the Facebook use between teachers and learners.

57 Figure 4.7: Motivation of learners by the teacher

Another emerging theme is teaching and learning through sharing documents or links. In this case, the learner shares a link with fellow learners for a bursary application (see Figure 4.7).

58 Figure 4.8: Facebook for sharing documents

Another emerging theme is teachers using Facebook for making announcements (see Figure 4.8). In this case, the teacher requests learners to pass school related matters to their parents.

59 Figure 4.9: Classroom announcements by teachers

During time for administration and making classroom announcements (see Figure 4.10), the teacher informs learners of the extra classes during the winter holidays. The teacher also announces an educational tour to Wits University.

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Figure 4.10: Facebook being used as an administrative tool

Section 4.3 presents an analysis of the quantitative data collected through the questionnaire that was distributed to the learners. The findings are presented through graphical illustrations combined with a brief explanation. First presented is the data from School A; which is followed by that of School B. Last presented is the result of the two schools combined.