Social Media Tools in Education: A Case of WhatsApp use by Heritage Studies Teachers in Zimbabwe

Abstract

An understanding of the role of WhatsApp groups as social media tools used in the delivery of change in the Zimbabwean education is still rudimentary. This study sought to assess the role played by a WhatsApp group for Heritage Studies teachers in Zimbabwe in addressing new curriculum implementation challenges. The study was guided by a symbolic interactionism theoretical framework. The lived experiences of the participants in this study were elicited through the use of a questionnaire which was administered by the researchers. The questionnaire was sent to the participants via the WhatsApp platform for Heritage Studies teachers. The study established that the WhatsApp group for Heritage Studies teachers was utilised as a vehicle for the dissemination of the new Heritage Studies Syllabus, syllabus interpretation, sharing of reading material as well as staff development. It can be concluded from this study that Zimbabwean Heritage Studies’ teachers used WhatsApp groups to facilitate the implementation of the new curriculum in general and Heritage Studies syllabus in particular.