Using TikTok, memes, and YouTube in the geography classroom

  • Tarisayi K
N/ACitations
Citations of this article
12Readers
Mendeley users who have this article in their library.

Abstract

This study aimed to interrogate the place of TikTok, memes, and YouTube in the geography classroom. The literature reviewed constructed today’s learner as one born within a digital age. This qualitative study was guided by the theory of multimedia learning and the continuum of meaning. The study fell under the interpretivist paradigm. Data was generated using artefact-based interviews. The study established that YouTube, TikTok, and memes enhance geography teaching in the 21st-century classroom. It was also noted that YouTube, memes, and TikTok appeal to multiple senses and promote effective learning. The study also identified benefits and pitfalls in integrating TikTok, memes, and YouTube in teaching geography. Drawing from the findings, this paper recommends that learners’ prior knowledge inform ICT integration in the geography classroom of the tools used to teach.

Cite

CITATION STYLE

APA

Tarisayi, K. S. (2022). Using TikTok, memes, and YouTube in the geography classroom. The Journal of Geography Education in Africa, 5, 125–146. https://doi.org/10.46622/jogea.v5i1.3977

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free