SOCIAL MEDIA POLICIES IN OKLAHOMA K-12 SCHOOLS: A POLICY CONTENT ANALYSIS

Abstract

This qualitative study examines current trends in public school district policies regarding social media use in K-12 schools Oklahoma. Participants were selected from the Oklahoma Community Grouping Model using Probability Proportion Sampling (PPS) to stratify the sample of school districts in Oklahoma. The rationale for the study is based on the demands for leaders to develop policies that bridge learning and buffer inappropriate content on social media. The literature review focuses on academic benefits, legal challenges, and national trends in social media policy. The theoretical lens is Honig and Hatch’s Bridging and Buffering framework (2004). Findings identify common policy content areas and also identify the need to educate young people in digital citizenry. The study’s findings inform leadership in best practices of future social media policies in K-12 schools. Keywords: social media policy, technology leadership, Bridging and Buffering policy framework, Digital Citizenry