واقع تطبيقات التواصل الاجتماعي في العملية التعليمية في مدارس التعليم الأساسي من وجهة نظر المعلمين
The study aimed to identify the reality of using social media applications in the educational process in basic education schools from the point of view of teachers by studying the reality of four applications, namely WhatsApp, Facebook, Telegram, and Instagram, within the dimensions of the educational process, managing the educational process remotely, supporting the curriculum, and supporting the learner in light of a number of variables. The study followed the descriptive and analytical approach, and the questionnaire was used as a study tool and was applied to 506 male and female teachers from basic education schools and from public and private schools from the first and second episodes. The results were: 1) the reality of WhatsApp in the educational process is 65% higher than average, and there are differences depending on the variables of gender, type of education, years of experience, and following the technology integration course in education, and there are no differences depending on the variables of academic qualification and cycle (first-second). 2) The reality of Facebook in the educational process is less than average by 45.72%, and there are differences depending on the variables of the course, type of education, years of experience, and following the course of integrating technology into education, and there are no differences depending on the variables of gender and academic qualification. 3) The reality of Telegram in the educational process is less than average by 25.78%. There are no differences depending on the variables of type of education and gender, and there are differences depending on the variables of the course, academic qualification, years of experience, and following the course of integrating technology into education. 4) The reality of Instagram in the educational process is less than average at a rate of 19.66%. There are no differences depending on the variables of academic qualification, gender, and type of education, while there are differences depending on the variables of the cycle, years of experience, and following the cycle of integrating technology into education. (Author's abstract)