Introduction Due to the previously identified importance of social media’s impact on contemporary life and, particularly, educational processes, a vast variety of scholarly articles and academy research on this topic exists. Since the proposal focuses primarily on the question of Saudi teachers’ attitudes towards using social media as an educational tool, the scope of the conducted literature research was the articles dedicated to the use of new communication technologies in education. The purpose of this literature research is to retrieve the most important concepts and provisions from the selected academic works in order to develop a profound understanding of how social media is incorporated in education and to connect these emerging concepts and ideas to the initial research question. Problems and Questions Posed in the Reviewed Literature First of all, it is essential to identify primary areas of concern that emerge in selected academic works. In order to complete this task, it is of high importance to overview problems and questions which are posed by the authors. The article by Capo and Orellana (2011) is preoccupied with the peculiarities of the use of Web 2.0 technologies in the classroom. The article covers such questions as the amount of the current use of Web 2.0 technologies by teachers, their perception of the efficiency of these technologies, and factors that influence the decision to include Web 2.0 technologies in the educational process (Capo & Orellana, 2011). Arguing that social media “can facilitate communication between students and teachers,” Bexheti, Ismaili, and Cico (2014) focus on the investigation of new communication technologies’ innovative potential, which has four dimensions: content, creation, connecting, and collaboration (p. 90). In his dissertation, Tozer (2017) states that the primary problem is the lack of empirical studies that would investigate the influence of social media’s inclusion in the high school educational process by teachers. Oueder and Abousaber (2018) argue that students’ academic performance can be affected by the use of social media both positively and negatively. Additionally, Alwagait, Shahzad, and Alim (2015) explore the same topic, but they conduct their study with respect to the Saudi-specific educational environment. Another study in the context of Saudi is conducted by Allam and Elyas (2016), who focus on the question of social media on the educational process and peculiarities of learning English as a foreign language. The article by Bingimlas (2017), considerably similar to the study by Capo and Orellana (2011), investigates the use of Web 2.0 technologies by teachers; however, Bingimlas (2017) is more focused on Saudi-specific aspects of the problem, and he also pays considerable attention to the role of school-level barriers. Tiryakioglu and Erzurum (2011) focus primarily on the use of Facebook by teachers and professors in Turkey, stating that new communication technologies can support the instructors’ empowering of the educational process. Alabdulkareem (2015) identifies the problem of the teachers’ adaptation to new communication technologies as a crucial factor in improving the educational process. It shou