In today’s ever most networking society, we have a generation of pupils that are not only part of the digital age but also the sub discipline of social media. The ubiquity of social media including Facebook and Twitter is no more apparent than in the education industry (see Tess, 2013). The past five years has seen social media finding its way into classrooms across key stage 3 and key stage 4. Despite some progress in the area, Ferguson (2015) reports that many teachers are not implementing any social media strategies into their classrooms. Schools have introduced 21stcentury technology into their teaching with very little, if any alteration to the delivery of information.
Schools have however, changed the learning environment for pupils with much more emphasis on a student centered approach. Glasper et al (2009) claims this new inter-professional approach is the most inclusive and most engaging. Further studies such as Kember (2009)and Junco et al (2013) have suggested that Twitter is the most obvious example of a modern day student centered classroom.
Despite researchers and academics accepting that Twitter is a valid tool to increase classroom effectiveness (see McArthur and Bostedo-Conway, 2012), it is clear that teachers are not taking advantage. The main reasons for this are outlined by Fox (2013) and include a) the ambiguity of how to implement effectively, b) accessibility to all students and c) does the potential outcome outweigh the additional workload?