Many social networking sites have been thought to break down traditional hierarchies in terms of society and global geography (Lewis 2017). As an example, Twitter empowers learners to engage with individuals from all over the world, often sharing educational resources for free. This ‘work in progress’ paper adopts a mixed-methods model to explore if social media can be incorporated successfully with pedagogy. In total, 431 participants took part in this study. Of those, 411 completed the survey, and 20 were subjects in the interviews. Teachers described professional reasons and social reasons why they do not use social media regularly in their pedagogy. One emerging theme is that CPD appears to be underdeveloped in this area, as teachers report that TEL training focuses on administrative uses of a product rather than pedagogical benefits. This has implications on how social media could be used as a pedagogical tool and addresses gaps in the literature in this area. This direction of social media in the classroom remains unclear, however, this study aims to offer a framework for educators when using social media strategies.
Williams, R. T. (2020) ‘An Exploration into the Pedagogical Benefits of Using Social Media: Can Educators Incorporate Social Media into Pedagogy Successfully? A work in progress’, ABC Journal of Advanced Research, 9(2), pp. 69-78. doi: 10.18034/abcjar.v9i2.532.
There is a large body of international research on raising the quality of education, with particular emphasis on CPD to support professional and pedagogical growth. From an educator’s perspective, there is widespread agreement that effective CPD is an important component of educational success. Therefore, it is unsurprising that research interest in this area has grown, particularly in light of the digital agenda. In a TEL context, educators report one of the main barriers to effective use is the lack of training in this area. This review of literature will examine some of the key ideas that form successful TEL CPD delivery, more specifically with relation to transformative models of CPD. Likewise, the section attempts to understand the context in which educators are operating and make sense of the challenges that relate to continuing professional development (CPD). In order to fully explore this phenomenon, personal development (PD) frameworks are explored, with a specific focus on Aileen Kennedy’s (2005) 9 typologies.
Williams, R. T. (2020). A Systematic Review of the Continuous Professional Development for Technology Enhanced Learning Literature. Engineering International, 8(2), 61-72. https://doi.org/10.18034/ei.v8i2.506