Monthly Archives: January 2016

A review and synthesis of the use of social media in Initial Teacher Education


In the coming months my colleagues and I are writing a literature review for ITTE (Information Technology in Teacher Education). This is as a result of being awarded a research fellowship.

The co authors are:

Dr Susan Atkinson; Lyn Farrell; Chrissy Holbrey; Jakki Sheridan-Ross; Katharine Stapleford; Nick Mitchell; Rebecca Tickell.

I thought I would collect links and snippets here as I go along. In one sense it is so that I don’t lose them, in another it may provide an opportunity for our ITTE Research Fellow (reduced)community to comment on the developing review. This area of interest moves so fast it is hard to keep up, and we want our finished review to reflect both established and emerging literature.


The literature review addresses the use of social media in initial teacher education. It seeks to explore what constitutes effective use of social media in supporting the development of new teachers in all sectors of teacher education, including Primary, Secondary and Lifelong Learning.

We seek to dDSC00104develop and share a deeper understanding of the complex interplay between digital technologies and the participation and collaboration of pre-service teachers in initial teacher education. This review draws upon previous reviews into the use of ICT in formal educational settings and frames the review in relation to two theoretical frameworks, that of Pedagogical Content Knowledge (Shulman 1986) and Technological Pedagogical Content Knowledge (Mishra and Koehler 2006). In addition, it seeks to combine these theoretical frameworks with the relatively recently emergent thinking around the rhizome in teaching and learning (Cormier 2008, and Deleuze and Guattari 1987). The findings of the review and synthesis will provide a significant contribution to the development of effective teacher education and training across the UK curriculum.


The selection of literature for inclusion represents a range of sources, including academic journal articles, research reports, previous literature reviews, policy documents, evaluation reports and emerging research primarily associated with blogs.

We review the literature associated with teacher education both locate2007-02-12 17.34.42d in the United Kingdom and internationally.

Our search terms are inclusive of the range of terms and terminology, both established and emerging in the field. Where these are contested we seek definitions that are either generally accepted by authors, or where these suffice for the purpose of the research.

We also recognise the rate of change and development of thinking in relation to the use of social media in teacher education, not least in relation to the development of social media tools. Given this phenomenon we intend to focus mainly on recent studies, although some more aged seminal papers that appear to be resonate throughout the domain are also included.

We are also grateful for the range of previous literature reviews pertinent to this field:

This literature review is also premised upon the contribution of social media to improve teaching and learning. In this respect we provide a critical backdrop to participation – that of non-participation, where there is empirical evidence.


It is hoped that the review contributes to:

  • The advancement of research and scholarship in the field
  • The exchange of ideas and debates around educationally desirable practices and research
  • The development of a greater awareness, understanding of the use of social media in initial teacher education


  • Learners in the digital age
  • Digital literacies
  • Pedagogic theories and the use of technology for learning and their implications
  • The impact of technologies on pedagogy in practice
  • From current to emerging technologies for learning
  • Teachers’ dispositions
  • Present qualifications for teachers and approaches to pedagogy and the use of technology for learning
  • Continuing professional development
  • Gaps and bias in the literature.

Future posts will be categorised as ITTE so please follow our progress. I am grateful for all comments and suggestions.


Bett 2016: ‘Students may not always be experts in technology’ | Times Higher Education (THE)

Introducing technology into teaching and learning is important, but don’t lose sight of the ‘conservative’ values of your students, warns lecturer

Source: Bett 2016: ‘Students may not always be experts in technology’ | Times Higher Education (THE)