You are here:

How and Why to Use Social Media in Teacher Education

, Elon University, United States ; , North Carolina State University, United States ; , Texas Woman's University, United States ; , Lenoir Rhyne University, United States ; , Wake Forest University, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


The quick ascension of social media in the 21st century has left teacher educators scrambling to understand the implications of networked students and educators, and the associated pedagogical possibilities and challenges. Five teacher educators will present a diverse set of perspectives based on our use of social media with pre- and in-service teachers during the past four years. Our experiences range from public to private university settings, and from face-to-face, to online courses, to MOOCs. We will discuss the practical use of a variety of social media, including Twitter, Google+, Voxer, GroupMe, and Pinterest. We will offer two conceptual models that can be used to understand educational uses of social media. We will also briefly highlight the results of both cross-institutional and international comparative research on the use of social media in teacher education. Finally, we will facilitate a discussion on the topics addressed and participants' questions.


Carpenter, J., Hervey, L., Krutka, D., Linton, J. & Price, G. (2016). How and Why to Use Social Media in Teacher Education. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1931-1935). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from .


View References & Citations Map


  1. Carpenter, J.P., & Krutka, D.G. (2014). How and why educators use Twitter: A survey of the field. Journal of Research on Technology in Education, 46(4), 414-434.
  2. Curran, M.B.F.X., & Chatel, R.G. (2013). Virtual mentors: Embracing social media in teacher preparation programs. In J. Keengwe (ed.), Pedagogical applications and social effects of mobile technology integration, (pp. 258-276). Hershey, PA: Information Science Reference.
  3. Dewey, J. (1938). Experience and education. New York, NY: Collier.
  4. Gareis, C.R., & Nussbaum-Beach, S. (2007). Electronically networking to develop accomplished professional teachers. Journal of Personnel Evaluation in Education 20, 227-246.
  5. Gordon, M. (2007). How do I apply this to my classroom? Relating theory to practice. In M. Gordon& T.V.O’Brien (Eds.), Bridging theory and practice in teacher education (pp. 119-132). Rotterdam, The
  6. Hunter, J.D., & Caraway, H.J. (2014). Urban youth use Twitter to transform learning and engagement. The English Journal, 103(4), 76-82.
  7. Krutka, D.G. (2014). Social media as a catalyst for convergence culture: Immersing pre-service social studies teachers in the social media terrain. In W.B. Russell (Ed.), Digital Social Studies, (pp. 271-302). Charlotte,
  8. Krutka, D.G. & Milton, M.K. (2013). The Enlightenment meets Twitter: Using social media in the social studies classroom. Ohio Social Studies Review, 50(2), 22-29.
  9. Kurtz, J. (2009). Twittering about learning: Using Twitter in an elementary school classroom. Horace, 25(1), 1-4.
  10. Li-Fen, L.L., & Jeng, I. (2007). Knowledge construction in inservice teacher online discourse: Impacts of instructor roles and facilitative strategies. Journal of Research on Technology in Education, 39(2), 183-202.
  11. Luehmann, A.L. (2007). Identity development as a lens to science teacher preparation. Science Education, 91(5), 822–839.
  12. Nowell, S.D. (2014). Using disruptive technologies to make digital connections: stories of media use and digital literacy in secondary classrooms. Educational Media International, 51(2), 109-123.
  13. Risser, H.S. (2013). Virtual induction: A novice teacher’s use of Twitter to form an informal mentoring network. Teaching& Teacher Education, 35, 25-33.
  14. Russo, C.J., Squelch, J., & Varnham, S. (2010). Teachers and social networking sites: Think before you post. Public Space: The Journal of Law and Social Justice, 5(5), 1-15.
  15. Scholastic (2014). Primary sources: America’s teachers on teaching in an era of change (3rd ed.). Retrieved from Thelwall, M. (2009). Homophily in MySpace. Journal of the American Society for Information Science and Technology, 60(2), 219–231.
  16. Trust, T. (2012). Professional learning networks designed for teacher learning, Journal of Digital Learning in Teacher Education, (28)4, 133-138.
  17. Wei, R.C., Darling-Hammond, L., & Adamson, F. (2010). Professional development in the United States: Trends and challenges. Dallas, TX. National Staff Development Council.
  18. Wesely, P.M. (2013). Investigating the community of practice of world language educators on Twitter. Journal of Teacher Education, 64(4), 305-318.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact