Tweet me, message me, like me: using social media to facilitate pedagogical change within an emerging community of practice

Victoria A. Goodyear, Ashley Casey, David Kirk

Research output: Contribution to journalArticle

39 Citations (Scopus)

Abstract

While e-support has been positioned as a means, to overcome some of the time and financial constraints to professional learning, it has largely failed to act as a medium for professional learning in physical education. Consequently, this paper positions teachers prior interest with social media acts as a type of ‘leverage’ for using sites such as Facebook and Twitter for professional learning purposes. Therefore, the purpose of this paper is to explore how social media operates as a communicative space, external to the physical site of an emerging community of practice (CoP) that supported teachers' professional learning and their subsequent longer term changing practice. This study is nested within a wider longitudinal project that explores how teachers learnt and refined their use of a pedagogical innovation (Cooperative Learning) through the overarching methodology, participatory action research. Social media emerged as a form of communication that was not in the study's original design. The paper explores 2125 interactions, through Facebook and Twitter, between five physical education teachers and a facilitator over a two-year period. Through social media, the facilitator re-enforced teachers changing practice, aided the development of the practices of an emerging CoP, and by the CoP situating their use of the innovation in the virtual world, teachers were supported in changing their practice over time, and the use of the pedagogical innovation was sustained. Interactions promoted teacher inquiry, challenged teachers to develop their existing use of the innovation further and encouraged them to work together and develop shared practices. Therefore, social media is presented here as a ‘new’ method for professional learning that supports pedagogical change and overcomes some of the financial and time implications of facilitators and teachers working together.
LanguageEnglish
Pages927-943
Number of pages16
JournalSport, Education and Society
Volume19
Issue number7
Early online date22 Apr 2014
DOIs
Publication statusPublished - 2014

Fingerprint

Social Media
social media
Learning
teacher
community
Physical Education and Training
innovation
twitter
learning
facebook
physical education
Health Services Research
pedagogical support
cooperative learning
Communication
interaction
action research

Keywords

  • social media
  • pedagogical change
  • professional learning
  • innovation
  • e-support
  • technology
  • cooperative learning

Cite this

@article{525b1d8c344348fa805c90fe8434dd38,
title = "Tweet me, message me, like me: using social media to facilitate pedagogical change within an emerging community of practice",
abstract = "While e-support has been positioned as a means, to overcome some of the time and financial constraints to professional learning, it has largely failed to act as a medium for professional learning in physical education. Consequently, this paper positions teachers prior interest with social media acts as a type of ‘leverage’ for using sites such as Facebook and Twitter for professional learning purposes. Therefore, the purpose of this paper is to explore how social media operates as a communicative space, external to the physical site of an emerging community of practice (CoP) that supported teachers' professional learning and their subsequent longer term changing practice. This study is nested within a wider longitudinal project that explores how teachers learnt and refined their use of a pedagogical innovation (Cooperative Learning) through the overarching methodology, participatory action research. Social media emerged as a form of communication that was not in the study's original design. The paper explores 2125 interactions, through Facebook and Twitter, between five physical education teachers and a facilitator over a two-year period. Through social media, the facilitator re-enforced teachers changing practice, aided the development of the practices of an emerging CoP, and by the CoP situating their use of the innovation in the virtual world, teachers were supported in changing their practice over time, and the use of the pedagogical innovation was sustained. Interactions promoted teacher inquiry, challenged teachers to develop their existing use of the innovation further and encouraged them to work together and develop shared practices. Therefore, social media is presented here as a ‘new’ method for professional learning that supports pedagogical change and overcomes some of the financial and time implications of facilitators and teachers working together.",
keywords = "social media , pedagogical change, professional learning, innovation, e-support, technology, cooperative learning",
author = "Goodyear, {Victoria A.} and Ashley Casey and David Kirk",
year = "2014",
doi = "10.1080/13573322.2013.858624",
language = "English",
volume = "19",
pages = "927--943",
journal = "Sport, Education and Society",
issn = "1357-3322",
number = "7",

}

Tweet me, message me, like me : using social media to facilitate pedagogical change within an emerging community of practice. / Goodyear, Victoria A.; Casey, Ashley; Kirk, David.

In: Sport, Education and Society, Vol. 19, No. 7, 2014, p. 927-943.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Tweet me, message me, like me

T2 - Sport, Education and Society

AU - Goodyear, Victoria A.

AU - Casey, Ashley

AU - Kirk, David

PY - 2014

Y1 - 2014

N2 - While e-support has been positioned as a means, to overcome some of the time and financial constraints to professional learning, it has largely failed to act as a medium for professional learning in physical education. Consequently, this paper positions teachers prior interest with social media acts as a type of ‘leverage’ for using sites such as Facebook and Twitter for professional learning purposes. Therefore, the purpose of this paper is to explore how social media operates as a communicative space, external to the physical site of an emerging community of practice (CoP) that supported teachers' professional learning and their subsequent longer term changing practice. This study is nested within a wider longitudinal project that explores how teachers learnt and refined their use of a pedagogical innovation (Cooperative Learning) through the overarching methodology, participatory action research. Social media emerged as a form of communication that was not in the study's original design. The paper explores 2125 interactions, through Facebook and Twitter, between five physical education teachers and a facilitator over a two-year period. Through social media, the facilitator re-enforced teachers changing practice, aided the development of the practices of an emerging CoP, and by the CoP situating their use of the innovation in the virtual world, teachers were supported in changing their practice over time, and the use of the pedagogical innovation was sustained. Interactions promoted teacher inquiry, challenged teachers to develop their existing use of the innovation further and encouraged them to work together and develop shared practices. Therefore, social media is presented here as a ‘new’ method for professional learning that supports pedagogical change and overcomes some of the financial and time implications of facilitators and teachers working together.

AB - While e-support has been positioned as a means, to overcome some of the time and financial constraints to professional learning, it has largely failed to act as a medium for professional learning in physical education. Consequently, this paper positions teachers prior interest with social media acts as a type of ‘leverage’ for using sites such as Facebook and Twitter for professional learning purposes. Therefore, the purpose of this paper is to explore how social media operates as a communicative space, external to the physical site of an emerging community of practice (CoP) that supported teachers' professional learning and their subsequent longer term changing practice. This study is nested within a wider longitudinal project that explores how teachers learnt and refined their use of a pedagogical innovation (Cooperative Learning) through the overarching methodology, participatory action research. Social media emerged as a form of communication that was not in the study's original design. The paper explores 2125 interactions, through Facebook and Twitter, between five physical education teachers and a facilitator over a two-year period. Through social media, the facilitator re-enforced teachers changing practice, aided the development of the practices of an emerging CoP, and by the CoP situating their use of the innovation in the virtual world, teachers were supported in changing their practice over time, and the use of the pedagogical innovation was sustained. Interactions promoted teacher inquiry, challenged teachers to develop their existing use of the innovation further and encouraged them to work together and develop shared practices. Therefore, social media is presented here as a ‘new’ method for professional learning that supports pedagogical change and overcomes some of the financial and time implications of facilitators and teachers working together.

KW - social media

KW - pedagogical change

KW - professional learning

KW - innovation

KW - e-support

KW - technology

KW - cooperative learning

U2 - 10.1080/13573322.2013.858624

DO - 10.1080/13573322.2013.858624

M3 - Article

VL - 19

SP - 927

EP - 943

JO - Sport, Education and Society

JF - Sport, Education and Society

SN - 1357-3322

IS - 7

ER -