Social media

some educationalists see social media as revolutionary educational tools, others point to how
social media distract learners from their studies.
students at occasions use social media informally for learning purposes(Anderson, Hatakka,
Grlund, & Wikilund, 2014)

Collaboration
knowledge is actively and collaboratively constructed in a social context, rather than
transferred from teacher to student (Savvidou, 2013)
Maloney (2007) argues that SNSs encourage collaboration and active participation
Maloney, E. 2007. What Web 2.0 Can Teach Us about Learning.The Chronicles of Higher
Education53 (18): B26
facilitating peer feedback and matching the social context of learning, aligning with
contemporary models of good practice in learning which encourage collaboration and active
participation (Goodband, Solomon, Samuels, Lawson, & Bhakta, 2012)
that teachers understanding and practice in collaborative learning is critical
A collaborative approach places much of the responsibility for learning on the pupil;
knowledge is socially constructed and is facilitated by peer interaction, authentic assessment
and cooperation
in actively participating in learning are all frequently referenced as educational advantages of
collaborative learning
social interaction was the single most important element in fostering collaboration
The stimulus for collaboration has to be planned and structured within the group; interaction
does not just happen (Northrup,2001); it has to be intentionally designed
teachers recognise that collaborative learning in their own classrooms can have rich layers,
and that the attainment of higher levels can be stimulated by evaluation that probes pupils
(Austin, Smyth, Rickard, Quirk-Bolt, & Metcalfe, 2010)
E-learning provided an opportunity for teacher professional development. This collaboration
allowed the teacher to exchange ideas, explore new ideas, discuss and gather evidence of the
changes (successful or not) and reflect on teaching practice (Baskerville, 2012)
It can apply to the way a teacher, through acting in collaboration with other teachers and with
a learning design tool, creates an artefact, i.e. a learning design, in the process. (Charlton,
Magoulas, & Laurillard, 2012)

Using Technology
technology has a positive effect on student success and is an effective way to enhance
teaching and learning (Szabo & Schwartz, 2011)
implementation of digital technology in education settings needs to be understood as shaped
by a range of international, national and local differences (Selwyn, 2012)
digital technologies can be used to facilitate reflection on creative practices within performing
and creative arts disciplines (Kirk & Pitches, 2013)
Over the last two decades there has been a worldwide investment in educational technology
based on the assertion that technology can help students learn more effectively
The integration of technology into teaching activities facilitated student learning. Students
were able to access the learning resources on-line at their own convenience (Baskerville, 2012)
teachers are expected to use technology-enhanced learning, to know when, how and what
tools to apply, and to understand the impact of taking on such a challenge. However, teachers
have frequently been poorly supported in this difficult task. (Charlton et al., 2012)
Wireless Internet Learning Devices can offer further affordances that lead to learning activities
that deviate significantly from conventional classroom-based, computer-supported
collaborative learning activities and in addition lead to new ways of aggregating activities
coherently across many students, introducing new ways of conducting the class. (Charlton et
al., 2012)
that e-learning requires a great amount of time and preparation. (Garca-Sanchez & Rojas-
Lizana, 2012)
A key consideration when planning new uses of technologies in any educational context which
includes students from diverse cultural backgrounds is variation in students experience with
the proposed technologies. (Gray, Chang, & Kennedy, 2010)

Teacher as students
This paper examines the teacher as being in the role of the student, i.e. they are in the process
of learning how to teach, how to improve or reflect on their teaching practices (Charlton et al.,
2012)
it is notable that the impact of teachers online learning on teaching and learning in schools is
still relatively rarely investigated (Clarke, 2013)
By learning to think critically, preservice teachers develop the ability to synthesize and analyze
instructional materials, identify main ideas, cite evidence in support of a conclusion, practice
evaluation skills, and become reflective practitioners (Szabo & Schwartz, 2011)
teachers liked using the online community as they could gain subject knowledge and could
obtain support from peers, share experiences and get feedback, and exchange resources
(Wang & Lu, 2012)

SNS for universities
Study in a Math group, final outcome of the use of Facebookto organise cross-cohort face-
toface support meetings rather than to discuss mathematics itself is largely influenced by the
assessment structure.
Facebookgroups: this was a new channel of communication between the student year cohorts
(Goodband et al., 2012)
Australian university - web-based technologies may be used to support students learning
and experiences in higher education; to support internationalised learning and teaching.
reports recent relevant evidence about variation in uses of social software by international and
domestic undergraduate students and discusses the implications for internationalising learning
and teaching in Australian universities (Gray et al., 2010)
Australian university, about the use of multitasks (Judd, 2014)
estimates of the time that college students spend on computer and internet activities (Junco,
2014)

MULTITASKS
Facebook users were also more likely to multitask and less likely to engage in focused
behaviour
As with Facebook use, media multitasking appears to be widespread and frequent among high
school and college or university aged students, meaning that it often coincides with learning-
related activities, both in and out of the classroom (Judd, 2014)
The purpose of the study is to determine if students obtain more or less information in
multitasking conditions. multitasking with technology is a fairly recent phenomenon,
researchers are still trying to determine its impacts on learning (Lee, Lin, & Robertson, 2012)

Educator identity
to examine the implications that institutional regulation of such media may have upon
educator identity. (Kimmons & Veletsianos, 2014)

Teacher support
Ways need to be found that enable colleagues involved in teacher education to meet these
challenges and provide support for serving teachers so they are the best equipped to provide
their pupils with educational opportunities that relate to the world the pupils find themselves
in. (Pombo, Smith, Abelha, Caixinha, & Costa, 2012)
Teachers are pivotal in facilitating innovation in education and training. It is they who drive
change, advocate innovative learning practices, and mediate between learners and
institutions. Learning with Web 2.0 is successful only if teachers are actively supported in
assuming this critical role. More than half of the instructors, however, indicated that they did
not intend to actually implement these tools in their courses (Poyas, 2013)
school staff do not usually have access to dedicated training and support (Younie & Leask,
2013)