The Future of Education

Edition 14

Accepted Abstracts

The Use of Social Media as a Tool for Building Teacher Expertise through Bridging and Bonding

Amanda Shuford Mayeaux, University of Louisiana at Lafayette (United States)

Jennifer Bihm Dixon, Ascension Parish Schools (United States)


For over two decades, social media has increasingly become a powerful tool for professional learning for teachers due to the ability for teachers to bridge and bond across the world (Kelly & Antonio, 2016; Marcia & Garcia, 2016; Trust, Krutka, & Carpenter, 2016).  The use of social media and other technology tools has allowed teachers to develop professional networks to enhance their practice regardless of location and proximity with peers in such a network. Understanding how and why teachers who pursue expertise may bridge with peers in informally developed online learning communities is important in our understanding of how teachers form social capital through social media. The collective case study design was chosen to explore how teachers use social media to bond and bridge to create social capital.  The qualitative collective case study focused on the social media presence of teachers followed by others for their teaching expertise. Three research questions were formed to drive the study. The questions were directly related to questions suggested in multiple studies to better understand teachers’ professional learning activities in informally developed online learning communities, as well as more formal groups such as professional learning communities (Lantz-Andersson, Lundin, Selwyn, 2018; van Brommel, Randahl, Liljekvist, & Ruthven, 2020).  Findings demonstrated teachers are savvy in how they use social media to increase their own expertise. They are wise and efficient consumers, who engage for specific reasons. Additionally, there was a surprising lack of community built around platforms such as YouTube and TikTok. The most interesting element is the monetization of their knowledge the teachers bring to the platforms.



Please do not use headers and footnotes.



Social Media, Expert Teachers, Professional Kinship, Bridging and Bonding



Kelly, N., & Antonio, A. (2016). Teacher peer support in social network sites. Teaching and Teacher Education, 56, 138–149.">


Lantz-Andersson, A., Peterson, L., Hillman, T., Lundin, M., & Bergviken Rensfeldt, A. (2017).  Sharing repertoires in a teacher professional Facebook group. Learning, Culture and Social Interaction, 15, 44–55.">


Lantz-Andersson, A., Lundin, M., & Selwyn, N. (2018). Twenty years of online teacher communities: A systematic review of formally organized and informally-developed professional learning groups. Teaching and Teacher Education, 75, 302–315.">


Macià, M., & García, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55, 291–307.">


Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education, 102, 15–34.">


van Bommel, J., Randahl, A. C., Liljekvist, Y., & Ruthven, K. (2020). Tracing teachers’ transformation of knowledge in social media. Teaching and Teacher Education, 87, 102958.">



Back to the list

Reserved area

Media Partners:

Pixel - Via Luigi Lanzi 12 - 50134 Firenze (FI) - VAT IT 05118710481
    Copyright © 2023 - All rights reserved

Privacy Policy