Beyond social chit chat? Analysing the social practice of a mobile messaging service on a higher education teacher development course

Tyrer, C. 2019. Beyond social chit chat? Analysing the social practice of a mobile messaging service on a higher education teacher development course. International Journal of Educational Technology in Higher Education. 16 13. https://doi.org/10.1186/s41239-019-0143-4

TitleBeyond social chit chat? Analysing the social practice of a mobile messaging service on a higher education teacher development course
TypeJournal article
AuthorsTyrer, C.
Abstract

Mobile technology has become for many an essential aspect of everyday life. It has transformed how people interact and is widely adopted by social networks to facilitate communication, support engagement and build collaboration. With reference to Shove et al., (The dynamics of social practice: Everyday life and how it changes, 2012) three element social practice model and Wenger (Communities of Practice: learning, meaning and identity, 1998) community of practice framework, this “insider” research study analyses the norms, behaviours and attitudes of users of a mobile messaging service over a two-year higher education teacher training programme. It also examines the socio-technical interaction between the trainee teachers and the relationship between the mobile messaging application and other communicative practices.. Overall, the findings from this research study suggest that although the concept of a community of practice is problematic, the WhatsApp practice positively shaped the experiences of the trainee teachers on their programme.

KeywordsMobile messaging service
Social practice
Community of practice
Social networks
Interaction
Article number13
JournalInternational Journal of Educational Technology in Higher Education
Journal citation16
ISSN2365-9440
Year2019
PublisherInternational Journal of Educational Technology in Higher Education
Publisher's version
License
CC BY 4.0
File Access Level
Open (open metadata and files)
Digital Object Identifier (DOI)https://doi.org/10.1186/s41239-019-0143-4
Publication dates
Published26 Apr 2019

Related outputs

The voice, text and the visual as semiotic companions: an analysis of the materiality and meaning potential of multimodal screen feedback
Tyrer, C. 2021. The voice, text and the visual as semiotic companions: an analysis of the materiality and meaning potential of multimodal screen feedback. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10455-w

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