Andreas Koskeris, John Garofalakis


Teachers are expected to be able to keep up with the technological development in the classroom. Integrating ICT into teaching is a complex process and they may encounter a number of difficulties. They seek opportunities for professional development, so that they can meet the needs of students leading to recognition as a “reform-minded” educator. Social networking/WEB2.0 which is the technology connecting people is providing new opportunities for professional development by assisting to remain current on skills important for teachers’ role. Aim of our research is to study, for the specific professional category of school teachers, which are the professional skills which can be strengthened through social networking and which tools are the most appropriate for this goal. Based on a collection of information from various sources we present a series of conclusions which can be the basis for the design of training programs on how to effectively use social networking.


Article visualizations:

Hit counter


social networking, Web 2.0, professional development, teachers

Full Text:



Anzai, Y. (2010). Factors that Affect Effective Integration of Social Web Technologies in Language Education: Focusing on Podcasting and Wikis. Educational Studies. International Christian University.

Beach, R. (2012). Can online learning communities foster professional development?. Language Arts, Volume 89 Number 4, March 2012.

Bhagwan, J., Sharma, A. (2015). Information and Communication Technology (ICT) in today’s classroom. Journal of Business Management and Information Systems. Vol. 2, No. 1, Jan-June 2015. 28.

Boufardea, E., Koskeris, A., Zoakou A. (2018). Open School Doors: Supporting teachers’ and migrant/refugees parents’ communication through social media, Fifth Hellenic eTwinning Conference.

Burtaverde, V., Avram, E., Vlasceanu, S. (2019). Not using social media. A socioanalytic perspective. Computers in Human Behavior, Volume 101, December 2019, Pages 276-285.

Cachia, R. (2008). Social Computing: Study on the Use and Impact of Online Social Networking. IPTS Exploratory Research on the Socio-Economic Impact of Social Computing. European Commission JRS, Institute for prospective technological studies.Coutinho, C.P., Lisboa, E.S. (2013), Social networks as spaces for informal teacher professional development: challenges and opportunities. Int. J. Web Based Communities, Vol. 9, No. 2.

Cha, H., Park, T., Seo, J. (2020). What Should Be Considered when Developing ICT-Integrated Classroom Models fora Developing Country?, Sustainability - Open Access Journal, 2020,12, 2967; doi:10.3390/su12072967

Diaz - Prieto, C., García-Sánchez, J., Canedo-García, A. (2019). Impact of Life Experiences and Use of Web 2.0 Tools in Adults and Older Adults, Frontiers in Psychology, Published online 2019 Sep 27. doi: 10.3389/fpsyg.2019.02158

Dunn, L. A. (2013). Teaching in Higher Education: Can Social Media Enhance the Learning Experience? University of Glasgow, School of Education.

EdSurge co., (2014). How teachers are learning: Professional Development Remix. reports, June 2014.

Groff, J., Haas, J., Klopfer, E., Osterwell, S. (2009). The Instructional Power of Digital Games, Social Networking, Simulations and How Teachers Can Leverage Them, The Educational Arcade, Massachusetts Institute of Technology.

Hargadon, S. (2010). Educational Networking: The important role Social Web will play in education. In: Education for a digital world, (editors: Sandy Hirtz and Kevin Kelly),

Harvey, S., Carpenter, J., & Hyndman, B. (2020). Chapter 1: Introduction to Social Media for Professional Development and Learning in Physical Education and Sport Pedagogy. Journal of Teaching in Physical Education, Volume 39: Issue 4.

Hatter, D. (2012). Social Media & Professional Development: A focus on LinkedIn, Definity Partners.

Kent County Council e-Safety Strategy Group. (2011). Using Social Media and Technology in Educational Settings. Considerations, guidance and risk assessment templates for schools and educational settings considering the use of Social Media. Kent County Council. 32.

Kidd, W. (2012). Working with diverse groups of learners in the digital age : 8: Utilizing a variety of Web 2.0 tools to support the professional (‘distance’) learning of trainee teachers on initial teacher education programmes in post-compulsory education and training. UCL Institute of Education, Retrieved from Web: URL:

Koskeris, A., Boura, G., & Garofalakis, J. (2020). Social Web Applications as Means to Enhance Lifelong Learning and Professional Development of Teachers: A Tool to Support Assessment of Their Impact. European Scientific Journal, ESJ, 16(19), 96.

Koskeris, A., Karalis, T. (2016), Non – Formal Education Activities for The Enhancement Of Knowledge And Skills: Investigation Of Non-Explicit Motives For Participation. European Scientific Journal, Vol 12, No 19.

Luehmann, A., Tinelli, L. (2008). Teacher Professional Identity Development with Social Networking technologies: learning reform through blogging. Educational Media International, Vol. 45, No.4, December 2008, 323-333.

Mahapatra, S. (2015). Using Web 2.0 tools for teacher professional development: a case study. Innovation in English Language Teacher Education. January 2015.

Raikou, N., & Karalis, T. (2011). Exploring the potential of Transformative Learning in Higher Education: the development of students’ critical thinking through aesthetic experience, 9th International Conference on Transformative Learning, Athens, 28-29 May 2011. In M. Alhadeff-Jones, & A. Kokkos (eds.), 2011, Transformative Learning in Time of Crisis: Individual and Collective Challenges (261-267). Athens: Columbia University and Hellenic Open University.

Stewart, S. (2009). Computer-Mediated Social Networking for Mentoring of Health Professionals. Computer-Mediated Social Networking, Springer.

Tuviera-Lecaroz, S. (2002), Teachers Using ICT for Networking and Professional Growth. Using ICT for Teaching Learning and Management. UNESCO, 2002.



  • There are currently no refbacks.

Copyright (c) 2021 Andreas Koskeris, John Garofalakis

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2022. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).