Educenter : Jurnal Ilmiah Pendidikan

Vol 3 No 2 Mei 2024

ISSN: 2827-8542 (Print) ISSN: 2827-7988 (Electronic)
Open Access: https://jurnal.arkainstitute.co.id/index.php/educenter/index

Twitter as a catalyst for transforming geography teacher education

Kudzayi Savious Tarisayi
Stellenbosch University, South Africa
[email protected]

Article Info ABSTRACT

Article history: This study explored the potential of Twitter to transform and enrich geography teacher
th
Received October, 9 2023 education in South Africa for the digital age. This mixed methods study utilized content
Revised April, 20th 2024 analysis of tweets from selected geography education Twitter handles and focus group
discussions with South African student teachers using Twitter. The research design
Accepted May, 20th 2024
involved training student teachers on using Twitter for curriculum purposes over eight
weeks, followed by focus groups to capture their experiences and perspectives.
Keyword: Findings suggest Twitter offers valuable opportunities for networking, accessing
resources, and fostering global connections among geography educators. However,
Twitter; Geography
realizing Twitter's full potential requires thoughtful implementation strategies,
teaching; Teacher including usage policies, educator training, and support for community building. As an
education; South Africa exploratory study, it provides initial evidence that integrating Twitter into teacher
training could strengthen geography education in South Africa by equipping educators
with expanded networks and professional development avenues. Nevertheless,
structured implementation and ongoing collaboration are crucial for leveraging Twitter
to bridge divides and align training with 21st-century contexts. Further comparative
and longitudinal studies can build on these preliminary insights to optimize the use of
Twitter in transforming geography education for the digital age in South Africa and
beyond.

©2022 Authors. Published by Arka Institute. This work is licensed under a Creative
Commons Attribution-NonCommercial 4.0 International License.
(https://creativecommons.org/licenses/by-nc/4.0/)

INTRODUCTION
Social media platforms, including Twitter, have grown rapidly in popularity in recent years and
have been integrated into education and training. Online learning in general and social media integration
in education spaces has generated increasing interest in the post-COVID-19 pandemic era. A marked
increase in the use of online learning platforms in general was noted during the COVID-19 pandemic.
Institutions of learning utilized online platforms to navigate the unfamiliar territory of teaching and
learning away from the traditional school and university walls. Scholarship on the adoption of online
learning platforms during the pandemic acknowledges the complementary role of social media. Social
media platforms such as WhatsApp, Facebook and Youtube were utilized globally as vehicles to
facilitate teaching and learning. Dixon (2022, n.p) reports that “there was a significant increase in the
average time U.S. users spent on social media in 2020: 65 minutes daily, compared to 54 minutes and
56 minutes the years before. The amount of time spent on social networking is expected to remain stable
in the upcoming years.” These statistics buttress the view that confinement and restrictions during
lockdown led people to rely more on social media to connect. This significant growth in social media
use was also extended to education spaces. A case study by Tarisayi & Munyaradzi (2021) revealed the
use of WhatsApp at a university in Zimbabwe. WhatsApp was utilized to navigate unprecedent times
brought about by the COVID-19 pandemic.
Several studies have explored the potential advantages and disadvantages of incorporating
Twitter into the classroom (Aharony, 2010; García Suárez et al., 2015; Keeler, 2019) Junco et al., 2011.
A growing body of research is of relevance to geography teachers and highlights Twitter as a useful
resource in geography lessons. A plethora of studies has found that Twitter increases student
engagement and motivation in geography classrooms. Keeler (2019) studied the impact of incorporating
Twitter into an environmental geography course and found that students enjoyed following geotagged
tweets and interacting with experts, which increased student engagement and engagement. Similarly,
Gu & Wright (2018)investigated the effects of using Twitter in middle school geography classes and
found that students engaged more in drawing on Twitter because the tweets were visual and concise.

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These results suggest that Twitter is suitable for increasing students' motivation and engagement in
geography lessons.
Studies have further shown that incorporating Twitter into geography lessons can help students
acquire content knowledge. Mogel et al. (2012) conducted a study in which high school students
collected tweets about everyday environmental issues and found that students were able to glean useful
facts and examples from the tweets that complemented their standard curriculum and helped them
understand complex geographic concepts. Aharony (2010) also found that geography students benefited
from receiving real-time updates and information from experts on Twitter. Overall, tweets provide a
platform for students to access the latest content and examples, thus enriching geography lessons. While
the potential benefits of incorporating Twitter into teaching and learning are clear, there are some
challenges. Garcia-Suarez et al. (2015) found that some students saw little educational value in using
Twitter and were comfortable using it socially but were sceptical about its academic benefits. Ignorance
of Twitter can also be a problem, as inexperienced users can find it difficult to learn the platform (García
Suárez et al., 2015). Finally, concerns about privacy, distraction, and inappropriate content prevent
some teachers from using Twitter in the classroom (Keeler, 2019; Moguel et al., 2012). Incorporating
Twitter into geography teaching therefore requires appropriate guidelines and structure. The theoretical
framework for this study is presented below.
This study drew from the connectivism theoretical framework. Connectivism provides a useful
theoretical framework for conceptualizing the role of Twitter as a geography teaching resource (Mackey
& Evans, 2011). Connectivism, proposed by Siemens (in Harasim, 2017), argues that learning occurs
through connections to information sources and networks. Twitter embodies connectivity by facilitating
connections between students, experts, institutions, and information. When used in geography courses,
Twitter helps students create "hubs" in knowledge networks by reading and sharing geographic
information and connecting them to many external resources that complement their formal learning.
Connectivism views learning as a network creation process and emphasizes the connections between
information sources (Downes, 2008). According to connectivism, knowledge resides in a distributed
manner across networks, and learning is actively constructed by learners through forming connections
(Downes, 2008). The ability to recognize patterns, connect ideas, and build knowledge networks
becomes essential for learning (Siemens, 2008). Twitter, with its networking features and access to
diverse information, provides an ideal platform for connectivist learning (Mackey & Evans, 2011).
When used in geography courses, Twitter can facilitate knowledge sharing, connections to external
resources, and formation of knowledge networks that can enhance students' learning (Mackey & Evans,
2011).
Therefore, connectivism provides a useful theoretical lens for examining how Twitter can
function as a geography teaching resource. The connectivist principles of distributed knowledge,
knowledge networking, and connection creation align well with Twitter's affordances and can help
conceptualize how Twitter may facilitate learning in geography classrooms (Mackey & Evans, 2011).
The connectivism theoretical framework guided the research design, data collection, and analysis in
this study. The research methodology for this study is presented below.

RESEARCH METHODS
The study used a mixed-methods approach, combining qualitative and quantitative data
collection and analysis (Davis & Weeden, 2013; Grant & Young, 2010). Data was collected in two
ways: a) Content analysis of tweets from the five sampled Twitter handles. The tweets were analysed
to identify themes and insights relevant to use of Twitter as a geography teaching resource (Bosch,
2009; Dobler, 2012). b) A focus group discussion with the 10 geography student teachers regarding
their Twitter use and perceptions. The student teachers received Twitter training and resources and were
asked to use Twitter for curriculum-related purposes over their teaching course period (eight weeks)
(O’leary, 2014; Rutherford, 2010). The purposive sample comprised two parts: a) Five Twitter handles
sampled based on number of followers and focus on geography teachers. b) 10 geography student
teachers enrolled in a one-year postgraduate diploma program at a South African university (Mestry &
Naidoo, 2009). Data analysis followed two approaches: a) For the Twitter handle content analysis, the

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researcher employed thematic analysis to identify codes and themes within the tweets. Themes were
organized based on geography teaching relevance. b) For the student teacher focus group data, the
researcher used thematic analysis to identify key themes within the focus group discussion transcript
regarding changes in Twitter knowledge, skills, and attitudes from pre- to post- use (Agora & Simões,
2020). The two strands of the research (Twitter handle content analysis and student teacher focus group)
were triangulated to provide a more complete picture of the role of Twitter as a geography teaching
resource in the South African context. The findings from both strands were interpreted in light of the
connectivism theoretical framework. The mixed methods sampling, and data collection allowed for a
multi-pronged look at the research question from different but complementary perspectives. The
triangulation of the Twitter handle analysis and student teacher data further strengthened the validity of
the findings (Krause & Coates, 2008). Focus groups allowed for a deeper exploration of student
teachers' perceptions and experiences compared to surveys (Trauth & O'Connor, 1991 in Drury et al.,
2011).
Sampled Twitter Handles
The researcher sampled five Twitter handles that provide spaces for interaction amongst and
between geography teachers and geographers. The handles were purposively selected based on the
number of followers as well as focus on geography teachers. The sampled Twitter handles presented in
the table below.
Table 1. Sampled Twitter
Twitter Account Twitter Account Description
@Geographical The official Twitter account of the Geographical Association, the largest
Association subject association for geography teachers in the UK. This handle
provides resources, ideas and support for geography teachers.
@NASAGeoForEducators Run by NASA's Office of Education, this handle provides educators
with geography and Earth science teaching resources from NASA.
@RGS_IBG The Royal Geographical Society's Twitter feed, sharing news, events
and resources from one of the oldest geographical institutions in the
world.
@NatGeoEducators National Geographic's official Twitter feed for educators, sharing
resources, lesson plans and more to support geography teaching.
@geogpod The podcast produced by the Geographical Association, providing short
audio updates on geography news, research and teaching resources.

From the table 1 above, the sampled Twitter handles provided several resources, networking
and knowledge sharing opportunities for geography teachers. The official handle of the Geographical
Association shares learning resources, ideas, and support for geography teachers. Teacher associations
play an important role in providing professional development, networking and knowledge sharing for
teachers (Robertson, 2017). Twitter extends the reach of such associations by allowing for a wider
dissemination of information and connections (García Suárez et al., 2015). In addition, the other
sampled handle is maintained by the NASA Office of Education, this handle provides resources for
learning geography and earth sciences from NASA. Access to expertise and information from outside
organizations can enrich geography lessons and improve students' content knowledge (Aharony, 2010).
Twitter facilitates these connections by connecting educators with organizations and experts around the
world. The Twitter feed of the Royal Geographical Society, one of the oldest geographical institutions
in the world, shares news, events, and resources for teachers of geography. Twitter enables professional
institutions to widely disseminate knowledge and information relevant to geography teachers (Junco et
al., 2011). The other Twitter handles studied have similar benefits: they extend the reach of professional
associations, provide access to expertise and information, and facilitate networking and knowledge
sharing among geography teachers. These features are consistent with connectivism principles of
connection to knowledge networks and information sources and underscore the potential of Twitter as

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an educational resource. Therefore, the author believes that Twitter offers important resources for
geography teachers around the world and in South Africa in particular.

RESULTS AND DISCUSSION

Potential of Twitter for South African Geography Teacher Training
While the sampled Twitter handles in this study were primarily from countries in the Northern
Hemisphere, they provide valuable insights into the potential benefits of integrating Twitter into South
African geography teacher education programs. Geography educators in South Africa face unique
challenges, including limited professional development opportunities, scarce resources, and isolation
due to the country's vast size and dispersed population (Mestry & Naidoo, 2009). Twitter presents a
powerful tool to address these issues by facilitating networking, knowledge sharing, and access to a
wealth of information and resources. Twitter's affordances can enrich South African geography teacher
education in several ways. Firstly, it offers a centralized platform for South African geography
educators to communicate, collaborate, and share resources, lesson plans, teaching strategies, and
educational platforms. Research has consistently shown that such interactions can significantly expand
teachers' knowledge base and enhance their instructional skills (Davis & Weeden, 2013) Visser et al.,
2014).
Secondly, by following experts, organizations, and geographical sources on Twitter, South
African student-teachers can access the latest content, resources, and examples that may not be readily
available in traditional university curricula. This exposure to diverse perspectives and real-world
applications can deepen their understanding and better prepare them for the dynamic nature of
geography education (Aharony, 2010) Junco et al., 2011). Thirdly, Twitter provides a powerful platform
for South African associations of geography teachers to expand their reach, promote activities,
disseminate information, and engage a wider audience of educators. As demonstrated by the sampled
Twitter handles, an active social media presence can amplify the impact of these associations, increase
membership, and foster greater participation (Robertson, 2017). Fourthly, Twitter offers geography
teachers in South Africa real-time access to news, events, and examples relevant to lesson planning. By
following pertinent links and feeds, educators can stay informed about geographical features, current
events, and issues, providing authentic and up-to-date content that can be seamlessly incorporated into
their courses (Keeler, 2019; Moguel et al., 2012).
However, to maximize the benefits of Twitter while minimizing potential challenges and
disadvantages, its integration into South African geography teacher education programs must be
carefully structured (García Suárez et al., 2015; Moguel et al., 2012). Proper scaffolding, guidance, and
a well-designed implementation framework are crucial to ensure that South African geography students
learn to effectively navigate and leverage Twitter as a powerful learning resource. With thoughtful
integration and ongoing support, Twitter shows great potential to enrich the quality of geography
teacher education in South Africa, empowering a new generation of educators with the skills and
mindset to thrive in the digital age.
Networking and community building
The focus group discussions highlighted networking and community building as a significant
benefit of using Twitter for geography educators. Participants expressed a sense of belonging to a larger
global community by communicating with fellow geography teachers from around the world. As one
participant stated, "communicating with other geography educators from around the world makes me
feel part of a larger community" (P8). Another echoed this sentiment, revealing that "Over the years,
my network of geography teachers on Twitter has become a source of ideas, inspiration, and
collaboration" (P2).
Twitter appears to have fostered a sense of community and a supportive network among
geography teachers worldwide (Davis & Weeden, 2013). One participant commented, "I started
following other geography teachers on Twitter and quickly realized how much we have in common
despite our different countries and backgrounds" (P3). Another shared, "Twitter allows me to connect

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instantly with people who understand the daily challenges and joys of teaching geography" (P6). This
ability to follow and interact with like-minded educators has enabled geography teachers to create a
community of practice that supports professional and intellectual development (Agora & Simões, 2020).
Participants noted how engaging with other teachers on Twitter provided them with new
perspectives and ideas for their teaching practices. As one participant remarked, "Watching other
teachers discuss geography issues and topics on Twitter gave me new perspectives and ideas for my
teaching" (P1). Another shared, "Over the years, the tips and lesson plans, I've received from my
geography teacher network on Twitter have really improved my classroom practice" (P10). The live,
continuous conversations on Twitter serve as a platform for mutual learning and motivation among
geography educators (Dobler, 2012). Interestingly, participants also highlighted how their Twitter
networks extended beyond virtual connections, leading to valuable offline collaborations and
relationships. One participant commented, "I had a face-to-face meeting with a geography teacher who
was on Twitter for the first time, and we continued to collaborate on projects and share resources" (P4).
Another shared, "Some of my closest professional friends today are people I first followed on Twitter
for their fun ideas for teaching geography" (P5). These interactions on Twitter often cultivate
meaningful relationships and alliances that benefit geography teachers' careers (Davis & Weeden,
2013).
Ultimately, Twitter enables geography teachers to build a global community of learners and
practitioners, facilitating the exchange of ideas, collaboration, and professional development
(Rutherford, 2010). As one participant concluded, "Twitter has expanded what I consider to be
colleagues beyond my school or city—actually my entire global network of geographic educators" (P9).
The Twitter network not only provides virtual connections but often translates into offline relationships
and alliances that benefit the work of geography teachers (O’leary, 2014), highlighting the platform's
potential for fostering a strong and interconnected professional community. Connection extensions
outside of Twitter are covered and explained in detail in the next topic.
Outside of Twitter
Interestingly, the focus group discussions revealed that for some participants, social media
connections extended beyond the confines of Twitter. One participant noted, "colleagues I regularly
interact with on Twitter often share fieldwork connections and advice that I can use" (P7). This
highlights how interactions on Twitter can manifest in offline support and collaboration, reflecting the
connectivist principles of knowledge networks spanning both online and offline spaces (Agora &
Simões, 2020). As another participant shared, "Twitter facilitates initial connections that develop over
time into deep offline professional relationships" (P9).
The participants' contributions underscored that professional-colleague relationships can
transcend online interactions on Twitter, extending into the physical realm (Hull & Stornaiuolo, 2010).
Participants provided examples of how their Twitter networks provided tangible resources and support
beyond the online platform (Carpenter & Krutka, 2014). One participant noted, "I often see tweets
giving advice on the best GIS software to use in textbooks or courses—information that I actually
implement in my classroom" (P8). Given the well-documented challenges in teaching GIS within the
geography classroom (Tarisayi, 2018; Zondi & Tarisayi, 2020), establishing connections that facilitate
overcoming these obstacles is immensely valuable.
Furthermore, another participant shared, "Twitter connections helped me get online sites,
equipment, and even internships for my students" (P10). The instant, continuous interaction on Twitter
enables geography teachers to collectively gather insights and resources that support improved practice
(Visser et al., 2014). However, some participants cautioned that efforts are needed to move connections
from Twitter to meaningful offline support. As one person pointed out, "Just because you engage with
someone on Twitter doesn't automatically mean you have an offline alliance – you still have to nurture
the relationship" (P6).
While focus group participants acknowledged Twitter's role as a catalyst for wider knowledge
networks among geography teachers (Davis & Weeden, 2013), they recognized that translating these
connections into meaningful offline collaborations requires intentional effort and action (Dobler, 2012).

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Although Twitter provided a platform for initial connections between geography educators, participants
highlighted that sustainable collaboration and support often depended on building relationships that
carried over into the offline world (Rutherford, 2010). As one participant aptly concluded, "Twitter
opens doors to valuable professional relationships, but what really builds knowledge, and communities
of practice is what we do on and off the platform" (P5). Interactions on Twitter serve as the starting
point for knowledge networks that span online and offline spaces, but fostering meaningful
collaborations necessitates nurturing connections beyond the virtual realm (Bosch, 2009).
Discussion
The findings from this study highlight the multifaceted potential of Twitter as a transformative
catalyst for geography teacher education, particularly in the South African context. By leveraging the
connectivist principles of knowledge networking, distributed learning, and connection creation, Twitter
emerges as a powerful platform for fostering a robust global community of practice among geography
educators. The content analysis of influential Twitter handles showcased the wealth of resources,
expertise, and networking opportunities readily available, offering South African teachers invaluable
access to cutting-edge content, real-world examples, and professional associations that extend beyond
traditional curricula. Corroborating these insights, the focus group discussions with South African
student teachers revealed how their immersive experiences with Twitter facilitated meaningful
connections, knowledge sharing, and collaborative problem-solving with a diverse network of like-
minded educators worldwide. Notably, participants expressed a profound sense of belonging to a larger
global community, fostering mutual learning, inspiration, and the exchange of innovative teaching
strategies. This aligns with the precepts of connectivism, which posit that learning is optimized through
active engagement with distributed knowledge networks.
Furthermore, the study illuminated Twitter's potential to transcend virtual boundaries,
catalyzing offline collaborations and tangible resource sharing. Participants shared instances of
leveraging their Twitter connections to access invaluable fieldwork advice, GIS software
recommendations, and even internship opportunities for their students – underscoring the platform's
capacity to bridge the gap between online interactions and real-world applications. However, the
findings also highlighted challenges inherent in navigating the overwhelming volume of content and
the necessity for structured guidance in nurturing meaningful relationships beyond the virtual realm.
Ultimately, the study suggests that Twitter's integration into South African geography teacher education
programs requires a carefully calibrated approach, encompassing usage policies, educator training,
community-building support, and practical strategies for transitioning online connections into
sustainable offline collaborations. By thoughtfully addressing these considerations, Twitter can
empower a new generation of globally connected and digitally adept geography educators, equipped
with expanded networks, professional development avenues, and the agility to thrive in 21st-century
classrooms.

CONCLUSION
This study provides preliminary insights into the potential benefits and challenges of
incorporating Twitter into South African geography teacher education. Content analysis of sampled
Twitter handles revealed that Twitter can be a valuable platform for accessing resources, interacting
with professional associations, and building knowledge networks. Potential benefits include facilitating
networking among local educators, providing perspectives beyond formal curricula, expanding the
reach of professional associations, and enriching lesson planning with real-time examples. Focus group
discussions with student teachers confirmed advantages like increased connections, networking
opportunities, and access to global educator communities for sharing experiences and enhancing
teaching practices, aligning with connectivism principles. However, challenges were noted, such as
navigating the overwhelming content volume and needing guidance to translate online interactions into
meaningful offline collaborations – an area requiring more attention to fully realize Twitter's potential
for fostering strong professional networks and communities of practice. While limited by a small sample
size, this exploratory study suggests that with proper implementation strategies, including usage
policies, educator training, community-building support, and practical guidance for transitioning online

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connections to offline collaborations, Twitter holds exciting potential to enrich South African
geography teacher education by providing expanded networks, professional development avenues, and
globally connected mindsets suited for 21st-century classrooms.

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