social-media-learning
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- NewsEdSurge24 Jun 2026
Who Is Really in Charge When Tech Enters the Classroom?
Two educators highlight challenges of AI and social media in education: teacher candidates rely on TikTok for professional knowledge, and an AI grading assistant produced feedback that teachers hadn't reviewed, raising questions about accountability.
Original abstract
<p>What happens when the tools teachers build start making decisions teachers have not reviewed? And what happens when the knowledge shaping future educators does not come from research or curriculum, but from a social media feed? On <strong>This Week with EdSurge</strong>, two educators are wrestling with technology that is moving faster than their institutions are prepared to handle.</p><h2><strong>When TikTok Becomes the Teacher</strong></h2><p><a href="https://www.edsurge.com/author/evi-wusk"><u>Evi Wusk</u></a>, Ed.D., teaches the people who will become teachers, and she noticed something during final exams that she could not ignore: her students kept referencing TikTok videos and social media reels, then apologizing for it. Wusk wrote about the experience for <strong>EdSurge</strong>, and her conclusion is not what you might expect. She is not calling for a ban or a warning label. Rather, she is asking whether teacher prep programs need to reckon with where professional knowledge is actually forming right now, and what it means if those teaching are the last ones to find out.</p><h2><strong>The Grader Who Was Not in the Room</strong></h2><p><a href="https://www.edsurge.com/author/steven-swanson"><u>Steven Swanson</u></a> teaches high school engineering, and after two consecutive days of field trips he came back to 450 ungraded assignments. So he built a solution: an AI grading assistant that drafted grades, generated comments against his rubrics, and returned everything to students automatically. Then a student thanked him for feedback he had never read. Swanson wrote about what happened next for <strong>EdSurge</strong>, and the story is less about the technology malfunctioning than about what it revealed: even when the AI is accurate, the grade still needs to belong to someone.</p><p>Join us on <strong>This Week with EdSurge</strong> where we dig into what both of these educators decided to do next, and what their answers might mean for every teacher feeling
- PaperELT Journal25 Apr 2026
Teacher talk on social media: creating space for learning
Melissa Reed, Philip Chappell, Lynda Yates
The study analyzes dialogues from a large Facebook group for English language teachers, identifying productive, less productive, and toxic talk types. It uses dialogic learning theory to understand how teachers co-construct knowledge through social media interactions. Recommendations and a model are provided to help teachers and stakeholders foster productive learning spaces online.
Original abstract
Teachers are increasingly using social media as a form of professional development. Online teachers’ communities can be beneficial for teachers, including the opportunity to self-direct their learning, network with peers without barriers of time and space, and find support. However, we still lack an understanding of how their interactions with others help teachers learn on social media. This article reports on a study in which dialogues from a large Facebook group for English language teachers were analyzed. Different types of talk were identified in the group: talk that was productive, talk that was less productive and talk that was toxic for learning. The concept of dialogic learning frames how teachers co-construct understandings through dialogue, and what actions may enable or constrain learning. Recommendations, reflective questions and a model are provided to assist teachers and other stakeholders to understand how interactions on social media may affect opportunities for learning.