Andreas Koskeris, John Garofalakis


Social networking /WEB 2.0 is the technology to support connecting people in various ways. The arise of WEB 2.0 allowed users to enhance their actions when accessing the internet not only for searching information but above all to interact, collaborate, and share content. For the specific showcase of school teachers, WEB 2.0 is providing new opportunities to build and gain professional development by assisting them to remain current on skills and issues important for a professional role. Aim of the presented work, it to build on our previous research on which specific tools are considered as the most useful for teachers’ professional development and which are the perceptions of teachers on them, in order to identify the obstacles and drawbacks to their effective utilization, leading to the proposition of a core training program tailored to the teachers’ needs.


Article visualizations:

Hit counter


social networking, WEB 2.0, professional development, teachers, obstacles. training program

Full Text:



Anastasovitis, E., Simou, I., Koskeris, A., Stefanaki, K., Kalogerakis, A., Zorbas, K., Nikolopoulos, S., & Kompatsiaris, I. (2022, November). Designing an Innovative e-learning Platform for the Art of the Cretan Hagiography. In: Proceedings of the 9th International Conference on Digital Heritage (EuroMED-2022), 07-11 November 2022, Cyprus: Springer

Anderson, T. (2019). Challenges and Opportunities for use of Social Media in Higher Education. Journal of Learning for Development, 6(1), 6-19.

Anderson, T., Dron, J. (2014). Chapter 9. Issues and Challenges in Educational Uses of Social Software, Book: Teaching Crowds: Learning & Social Media, AU PRESS.

Ansari, J.A.N., Khan, N.A. Exploring the role of social media in collaborative learning the new domain of learning. Smart Learn. Environ. 7, 9 (2020). https://doi.org/10.1186/s40561-020-00118-7

Au, M., Chan, R., Lam, J. (2015). Social Media Education: Barriers and Critical Issues, Communications in Computer and Information Science 494:199-205, DOI:10.1007/978-3-662-46158-7_20, In book: Technology in Education. Transforming Educational Practices with Technology (pp.199-205)

Beckingham, S., Purvis, A., Rodger, H. (2020), Experiences and perspectives of social media in learning and teaching in higher education, International Journal of Educational Research Open, Volume 1, 2020, 100018.

Bodur, Y., Powell, C. (2019) Teachers' perceptions of an online professional development experience: Implications for a design and implementation framework, Teaching and Teacher Education, 77, pp. 19-30, 10.1016/j.tate.2018.09.004

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

Boura, G., Koskeris, A., & 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. https://doi.org/10.19044/esj.2020.v16n19p96

Davey, N. (2015). Social listening: The opportunities and obstacles to know, MyCustomer.com, online https://www.mycustomer.com/experience/voice-of-the-customer/social-listening-the-opportunities-and-obstacles-to-know (18/1/2023)

Doverspike, K. (2022), 4 Common Social Media Content Barriers (And How to Fix Them), www.finalsite.com, Online: https://www.finalsite.com/blog/p/~board/b/post/common-social-media-barriers (24/1/2023).

Fox, A., Bird, T. (2017). The challenge to professionals of using social media: teachers in England negotiating personal-professional identities. Education and Information Technologies. 22. 10.1007/s10639-015-9442-0.

Goodyear, V., Parker, M., Casey, A. (2019). Social media and teacher professional learning communities. Physical Education and Sport Pedagogy. 24. 1-13. 10.1080/17408989.2019.1617263.

Javaeed A, Kibria Z, Khan Z, Ghauri SK. (2020), Impact of Social Media Integration in Teaching Methods on Exam Outcomes. Adv Med Educ Pract. 2020;11:53-61, https://doi.org/10.2147/AMEP.S209123

Karalis, A. (Καραλής, Θ.) (2005). Σχεδιασμός, Διοίκηση, Αξιολόγηση Προγραμμάτων Εκπαίδευσης Ενηλίκων: Τόμος Β. Σχεδιασμός Προγραμμάτων. Πάτρα: ΕΑΠ. (In Greek).

Karalis, T., Koskeris, A. (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.

Karalis, T., Koutsonikos, G. (2003), Issues and Challenges in Organising and Evaluating Web-based Courses for Adults, Themes in Education, 4:2, 177-188, 2003, © Leader Books, Printed in Greece.

Kokkos, A. (Κόκκος, Α.) (2005). Μεθοδολογία Εκπαίδευσης Ενηλίκων: Τόμος Α. Θεωρητικό Πλαίσιο και Προϋποθέσεις Μάθησης και Τόμος Β. Εκπαιδευτικοί Μέθοδοι. Πάτρα: ΕΑΠ. (In Greek).

Koskeris, A., Garofalakis, J. (2021), Perception on which Social Networking Tools are useful for Teachers’ Professional Development, European Journal of Education Studies, Vol 8, No 10.

Thanomsing, C. and Sharma, P. (2022). Understanding instructor adoption of social media using the technology acceptance model, Journal of Research in Innovative Teaching & Learning, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JRIT-04-2022-0021

University of Toronto. (2022). Teaching with Social Media, Online: https://teaching.utoronto.ca/resources/teaching-with-social-media/ (18/1/2023).

DOI: http://dx.doi.org/10.46827/ejes.v10i8.4911


  • There are currently no refbacks.

Copyright (c) 2023 Andreas Koskeris, John Garofalakis

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

Copyright © 2015-2023. 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).