Learning with Social Media: How do Preservice Teachers Integrate YouTube and Social Media in Teaching?

Elson Szeto*, Annie Yan Ni Cheng, Jon Chao Hong

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

36 Citations (Scopus)


Little is known about digital-native preservice teachers’ pedagogies. They seem to be built on instructional strategies of integrating emergent affordances of the Internet technologies. This study aims to gain deeper understandings of the teachers’ pedagogies by exploring their preferred social media as instructional tools used in teaching practicums. A qualitative case study of a group of preservice teachers who integrated the technology in their teaching in kindergartens, primary and secondary schools was conducted. The results reveal the teachers’ pedagogies built on three instructional strategies with four preferences for the use of social media. Among the social media tools, YouTube was commonly used with other social media and non-social media tools, particularly for teaching in secondary schools. Consequently, three forms of pedagogy—the direct, constructivist and participatory, were identified in the digital-native preservice teachers’ instructional strategies of integrating potential social media affordances. The implications of the findings for preparing and developing the teachers’ knowledge of integrating emergent technologies to form their pedagogies are also discussed.

Original languageEnglish
Pages (from-to)35-44
Number of pages10
JournalAsia-Pacific Education Researcher
Issue number1
Publication statusPublished - 2016 Feb 1


  • Affordance
  • Digital-native preservice teacher
  • Instructional strategy
  • Pedagogy
  • Social media
  • Technological integration

ASJC Scopus subject areas

  • Education


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