ABSTRACT: Throughout the triangulation approach of my PhD thesis whereby literature supported methodologies across qualitative and quantitative work, key themes were firmly established. It is these themes that give precedence to using social media to transform pedagogy in meaningful ways. The SAMR model describes the application of technology to substitute and augment certain tasks.These are viewed as an ‘enhancement’ to a particular activity with limited tension, however, this study does evidence tension occurring at this stage. The simple substitution of task that subsequently completed using iPads is not revealing innovative pedagogy. Whilst the SAMR model outlines the modification and redefinition of pedagogical tasks through technological transformative pedagogy with technology is nonetheless a challenge, as it is within this stage that teachers can benefit from technology by creating new tasks that were previously inconceivable. Moreover,I argued that transformative technologies can enhance emotional well-being by producing positive changes in the human technological experience.
Keywords: Social Media, Teaching Framework, E-Learning, Twitter