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Social networks are becoming very prominent in educational discourse. The discourse centers on the role of social media and its utility in the teaching and learning environment. Several arguments have been made to support its use because they are highly collaborative, easily accessible, and provide opportunities to embed a variety of Web 2.0 tools such as blogs, wikis, and online chats. However, there is a dearth in research on teacher use of educational social networking sites (SNS) in Trinidad and Tobago. The purpose of this study was to explore how 35 secondary school teachers in Trinidad and Tobago participated in an educational online social networking site. This study utilized a mixed methods exploratory approach and allowed for the use of online data capture together with questionnaires and interviews. Combined data analysis revealed five different levels of site participation, with most teachers adopting the role of content consumer rather than of content producer. Barriers to participation were time, motivation, technology, and usability. The designed social networking site allowed teachers to make public their discourse on their practice while connecting with colleagues from other schools. The study was qualitative dominant, with the mixed methods research approach allowing for deeper exploration of teachers' participation on this social networking website, and was justified by the newness and transient nature of data from social networking websites.

Popularly used in marketing and business, gamification has been gaining interest in educational contexts for its potential to invigorate otherwise mundane or difficult processes. A gamified environment transfers motivational elements of games to learning activities thereby engaging learners in the learning task thus transforming dull classroom environments to smart ones. This paper presents the design process of a gamification intervention in geometry at elementary level, based upon Huang and Soman (Gamification of education. Research report series: behavioural economics in action, 29. Rothman School of Management, University of Toronto, Toronto, 2013) model. We describe how insights from various sources helped us to refine an intervention previously used in one school. The design focuses on gamifying the tangram, an unplugged resource, through incorporating game-based elements of leader boards, points/stars and challenge levels to motivate young learners individually and in teams. Cognitive and motivational scaffolding undergird five challenge levels to bring affordances to self and social elements for learner participation in increasingly complex geometry tasks. There are limited theoretical models to guide educational researchers, especially ones that do not require digital resources. This paper presents our insights and recommendations to support scaffolded learning in student-centred gamified learning environments.

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