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Social networking platforms such as Facebook have infiltrated the lives of many students, and as such it is natural to consider how they can be effectively used to enhance learning. This chapter provides a comprehensive review of social networking in education from a design perspective. Social networking is defined based on Boyd & Ellison’s seminal definition of connected profiles, and is distinguished from social media for the purposes of investigation. Facebook, Edmodo, and other social networking platforms are briefly described, before summarizing the wide variety of social networking usage reported in the research literature. The various benefits of social networking in education are distilled from the literature, including their capacity to facilitate community building, collaboration, reflection, and expedient access to learning. Issues surrounding the educational use of social networking are also organized into themes, for instance privacy concerns, distraction, cyber-safety, and technical constraints. The implications of findings from the social networking literature are synthesized into learning design and implementation recommendations. The chapter concludes with a discussion of open questions and areas for further investigation.

Purpose – To explicate how to design a digital internship that encourages both the teacher candidate and the K-12 student to participate in problem-based learning. Framed by the theories of academic motivation and new literacies, this chapter presents templates to demonstrate how a digital internship can be designed that results in the learning goals of both the students and the teacher candidates being met.

Design – Digital internships provide teacher candidates with the opportunity to teach K-12 students online, observe licensed teachers design and employ lessons, and analyze this pedagogical learning space, yet education preparation programs (EPPs) fail to harness this rich learning experience. This chapter makes a case for why EPPs benefit from participating in digital internships, how they can become involved, and results from this learning experience.

Findings – Findings from digital internship research studies indicate that despite frustrations, online mentoring opportunities give teacher candidates a chance to reflect on the work needed to create relationships necessary to instruct effectively. Through them, candidates can also develop dispositions of new literacies and bridge theory and practice in EPPs. Furthermore, digital internships may serve to empower teacher candidates and support them in being successful in teacher preparation coursework.

Practical Implications – Digital internships contribute to best practices in teaching digital literacies by providing examples of how EPPs can design curriculum that situates teacher candidates to observe pedagogy in online environments. These internships provide candidates the opportunity to mentor K-12 students in these spaces and provide teacher candidates time to process how they can best motivate students and give specific feedback to encourage learning. Furthermore, digital internships can include primary resources to enrich units of instruction across content areas and grade levels.

Whom should we consider a moral saint or exemplar? This chapter looks at the relationship between the virtue of courage and the concept of a moral saint in an organisational context, apart from war and religion. It seeks to show that careful consideration of the nature of saints and heroes and of the response of the wider population to them will help us to understand the purpose of moral exemplars and the impact they can have on our lives. Thomas Carlyle’s description of the changing relationship between people and hero since the time of the ancient Greek and Scandinavian gods provides a central core for the analysis.

Excessive teacher entitlement results from interactions between and among social, institutional and individual elements. This study retrieves small entitlement stories of two teachers and one school principal from an online elementary teacher community in China. Through burrowing into the narrative data, this study presents how the three participants' selves are revealed in their interactions with different community members. The multi-layered relationships between entitlement, reflection, unknown self, personal/professional experiences, and teacher community are discussed. This study provides insights into how administrators, teachers and other educators can collaborate to foster teachers' self-understanding, with the purpose of ameliorating excessive teacher entitlement.

This case involves a traditional coffee shop that is family-owned and was experiencing problems with succession planning. The family business was started by the grandparents, who later named their son to run it. The third generation is now preparing to take over. The case serves as an example of family disputes, especially those involving siblings, are the most destructive to the peace of the family and can endanger the survival of the business. The case also illustrates a crucial stage for a family business which might lead to conflict when the founders hand authority over to the following generation. Lastly, the case also demonstrates that owners must carefully plan for succession in order to ensure that the administration of the business is in capable hands when they retire. The success of businesses depends on succession planning, particularly if the business wants to ensure that its performance will either stay the same or improve.

This chapter stems from the need to focus on the inherent interplay of faculty and student engagement while studying the impact of social media in higher education teaching and learning. The discussion is specifically concerned with the role and affordances of microblogging in the rethinking of the teacher/student relationship and in blurring the boundaries of academic contexts. The chapter examines an early experimentation of Twitter use to foster and monitor participation by the master students enrolled in a Human Resources Management class in an Italian university. The pilot is discussed referring to lessons learned from a range of accounted empirical cases and relevant studies on microblogging for teaching and learning in academia. A special focus addresses both a revised notion of academic scholarship and engagement, prompted by emergent profiles of networked faculty, and debates about the multiple ways of conceptualizing student engagement in the current academic cultures and contexts, being challenged by an increasingly complex digital landscape and by a varied typology of learners coming to university. As conclusion, issues related to the range of alignments to be taken into account when adopting social networking services in a higher education context are suggested as cues for an ongoing discussion.