Accidentally Learning: How TeacherTok and TeacherGram Pulled Me In

I downloaded TikTok out of boredom and a desire for a few laughs. I wasn’t looking for teaching tips; I just wanted to decompress. But one night, after falling down the inevitable scroll spiral, I landed on a short clip from a professor breaking down a clever science demonstration about atmospheric pressure. She broke a ruler in half, only using the air pressure above a newspaper. I watched it three times. Then I saved it. Then I found myself clicking through her other posts. Suddenly, I wasn’t just scrolling for fun. I was accidentally learning.

For a long time, I never thought of social media as a space for professional growth. My perception of platforms like Instagram and TikTok did not include meaningful pedagogical discussion. But something about the rawness and relatability of TeacherTok pulled me in. I started seeing posts about burnout that made me feel seen, strategies that I could try the very next day, and even templates that other teachers were sharing for free. These weren’t polished PD presentations. They were short and authentic lived experiences. In many ways, they felt more relevant than a lot of the formal training I’ve received. Hearing personal accounts of teachers who made career shifts had me considering my options. If it wasn't for some of these posts, I may not have decided to try something new and pursue my master's in ISLT. 

This shift reminds me of what we’ve been reading about in this course: the idea that learning in Web 2.0 spaces is shaped not just by institutions, but by networks. I didn’t join TikTok or Instagram to be a student. But the nature of social media, especially in the Web 2.0 era, means that learning can happen whether you’re seeking it or not. These spaces are built for interaction, remixing, and collaboration. I’m not just watching videos. I’m saving them, sending them to colleagues, and adapting the ideas for my own classroom. In Bruns’ terms, I’ve moved from being a passive consumer to something closer to a “produser,” even if I’m not posting my own content (yet), I’m participating in the flow of knowledge and information that’s being shared, re-shared, and implemented.

What surprises me most is how much these networks have impacted not just what I teach, but how I feel about teaching. When I come across a reel of a teacher making light of a tough day, or a comment section full of solidarity and shared frustration, it reminds me that I’m not alone. These micro-moments of connection definitely don't replace my in-person community of fellow teachers, but they offer a kind of extended networked support that I’ve come to value deeply.

For now, I’m still more of a watcher than a sharer. But I have realized that scrolling doesn’t have to be mindless. With the right content and connections, it can be one of the most unexpected places to grow.