19) as “investment in social relations with expected returns in the marketplace.”
Although not physically present, there is still a need for proximity (Boden & Molotch, 1994 Urry, 2002) and building social capital, defined by Lin ( 2001, p. Participants can interact on the move) and from moment to moment). It has enabled users to form social networks which transcend boundaries of space and time, and which “provide sociability, support, information, a sense of belonging and social identity” (Wellman, 2001, p.
Mobile communication technology in the twenty-first century has become for many an essential aspect of everyday life, transforming social relationships and interactions (Ellison & Boyd, 2013 Katz & Aakhus, 2002). Overall, the findings from this research study suggest that although the concept of a community of practice is problematic, the WhatsApp practice positively shaped the experiences of the trainee teachers on their programme. It also examines the socio-technical interaction between the trainee teachers and the relationship between the mobile messaging application and other communicative practices. With reference to Shove et al., (The dynamics of social practice: Everyday life and how it changes, 2012) three element social practice model and Wenger (Communities of Practice: learning, meaning and identity, 1998) community of practice framework, this “insider” research study analyses the norms, behaviours and attitudes of users of a mobile messaging service over a two-year higher education teacher training programme.
It has transformed how people interact and is widely adopted by social networks to facilitate communication, support engagement and build collaboration. Mobile technology has become for many an essential aspect of everyday life.
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