Abstract
Art educator engagement with social media systems (SMS) oscillates practice in and out of virtual and physical planes and it is important to examine how and why this is done, including the potential connections and associated problems. In 2014, I established a research site on Twitter and spent six months studying the interactions of art educators. Together with my participation in the study, I found that thinking with virtuality encouraged diverse and experimental ways of conceptualising positions on artistic virtual communication. As virtuality is a constantly moving and changing concept, this thesis poses challenges for art education, art educators and art students.
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