Art educators on Twitter: how can diffraction trouble and stimulate virtual intra-active process in art practice and education?

Virtual engagement and communication infiltrates perception and learning and has wide-ranging implications for educator use. This article introduces a study of art educator communication on the social media system Twitter to support thinking with virtuality in art practice and art education. Virtual, transmissive processes have been considered by creating artwork and analysing data using a diffractive lens. Diffraction is defined by referring to Barad's (2007) conceptual model of light penetrating, bouncing off, and illuminating matter. I explore my synergistic relationship with virtuality by thinking with, through and around data to challenge how art educators might make use of virtuality in art education.