Social media has been shown to be an efficient way to engage in networked participatory scholarship (NPS), which is defined as the use of online social networks to share and further develop scholarship. As leaders in the field, educational technology scholars should be at the forefront of this practice. We used social network analysis (SNA) to examine the structure and characteristics of the #TPACK Twitter network and to determine whether and how the users were engaging in value-added NPS. Our findings revealed that the #TPACK Twitter network was loosely organized, and users were not very well connected outside of their clusters. Our findings also revealed that #TPACK tweets largely did not represent value-added NPS. The majority of posts lacked useful context, were limited to merely sharing links to resources and did not establish meaningful interactions among users. The implications of this study provide a new direction for educational technology researchers and PK-12 practitioners to approach social media from a value-added standpoint and to apply value-added NPS to improve their use of social media to advance research, enhance professional learning and forge closer ties between researchers and practitioners.