Twitter and Teachers: A Mini Workshop : Twitter and Teachers: A Mini Workshop Enza Antenos-Conforti
Dept. Spanish/Italian
Montclair State University, NJ
Follow me: @iVenus Image credit: http://www.distance-education.org/Articles/Top-75-College-Education-Tweets-133.html
Slide 2 : http://www.time.com/time/business/article/0,8599,1902604,00.html
Slide 3 : Many have criticised tweets to be “banalities” and “mindless”
What We Tweet : What We Tweet Tweets are a source of information; people in certain places, at certain events, sharing at a global level *GFW-great fire wall
Slide 5 :
Tweets in Education : Tweets in Education Tweets are
self-perpetuating
generative
authentic
Tweeps / Twitterers (users)
interpret input
produce output
engage in conversations
An Educational Networking Tool : An Educational Networking Tool Class chatter
Classroom community
Get a sense of the World
Track a Word
Track a Conference
Instant Feedback Follow a Professional
Follow a Famous Person
Grammar
Rule Based Writing
Maximizing the Teaching Moment
Public Note Pad
Writing Assignment Source: AcademHack
www.outsidethetext.com/home/2008/twitter-for-academia/
Italian Students & Twitter : Italian Students & Twitter Twitterers can:
be engaged in either synchronous or asynchronous modes of communication implementing the same Web 2.0 tool
use and interact with individuals or community members in the L2; and
participate in the virtual classroom and in the L2 culture The full study is available in the 2009 Calico Monograph Series
The Next Generation: Social Networking and Online Collaboration in Foreign Language Learning
Editors, Lara Lomicka and Gillian Lord. ISSN:1085-2999
Twitter as Individual & Community : Twitter as Individual & Community Twitterers can:
micro-blog about what they are doing (learner written output)
read what others are doing (learner’s comprehensible input)
communicate directly with someone they are following (negotiation of meaning)
The findings: Social media : The findings: Social media Before this course
89% reported visiting at least one social media website regularly
76% visited three or more different social media platforms
Only 1 student was already micro-blogging
The findings: Distribution of tweets : The findings: Distribution of tweets Of tweets posted, one was expected to be a reply (i.e., to engage others in dialogue)
60% of tweeted replies were to students
25% were to the professor
14% were to native Italians
Students’ Reflections : Students’ Reflections Twitter can transform social networking to educational networking.
Twitter helped reduce affective filters.
Learners stated that twittering had them asking for more information and allowed them to clarify using the L2.
Teaching with Twitter : Teaching with Twitter Create a Twitter handle for academic use only
Use class time to have students create their handle, follow classmates and tweet for the first time
Prompt them initially to have them feel comfortable with Tweeting
Develop your best practices for course objectives
Managing Multiple Identities : Managing Multiple Identities
Community-building: Crowd Status : Community-building: Crowd Status
In & Outside of the Classroom : In & Outside of the Classroom BEYOND
Have them talk about themselves (recycle grammar and vocabulary)
Have them investigate topics related to syllabi content
Have them investigate language use (vocabulary building) IN
Have them brainstorm ideas and post them
Get instant feedback on topics using it as poll device using hashtags
Allow them to ask questions and get feedback instantaneously from a larger language community
Learn10.com : Learn10.com
Some Great Ideas! : Some Great Ideas! http://www.slideshare.net/travelinlibrarian/twenty-five-interesting-ways-to-use-tw
The Teacher’s PLN : The Teacher’s PLN A Personal Learning Network is essential to implementing Web 2.0 technologies to teaching
Real-time Searches on Twitter : Real-time Searches on Twitter http://search.twitter.com/