What is TWITTER?
• Created in 2006, it’s a micro-blogging social media tool
that provides real time information from real people.
• Profile: Twitter page displaying information about a
user, as well as all the tweets they have posted.
• Tweets: messages of up to 140 characters.
• Followers: people who subscribe to/receive your
tweets; updates appear on twitter feed.
• Lists: curated groups of Twitter users; used to tie
specific individuals to a group or topic.
• Hashtags: a word prefixed by a “pound sign” (#) to
mark keywords or topics in a tweet.
Teaching with TWITTER
Twitter Adoption Matrix by Mark Sample, 2010.
• Do I have to follow all of my students in order to
teach with Twitter?
• How often should I require my students to tweet?
• What should my students tweet about?
• How do I monitor who tweets what and how
• How much of an investment of time will Twitter
require (account set-up, tweeting, archiving,
STUDENTS: Are we being graded on this?
USING TWITTER IN CLA COURSES
• CLA101: Introduction to Classical Civilization (200)
• CLA201: Greek & Latin in Scientific Terminology (100)
• CLA204: Introduction to Classical Mythology (250)
• CLA231: Introduction to Roman History (120)
• CLA237: Introduction to Greek Culture & Society (100)
(varying degrees of success and engagement)
TWITTER: MAKING IT COUNT
1) Participation (10% of overall mark);
• Classes will combine both formal lectures as well as
tutorial-style discussion; as such, there will be ample
opportunity for students to raise questions and engage
dialogue. This will involve and require active
participation from all members of the group in terms of
preparatory reading, general questions and close
textual and/or visual analysis. Students will be asked to
complete a variety of activities to account for
attendance and participation, both in class and via
Blackboard Discussion Board and/or Twitter.
TWITTER: THE 5Ws
• Who’s on it? Who can I follow?
• What is it? What can it do for me?
• Where can I find others?
• When do I use it? When should I tweet?
• Why use it? Why use it in the classroom?
You might also want to follow:
@UTMstudentlife @UTMlibrary @UofTMississaugaSU @UTMBookstore
@UTMRegistrar @UTMHelpdesk @TheMediumUTM @utmONE
@rezTWEET (UTM Residence) @UTMTV (online television) @utmHCC
@UTMHS (Historical Studies)
Teaching & Learning
You can follow me @DrLisaTrentin
Please JOIN the CLA201-2013 LIST for fellow course twitterati
Use the hashtag #CLA201 for all course-related tweets
Acceptable use of Twitter for this course:
Share questions with your peers relating to
class lectures, readings, quizzes, etc.
Post news and interesting information
related to topics in the course
Sum up the most valuable lesson of the
lecture – answer specific questions posed
Find and follow experts in the field of
Classics, Archaeology, History and many other
FYI – Important!
• It is a serious academic
offense for students to
post threatening or
• Separate personal tweets
from course-related tweets
by using LISTS and
ENGAGING WITH THE DISCIPLINE
• Find a scholar in:
– a) the field of Classics (or Archaeology or Art
History or History) AND
– b) your major field of interest.
• Follow this scholar throughout the term to see
what kinds of things s/he tweets
• End of term we will evaluate the “value” of
ENGAGING WITH THE COURSE
• Follow the instructor to receive important
information on: course announcements,
assignment deadlines, lecture updates, tweets
of interest from the wider Classics community.
• Tweet according to course related
requirements: reflective thinking, further
thoughts, quizzes, exam, etc.
The photo below was taken at St. Joseph’s Hospital in
Toronto. Examine the photo.
Choose one word, subdivide so as to show prefixes,
BASES, suffixes and combining vowels.
Give the etymological definition of the word.
If the actual meaning differs, give that as well.
HOMEWORK (TWITTER OR BB)
ENGAGING WITH EACH OTHER
• Follow the course Twitter list to connect with
students outside of class: obtain notes,
arrange study groups, review course material,
• Follow one another: networking
opportunities, shared communication, etc.
• It gives me a voice when I can’t/don’t want to
participate in class.
• I can connect with other students in the class.
• I don’t use Twitter because it’s intimidating. But I like
that the Twitter feed is on Blackboard so I can see what
kinds of things others tweet. I would maybe use it if it
was required in other courses.
• I don’t like Twitter. Not enough space to write what I
need. I use Blackboard instead.
• Twitter is good. Gets to the point. Don’t have to write
so much (unnecessarily) as on BB.
• Never used it in classes but I think it works.
KEEPING TRACK OF TWEETS
• Create a permanent Twitter archive: monitor
who is tweeting what, when and how often.
• Most apps are free and can export archive into
Excel or Office spreadsheets.
• Try: HootSuite Archives; Tweet Archivist;
TweetDoc; Twitter Archive Google
Beyond the Classroom:
Why Should You Use TWITTER?
make and maintain connections with others in
find out about interesting projects and
crowdsource questions and technical
It’s the LinkedIn, Academia.edu of social
• Lehmann, K. and Chamberlin, L. 2011. “Twitter in Higher
Education,” pp. 375-391 in C. Wankel, ed. Educating Educators with
Social Media. Emerald Group Publishing.
• Tyma, A. 2011. “Connecting with what is out there! Using Twitter in
the large lecture,” Communication Teacher 25.3: 175-181.
• Young, J. 2010. “Teaching with Twitter: not for the faint of heart,” in
Education Digest: Essential Readings Condensed for Quick Review.
• Wright, N. 2010. “Twittering in teacher education: reflecting on
practicum experiences,” The Journal of Open, Distance and e-
Learning 25.3: 259-265.
• There are also a slew of online resources under the blog
“ProfHacker” from The Chronicle of Higher Education.