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  • Blocked in China
  • Learners found it relevant to real-life language use and that it fostered a strong sense of community in which they were willing to participate.Their active participation via Twitter confirms the claims of Salaberry (2001) and Sotillo (2006)—computer-mediated communication increases levels of interactivity & fosters community building.Group membership, as Donath and boyd (2004) remind us, has the profound effect on the way people work, the opportunities they have, and the structure of their daily life and it benefits the members if there is valuable information or opportunities to be shared between them. With more frequent tweeting, students felt more comfortable and they became more confident about communicating in Italian. Some students remarked that the tweets improved their writing in Italian in terms of grammar and vocabulary—they acknowledged that the replies of the teacher/research also benefitted their learning—, as well as contributed to their knowledge of Italian culture.Twitter provided a context for the informal negotiation of meaning, an important component in the language acquisition process that is well documented for other forms of CMC (Pellettieri, 2000; Tudini, 2003).This interaction, which has them negotiate meaning in a rich, learner-centered community, also provides opportunities for unforeseen exchanges in terms what is being said (given the generative nature of the tweets), how it is said (in view of the message size constraint) and by whom it is being said (considering the number of members in the community).
  • Wiziq

    1. 1. 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
    2. 2. http://www.time.com/time/business/article/0,8599,1902604,00.html
    3. 3. Many have criticised tweets to be “banalities” and “mindless”
    4. 4. 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
    5. 5. Tweets in Education • Tweets are – self-perpetuating – generative – authentic • Tweeps / Twitterers (users) – interpret input – produce output – engage in conversations
    6. 6. 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/
    7. 7. 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
    8. 8. 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)
    9. 9. 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 2 9 8 0 3 3 11 2 Did not like it Neutral Liked it Loved it Opinion after 14 weeks Initial impression
    10. 10. 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
    11. 11. 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.
    12. 12. 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
    13. 13. Managing Multiple Identities
    14. 14. Community-building: Crowd Status
    15. 15. 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
    16. 16. Learn10.com
    17. 17. Some Great Ideas! http://www.slideshare.net/travelinlibrarian/twenty-five-interesting-ways-to-use-tw
    18. 18. The Teacher’s PLN • A Personal Learning Network is essential to implementing Web 2.0 technologies to teaching
    19. 19. Real-time Searches on Twitter http://search.twitter.com/