The current literature suggest microblogging enables interactions between audiences around the world, creates a commonplace for discussion, as well as a platform to share resources. Microblogging in the elementary classroom can be successful when these applications are used correctly.

1. TWITTER IN THE
CLASSROOM
Pressly Smith
EDU 6307
Mini-Report

2. LITERATURE REVIEW Tweeting for
Learning

3. TWEETING FOR LEARNING: A CRITICAL
ANALYSIS OF RESEARCH ON
MICROBLOGGING IN EDUCATION
One educational application that stems from microblogging is
creating a social learning experience, which support Vygotsky’s Social
Constructivist Theory (Vygotsky, Lev, 1978). Microblogging or Twitter
engages students experience by using an active learning platform. .
Overall it is a great tool for students to stay current and active in their
learning journey (Gao, Luo, & Zhang, 2012).

4. MIE (MICROBLOGGING IN
EDUCATION)
Pros
Promotes collaborative virtual
learning environment
Encourages reflective thinking
Increases participation and
engagement
Encourages conciseness and
brevity with a 140 character limit
Free
Cons
Minimal research on K-12
settings
Unfamiliar with platform
Information overload
Limited access

5. CLASSROOM IDEAS
These
examples are
for an
elementary
classroom.

6. TERMS 101
Handle
 Same thing as a username; fewer than 15
characters; unique to each account
Tweet
 An update of 140 characters posted to your
Twitter account; public message
Follow
 Subscribe to somebody’s messages
# - Hashtag
 Tags used to organize posts or create trends
@ - Reply/Mention
 Signifies the tweet is targeted towards a particular
user
RT – Retweet
 Repost a message you find valuable and gives user
credit for tweet

7. ENGLISH LANGUAGE
ARTS LESSON
1. Introduce Twitter Procedures to class
• This may include usage class hashtag,
appropriate tweets, and Twitter terminology
2. Assign characters from the book to
each student
• You could put students in pairs or assign
more than one person a character to see
different perspectives
• You could also assign different elements of
the story – plot, setting, theme, etc.
3. Have students tweet summary of book
from character point of view
1. Depending on student age either have them
tweet to his/her account or have them
complete the paper tweet
2. If paper tweet is used, teacher can randomly
select a few to tweet on class account

8. EXTENSION ACTIVITIES
Student Research
 Choice topics
 Experts in field of interest
 Current Events
Get Involved
 Communicate with local news authorities
 Engage local business owners
 Connect with classrooms around the world
Create a Classroom Community
 Post classroom or assignment updates
 Have a class job be the daily tweeter
 Promote community events
 Share additional resources

9. EDUCATIONAL TRENDS
Trends/Chats
#edtech
#edchat
#elemchat
#gtchat
Experts/Authorities
@edutopia
@sirkenrobinson
@khanacademy
@DiscoveryEd

10. QUESTIONS
1. In your opinion, is it important to use technology in the classroom
or is it not important to use technology into the classroom?
2. Do you feel Twitter is an appropriate educational tool to use in
elementary classrooms? Please include examples of how you would
incorporate Twitter in your classroom. If you do not feel Twitter is
an appropriate educational tool than please explain why and
provide some alternatives.
3. Have you ever considered using Twitter as an enrichment or
extension activity for gifted learners in the classroom? Explain
some potential pros and cons to using this type of activity.

11. RESOURCES
Gao, F., Luo, T., & Zhang, K. (2012). Tweeting for learning: A critical
analysis of research on microblogging in education published in
2008-2011. British Journal of Educational Technology, 43(5), 783–
801. http://doi.org/10.1111/j.1467-8535.2012.01357.x
Sloan, Dani. (2014). How to Use Twitter in the Classroom [YouTube].
Retrieved from https://www.youtube.com/watch?v=XsSuJza3tv4
Vygotsky, Lev. (1978). Mind in Society: The Development of Higher
Psychological Processes. President and Fellows of Harvard College.