Social Networking

1. Twitter
What is Twitter?
Twitter is a microblogging platform that allows users to share Tweets, up to 140-character messages,
with other Twitter users around the world. Beyond text, Tweets can contain pictures, images, video and
links. Twitter users can engage in conversations with other Twitter users by tagging other users in their
Tweets, Retweeting (sharing and commenting on other users Tweets) or tagging their Tweets with
noting the topic of or subject of their message. With Twitter being accessible through both home and
mobile devices, it is accessible almost anywhere at any time (Twitter Help Center, 2014).
Video Overview
Check out the following video from Al Jazeera Unplugged 101 for more information on what Twitter is
and how it is used.
http://youtu.be/ygoqGfLBqFs
Twitter Usage Statistics (Twitter, 2014)
· 284 million monthly active users
· 500 million Tweets active users are on mobile
· 80% of Twitter active users are on mobile
· 77% of accounts are outside the U.S.
· Twitter supports 35+ languages
· Vine: More than 40 million users
Why Twitter in Education?
Crawford & Cook (20XX) conclude through their evaluation of Distance Learning tools and development
models surrounding these tools, that a primary need at this time is focus on social communities (p. 184).
Social communities create the, “social fabric of learning, because they encourage a willingness to share
ideas, expose one’s ignorance, ask difficult questions, and listen carefully” (p. 184). Social communities
are transformed into learning communities.
Educators have a number of web tools at their disposal to engage and create learning communities.
This could include institutional adopted tools like learning management system and email clients. There
are also a number of social media tools that are already being used by a large portion of the population.
This includes Facebook, YouTube, Linked In, Google + and Tumblr. Twitter is also a very popular social
media tool.

2. With 284 million monthly active users worldwide, Twitter is a hub for sharing and discussion regarding a
number of issues. It is also accessible from almost any computing platform; 500 million Twitter users
are accessing the site from a mobile device (Twitter, 2014). Additionally, Twitter is free. Anyone can
create an account in minutes. Twitter’s accessibility makes it an excellent option in facilitating or
supporting online learning communities in education.
Integration Ideas
Hirst (2011) outlines a few ways that Business/Economics teachers can use Twitter to engage students
outside the classroom:
· “Follow - Business Education is well placed for the organizations and individuals who can be
'followed' for the information they may impart. For example, Stephanie Flanders and Robert
Peston are two leading BBC journalists who use Twitter to post their observations and insights.
The World Economic Forum (@davos) and the Confederation of British Industry (@CBI_press)
do likewise. The list of potential groups and individuals that a department may choose to follow
is virtually unlimited.
· Inform - post information for students, such as reminders about homework or examinations.
This is useful on a day-to-day basis and also in times of disruption, such as that caused by the
snow which fell towards the end of 2010. Students were informed and reminded of what they
needed to do during this disruption by virtue of the School's Twitter account.
· End of lesson plenary- this does not involve using Twitter itself. However, asking students to
write a 'tweet' of a maximum 140 characters summarizing what they have learned in the lesson
can be an effective plenary and requires students to think about and record what they have
learned. Importantly, this should not involve students writing what they have done in the
lesson. This task is all about what has been learned. Listening to a selection can be informative
and illuminating for the teacher” (pp. 26-27).
To transform the above noted strategies into true social learning opportunities instructors would want
to encourage and/or require students to respond and support each other’s Tweets. For instance,
instructors might require that students Retweet things they read from business and industry experts
they follow. Instructors could also create group discussion assignments around these Retweets that are
held through Twitter. When posting about assignments and assessments, instructors could invite
students to discuss their concerns and thoughts with their classmates using hashtags and Retweets.

3. References
Crawford, C. M., & Cook, R. G. (2008). Creating and sustaining communities of learning within distance
learning environments: Focusing upon making connections, creating communities of learners,
and responsibilities. International Journal of Learning, 15(2), 179-193. Retrieved from
http://web.b.ebscohost.com.contentproxy.phoenix.edu/ehost/pdfviewer/pdfviewer?
sid=057e3700-1560-4a4b-80b3-a953878428ee%40sessionmgr113&vid=1&hid=106
Hirst, K. (2011). Twitter and its role in business education. Teaching Business & Economics, 15(3), 26-27.
Retrieved from
http://search.proquest.com.ezproxy.apollolibrary.com/docview/917540195/fulltext?
accountid=458
Twitter. (2014). About. Retrieved from https://about.twitter.com/company
Twitter Help Center. (2014). Getting started with Twitter. Retrieved from
https://support.twitter.com/articles/215585-getting-started-with-twitter#