Teaching with Twitter: Not for the Faint of Heart
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| Title: | Teaching with Twitter: Not for the Faint of Heart |
|---|---|
| Language: | English |
| Authors: | Young, Jeffrey R. |
| Source: | Education Digest: Essential Readings Condensed for Quick Review. Mar 2010 75(7):9-12. |
| Availability: | Prakken Publications. 832 Phoenix Drive, P.O. Box 8623, Ann Arbor, MI 48108. Tel: 734-975-2800; Fax: 734-975-2787; Web site: http://www.eddigest.com/ |
| Peer Reviewed: | N |
| Physical Description: | |
| Page Count: | 4 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teaching Methods, Technology Uses in Education, Higher Education, College Faculty, College Students, Electronic Publishing, Web Sites, Social Networks, Classroom Techniques |
| ISSN: | 0013-127X |
| Abstract: | Asking 250 students to post questions on Twitter during a class doesn't risk life or limb. But it can cause ego damage if students get disorderly online. Opening up a Twitter-powered channel in class--which professors at other universities are experimenting with as well--alters classroom power dynamics and signals to students that they're in control. Fans of the approach applaud technology that promises to change professors' role from "sage on the stage" to "guide on the side." Those phrases are familiar to education reformers, who have long argued that education must be more interactive to hold the interest of today's students. The unanswered question, though, is whether that theory can work in practice. That uncertainty actually excites daredevil professors attempting this teaching trick. Many colleagues are watching such experiments with a mix of curiosity and disbelief to see how the professors land. The experiments went pretty well (no real disasters), but setting up a back channel is not for every professor, or every course. Students seem to love the chance to make their voices heard in class without having to actually speak. Instructors in the classroom, however, really have to teach toward their personalities because some say this would make them uncomfortable. |
| Abstractor: | ERIC |
| Entry Date: | 2010 |
| Access URL: | https://www.eddigest.com/index.php |
| Accession Number: | EJ873650 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
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| Items | – Name: Title Label: Title Group: Ti Data: Teaching with Twitter: Not for the Faint of Heart – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Young%2C+Jeffrey+R%2E%22">Young, Jeffrey R.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Education+Digest%3A+Essential+Readings+Condensed+for+Quick+Review%22"><i>Education Digest: Essential Readings Condensed for Quick Review</i></searchLink>. Mar 2010 75(7):9-12. – Name: Avail Label: Availability Group: Avail Data: Prakken Publications. 832 Phoenix Drive, P.O. Box 8623, Ann Arbor, MI 48108. Tel: 734-975-2800; Fax: 734-975-2787; Web site: http://www.eddigest.com/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: PhysDesc Label: Physical Description Group: PhysDesc Data: PDF – Name: Pages Label: Page Count Group: Src Data: 4 – Name: DatePubCY Label: Publication Date Group: Date Data: 2010 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Publishing%22">Electronic Publishing</searchLink><br /><searchLink fieldCode="DE" term="%22Web+Sites%22">Web Sites</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Networks%22">Social Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 0013-127X – Name: Abstract Label: Abstract Group: Ab Data: Asking 250 students to post questions on Twitter during a class doesn't risk life or limb. But it can cause ego damage if students get disorderly online. Opening up a Twitter-powered channel in class--which professors at other universities are experimenting with as well--alters classroom power dynamics and signals to students that they're in control. Fans of the approach applaud technology that promises to change professors' role from "sage on the stage" to "guide on the side." Those phrases are familiar to education reformers, who have long argued that education must be more interactive to hold the interest of today's students. The unanswered question, though, is whether that theory can work in practice. That uncertainty actually excites daredevil professors attempting this teaching trick. Many colleagues are watching such experiments with a mix of curiosity and disbelief to see how the professors land. The experiments went pretty well (no real disasters), but setting up a back channel is not for every professor, or every course. Students seem to love the chance to make their voices heard in class without having to actually speak. Instructors in the classroom, however, really have to teach toward their personalities because some say this would make them uncomfortable. – Name: AbstractInfo Label: Abstractor Group: Ab Data: ERIC – Name: DateEntry Label: Entry Date Group: Date Data: 2010 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://www.eddigest.com/index.php" linkWindow="_blank">http://www.eddigest.com/index.php</link> – Name: AN Label: Accession Number Group: ID Data: EJ873650 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 4 StartPage: 9 Subjects: – SubjectFull: Teaching Methods Type: general – SubjectFull: Technology Uses in Education Type: general – SubjectFull: Higher Education Type: general – SubjectFull: College Faculty Type: general – SubjectFull: College Students Type: general – SubjectFull: Electronic Publishing Type: general – SubjectFull: Web Sites Type: general – SubjectFull: Social Networks Type: general – SubjectFull: Classroom Techniques Type: general Titles: – TitleFull: Teaching with Twitter: Not for the Faint of Heart Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Young, Jeffrey R. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Type: published Y: 2010 Identifiers: – Type: issn-print Value: 0013-127X Numbering: – Type: volume Value: 75 – Type: issue Value: 7 Titles: – TitleFull: Education Digest: Essential Readings Condensed for Quick Review Type: main |
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