Using Twitter to Teach, Part Two: It’s right for me, is it right for my class?

01 Nov Using Twitter to Teach, Part Two: It’s right for me, is it right for my class?

This post is part two of my blog series: Using Twitter to Teach.

I have pondered for the past week or so how I would approach this series moving forward. Given that the title suggests that I am going to discuss teaching with twitter, I certainly want to cover that topic in detail.

However, I feel compelled to first state that any decisions you make to implement instructional tools in your course, technology-related or not, should be driven by careful observations, relevant data, and a cost-benefit analysis. Do not allow your campus techno-nerds (of course, I only consider myself half techno-nerd) to persuade you to use the latest and greatest instructional tool because it is “cool.” Due diligence will ensure that you implement tools that will enhance student learning.

The decision to use a technology such as Twitter in your course should be a multistep process. You should at the very least attempt to answer these 3 questions before implementing new technology in your classroom:

• Am I comfortable and knowledgeable enough to use this technology in the classroom?
• Are my students comfortable and/or capable enough to learn this technology for effective use in the classroom?
• How will I use this technology to help me achieve my instructional goals?

For part one of this series, I identified my Twitter evolution.  I now consider myself an avid Twitter user and would be comfortable and knowledgeable enough to use it in the classroom. Determine whether you have the experience to teach students how to use Twitter effectively.

Next, informally survey your students to determine their comfort and capabilities with it. Please note that it is more important that you gauge their capacity to quickly learn the technology in the manner that you plan to use it as opposed to determining if they are twitter experts. Your students’ ability to use the technology as you plan to use it may also help you decide what role it should play, if any at all.

Another important determining factor for using any instructional tool is to understand how it will help you achieve your instructional goals. Twitter, like any instructional technology, is a tool that promotes learning but it will not teach your students what you want them to learn without your guidance. Develop a plan for using Twitter. Start with identifying the student learning outcomes you want to address. Include any competencies you want your students to develop (e.g. research skills, writing skills, social or networking skills). If you are an expert Twitter user, leverage how you use it personally or professionally to help you meet those instructional goals.

Twitter can be a powerful information source, a communication channel, and a personal and professional networking tool. However, you should not feel pressured to use it for the sake of using it. If you determine that your students lack the technical knowledge to use twitter effectively within an acceptable timeframe, limit its use until you can build their confidence with it. Only you as the instructor can determine whether the educational benefit outweighs the logistics or learning curve.

Twitter feed from an actual class – via Flickr user biverson