No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
“Think bigger about science”: Using Twitter for learning in the middle grades
Abstract
This article examines the use of Twitter as a learning
tool in a middle grades science classroom. Relevant research,
the direct experience of the teacher leading this unique
initiative, and the invaluable perspectives of his middle level
students are included to inform interested stakeholders.
Following a discussion of open versus closed digital environments,
a rationale for why open forms of social media, like
Twitter, can be appropriate for middle grades students is
explored. The ways in which one author integrates Twitter into
his teaching is then described before student outcomes are
explained, including the voices and perspectives of students
themselves. Finally, the challenges teachers might face in
using Twitter with students are discussed and recommendations
are offered for those considering integrating social
media into their pedagogy.
free e-print: http://www.tandfonline.com/eprint/3fSTv4xwnDkinRg3pxWA/full
... For instance, Dindler et al. (2020) aimed at enabling informed decisions about the role of technology in the students' everyday lives by providing them with the means to actively engage in building their future. These elements are also observed in Becker and Bishop (2016), where the social network Twitter is used as a means to forge critical thinking skills in digital communication. For Felt et al. (2012), the development of social and cultural skills in digital environments is designed to foster a sense of civic responsibility and the development of collective intelligence. ...
... This latter discipline especially is also strongly associated with DC in Dindler et al. (2020). Becker and Bishop (2016) describe the integration of Twitter in 80-min science lessons as a new way to learn and talk about science. Tapingkae et al. (2020) compare two approaches to develop DC in science education during four 40-min classes. ...
... By contrast, older students seem to be more often engaged in digital tasks (e.g., Meabon Bartow, 2014) in which content creation and dissemination (e.g., Felt et al., 2012) as well as digital problem-solving (e.g., Chou et al., 2012) are essential. From this perspective, the definitions of DC in these studies concern the development of safe, responsible, and structured daily online habits (Becker and Bishop, 2016;Chou et al., 2012;Tapingkae et al., 2020), as well as participation in digital community projects, civic engagement (Dindler et al., 2020;Felt et al., 2012;Meabon Bartow, 2014), and the respect of one's rights and duties (Downes et al., 2016;Dooley et al., 2016;Gutierrez de Blume et al., 2016). However, this proposed distinction requires careful analysis, as these observations are based on only a few studies that are not very distinct in terms of student age. ...
Digital citizenship (DC) has been introduced to the curriculum at Swiss primary schools, a fact that underscores the importance digital skills have for citizens of the future. Already prior to this development, an increasing number of scholarly publications on the concept appeared. In this project, a systematic literature review was conducted to identify how DC has been operationalized in teaching practices to date. The findings reveal that DC is often used as an umbrella term for technology-related learning tasks that nevertheless fail to actively engage students in practicing DC in a critical manner. In addition, older students are often asked to develop DC in project-based learning outside the school setting. While interdisciplinary approaches to DC have been proposed, disciplines such as philosophy or ecology-apparently necessary to work on citizenship-are not considered. Finally, digital tools/environments are never questioned and always imposed; as such, a critical approach to DC is not explicitly developed in the classroom. This literature review discusses the practical implications of the current state of research.
... Establishing a network for the students from which they can reach out and improve their learning experience is strongly facilitated by Twitter (Anthony & Jewell, 2017;Bledsoe, Harmeyer, & Wu, 2014;Hennessy, Kirkpatrick, Smith, & Border, 2016;Marín & Tur, 2014). As a platform, Twitter provides the space to improve their skill set, communicate with peers and teachers, think creatively, and at the same time have fun while learning (Al Harbi, 2016;Becker & Bishop, 2016;Bledsoe et al., 2014;Kassens, 2014;West, Moore, & Barry, 2015). Twitter's mixed media format (e.g. ...
... A benefit of integrating Twitter into the learning environment, especially in the classroom, is the sense of community it facilitates by supporting active collaboration and opportunities to communicate and share information inside and outside of the classroom (Becker & Bishop, 2016;Booth, 2015;Bull & Adams, 2012;Carpenter & Krutka, 2015;Lomicka & Lord, 2012). Twitter allows students to connect with each other as well as interact with instructors and professionals, which leads to the creation of social and professional support networks (Anthony & Jewell, 2017;Camiel et al., 2014;Cho & Rangel, 2017;Visser et al., 2014). ...
... Twitter also facilitated a space for students to network and share information confidently with the community (Becker & Bishop, 2016;Mysko & Delgaty, 2015;Veletsianos, 2012). A number of students further report that Twitter's hashtag feature is highly effective in building these communities, as it allows them to build connections and feel as though they belong to the community ( Bledsoe et al., 2014). ...
The use of social media across the educational landscape is on the rise. Subsequently, the body of research on this topic is vibrant and growing. In this article, we present findings from a review of 103 peer-reviewed scientific studies published over the last decade (2007–2017) that address the use of Twitter for educational purposes across formal and informal settings. The majority of the studies reported in the literature are descriptive case studies carried out with students in North American and European higher education settings. Analysis of these studies signals Twitter as a useful tool for communication due to high accessibility, novelty, and real-time format. Students, teachers, and other stakeholders use it as a pedagogical tool to gain information, interact and engage with each other, participate in their respective communities of interests, and share their insights about specific topics. Moreover, Twitter has the potential to enhance students’ learning capabilities as well as improve their motivation and engagement due to its unique features and non-traditional teaching approach. Finally, our analysis advocates for carrying out further empirical studies focusing on digital trace data and inference, particularly in the developing countries.
... Some studies have found that Twitter offers students a sense of academic community (Becker & Bishop, 2016;Grosseck & Holotescu, 2008;Junco et al., 2011;Lomicka & Lord, 2012). This academic community involves connecting and communicating with classmates, students from other departments or universities, and teachers and university members from the students' universities or beyond. ...
... While the study of Rowell et al, 2016 analysed the academic discussions and communications between academics from different universities, the studies of Becker and Bishop (2016); and Hunter and Caraway (2014) examined the communication of students amongst themselves. Hunter and Caraway (2014) indicate that students' involvement in discussions of the readings on Twitter can motivate them to read and reread the book or books being discussed so they can feel prepared to ask a question about it, present their opinions or answer someone else's query. ...
... Hunter and Caraway (2014) also found that students usually need a motivation to read, which could be offered by the Twitter discussions between peers. According to Becker and Bishop (2016), Twitter can be utilised in education in many ways. For example, the Reply feature can be used to comment on other students' tweets or to create discussions about specific topics, sharing thoughts and presenting assessments of each other's tweets. ...
This thesis explores how Saudi female university students use Twitter for educational purposes and their opinions about its educational potential. In addition, it examines how students use Twitter to present their academic identities and how Twitter affects their academic discourse. I focused on female students because I wanted to investigate how Twitter affects how they communicate with the opposite gender in general and in particular academically, and how it could help Saudi women make their voices heard in a society largely dominated by men.
This study used a qualitative methodology. The data were collected through semi- structured interviews with 15 participants from King Faisal University (KFU) and a content analysis of their Twitter posts. The data were thematically analysed using NVivo.
This study found that the students’ use of Twitter was mainly student-directed; for the most part, they did not use Twitter because teachers requested them to. Moreover, the participants used Twitter for educational purposes in two ways: to support their university studies and to support their language learning.
The study also found that the participants typically presented three components of their academic identities: They shared their academic disciplines, identified themselves as students at KFU, and used academic hashtags. While interpreting the findings of this research question, I found Goffman’s (1959) theories to be helpful for understanding how the students used Twitter to present the academic aspects of their identities. Furthermore, Goffman’s theories were also useful for interpreting the findings of the first research question.
The participants identified several ways that Twitter expanded the sphere of their academic discourse: They followed and interacted with teachers and students from their university and from other universities, reached particular audiences, and communicated with people of the opposite gender. In addition, they used Twitter to engage in several types of academic interactions. These included requesting and offering academic assistance, interactions that reinforcing academic relationships, and engaging in academic discussions. The findings showed that Saudi culture impacted how the students used Twitter and that, simultaneously, Twitter impacted Saudi culture.
Moreover, using the constructivist paradigm to study social phenomena without any predeveloped assumptions or theories revealed some interesting and unexpecting findings. An example of this is the strategies the participants used to learn a foreign language. A further example is the creative strategies they used to follow and interact with academics on Twitter.
These findings contribute to our understanding of how students use Twitter in their academic lives to support their education, to present their academic identities, and to engage in academic discourse. This research offers valuable insights into how Twitter is and can be used for formal and informal learning. The research also provides some recommendations for future studies.
... In their reflections, the students explained how using the overhead projector to display the Telegram discussions provided them the opportunity to see all the students' replies and compare their answers with others, as well as examine the variety of thoughts and views. This concurs with the SNS use identified by Becker and Bishop [29], who stated that reading others' writing, as presented with an overhead projector, helps students improve their own writing and learning through comparing their work with that in their peers' posts. Moreover, the students explained in their reflections how Telegram was useful for shy students who may feel uncomfortable engaging in traditional discussions in the lecture, as they become more active on Telegram discussions. ...
... The frequent student interactions in online activities increase their emotional closeness beyond the limited time and place during face-to-face sessions [32], [33]. Moreover, educational online interaction on SNSs offer students a sense of academic community with their classmates [29]. In this study, the students further emphasized in their reflections that employing Telegram in the course better encouraged them to become involved in collaborative learning than in traditional lectures. ...
Student interaction is a pivotal element in any educational environment. Accordingly, employing technologies to increase these educational interactions has attracted both instructors' and students' attention. This qualitative paper investigated the means of employing Telegram, a social network site (SNS), to increase students' educational interactions and explore their perceptions of using it as an interactional medium in a university course. A thematic analysis was applied to assess data collected from the posts of 77 university students in three Telegram groups created for this course and the students' reflection papers required at the end of the course. This study's findings identified several instructional activities that can be employed on Telegram to enhance students' interactions, as well as presented how students interact with their instructor and each other on Telegram. The findings also highlighted the students' perceptions of Telegram as a technology to enhance their course interactions, including the advantages and disadvantages of using Telegram in this course. Implications of this study can allow university instructors and policymakers to reconsider their teaching methods and even encourage using Telegram or similar SNSs to aid students' learning.
... Social media outlet used by students included Twitter, Facebook, MySpace, and Think.org (Becker & Bishop, 2016;Bruce, 2015;Leland, Ociepka, & Kuonen, 2012). For example, students in an article by Becker and Bishop (2015) described students' use of Twitter to support science learning. ...
... In this example, students worked together to organize a symposium presented for their school administrators to discuss some of the issues explored in class. Becker and Bishop (2016) shared the ways in which middle school students used Twitter. This media outlet provided students the opportunity to discuss and develop content-specific content, and helped students "consider the perspectives of others" (p. ...
Adolescents in the 21st century engage with popular media in a variety of ways. Adolescent students' interactions with video games, videos, social media, and other forms of popular media have become a growing topic of study among academics interested in popular media's role in in-school literacies. To complicate matters, secondary classroom teachers continue to grapple with state and national standards that address traditional reading and writing skills. This systematic literature review focuses on what articles from practitioner journals reveal about adolescent participation in popular media, and how media skills are addressed. The analysis provided here is based on a random sample of 35 articles focusing on popular media and in-school literacies.
... The number of educators who engage on Twitter continues to rise as they discover more ways to use the platform to enrich teaching and learning. Although most K-12 educators predominantly use Twitter for their own professional development and learning (Carpenter & Krutka, 2015), it is also being employed to increase student engagement (Hunter & Caraway, 2014), angd to connect students to experts in fields of study (Becker & Bishop, 2016). ...
The COVID-19 pandemic presented an opportunity for schools to further embrace technology in learning. Integrating user-friendly information communication technology (ICT) tools that make learning more effective and enjoyable is key to increasing the success of educational programs. This case study explores 12th-grade students’ perspectives on the use of Google Classroom and GeoGebra in the learning of mathematics and physics and sought to understand how technology influenced their perspectives on STEM. Examining learners’ feelings and experiences with the use of ICT can form the basis for improving ICT-integrated lessons to ensure maximum engagement. Findings indicated students had positive attitudes toward the integration of ICT in learning. The participants found the ICT tools to be convenient for their learning, affordable, and improved their accuracy in the analysis and presentation of experimental data. Some of the challenges students encountered included instructors' limited ICT competence and prohibitive mobile device policies.
... In this quotation shows that Twitter is an appropriate place for education purpose. Thus many sophisticated new technologies emerging, teachers like feeling the hassles to face them much less than using social networking tools to increase student engagement and interest in learning [2]. Either [3] and [4] carried out research using twitter and social media in terms of higher education in general and make conclusion from analytical results relating to the education practice using twitter. ...
Twitter is a site that offers a social network of microblogs thus allows users to receive and send messages called tweets. The purpose of this study to examine how social media can influence students in building ideas and motivation for their own learning and to analyse how Twitter affects on knowledge purpose. In this research, the writer uses contructivism theories to know purpose of learning by using Twitter and sample research method to find out how students use Twitter in every aspect of their learning and how effectively this online application for study. After observing this study, the writer can represent using twitter as a media for learning can build the creativity and self-reliance students, also can build their own knowledge.Keywords: contructivism, learning, social media, twitter
... Des études documentent les occasions de collaboration avec les familles (Ball et Skrzypek, 2019) ou la création de contenus diffusables (Dooley et al., 2016). D'autres exemples de l'école obligatoire ajoutent l'interdisciplinarité et la pédagogie de projetvoxel (sandbox) game world comme environnement numérique pour travailler la littératie des médias (Hill, 2015) -, le microblogging comme outil de communication de contenus scientifiques travaillés en classe (Becker et Bishop, 2016) ou encore la photographie numérique comme soutien au développement des habiletés métacognitives (Gutierrez de Blume et al., 2016). En bref, lorsque l'environnement est numérique, il est alors participatif, spatial, et encyclopédique (Murray, 2017), et il invite l'école à remettre en question son ouverture, entre occasions et risques. ...
Les dispositifs numériques ont colonisé de nombreuses facettes de notre quotidien et l’école obligatoire s’approprie maintenant cette évolution. Les finalités annoncées sont souvent associées à la notion de citoyenneté numérique. Parallèlement, les institutions scolaires définissent les environnements numériques d’apprentissage que les enseignants et élèves doivent adopter. Se positionnant dans les humanités numériques, les auteurs interrogent les définitions affichées de la citoyenneté numérique, les confrontent à la nature sui generis du numérique et de son industrie, pour enfin questionner le rapprochement entre ceux-ci et l’école publique. Des enjeux d’émancipation citoyenne, d’autonomie et de gouvernance servent l’analyse et permettent de conclure à la nécessité de débattre les contradictions pédago-numériques.
... Related to this, students could be assigned to respond to a tweet posted by a well-known authority on ECSRS and then to interact with this professional via an exchange of ideas. Thus, integrating Twitter into the learning environment can contribute to generating a sense of ECSRS community (Becker & Bishop, 2016;Booth, 2015;Bull & Adams, 2012;Carpenter & Krutka, 2014;Lomicka & Lord, 2012) that continues engaging students beyond class time and course time, increasing students' long-range interest in ECSRS topics. In this regard, some authors Hamid et al., 2017) suggest that using Twitter strategically as a pedagogical tool could encourage the adoption of socially responsible and sustainable behaviors among business students. ...
In recent years, considerable discussion has taken place regarding how to ensure business students are acquiring effectively the appropriate competencies related to Ethics, Corporate Social Responsibility and Sustainability (ECSRS). Instructors in business education are encouraged to explore new methods for teaching ECSRS to strengthen this vital part of the curriculum and technology could play an important role. In this paper, we discuss why Twitter could be an effective teaching method in ECSRS education. The study provides a conceptual framework for the use of Twitter taking into account its major characteristics, main benefits, drawbacks, and key factors designing strategies. Some practical activities are also provided to encourage instructors to take more initiatives using Twitter and contribute to improving ECSRS education.
... É justo dizer que, nas últimas duas décadas, nosso amplo uso das mídias sociais mudou nossas vidas e a forma como nos comunicamos com os outros, recebemos informações, criamos conteúdo, compartilhamos conteúdo com os outros e nos divertimos, entre outras ações. O uso das mídias sociais é tão difundido que até se tornou parte de nossas experiências de ensino e aprendizagem no K-12 (Becker & Bishop, 2016), ensino superior (Evans, 2014) e desenvolvimento profissional (Greenhalgh & Koehler, 2017). Há uma infinidade de casos e projetos de pesquisa em que os investigadores abordam como, quando, por que e onde as mídias sociais foram usadas como parte de uma experiência de aprendizagem (Dabbagh & Kitsantas, 2012;Manca & Ranieri, 2016. ...
The purpose of this syllabus analysis was to explore the structure of courses focused on social media and geared toward education professionals. Fourteen-course syllabi from institutions located within the United States (U.S.) were analyzed as part of this investigation. The results of the analysis revealed a total of 46 unique topic themes across the different courses. The findings show that the most common course objectives aimed to encourage the application and practice of social media as part of a learning experience and the learners’ professional practice. In total, the syllabi listed 67 unique required readings including non-peer-reviewed publications, peer-reviewed journal articles, and textbooks. Last, the analysis of the assignments listed in the syllabi shows that in these social media courses, there was a mix of traditional and non-traditional assessment methods. These non-traditional assessment methods focused on integrating social media as part of the assessment in which learners were required to create a social media account, become familiar with it, and create learning experiences incorporating a specific social media platform. Keywords: Teaching and learning. Social media in higher education. Curriculum Analysis.
... It is fair to say that in the last two decades our extensive use of social media has changed our lives and the way we communicate with others, receive information, create content, share content with others, and entertain ourselves, among other actions. The use of social media is so widespread that it has even become part of our teaching and learning experiences in K-12 (Becker & Bishop, 2016), higher education (Evans, 2014), and professional development 14 (Greenhalgh & Koehler, 2017). There are a multitude of cases and research projects in which investigators address how, when, why, and where social media was used as part of a learning experience (Dabbagh & Kitsantas, 2012;Manca & Ranieri, 2016. ...
The purpose of this syllabi analysis was to explore the structure of courses focused on social media and geared towards education professionals. Fourteen course syllabi from institutions located within the United States (U.S) were analyzed as part of this investigation. The results of the analysis revealed a total of 46 unique topic themes across the different courses. The findings show that the most common course objectives aimed to encourage application and practice of social media as part of a learning experience and the learners’ professional practice. In total, the syllabi listed 67 unique required readings including: non-peer reviewed publications, peer-reviewed journal articles, and textbooks. Last, the analysis of the assignments listed in the syllabi show that in these social media courses, there were a mix of traditional and non-traditional assessment methods. These non-traditional assessment methods focused on integrating social media as part of the assessment in which learners were required to create a social media account, become familiar with it, and create learning experiences incorporating a specific social media platform.
... Research is relatively limited regarding the use of social media K-12 educational landscapes (Tang & Hew, 2017). In two studies involving younger students, social media in specific subject areas had an overall positive impact (Vohra, 2016;Becker and Bishop, 2016;Snyder, 2016). Vohra (2016) notes that grade 8 mathematics students successfully used Twitter to build communities. ...
Limited research exists on how social media can support students in K-12 environments. This narrative inquiry study focused on the Ontario Educational Student Chat (ONedSschat) to explore the extent to which students, who were part of the organizing and leadership team, developed digital citizenship, digital literacies, and student voice. Data examined included student tweets, webinars, podcasts, and interviews with two adult mentors and one student. Digital citizenship, digital literacies, and student voice were reviewed through the use of YouTube webinars and Twitter, as well as interview data on student perspectives. With few exceptions, students on the ONedSschat team exhibited a high degree of digital citizenship, used tools and platforms with greater fluency, and demonstrated increased confidence and student voice.
... Prior research has investigated educators' uses of various social media, including blogs (e.g., Granberg, 2010), Facebook (e.g., Mercieca, & Kelly, 2017), Voxer (e.g., Carpenter & Green 2017), Nings (e.g., Reich, Levinson, & Johnston, 2011), and Twitter (e.g., , and has reported multiple benefits to teaching and learning. Educators have utilized social media to share resources, combat isolation, build community with other educators with similar interests, connect to authors and experts, and develop communities of practice (Becker & Bishop, 2016;Carpenter, 2014;Risser, 2013;Wesely, 2013). ...
This paper reports on a study of educators' uses of Pinterest. We conducted semi-structured interviews with eight educators in order to explore how and why they utilized Pinterest for professional purposes. In this paper, we present findings from our thematic analysis of the interviews. We identified seven major themes: Pinterest as content curation tool, Pinterest's visual nature, Pinterest's integration with blogs, Pinterest's connection to lesson marketplaces, Pinterest as personalized professional learning, creating collaborative Pinterest boards, and the variable quality of Pinterest content. We consider implications for the work of educators and teacher educators in a digital age, and the future of research on educators' professional uses of social media.
... While early-years Twitter was often associated with banal postings about daily activities (Rogers, 2014), it has subsequently become an important communication channel in arenas such as journalism and politics. Some educators have used the platform as an educational tool with their students (e.g., Becker & Bishop, 2016), and many teachers also employ Twitter for professional development. Twitter can connect teachers beyond their individual schools, allow for personalized professional learning, and support resource sharing among educators (e.g., Biddolph & Curwood, 2016). ...
Teachers have public personas that often combine aspects of their personal and professional identities, but little research has analyzed how this overlap manifests in their social media activities. We analyzed profiles and tweets from K-12 teacher Twitter accounts (n=33,184) to determine the degree to which accounts appeared to be used for personal and professional purposes. The analysis suggested that the accounts generally maintained a professional focus and disclosed limited personal information. We discuss these findings in relation to teacher identity in our current era of ubiquitous social media and consider implications for policy, practice, and research.
... While the extant research focuses on K-12 educators, several case studies in the literature also point at potential uses of Twitter with K-12 students and administrators. For example, Twitter has been used to formatively assess students' understanding and to connect them to experts (Becker and Bishop 2016), as well as to increase engagement around discussions of class content (Hunter and Caraway 2014). K-12 administrators have also explored professional applications of Twitter (Cox and McLeod 2014;Sauers and Richardson 2015). ...
This study utilizes public data mining to explore participation divides of all available K-12 institutional Twitter accounts in the U.S. (n = 8275 accounts, n = 9,216,853 tweets). Results indicated that U.S. schools used Twitter to broadcast information on a variety of topics in a unidirectional manner and that hashtags included a variety of intended purposes, including affinity spaces, education topics, emotive language, and events. Those schools in wealthier, more populated areas were more likely to use Twitter, with wealthy, suburban schools being the most likely to use it and poor, rural schools being the least likely. Furthermore, factors such as charter school status and urbanity influenced the content of school tweets on key issues, with schools in more populated areas tweeting more about coding and college than schools in less populated areas and charter schools tweeting more about college and the politicized educational issue of common core than non-charters. These results reveal participation differences between schools based upon demographics and provides a basis for conducting future large-scale work on publicly available artifacts, such as school tweets, that may be meaningfully used as education research data.
... However, the opportunities that Twitter can create for expanding when, where, with whom, and how students learn (e.g., suggest that it would be a missed opportunity if educators solely used Twitter to support their own professional development. Teacher educators may need to provide PSTs examples of appropriate uses of Twitter with their students, such as for formative assessment (e.g., Becker & Bishop, 2016) or to elicit wider participation in classroom discussions (e.g., Hunter & Carraway, 2014), and could also seek to connect PSTs directly to educators who use Twitter with their students. Without such interventions on the part of teacher educators. ...
... As students actively interacted with the professors and their peers, some students began following tweets from people outside and shared relevant tweets with the class, leading to a richer experience of resource sharing. In another study, Becker and Bishop (2016) utilized Twitter as a learning tool both in and outside of an eighth grade science classroom. Students were encouraged to tweet at class-specific hashtags, to follow famous science advocates on Twitter, and to broadcast their own experiments to their followers for feedback. ...
Researchers have recognized the role that microblogging tools play in enhancing the effectiveness of communication and interaction in the classroom. However, few studies have specifically examined how to use microblogging tools to bring educational resources into the classroom to enrich the student learning experience. The exploratory case study examined an instructional activity designed to expand and deepen student learning experience by having undergraduate students subscribe to, read, and share tweets from high-quality Twitter accounts in the field. The findings suggested that students believed that the activity broadened their knowledge on the topics to be learned, helped them see the connections between coursework and real work, and empowered them with a new tool for learning and inquiry.
... Although the extant literature suggests that K-12 educators primarily have used Twitter for purposes of their own professional learning and development (Carpenter & Krutka, 2015), there is also a small body of research that points at potential uses of Twitter with K-12 students. For instance, Twitter has been employed to connect students to experts and formatively assess student understanding (Becker & Bishop, 2016), as well as to increase student engagement in discussions of class content (Hunter & Caraway, 2014). Given such uses of Twitter by K-12 educators, teacher educators have reason to consider possible applications of Twitter during teacher preparation. ...
As teacher educators, we have used Twitter with the goal of jumpstarting the professional learning networks and teacher identity development of students in our courses and programs. Our use of Twitter has evolved over time and can inform the work of other teacher educators. In this article, we offer examples of the benefits of incorporating Twitter in teacher education. We describe some of the common challenges we have experienced at our two institutions and across multiple semesters of use. Based on our collective experiences, we offer recommendations to others who are using or are considering using Twitter with preservice teachers.
... Prior research has examined social media use in classroom settings. For instance, Twitter has been reported to make a difference in both learning and engagement for school-age learners (Becker & Bishop, 2016;Carpenter & Krutka, 2014;Hunter & Caraway, 2014). Other researchers suggest the disruptive nature of social media ultimately will enhance connectedness and improve education (Nowell, 2014). ...
The current empirical study examines relationships between network measures and learning performance from a social network analysis perspective. We collected computerized, networking data to analyze how 401 junior high students connected to classroom peers using text- and video-based material on iPads. Following a period of computerized interaction, learning assessments were taken at individual or group consensus levels. Social network analysis suggested highly connected students became information sources with higher individual assessment achievements. Students receiving information from central sources exhibited higher achievements in group consensus treatments. Students acting as bridges between others on the network regulated themselves better and achieved higher academic outcomes. However, a subset of students were motivated by social interaction rather than learning task. This finding, consistent with general social networking research, cautions educators to ensure socializing does not override learning objectives when using classroom social networking.
... 143). From social technologies like Twitter (Becker and Bishop, 2016), the incorporation of visual media via film and podcasts (Hibbing & Rankin-Erickson, 2003), and visual organizers like concept maps, Venn diagrams, and infographics, the use of these digital outcomes engage students in foundational life skills. ...
... Some P-12 educators use Twitter and other platforms with students to collaboratively plan events and communicate with parents (Carpenter & Krutka, 2014). A middle school science teacher utilized Twitter to " enhance a personalized and relevant curriculum, to serve as a formative assessment tool, to provide an authentic audience, and to embed literacy tasks in science classes " (Becker & Bishop, 2016, p. 6). Kurtz (2009) described how Twitter can be used to share the work of first and second graders, thus providing parents " windows into their children's days " (p. ...
While social media use has become nearly ubiquitous, there have been few efforts to study how teacher educators prepare their students to responsibly use and teach about social media. This study analyzes 71 students’ survey data, reflections, and class activities from education courses across three universities to better understand the successes and shortcomings of social media experiences. Shortcomings included defects in course organization and facilitation, mismatches between instructors and students’ expectations or preferred uses, and pre-service teachers’ generally narrow visions of how social media might be leveraged educationally in their future classrooms. Successes of social media uses included positive effects on relationships, benefits from affordances of social media, and intriguing visions for future social media use by several students. We conclude by drawing on John Dewey’s theory of experience to propose a model by which educators might glean insights into ways to foster educative social media experiences.
... However, the opportunities that Twitter can create for expanding when, where, with whom, and how students learn (e.g., suggest that it would be a missed opportunity if educators solely used Twitter to support their own professional development. Teacher educators may need to provide PSTs examples of appropriate uses of Twitter with their students, such as for formative assessment (e.g., Becker & Bishop, 2016) or to elicit wider participation in classroom discussions (e.g., Hunter & Carraway, 2014), and could also seek to connect PSTs directly to educators who use Twitter with their students. Without such interventions on the part of teacher educators. ...
This mixed-methods study explored pre-service teacher (PST) perceptions of educational and professional uses of the social media platform Twitter. PSTs (N = 153) from two universities in the United States and Spain used Twitter for course assignments. Most participants from both contexts perceived Twitter to have useful educational applications and intended to use it for their own professional purposes in the future. PSTs were more ambivalent regarding Twitter use with their future students. U.S. students held significantly more positive beliefs about Twitter's educational use. We discuss implications for Twitter use in education and teacher education in an era of ubiquitous social media.
URL: http://www.sciencedirect.com/science/article/pii/S0742051X16301986
This study examines the theoretical foundations of Vygotsky’s social constructivist theory of learning and explores its alignment with using Twitter as a pedagogical tool. Utilizing a literature review methodology, the research found three key aspects in which the Twitter platform reconciles with Vygotsky’s theoretical framework: co-construction of knowledge, active learning, and scaffolding. The findings reveal that Twitter positively impacts higher education by enhancing students’ academic achievement, engagement, and reflective practices. Additionally, the platform promotes a sense of community, promoting feelings of belonging and connectedness among students. These findings highlight the potential of Twitter as a supportive tool in contemporary educational settings grounded in social constructivist principles. Among the main takeaways for educational practitioners, are the importance of considering students’ prior Twitter experiences and providing extra resources for those without much experience in the platform, including ways to monitor their progress, along with the importance of integrating the use of Twitter in pedagogically sound manners, focusing on specific learning goals, and leading with clear rules and guidance, making expectations absolutely clear. Other important considerations are focusing on the creation of course designs that are useful for students, using strategies such as the separation of academic and personal accounts, as well as streamlined ways of accessing Twitter outlines and content in general that is posted on the platform.
Purpose
This paper aims to consider the role of social media platforms as educational technologies given growing evidence of harms to democracy, society and individuals, particularly through logics of efficiency, racism, misogyny and surveillance inextricably designed into the architectural and algorithmic bones of social media. The paper aims to uncover downsides and drawbacks of for-profit social media, as well as consider the discriminatory design embedded within its blueprints.
Design/methodology/approach
The authors used a method of a technological audit, framed through the lenses of technoskepticism and discriminatory design, to consider the unintended downsides and consequences of Twitter and Instagram.
Findings
The authors provide evidence from a variety of sources to demonstrate that Instagram and Twitter’s intersection of technological design, systemic oppression, platform capitalism and algorithmic manipulation cause material harm to marginalized people and youth.
Research limitations/implications
The authors contend that it is a conflict of professional ethics to treat social media as an educational technology that should be used by youth in educational settings. Thus, they suggest that future scholarship focus more on addressing methods of teaching about social media rather than teaching with social media.
Practical implications
The paper concludes with recommendations for educators who might work alongside young people to learn about social media while taking informed social actions for more just technological futures.
Originality/value
This paper fulfills an identified need to challenge the direction of the field of social media and education research. It is of use to education scholars, practitioners and policy makers.
Social media has become a large part of modern-day lives, especially in the use of Twitter among young adults globally. As such, this study aims to analyze the relationships that Twitter usage, attitude, and social experience may have with social support among university students. The study is guided by social support theory, and it adopts a quantitative research design using the survey method with a questionnaire as the research instrument for data collection. A total of 250 university students from International Islamic University Malaysia (IIUM) participated in the study. The findings of the study indicate that students do use Twitter for social support among them. The levels of Twitter usage, attitude, social experience, and social support were found to be high. The study also found significant relationships between Twitter usage, attitude, and social support. However, the social experience in using Twitter was insignificant for social support. Thus, the social support theory used in this study is partially supported. Suggestions for future research are also provided.
Engaging and connecting are often buzzwords associated with social media. While much has been made of its use and value for professional learning for teachers, classroom uses of social media with students have received less attention. The Global Read Aloud (GRA) is a collaborative book study where classes read a common book and then connect and engage with other classrooms from around the world online. In this study, the authors conducted a content analysis of Twitter uses of the Global Read Aloud to investigate how teachers engage around a shared reading experience and connect with other classrooms. The authors analyzed over 2,000 tweets across five book forums from the 2019 iteration of GRA. Results identify ten unique activities in which participants engage. Findings also suggest that the types, frequencies, and nature of these social media activities may not reflect the depth and complexity of engagement that is often touted by advocates. The authors share implications that can offer insights to educators considering similar types of online participation.
This research explored teacher in-school educational technology use for middle grades instruction. A quantitative investigation examined adoption of technology, sources of acquired skills, use frequencies, perceived effectiveness, and barriers to integration. A total of 796 participants employed across a Mid-Atlantic state from various demographic backgrounds responded to the researcher-developed questionnaire. Findings revealed document creation and presentation programs were most commonly used and perceived as the most effective tools to enhance student learning. Teachers voiced displeasure for video and audio-editing software, as well as social networking. Participants indicated personal trial and error as the most likely way to acquire new knowledge. Teacher perspectives offer unique insight and provide an opportunity to further discussion of educational technologies. By better understanding educators’ use of technology in the middle grades, current teachers and administrators, as well as teacher preparation instructors, may design more reflective curricula. It is recommended that future research be performed on a multi-state or regional basis to investigate technology integration at the elementary and young adult grade levels to best prepare future teachers and keep current professionals abreast of research-based best practices.
Students come to school with varying environmental, familial, and academic background experiences that affect the way they construct meaning from the world around them and their learning inside and outside the classroom. Educators must strive to differentiate instruction that ensures all students’ individual needs are met regardless of their varied background experiences. When one teaches middle school students, the pedagogy must be age appropriate with the student actively involved in the learning process, particularly in a technologically advanced world that is continuously changing and improving. Because students from various backgrounds and experiences embrace technology in their everyday lives, teachers must stay up to date on the advancement of technology tools and integrate the requisite skills seamlessly into each student’s education journey. This article is about actions on which educators can focus for planning and implementing instruction in online learning environments. The authors ask those in teacher education programs to transform and take action towards rethinking courses to better address pedagogical tools and skills for teaching in an online environment
Purpose – To examine the potential social media has for increasing pre-service English language arts (ELA) teachers’ language interest, awareness, and content knowledge by engaging them in an ongoing collaborative effort to seek out, make observation about, and highlight contemporary examples of language, literacy, and culture in action in global media using Twitter as a platform.
Design – The research design was qualitative and included a thematic analysis of Twitter posts from the pre-service teacher participants during the semester, informal feedback about the experience during the semester, and written reflections at the end of the semester. Students worked independently on the assignment throughout the semester, outside of a few brief, and informal check-ins during class by the instructor. At the end of the semester, students completed an open-ended survey to reflect on their experiences with and takeaways from participating in this Twitter-based language exploration activity. The theoretical frameworks that were foundational to the study included the technological, pedagogical, and content knowledge (TPACK) framework (Koehler & Mishra, 2008) and Andrews’ (2006) criteria for language exploration and awareness.
Findings – The findings of this qualitative study indicate that engaging pre-service teachers in an ongoing collaborative effort to promote language, literacy, and culture via social media has great potential in terms of students increasing not only their knowledge of language and language awareness, but also their TPACK overall. Specific examples of how participants responded to the experience are provided.
Practical Implications – This study contributes to the literature on the potential impact of social media on content area learning and teacher preparation by providing concrete, research-based suggestions for how both English teacher educators and middle and secondary ELA teachers can engage in collaborative efforts to learn more about, expand definitions of, and promote aspects related to ELA content, like language awareness, variety, and dialect. It includes recommendations for both teacher educators and middle and secondary ELA teachers to expand their notions for defining and teaching aspects of language that go beyond a narrow focus on grammar and to consider ways that social media and digital literacies can enhance these efforts.
This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
The current study examined the effect of using laptops on the spelling skills of students with learning disabilities (LD). It was conducted as part of the Israeli “Katom” (A Computer for Every Class, Student, and Teacher) Program. Participants included 93 Hebrew-speaking students with LD aged 13–16, who attend 10 special education classes in a regular middle school. We examined whether the experimental group using laptops showed significant differences in the number of their spelling errors as a result of the intervention on their pre- and post-spelling tests. We also investigated whether there would be differences on the number of spelling errors between the experimental and control groups, as measured by their pre- and post-spelling test results. The findings indicated that the participants in the experimental group significantly improved their spelling skills as opposed to the control group. It seems that the use of laptops in special education classes can enhance the spelling skills of students with LD.
DESCRIPTION The nature of literacy is rapidly changing as new information and communication technologies, such as the Internet, rapidly generate new literacies required to effectively exploit their potential for reading, writing, and communication (Bruce, 2003; Lankshear & Knobel, 2003; Leu, Kinzer, Coiro, & Cammack, 2004). Scholars from diverse disciplines, ranging from cognitive science (Gee, 2003; Mayer, 2001) to sociolinguistics (Cope & Kalantzis, 2000, 2003; Gee, 2004; Kress, 2003; Lemke, 1998) to cultural anthropology (Markham, 1998; Street, 2003; Thomas, forthcoming), have begun to recognize changes to literacy as they begin to study the consequences of these changes for their individual areas of study. As many new heuristics appear to inform this multidisciplinary work, a new perspective about the nature of literacy is beginning to emerge. This perspective, often referred to as "new literacies," is still in its initial stages but it is clear to most that it will be a powerful one, redefining what it means to be literate in the 21 st century. The construct "new literacies" means many different things to many different people. However, most would agree there are at least three defining characteristics of this perspective: 1. new literacies are central to full civic, economic, and personal participation in a globalized community and, as a result, are critical to educational research and the education of all of our students; 2. new literacies are deictic – they regularly change as their defining technologies change; 3. new literacies are multifaceted – they benefit from analysis that brings multiple points of view to the discussion. The purpose of this volume is to provide a central vehicle for directing research in this area. It will provide a single location to review the research from multiple lenses in multiple areas of investigation. Such a volume is critically important to help develop the multifaceted perspective necessary to inform educational research that might improve instruction as new technologies define even newer literacies that will be central to our lives in a global information society. The Handbook of Research on New Literacies will bring together leading scholars from around the world to review the research in their area, from the perspectives they find to provide the greatest insight into the questions that they address. We expect the Handbook of Research on New Literacies to provide the central leadership for this newly emerging field, directing scholars to the major issues, theoretical perspectives, and interdisciplinary research on new literacies.
Web 2.0 in the classroom? Dilemmas and opportunities inherent in adolescent web 2.0 engagement. Contemporary Issues in Technology and Teacher Education, 10(2), 234-246. Abstract The paper discusses the implications of the current phenomenon of adolescent engagement in digital spaces. Young people are increasingly active Web 2.0 users, and their interactions through these technologies are altering their social identities, styles of learning, and exchanges with others around the world. The paper argues for more research to investigate this phenomenon through the use of virtual ethnography and identifies the ethical challenges that lie therein. It raises questions for school education and presents an argument for studying the area in culturally sensitive ways that privilege adolescents' voices. In the broad context of learning and education, the rich and rapidly expanding engagement of adolescents in the phenomenon of social technologies demands attention. There is a prima facie case for seeing these technologies as potentially revolutionary, stimulating emancipatory notions of schooling. Such radical possibilities are not uncontested. They demand scrutiny and discussion. Informed debate requires investigations of young people's current and emerging online cultures. Only then can education fully capitalize on the engagement shown by many young people who use and create in online social spaces.
Despite the widespread use of social media by students and its increased use by instructors, very little empirical evidence is available concerning the impact of social media use on student learning and engagement. This paper describes our semester-long experimental study to determine if using Twitter – the microblogging and social networking platform most amenable to ongoing, public dialogue – for educationally relevant purposes can impact college student engagement and grades. A total of 125 students taking a first year seminar course for pre-health professional majors participated in this study (70 in the experimental group and 55 in the control group). With the experimental group, Twitter was used for various types of academic and co-curricular discussions. Engagement was quantified by using a 19-item scale based on the National Survey of Student Engagement. To assess differences in engagement and grades, we used mixed effects analysis of variance (ANOVA) models, with class sections nested within treatment groups. We also conducted content analyses of samples of Twitter exchanges. The ANOVA results showed that the experimental group had a significantly greater increase in engagement than the control group, as well as higher semester grade point averages. Analyses of Twitter communications showed that students and faculty were both highly engaged in the learning process in ways that transcended traditional classroom activities. This study provides experimental evidence that Twitter can be used as an educational tool to help engage students and to mobilize faculty into a more active and participatory role.
This study explored an initiative that created a pervasive learning environment in a middle school in South Korea and examined its impact on student academic achievement and learning engagement. Forty students received a laptop to use for class projects, online collaboration, and lesson reviews over a 3-year period. To measure the effect of laptop use, data were collected from surveys, test scores, interviews with students, and teacher reflections. The findings indicate that students demonstrated greater learning engagement, but no significant difference was found in test scores between students who had been given laptops and those who had not. Moreover, student engagement decreased as the novelty effect waned, while the number of students who used laptops inappropriately (e.g., playing online games during class) increased as the project progressed. Detailed explanations for this lack of influence on learning and decreased engagement are provided.
Today, billions of people all over the planet interact using various technologies. This interaction has created a digital society that affords its members opportunities for education, employment, entertainment, and social interaction. As in any society, it is expected that digital citizens act in a certain way—according to accepted norms, rules, and laws. Most of today's students are entirely comfortable with technology, but are they using it appropriately? Do they understand their roles and responsibilities in digital society? How can teachers help students become responsible digital citizens? In this excerpt the authors discuss digital communication and its appropriate (and inappropriate) use.
Abstract This article defines Twitter tm ; outlines the features, affordances, and common uses; and conceptualizes “tweeting” as a literacy practice, comprising both traditional and new literacies, and impacting both informal and formal learning settings. Also provided is an overview of traditional and new literacies, and insights from a scan of the research literature to date on tweeting as a literacy practice. The authors outline areas for inquiry and the challenges to conducting such research.
Marketing professionals use Twitter extensively for communicating with and monitoring customers, for observing competitors, and for analyzing chatter concerning brands, products, and company image. Can professors use Twitter to engage students in conversation about a marketing course? The authors argue that Twitter has many benefits for marketing educators who are interested in engaging students in experiential learning. In a real-time environment for student learning, professors may use Twitter for direct communication with students to generate discussion and interest in the course topics and examples. Just as marketers use Twitter to generate interest, discussion, and brand image, educators can use Twitter to generate this interest in a course through social media. Furthermore, Twitter is a fast, easy method for making announcements, solving student issues, and performing course-related administrative duties. In three studies, both quantitative and qualitative data suggest that when students engage in Twitter use with the professor, students feel better prepared for future careers. In addition, students indicate that Twitter facilitates achieving traditional educational goals. The qualitative data offer insights into potential problems. Suggestions for educators interested in using Twitter are offered.
Greater numbers of instructors are turning to social networking sites to communicate with students. This study examined whether posting social, scholarly, or a combination of social and scholarly information to Twitter has an impact on the perceived credibility of the instructor. Participants were assigned to one of three groups: a group that viewed social tweets, one that viewed scholarly tweets, and one that viewed a combination of social and scholarly tweets. Participants were then asked questions about the instructor’s perceived credibility. Results show that participants who viewed only the social tweets rated the instructor significantly higher in perceived credibility than the group that viewed only the scholarly tweets. No other significant differences were found among the groups. These results have implications for both teaching and learning, as there is an established link between perceived instructor credibility and positive learning outcomes.
Students, sometimes at very young ages, and increasing numbers of teachers are taking part in some form of social networking or collective collaboration by using mass communication technology. Club Penguin, MySpace, Facebook, and Twitter are just a few examples that span a wide range of ages. This is no surprise, given that the current crop of students and those teachers are "digital natives"--individuals who grow up with mouse in hand. Despite the popularity of social networking, schools have been reluctant to embrace the technology because of concerns of misuse. It is not uncommon to hear about incidents of students and adults misusing mass communications tools; therefore, many schools have banned all forms of social networking in schools. But banning social networking or even denying its popularity is not only inappropriate but also borderline irresponsible when it comes to providing the best educational experiences for students. Social networking and all forms of mass communication are here to stay and the means to participate in the growing technological community will continue to change. Therefore, schools must embrace and provide opportunities for teachers to utilize social networking in a responsible and structured manner to support academics. Because mass communication has such tremendous possibilities to motivate and tap intellect, schools must provide the avenues for students to take part. Academic social networking is the answer. It combines aspects of social networking with an academic focus as the teacher guides students in a virtual constructive learning environment. By incorporating academic social networking opportunities into lessons, schools can take the first steps in incorporating digital citizenship--"the framework for understanding appropriate technology use"--into school as it relates to mass communication technology. Schools can benefit from two important aspects of academic social networking: (1) it is a medium to deliver content in an attractive and conducive manner; and (2) it gives schools an opportunity to model the appropriate use of social networking tools. (Contains 1 figure.)
A better understanding is needed about how the online environment affects the communication of science information to the public.
The main objective of this paper is to investigate the effectiveness of a proposed computer-based instructional method in Primary Education for self-regulated problem solving. The proposed instructional method is based on Sternberg’s model of problem solving within an authentic context. It consists of three main phases: observation, collaboration and semi-structured guidance. The ultimate learning objective is to augment the autonomous problem-solving skills of primary school children. In our study the Synergo tool was used, which is a synchronous computer supported collaborative learning tool, as well as the Moodle learning management system. The context which frames the method is authentic, very close to a students’ realistic learning situation. The findings of this study advocate that students can increase their problem-solving skills in a relatively short period of time. At the same time, they can improve their approach to the solution of a given mathematical problem, performing significant signs of autonomy.
This study examined the role of a social network site (SNS) in the lives of 11 high school teenagers from low-income families in the U.S. We conducted interviews, talk-alouds and content analysis of MySpace profiles. Qualitative analysis of these data revealed three themes. First, SNSs facilitated emotional support, helped maintain relationships, and provided a platform for self-presentation. Second, students used their online social network to fulfill essential social learning functions. Third, within their SNS, students engaged in a complex array of communicative and creative endeavors. In several instances, students' use of social network sites demonstrated the new literacy practices currently being discussed within education reform efforts. Based on our findings, we suggest additional directions for related research and educational practices.
Teens, kindness and cruelty on social network sites. Pew Research Center Retrieved from http://pewinternet.org/~/ media Social media & mobile internet use among teens and young adults. Pew Internet & American Life Project. Retrieved from http This we believe: Keys to educating young adolescents
- A Lenhart
- M Madden
- A Smith
- K Purcell
- K Zickuhr
- L A Rainie
- K Purcell
- A Smith
- K Zickuhr
Lenhart, A., Madden, M., Smith, A., Purcell, K., Zickuhr, K., & Rainie,
L. (2011). Teens, kindness and cruelty on social network sites.
Pew Research Center. Retrieved from http://pewinternet.org/~/
media//Files/Reports/2011/PIP_Teens_Kindnes_Cruelty_SNS_
Report_Nov_2011_FINAL_110711.pdf
Lenhart, A., Purcell, K., Smith, A., & Zickuhr, K. (2010). Social media
& mobile internet use among teens and young adults. Pew Internet
& American Life Project. Retrieved from http://www.pewinternet.
org/~/media//Files/Reports/2010/PIP_Social_Media_and_
Young_Adults_Report_Final_with_toplines.pdf
National Middle School Association (NMSA). (2010). This we believe:
Keys to educating young adolescents. Westerville, OH: Association for
Middle Level Education.
Mapping a personalized learning journey —K–12 students and parents connect the dots with digital learning . Speak Up 2011. National Findings K–12 Students and Parents. Retrieved from http
- Project Tomorrow
Project Tomorrow. (2011). Mapping a personalized learning journey
—K–12 students and parents connect the dots with digital learning. Speak Up 2011. National Findings K–12 Students and Parents.
Retrieved from http://www.tomorrow.org/speakup/pdfs/SU11_
PersonalizedLearning_Students.pdf
Teaching ten to fourteen year olds
- C Stevenson
Stevenson, C. (2002). Teaching ten to fourteen year olds (3rd ed.).
Boston, MA: Allyn & Bacon.
About Retrieved from https Teacher tweets improve achievement for eighth grade science students
- Twittertwitter
- C Van Vooren
- C Bess
Twitter. (2013). About. Retrieved from https://twitter.com/about
Van Vooren, C., & Bess, C. (2013). Teacher tweets improve achievement for eighth grade science students. Journal of Education,
Informatics & Cybernetics, 11(1), 33–36.
Web 2.0: New tools, new schools
- G Solomon
- L Schrum
Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools.
Washington, DC: International Society for Technology in
Education.
Web 2.0 technologies for learning: The current landscape —opportunities, challenges and tensions. Retrieved from http Engaging digital natives: Learning from young adolescents' technology lives
- C J Crook
- P Bishop
Crook, C. (2008). Web 2.0 technologies for learning: The current landscape
—opportunities, challenges and tensions. Retrieved from http://dera.
ioe.ac.uk/1474/1/becta_2008_web2_currentlandscape_litrev.pdf
Downes, J., & Bishop, P. (2012). Engaging digital natives: Learning
from young adolescents' technology lives. Middle School Journal,
43(5), 6–15.
Creating & connecting: Research and guidelines on online social and educational networking
- M M Vockley
Vockley, M. M. (2007). Creating & connecting: Research and guidelines on
online social and educational networking. Alexandria, VA: National
School Boards Association.
Social media, social life: How teens view their digital lives Common Sense Media Retrieved from http://www. commonsensemedia.org/sites/default/files/research/socialme diasociallife-final-061812 Learning by tweeting using Twitter as a pedagogical tool
- V Rideout
Rideout, V. (2012). Social media, social life: How teens view their
digital lives. Common Sense Media. Retrieved from http://www.
commonsensemedia.org/sites/default/files/research/socialme
diasociallife-final-061812.pdf
Rinaldo, S., Tapp, S., & Laverie, D. (2011). Learning by tweeting
using Twitter as a pedagogical tool. Journal of Marketing
Education, 33(2), 193–203.
- D Brossard
- D A Scheufele
Brossard, D., & Scheufele, D. A. (2013). Science, new media, and the
public. Science, 339(40), 40-41.
Handbook of research on new literacies
- J Coiro
- M Knobel
- C Lankshear
- Leu
Coiro, J., Knobel, M., Lankshear, C., & Leu, D. J. (Eds.). (2008).
Handbook of research on new literacies. New York, NY: Lawrence
Erlbaum.
Engaging digital natives: Learning from young adolescents' technology lives
- J Downes
- P Bishop
Downes, J., & Bishop, P. (2012). Engaging digital natives: Learning
from young adolescents' technology lives. Middle School Journal,
43(5), 6-15.
Teens, kindness and cruelty on social network sites
- A Lenhart
- M Madden
- A Smith
- K Purcell
- K Zickuhr
- L Rainie
Lenhart, A., Madden, M., Smith, A., Purcell, K., Zickuhr, K., & Rainie,
L. (2011). Teens, kindness and cruelty on social network sites.
Pew Research Center. Retrieved from http://pewinternet.org/~/
media//Files/Reports/2011/PIP_Teens_Kindnes_Cruelty_SNS_
Report_Nov_2011_FINAL_110711.pdf
Mapping a personalized learning journey -K-12 students and parents connect the dots with digital learning. Speak Up 2011. National Findings K-12 Students and Parents
- A Lenhart
- K Purcell
- A Smith
- K Zickuhr
Lenhart, A., Purcell, K., Smith, A., & Zickuhr, K. (2010). Social media
& mobile internet use among teens and young adults. Pew Internet
& American Life Project. Retrieved from http://www.pewinternet.
org/~/media//Files/Reports/2010/PIP_Social_Media_and_
Young_Adults_Report_Final_with_toplines.pdf
National Middle School Association (NMSA). (2010). This we believe:
Keys to educating young adolescents. Westerville, OH: Association for
Middle Level Education.
Project Tomorrow. (2011). Mapping a personalized learning journey
-K-12 students and parents connect the dots with digital learning. Speak Up 2011. National Findings K-12 Students and Parents.
Retrieved from http://www.tomorrow.org/speakup/pdfs/SU11_
PersonalizedLearning_Students.pdf
Social media, social life: How teens view their digital lives
- V Rideout
Rideout, V. (2012). Social media, social life: How teens view their
digital lives. Common Sense Media. Retrieved from http://www.
commonsensemedia.org/sites/default/files/research/socialme
diasociallife-final-061812.pdf