Microblogging with University Students 24/7: Twitter Comes to Tarleton

Ingrid Graves, Ph.D.

Assistant Professor Curriculum and Instruction Tarleton State University

Literature Review

Virtual Apprenticeship (Bonk, 2009) Twitter allows students to “shadow” professionals through “the movements of a well-known researcher in the field who uses Twitter. Such an activity gives them (the student) a close up view into the life of the expert” (p. 301).

Just in Time Teaching (Novak, Patterson, Gavrin, & Christian, 1999; Simkins & Maier, 2004) Universal Design (Behling & Hart, 2009)

Unique Qualities of Today's University Students On Demand High Expectations for Learning Environments Global Connections Collective Participation Accustomed to wireless mobile technology, which provides instant access to others, for learning, social networking, which may blur the lines between school and other social settings. Expect high quality interactive media, able to multitask, learn through sound bites or short pieces of information. Have access to instant feedback for questions through the internet, social networks. Many students learn through collaboration. Alternative communication may support increased engagement. (e.g. shy students may choose to submit answers electronically instead of verbally)

Standard Classroom Etiquette Statement Included in Syllabus

Professional courtesy also includes the creation of an environment by all learners and the facilitator that is conducive to learning. Please use the vibrate function on your cell phones.

Photo hyperlinked to http://www.youtube.com/watch?v=ddO9idmax0o

Methodology

• • • Participants (n=210) Senior level undergraduates in Teacher preparation program. Data – – – Pre and Post Testing on Classroom Content Twitter Posts End of Semester Survey Data Analysis – – Faculty Participation Student Participation

Faculty Tweets

• Classroom Discussion Questions “What is the difference between CALP and BICS?” “Be prepared to answer the question, How has writing instruction changed in the past 30 years?” • Changes in Class Schedule “If you think the drive to (university town) is too dangerous for you do not attempt the drive.

• Course Reminders Reading and Writing interview and one page discussion due on BBoard” • Answers to Student Questions “Remember to bring your QRI-4 reading miscue analysis book and extra paper and pencils for students. See you at noon at (school name)” “All of your assignment due dates are listed in your syllabus.”

Student Tweets

• Answers to Classroom Discussion Questions “Vowel followed by r makes special sound...star....bird” “Gee talks about how video games are created with methods to improve thinking and complex problem solving” • Questions about Classroom Assignments “WOW!!! What a week. Let's hope my (assignment) will get a good grade this time. I feel better about it this time around thanks to (professor's name).

• Questions about Field Placement “Does (section name) meet at the elementary today?” • Student to Student Posts “There's a really bad accident on (highway) before (town). Both lanes are blocked. I'm stuck..be careful everyone!!!!” • Other “This text is from the (school district). Due to current weather conditions all school campuses will be closed today, Thursday Febru …”

Findings

Pre and Post Testing No significant effect size difference between pre and post testing of course content could be attributed to

Twitter

posts.

Findings Continued

Communication with students Reminders A mean of 98% of assignments turned in on time. Intrusive During first semester, 3 students complained of excessive Tweets This complaint was managed in subsequent sememsters by teaching students how to turn off Twitter during specific hours of the day.

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References

Anderson, R. (2008). Large-scale quantitative research on new technology in teaching and learning. In J. Coiro, M. Knobel, C. Lankshear, & D. Leu (Eds.), Handbook of research on new literacies (pp. 67-102). New York:Lawrence Erlbaum. Behling, K. & Hart, D. (2009) Universal course design: A model for professional development. In S. Burgstahler & R. Cory (Eds.), Universal design in higher education: From principles to practice (pp. 109-134). Cambridge, MA: Harvard Education Press. Bonk, C. (2009). The world is open: How web technology is revolutionizing education. San Francisco, CA:Jossey-Bass. Cleveland, A., Flynn, L., Haase, D., Park, J.C. & Wojnowski, B. (2002). The Preparation of Alternative Licensure Teachers: Bringing Technology into the Classroom through Distance Education. In D. Willis et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2002 (pp. 2390-2392). Chesapeake, VA: AACE. Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed.), Schooling and Language Minority Students: A Theoretical Framework . Los Angeles: Evaluation, Dissemination and Assessment Center California State University.Howcast

(2010). How to use Twitter. Retrieved September 20, 2010 from http://www.howcast.com/videos/149055-How-To-Use-Twitter Jones, S. (2009) Pew Internet and American Life Project, Retrieved September 20, 2010 from http://www.pewinternet.org/Reports/2009/Generations-Online-in-2009.aspx

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References Continued

McDonald, D. (2010) The twitter generation encounters the classroom. Proceedings of the Southern Association for Information Systems Conference, Atlanta, GA, March 26-27, 2010. Retrieved September 20, 2010 from http://sais.aisnet.org/2010/2010-SAIS%20Proceedings/McDonald.pdf Morrison, G., Ross, S., & Kemp, J. (2004). Designing effective instruction. Hoboken, NJ:John Wiley & Sons. Novak, G., Gavrin, A., & Christian, W. (1999). Just-in-time teaching: Blending active learning with web technology. Upper Saddle River, NJ: Prentice Hall. Price, K. & Nelson, K. (2007). Planning effective instruction: Diversity responsive methods and management. Belmont,CA:Wadsworth. Simkins, S. & Maier, M. (2004). Using just-in-time teaching techniques in the principals of economics course. Social Science Computer Review,22(4), 444-456. U.S.Department of Education, Office of Planning, Evaluation, and Policy Development (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies, Washington, D.C. Retrieved October 15, 2010 from http://www2.ed.gov/about/offices/list/opepd/ppss/reports.html World Wide Web Consortium (W3C). (2010). Web accessibility initiative (WAI) Web content accessibility guidelines (WCAG) and techniques. Retrieved September 20, 2010, from http://www.w3.org/WAI/guid-tech.html Ziaeehezarjeribi, Y., Graves, I. & Gentry, J. (2010). From theory to practice, repurposing COTS games for P-12. In A. Hirumi (Ed.), Digital Video Games for PrK-12 Education: Engaging Learners through Interactive Entertainment. (pp. ) Washington, D.C.: International Society for Technology in Education.