Tweeting Your Way to Improved #Writing, #Reflection, and #Community

Kassens, Alice Louise

doi:10.2139/ssrn.2331004

Cited by 9 publications

(16 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…After Facebook, the most frequently used SNSs were Twitter and YouTube (see Figure ). The main reason for the researchers’ selection of Twitter is its suitability for microblogging (Ebner et al ., ; Fox & Varadarajan, ; Wotzko, ; Cho & Cho, ; Kassens, ). Twitter is defined as an SNS that engages students (Junco et al ., ) and offers feedback opportunities in educational environments (Cho & Cho, ).…”

Section: Resultsmentioning

confidence: 99%

Research trends in social network sites’ educational use: a review of publications in all SSCI journals to 2015

Akçayır

2016

Review of Education

View full text Add to dashboard Cite

In the current study, 247 articles dealing with the use of SNSs (social network sites) in education and published in Social Sciences Citation Index (SSCI) journals up to 2015 were analysed. The articles' demographic (year, learner type, used SNS, major contributing countries, and academic discipline) and topic trends were determined. As a result of the analyses that were conducted, the research topics were classified into nine groups (learner outcomes, instructional approaches, contributions to education, dispositions, demographics, interaction, comparison, support and others). These nine topics were subsequently divided into relevant sub-topics. The findings demonstrate that the number of studies dealing with the educational use of SNSs is increasing each year. Significant numbers of research studies have investigated higher education. The topic of learner outcomes has also become a trend topic. Other findings obtained are discussed in detail, the existing gaps in the literature are determined and several suggestions are made regarding future research.

show abstract

Section: Resultsmentioning

confidence: 99%

Research trends in social network sites’ educational use: a review of publications in all SSCI journals to 2015

Akçayır

2016

Review of Education

View full text Add to dashboard Cite

show abstract

“…The greatest dislike was related to the character limit (28%) which has been observed in other studies (Adams, Raes, Montrieux, & Schellens, 2018;Bledsoe et al, 2014) with some concerned that it could reduce students' grammatical skills (Dhir, Buragga, & Boreqqah, 2013). Others, however, believe that the character limit can actually enhance students' writing by forcing them to write concisely (Kassens, 2014). The next greatest dislike for students was that the Twitter discussion was too fast (23%).…”

Section: Increased Slightly 38mentioning

confidence: 99%

Utilizing teaching technologies for higher education in a post‐COVID‐19 environment

Koff

2021

Natural Sciences Education

View full text Add to dashboard Cite

Higher education can use technology in the classroom to meet students where they are and reduce the digital divide. Recent events with the COVID-19 pandemic forced schools to rely on multiple forms of technology and underlined the priority for its adoption and effective use. Therefore, understanding the options and role that easily accessible applications can play in the on-ground or online classroom is an important research need. This study assessed graduate students' perceptions of five different types of technology that were incorporated in the classroom across six different semesters. These technologies included classroom response systems, a mobile communication app, and Twitter, blogging, and video production assignments. Overall, the majority of students identified positive characteristics of all of the technology used. With respect to learning, almost all students self-identified increases in their learning from the classroom response systems (88%), Twitter discussion (81%), blogging (93%), and video production (90%). The methods used to incorporate this technology can be applied to multiple disciplines with few or no changes, thereby making these options for many instructors interested in engaging students in digital learning environments.

show abstract

“…Twitter has been shown to have numerous positive effects in the classroom. A number of studies have found Twitter to positively affect student engagement in high school and college students (Junco, Elavsky, & Heiberger, 2013;Junco, Heiberger, & Loken, 2011;Kassens, 2014;Krutka & Milton, 2013). Rheingold (2009) found that using Twitter provided his digital journalism students with timely information and a way for his students to meet new people.…”

Section: Social Media In the Classroommentioning

confidence: 99%

Developing Student Critical Consciousness: Twitter as a Tool to Apply Critical Literacy in the English Classroom

Kunnath¹,

Jackson²

2019

JMLE

View full text Add to dashboard Cite

As young people today are flooded with information from a multitude of sources, they must be prepared to perceive the potentially oppressive and nefarious nature of many texts. Critical literacy is a theory and strategy that allows young people, along with people of all ages, to achieve just this; however, teachers often experience difficulties implementing and guiding students in taking crucial action steps in the classroom. This exploratory action research case study was conducted to address these concerns, as a teacher utilized Twitter to implement critical literacy and guide 32 ethnically diverse eleventh grade students in applying critical literacy in an AP English Language and Composition class. The study was conducted within a unit on American Transcendentalist literature over the course of one month, and the teacher and students used their cell phones inside and outside of the classroom to access Twitter for purposes of research, communication, and interaction. Qualitative methods were used to collect data from student and teacher tweets, reflections, and interviews, which were analyzed with a qualitative conventional content analysis approach. Results showed that Twitter was effective in implementing critical literacy in the classroom. Additionally, multiple affordances included a transformation of teaching and learning in the classroom of study, amplified student voice, increased student engagement, and a potential for student action. Results are discussed in the context of students' achievement of critical action and approach to a state of critical consciousness and may be of interest to the teacher or administrator challenged by critical literacy implementation, curious about critical literacy, or seeking additional technology-infused literacy strategies

show abstract

Tweeting Your Way to Improved #Writing, #Reflection, and #Community

Cited by 9 publications

References 12 publications

Research trends in social network sites’ educational use: a review of publications in all SSCI journals to 2015

Research trends in social network sites’ educational use: a review of publications in all SSCI journals to 2015

Utilizing teaching technologies for higher education in a post‐COVID‐19 environment

Developing Student Critical Consciousness: Twitter as a Tool to Apply Critical Literacy in the English Classroom

Contact Info

Product

Resources

About