Social Media Networks in the Classroom: A Closer Look at Twitter
Kimberly Hodges
Eastern New Mexico University
United States
khodges78@gmail.com
Abstract: There are many factors that contribute to the success of social media networks. However, there is limited
discussion on how social media can be used to enhance classroom learning experiences. The purpose of this brief
paper is to discuss the value of social media network services in the classroom. This paper will specifically focus on
the use of Twitter in the classroom in respect to student learning expectations (interest go together), student
engagement, and practical application.
Introduction
Social media networks represent a vast collection of internet websites, services, and practices that support
group effort, personal learning networks, participation, sharing, and personal exchanges from various entities
(Junco, Heibergert, & Loken, 2010; Messner, 2009). These entities include individuals, businesses, academic
institutions, healthcare agencies, entertainment groups, and government officials. The popular use of social media
networks stems from the idea that information should be disseminated immediately. The “need know now” drives
social media and creates a linked internal and external communication network between individuals and entities, that
is both powerful and highly interactive. Instant messaging, message exchange, and interactivity through this interlocked network signify a paradigm shift in traditional communication practices. Moreover, an entities ability to
participate effectively in a social media network is based on the ability to actively engage network participants.
The shift in communication practices has also impacted individual information exchange expectations
especially in academic institutions. For most entities outside of education, the shift in communication practice and
the need to engage network participants has prompted the development of mobile applications, Facebook pages, and
Twitter accounts, however, not all academic institutions are able to afford, implement, and utilize these types of
media services using public domain. In many instances, social media services are restricted in academic institutions
due to security and internet safety concerns (Messner, 2009). In addition to restricted access, inexperienced
educators and faculty members also limit the use of social media in the classroom. However, the widespread
popularity of social media among academic institution populations indicates that students are interested in instant
communication services and status updates (Hughes & Palen, 2009). Such interest requires educator’s at all
academic levels to find ways to engage students in the classroom using social media platforms.
Social Media and Classrooms Expectations
Student engagement and expectations of social media usage in academic institutions are most often met by
educators that are comfortable with social media and have a positive view of its impact on student learning and
engagement (Junco, Heibergert, & Loken, 2010). Students expect teachers to have experience and expertise in the
field, customize classroom experiences using technology, and convey content information using modern technology
(Roberts, 2012). Experience and expertise represent the traditional expectation of teaching regardless of the level
technology influences. Students desire to be inspired, motivated, and astonished by teachers. In essence, students
appreciate the perspectives, ideas, and experiences that teachers bring into the classroom. However, the teacher’s
ability to incorporate social media services and create a customized learning experience adds value to the overall
learning experience. Social media customization allows for immediate information exchanges, discussions,
interactions, and resource exploration. In addition, the inclusion of the iPad, smart phones, and internet services
provides easy access to social media networks. The teacher’s ability utilize media platforms in the classroom
instantly creates a customized student learning experience that allows educators to diversify teaching and
communication methods, which in turn strengthens the students learning experience and encourages future learning.
Moreover, students are able to view subject matter in a variety of technological context as well as engage in
classroom activities beyond classroom walls that are not limited by time or participation anxiety. Students are able
to communicate and explore subject matter without academic judgment.
Twitter and Student Engagement
Social network services such as Twitter have become an increasingly popular academic platform for
academic institutions across the country because its ability to create instance interactivity and engagement among
users (Kist, 2010). Twitter is a free social media site and service that includes social networking and microblogging.
Community members are able to update (tweet) up to 140 characters individual status and respond to the question
“What are you doing?”.Members can also respond to other community members updates using twitter, mobile
devices, email, instant messaging, short message service (SMS), and third party programs (Borau, Ullrich, Feng, &
Shen, 2009; Stevens, 2009; Mcfedries, 2007). Widespread popularity of social media stems from k-12 as well as
secondary education students interests in immediate information exchange. As today’s students become more and
more familiar with social media skills set and attributes associated with successful learning begin to develop.
Hughes and Palen (2009) suggests that the continuous use and exposure to social media services such as Twitter
helps students develop a sense of community and helps students develop skill set that are directly related to 21 st
century learning skills (communication, collaboration creativity, leadership, and technology proficiency (Hughes &
Palen). In addition, students are also highly concerned about instructional delivery methods and the conveniences
associated with real time social media services. Therefore, students expect schools and universities to use social
media services to reach beyond classroom walls.
Twitter in Theory
Twitter allows students to construct their own knowledge through idea sharing, immediate response,
feedback, and file sharing. These characteristics are directly connected to constructivism in that students are able to
collaborate with peers, compare and share ideas, and receive immediate feedback (Jonassen, Davidson, Collins,
Campbell, & Haag, 1995). The constructivism theory suggests that students learn best in conditions which allow
knowledge constructing and sharing. In a constructivism based classroom, students are expected to become
independent thinkers and in essence develop new ideas and experiences through a student centered learning
approach. Twitter's ability to support student centered learning in any type of learning environment virtual or
traditional is limitless. Twitter allows students to freely share ideas based on innate experiences and such allowance
supports the idea that the student experience and ability to communicate meaning is valuable. The ability to nurture
knowledge construction through direct relationship and idea exchange leads to a more in-depth learning experience.
Twitter provides a venue of expression that is highly devoted to experience, ideas, beliefs, and current
conversations.
Practical Application
In order to effectively implement Twitter in to the classroom, educators have to be familiar with the
service. Proper implementation of Twitter requires instructors to set up a group Twitter account that is accessible to
all students. Instructors must be able to send and receive tweets, attach files, set up as well as follow groups. In
addition, students must be able to use Twitter in the same capacity. There are many different Twitter activities that
instructors can use to engage students. Twitter can be used to
1.
2.
3.
4.
5.
6.
7.
8.
Direct Tweets. Instructors can send messages to individuals and groups without sharing personal
information. Direct tweets allow instructors to quickly assist students and address individual needs
immediately.
Student to Student Collaboration. Students are able to discuss assignments and groups project online via
computer, tablet, or cell phone and are not limited to set meeting times.
Survey. Instructors can use Twitter to discover student interest and received immediate feedback about
ideas/topics presented in the classroom (50 Ways to Use Twitter in the College Classroom, 2012).
Data Collection and Research. Many organization use Twitter to disseminate data and provide details about
up and coming ideas and topics. Students can use Twitter to follow major authors, writers, and researchers
that use Twitter to provide detail about research. In addition, students can use twitter to collect data about
specific topics.
Current Events. Twitter can be used to help students follow topic essential for classroom discussion.
Students can then share articles and events in class and use articles to write as well as conduct research
paper.
Expert Connection. Instructors can have student discuss important topics with subject matter experts using
the group Twitter platform. Students will have an opportunity to share, exchange, and learn new ideas
based on information provided by a subject matter expert.
Online Discussions. Instructors can use Twitter to discuss topics relevant to classroom subjects. Students
can freely respond using multiple devices without actually being in the classroom.
Assessment. Instructors can use Twitter to ask informal questions about ongoing group projects,
assignments and research papers without sending emails (Wetzel, 2009).
Conclusion
Social media networks services such as Twitter bring a new form of interactivity and engagement into the
classroom. However, in order to effectively implement and meet the needs of growing student media expectations
educators must be willing to customize teaching using technology. This does not mean that all aspect of teaching
should be devoted to technology however it does suggest that there should be a healthy balance of technology
integration in the classroom. Social media network services provide seamless yet low cost technology integration in
the classroom allows for educational creativity. Educators are able to customize the learning environment to meet
the needs of the students while provide a unique learning experience.
References
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Hughes, A. L., & Palen, L. (2009). Twitter adoption and use in mass convergence and emergency events.
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Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Haag, B. B. (1995). Constructivism and computermediated communication in distance education. American Journal of Distance Education, 9(2), 7-26.
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