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ERIC Number: EJ1095741
Record Type: Journal
Publication Date: 2015
Pages: 3
Abstractor: As Provided
ISSN: ISSN-0034-0510
How to Effectively Use Social Media as In-Class Teaching Tools
Simplicio, Joseph
Reading Improvement, v52 n4 p142-144 Win 2015
Every day all across America teachers assign their students stories to read and summarize. Unfortunately, many of these students find this to be an exercise in futility. Lacking the skills to effectively analyze the material, these students often struggle to properly summarize what they have read because they have never mastered the correct techniques to do so. This article looks at one possible way to develop those needed skills. With the current educational trend that allows students to bring in their own electronic devices into the classroom, BYOD, the author explores the possibility of using technology and social media as effective tools for instruction. Centering in on social media, and Twitter in particular, the article looks at the opportunity for educators to modernize and effectively rekindle the practice of "read and summarize" by employing a new and innovative teaching method. Using this method, the teacher establishes a Twitter account and then sets up a hash tag (#) theme under the name of the story or chapter the teacher wishes the students to read. Students can then be asked to summarize the material and submit it to the Twitter account. Since Twitter restricts a submission to 140 characters, students are forced to be succinct in their submissions. Students understand this concept since they are already familiar with tweeting. With in-class discussions and teacher guidance the result is that over time students improve their abilities to more effectively summarize any work they are asked to review and analyze.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Florida; Maryland; Michigan; Texas; Virginia
Grant or Contract Numbers: N/A