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ERIC Number: EJ859276
Record Type: Journal
Publication Date: 2009
Pages: 4
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1052-8938
Twittering about Learning: Using Twitter in an Elementary School Classroom
Kurtz, Jeff
Horace, v25 n1 Sum 2009
Many years ago, when the author first started teaching, a colleague showed him a great technique for communicating with families: At the end of the day, she used a 24- by 16-inch chart tablet to produce daily news in shared writing with her students. She, and then the author, chose one student each day to take the tablet home. That student illustrated the news from that day. The student's family read the news, along with all of the previous news reports. The students took turns, so families saw it about once a month. Over the years, the author has gotten away from that tablet technique, but he has never stopped looking for ways to get kids to write about real things with a real audience in mind. One year he ended each day by writing a blog with his class. They discussed the events of the day, chose one to focus on, and brainstormed details. They wrote and published on the spot. This year, the author decided to try using Twitter, and the more they use it, the more power he has found in it. Their class Twitter site now has more than 350 entries (called tweets), and they manage to add four or five each day. Tweeting throughout the day means that writing has become an integral part of whatever they do, rather than a separate subject that is given some attention and then put away to be forgotten until the next day. It has also taught the students to see their lives and activities as worth sharing. And it is extremely rare that anyone tells him they don't know what to write about.
Coalition of Essential Schools. 1330 Broadway Suite 600, Oakland, CA 94612. Tel: 510-433-1451; Fax: 510-433-1455; Web site: http://www.essentialschools.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington