With the desire for more and more campuses to develop their online or hybrid curricula, expanding pedagogy to include real-time technology in the classroom not only makes sense but can also be done with little or no additional technological investment. The use of technology in the classroom to aid in student learning, help streamline grading, assignments, and discussions, or simply to alleviate physical office hour meetings has not only been around for some time but has been pushed, debated, and left many faculty feeling the "hype" surrounding classroom technology does not meet their needs. Research into that same use of technology, particularly with the rise of Facebook, "clickers," and Blackboard (or its peers), has recently increased in the academic literature. For communication scholars and teachers, however, the "how-tos" that are often necessary with such technologies are not that easy to find. Since web-based social media technologies within the classroom are relatively new, this is not surprising. Particularly in a large lecture course, Twitter (a social media networking tool) can be used as an additional way for students to have voice in the large lecture classroom. Twitter provides students with an additional channel to communicate in the classroom using technology with which they are already familiar. The logic behind using Twitter in the classroom is threefold: (1) it is free to use; (2) it allows for a cataloging of the conversations; and (3) the chance of students bringing appropriate technology into the classroom (e.g., laptop, Smartphone, mobile phone with a texting plan) is rather high--why not use the technology to teachers' advantage? Other web-based platforms are available for teachers to use on campuses (e.g., BlackBoard; Desire2Learn) and have similar functionality. However, unlike those other platforms, Twitter can be accessed by either computer or mobile phones (smartphones by application or web browser, other mobile phones by text message). In addition, Twitter's inherent limitations (no more than 140 characters may be entered and transmitted at a time) construct an environment where students must be on-task and to the point in their communication. Other disciplines have begun using this particular technology in their classrooms, with both successes and additional questions coming out of the experiences. This article presents how Twitter was used in the introductory mass communication course at a medium-sized, Midwestern, urban university. A list of references and suggested readings is included.