Learning and Teaching as Communicative Actions: Cases of Twitter as an Educational Tool

Learning and Teaching as Communicative Actions: Cases of Twitter as an Educational Tool

Scott J. Warren (University of North Texas, USA), Jenny S. Wakefield (University of North Texas, USA), Kim A. Knight (University of Texas at Dallas, USA) and Metta Alsobrook (Averett University, USA)
DOI: 10.4018/978-1-4666-3676-7.ch012
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Abstract

This chapter explains how Twitter was implemented into three higher education course modality designs: two face-to-face courses in Digital Textuality, one fully online course in Global Policy, and two hybrid courses in Instructional Design II and Theory of Educational Technology Implementation, respectively. Learning and teaching as communicative actions (LTCA) theory guided the designs expanded on here. The authors sought to understand how instructors in their natural educational settings would use social media, specifically Twitter, as a pedagogical tool and aid to support their existing curriculum. Thus, the intent is to report the experiences of instructors using this tool in higher education in order to provide a clear narrative of their experiences, engage readers in critical thinking about the use and implementation of such a tool in the educational setting, and foster discussion, while also allowing the reader to draw appropriate parallels to their own contexts.

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