For several years now, I have experimented with ways of using social media to improve student learning. While many social networking sites (Facebook, Blogger, Instagram, Vine, etc.) have potential for classroom use, I have worked particularly with Twitter, which allows students to communicate via short, 140-character messages called “tweets.” The use of hashtags—the symbol “#” followed by a unique identifier (such as #eduhacker)—allows tweets to be collected together to form an online conversation among students. I have found that Twitter opens up a number of pedagogical possibilities both inside and outside the classroom.

I began by using Twitter to teach reader-oriented biblical interpretation (see my recent article in Teaching Theology and Religion). More recently, I’ve started using Twitter as a regular part of my assignment structure in some of my smaller courses, particularly to encourage careful, critical reading of assigned texts. For instance, in my course on Ecclesiastes and Job, students complete a daily assignment that involves a Twitter component. For instance, here is an example of a recent assignment on Ecclesiastes 7. Students begin with a careful reading of the text as well as the standard commentaries. They then tweet at least two comments on the text, one an observation from their own interpretation and one an insight from a secondary source. Finally, in this assignment I’ve asked them to tweet a “140-Character Paper” in which they complete the prompt “In Qohelet’s view, God is…”

The first thing this assignment structure does is create dialogue among students outside of class. As students begin making observations about the text or staking claims on what Qohelet’s God is like, other students can respond to those claims, building upon or challenging them (see our conversation at #skepscrip for an example). This interaction effectively extends class discussion beyond both the physical and temporal confines of the classroom and increases student contact time with the material.

Second, this assignment allows me to use student insights as a way of organizing class discussions rather than putting my own interests at the center. It also allows me to incorporate the ideas of quieter students into class, as I am able to call on them to expand on an idea they presented on Twitter. For this particular assignment, I created a Storify of the 140-character papers on Qohelet’s view of God. During class, I had students work in groups to identify the key texts supporting their view of Qohelet’s God and held led a discussion in which groups presented their particular arguments.

Students generally respond positively to my Twitter assignments, noting that they encourage closer reading, provide a framework for classroom discussion, and allow quieter students to participate more easily in class. For more on student outcomes, see my discussion in this webinar and look for more posts here.

For those interested in learning more, there are lots of great resources for getting started teaching with Twitter. What are you doing in the classroom with Twitter and other social media?




Natalie · October 17, 2013 at

So I love this concept – seems like a good way to get everyone involved and carry the conversation outside of class, etc. But I anticipate resistance when I ask everyone to either a) get a twitter account or b) use their twitter account for a purpose that is not solely self-determined. Do you have problems with this? How do you sell it to them?
Also wondering if you have concerns about privacy. How do you maintain a safe space if these responses are made permanent and public? I think I value the idea of being able to “try on” an idea in class and this assignment doesn’t necessarily allow that – which is maybe a good thing? And maybe this can be managed by the types of questions that you ask to be answered on twitter? Do you have any experience of a twitter exercise gone wrong??

Robert Williamson, Jr. · October 17, 2013 at

This is a great question! I’ll write a post in response soon. For now, the short answer is that I do find some students resistant to Twitter, but I find that as time goes on, more and more students are already Twitter users before they get to me. In the course that I describe in this post, I require Twitter for every student, and we have Twitter-based assignments most days. A few students dropped the course when they found out about the Twitter requirement, but others joined to take their place, so I’ve found that it sorts itself out.

I do talk to my students about how (whether) they want to develop their online identity and encourage them to consider anonymous accounts, both to let them venture ideas without them being forever attached to them and to keep them from annoying their Twitter followers. I myself use a course-specific account for this course (@skepscrip), and many of my students do the same.

Natalie · October 23, 2013 at

I had not even thought about the possibility of multiple and anonymous Twitter accounts! I like that idea. Thanks for the response!

3 Possibilities of Teaching with Twitter · June 3, 2016 at

[…] writing that article, I’ve continued to develop my own use of Twitter in the classroom and have learned a great deal from others doing similar work. I’ve also […]

3 Possibilities of Teaching with Twitter – Wabash Center · July 22, 2019 at

[…] writing that article, I’ve continued to develop my own use of Twitter in the classroom and have learned a great deal from others doing similar work. I’ve also […]

Leave a Reply