Ahhhhh Twitter, how I have tried to understand your purpose since 2009. I even tried having a Twitter wall in my classroom for my sixth graders when it first came out.  With all the exploring and searching I have done I still do not understand the purpose and find it to be a difficult social media tool.  I prefer Facebook and Instagram.  However, I did find some good information when I used the hashtag #edchat….again with the hashtags; I’m not sure what purpose those serve either.  Clearly I am not educated in this technological world!


When I searched #edchat I found a post by Jen Hawkins about guidelines for direct instruction. For my kiddos I shouldn’t be giving more than 8-12 minutes of direct instruction.  This goes with the research that I have seen that direct instruction correlates with the age of the learner; which for my population is 8-9 year olds.  I try to limit my talk time and get them moving as much as possible.  What I also found interesting about this post she put up was adult learners should only have direct instruction for 15-18 minutes.  I wish more people would look at these guidelines and adhere to them.  I know for some of our meetings as well as professional developments my attention span is gone after 15 minutes for sure.  As educators we need to be cognizant of our learners and what their needs are.


As for twitter in the classroom, I doubt I will use it. It’s too difficult for me to understand.  If I do not understand it I will not be able to help my students utilize it!

One thought on “Twitter”

  1. Sounds like you’ve actually got the best part of twitter figured out! 🙂 the hashtag! It’s just like a subject heading in the library catalog, it leads you to content related to that topic. The weirdness with hashtags comes from how people use them. Some hashtags are informally agreed upon as a way to share important content, like the #edchat hashtag. Others are just for fun and may seem silly, like #immelting (it is hot today!). Stick with the ones that lead you to good professional content.


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