Why Twitter “works” in education?

[responsivevoice_button buttontext=”Play”]

As with the advancement in technology, social media channels grow day by day, each adopts their own personality.

LinkedIn is the oldest in the family.

Instagram is the playful teen, that opened its restaurant with the money for the family.

Facebook is the walking political argument that everyone know not get started.

And Twitter? Twitter is the wild child of the whole bunch.

Offering enough of information, a dynamic stream that looks amazing on mobile devices and desktop, and offering different ways to communicate from @messaging to #hashtags to link distribution and micro-blogging, Twitter works, and unlike, Facebook, blogging, and other digital media tools, when something does indeed “fail” on Twitter, the huge number of tweets can help diminish the loss.

But do you know Twitter is a great tool that helps with education as well, how? Check out in this article:

Metrics are now the important part of the writing process:

While the analytics you found in Twitter account is now out of the box, 3rd party now have strengthened the digital Twitter ecology with different platforms like twitonomy. These are powerful real-time monitoring tools that help users solve complex problems, trend transparency and audience analytics that is a big help for learners at any grade level, course or classroom. Metrics like this are now becoming a vital stage of the writing process.

There can be active or passive engagement:

The nature of Twitter stream allows its users to use it as an active or a passive learning tool; learners can produce, connect, tweet surf, skim and watch. This allows students to plan for a number of roles for the learner by group, task or as a matter of learning personalization.

Twitter has credibility:

As with the time, Twitter is now used as a pop culture, social media platform that is used by more than millions of users. It also lacks bleaching of formal learning, and immerses learners in patterns, structures and language that are familiar. And while learners who just start using Twitter, Twitter confused them.

It’s familiar:

Because twitter is familiar, its demand for procedural knowledge is reduced, so that task and content can be focused upon.

Its content-area agnostic:

But perhaps the most important matter of genuineness is that Twitter is full of diverse, real-world, original and highly-dynamic content – completely opposite of a textbook. Whereas on the other hand textbooks are fantastic holding areas of ready-made and specific expertise assignments, Twitter offers reams and seems of digital content that must then be evaluated, parsed and implemented – a kind of raw materials approach to information that will not tidy and nice, is as real-world and authentic as it gets. And obviously includes all “content areas.”

It can be personalised:

Twitter accounts are easy to join as well as free, allowing for personalized account avatars, names, following lists and of course the Tweets themselves to be as differentiated and unique as the content or assignment focus necessities. The less universal and cookie-cutter an assignment seems to be, the greater there will be the chances of learning.

On the other hand, unlike Facebook, but like Instagram, for instance, twitter can be entirely anonymous depending on the user needs and requirements.

Twitter has an instant audience:

While you do not need student to literally publishing thinking or share work on Twitter to benefit from it, if you do, you will have an immediate audience, or can let students find one. And even you have less followers, hashtags, @messaging and direct access to celebrities, experts and mentors can provide instant visibility for a work of a student.

Author’s bio:

This post is written by Ellen John. She is a housewife and mother of two children, working as a freelance content writer at QuickDissertationHelp. Also, she loves pets and painting.