Twitter for educators

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Maureen Cohen

Educação Tecnologia

[object Object],[object Object],What is Twitter?

[object Object],[object Object],[object Object],[object Object],[object Object],The language of Twitter

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Access to Twitter

[object Object],[object Object],[object Object],Why use Twitter?

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Why Use Twitter?

[object Object],[object Object],[object Object],[object Object],[object Object],Important Issues with Social Networking

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[object Object],[object Object],Twitter Videos

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Many educators have heard of social networking, but most are not really sure what it means or how it can inform, communicate, and collaborate, especially in education. Understanding social media and the effect it has on society and information landscape should be the goal of every educator. In this session, the presenter will start with a focus on social media in general and then show how educators can use Twitter for professional development, classroom instruction, and collaboration.

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Liz Davis and I used this slidedeck as we worked with attendees at BLC10 to build their networks on Twitter Are you wondering what all the fuss is about? Have you tried it and still do not get it? In this session we will focus on the ways Twitter can be harnessed to build a rich and powerful learning community. We will discuss tips and tricks to leverage the potential of this network. Resources will be provided to help attendees set up their own networks during and/or after the session. Finally, we will capitalize on the face-to-face connections within the workshop to further enrich our online learning communities.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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