Preliminary research seems to indicate that social media in general, and Twitter in specific, can be used successfully in the classroom as a pedagogical tool. The first order of business, therefore, is to convince administrations and boards that there is a valid use for Twitter in the classroom. Like any new educational approach, it will take the boldest and most innovative to begin the trend of acceptance, but the same can be said of other educational devices. Chalkboards gave way to whiteboards and then to Smart Boards with a side trip to overhead projectors along the way. Filmstrip projectors fell away when reel-to-reel projectors became school standards. Since the dawn of video, however, those projectors are generally covered in dust in a warehouse, or perhaps, if fortunate, housed in a museum. Of course, the television and VCR on a cart have long been replaced in many schools by in-room screens and DVDs or streaming video. Computers in the classroom were unheard of even 20 years ago, and schools lucky enough to have computer labs required floppy disks for memory storage.
Technology is evolving faster every year, and each generation of students has access to newer and better ways to communicate. The smart school board will search out ways to utilize the technologies already in the hands of their students. There is no extra cost to the school district, and students would lose yet another set of excuses for not knowing assignments and deadlines. Research at the college level is indicating that Twitter offers a positive change in student engagement when it is offered with specific scaffolding, explicit rules and expectations, and instructor modeling. Students required to use Twitter in the classroom ultimately had better grades than those for whom it was optional. Student community can be enhanced with particular hashtags and attention to privacy by employing school-specific accounts. Students can learn citizenship skills by participating in civil discourse with classmates or other students in other schools.
There is potential for Twitter to allow students to reach beyond the classroom and interact with the world beyond through use of specific hashtags. Communication skills may be enhanced by the 140 character limit, and tweeting may level the playing field between dominant classroom speakers and more reserved students who may never raise their hands in class. Teachers using Twitter have the ability to track backchannel discourse and make adjustments to teaching methods, even as the conversation is occurring. Teachers can personalize the learning environment, thus providing greater enrichment for students who need it as well as quietly remediate weaknesses for students who need bolstering. With appropriate boundaries for usage and intent, Twitter offers a modern element for improved student engagement, which may, over time, lead to greater student achievement. At the very least, Twitter should be considered as a beneficial addition to the pedagogical toolbox.