Teaching with a Technological Twist: Exit Tickets via Twitter in Literacy Classrooms

Autor/inn/en	Amaro-Jiménez, Carla; Hungerford-Kresser, Holly; Pole, Kathryn
Titel	Teaching with a Technological Twist: Exit Tickets via Twitter in Literacy Classrooms
Quelle	In: Journal of Adolescent & Adult Literacy, 60 (2016) 3, S.305-313 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.572
Schlagwörter	Social Media; Longitudinal Studies; Student Improvement; Teaching Methods; Literacy; Teacher Student Relationship; Student Participation; Computer Oriented Programs; Instructional Effectiveness; Learner Engagement; Teachers; Students; Student Attitudes; Curriculum Development + Suchen Sie Ihr Suchwort? Soziale Medien; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching method; Lehrmethode; Unterrichtsmethode; Alphabetisierung; Schreib- und Lesefähigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Computerprogramm; Unterrichtserfolg; Lehrer; Lehrerin; Lehrende; Student; Schüler; Schülerin; Studentin; Schülerverhalten; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	In this article, the authors describe, reflect, and analyze the implementation of a commonly used teaching strategy with a technological twist: exit tickets via Twitter. Longitudinal data collected over the course of three years demonstrated that using Twitter to reinvent a nondigital teaching practice ultimately demonstrated a better understanding of student learning, provided a model for effective teaching, and offered more opportunities to hear student voices. Likewise, analyses showed the most important benefit of the strategy was an immediacy to classroom interactions. Examples of these interactions and the value in the immediacy, which allowed the instructor to capitalize on teachable moments and cocreate curriculum with students, are highlighted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01