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The majority of learners reported positive feelings about using Twitter; however, less than half of the 22 participants tweeted the minimum number of times required by the instructor (a total of three times per week) and most of the learners posted status tweets rather than replies to other participants. Rather, the learner may develop a sense of identity that is bound to the culture of the classroom or school and the motivations for learning are likewise, connected to an “exchange value” rather than to the goal of being a full practitioner of something (math, science, writing, etc.). Several essential points about a situated view of learning are made that have particular relevance to the use of social networking technologies, since these are tools that by design, facilitate LPP.Participants were most positive about the affect of using Twitter on their confidence as language users and on the development of their writing skills, yet they did not feel that reading tweets helped their reading skills. The authors make three important distinctions between situated approaches to learning considered to be practice fields (including problem-based learning, cognitive apprenticeship, jigsaw learning) and community learning typical of Communities of Practice: 1) the sustainability and history of the learning community, 2) whether the learners and community are part of some larger community and 3) whether there is access to legitimate participation (p. The authors provide examples of several best practice models of learning projects carried out in public secondary schools and in colleges. First, drawing on Lave’s contention that learning should be considered from the perspective of the learner, the authors point out that educators need to accept that learning outcomes may be different from learning objectives created by a teacher or school, but they represent learning nonetheless.
For those members who wish to use Facebook to communicate privately, there is a message feature, which closely resembles email.My personal professional use of Twitter has indeed proven to be a useful source of learning and means of connecting to others in my dual fields of interest: educational technology and teaching English as a Second Language.Convinced that Twitter had potential as a tool for second language learning, I experimented with a class of ESL learners in my intensive English program in 2009.University of Connecticut American English Language Institute (UCAELI) Introduction Technologies emerge, evolve, and sometimes become obsolete very quickly.Occasionally, a simple technology designed for one purpose is adapted to meet an array of quite different purposes, some of which may be educational.In May 2007, Facebook opened up its developers' platform to allow third-party developers to build applications and widgets that, once approved, could be distributed through the Facebook community.
In May 2008, Facebook engineers announced Facebook Connect, a cross-site initiative that allows users to publish interactions on third-party partner sites in their Facebook news feed.
In reviewing the articles that have become this bibliography, I have been seeking the intersections between the affordances of Twitter and similar popular social networking technologies, situated learning theory in terms of Lave and Wenger’s concepts of Legitimate Peripheral Participation and Communities of Practice, and technology assisted learning through engagement in online communities. In July 2009, this was the only research based journal article identified in which the use of Twitter as a language learning tool was investigated.
The bibliography may have significance not only for second language teachers, but also for those interested in the educational value and potential use of social networking technologies for online learning, mobile learning, student recruitment, and engagement of students in learning. In this case, the students were studying Italian at a university in the U. A., and the use of Twitter was a required, graded component of their coursework.
Adopting a situated learning perspective, I have come to believe that the true power of Twitter and other social networking tools lies in their potential to extend learning beyond the boundaries of the classroom community.
Based on the ideas of Lave (1991) and Wenger (1991, 1998), learning takes place as “newcomers” become more proficient practitioners of a discipline through participating in Communities of Practice.
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