Abstract
Undergraduates use Twitter as a means of constant communication with one another. Trying to harness this incredible writing tool, the author attempted to utilize Twitter as part of the classroom communication requirement. However, the students were unable to differentiate effectively between their external classroom communication and using Twitter for an educational purpose. They lacked the understanding of codeswitching, that it is possible to use the same tool to facilitate discussion across their multiple life roles. This idea contrasts drastically to the many academic professionals on Twitter who utilize the technology for personal, professional, and classroom communication. This disconnection between academics and their students begs the question of whether technological codeswitching can be taught. This chapter will discuss the challenges of engaging students in multiple formats to consider if requiring communication in multiple modes is as effective as allowing students the opportunity to mature into their own technological codeswitching capabilities. This chapter will consider the future of education in which K-12 education becomes much more familiarized with Web 2.0 technologies, in which case the impact of early exposition to these tools would change the outlook in higher education as well.
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Notes
- 1.
More details about the nuances of codeswitching can be found in such publications as Peter Auer’s (1998) Code-Switching in conversation: language, interaction and identity.
- 2.
According to the Oxford English Dictionary, an interlocutor refers to “One who takes part in a dialogue, conversation, or discussion” or “One who enters into or takes part in conversation with another.”
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Scheg, A. (2015). Can Technological Code-switching be Taught: Utilizing Twitter as a Classroom Communication Tool. In: Layne, P., Lake, P. (eds) Global Innovation of Teaching and Learning in Higher Education. Professional Learning and Development in Schools and Higher Education, vol 11. Springer, Cham. https://doi.org/10.1007/978-3-319-10482-9_12
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