Abstract
Twitter is a popular – some would say ‘unique’ – social networking and micro-blogging site. Although social networking sites are viewed by some as ‘a distraction’ to learning, research suggests they can often be used proactively by teachers in all sectors, to share ideas, texts and images in a positive and informal way. Twitter in particular has been found to enhance learning outcomes through encouraging student creativity and social engagement.
Using an auto/biographical interpretive approach, this theoretical, reflective chapter about using Twitter, draws on the authors’ two individual perspectives as lecturer and student-teacher. Within the context of a New Zealand university, we draw on a multi-disciplinary ‘learning cultures’ model, founded on the sociology. Presenting metaphorical ideas, together with practical pedagogical strategies, we explain how the theoretical tools within a learning cultures approach, resonate with Māori philosophy. Māori concepts of ako [learning/teaching] and Te Whāriki [a woven mat for all to stand on] illuminate Twitter as an empowering ‘third space’ for connected, multi-cultural learning.
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Edgington, U., Wilton, J. (2018). Twitter as Part of an Online Learning Cultures Approach: Exploring a Lecturer’s and a Student-Teacher’s Perspectives. In: Matthews, C., Edgington, U., Channon, A. (eds) Teaching with Sociological Imagination in Higher and Further Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-6725-9_6
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