Twitter Warning: You are not logged in. Your IP address will be publicly visible if you make any edits. If you log in or create an account, your edits will be attributed to your username, along with other benefits.Anti-spam check. Do not fill this in! ====Education==== Twitter has been adopted as a communication and learning tool in educational and research<ref>{{Cite journal | volume = 3| issue = 1| last = Grandjean| first = Martin| title = A social network analysis of Twitter: Mapping the digital humanities community| journal =Cogent Arts & Humanities| date = 2016| page = 1171458| doi=10.1080/23311983.2016.1171458| s2cid = 114999767| doi-access = free}}</ref> settings mostly in colleges and universities.<ref>Rankin, M. (2010). [http://www.utdallas.edu/~mrankin/usweb/twitterconclusions.htm "Some general comments on the 'Twitter Experiment'"]</ref><ref>Grosseck & Holotescu (2008). [http://www.cblt.soton.ac.uk/multimedia/PDFsMM09/Can%20we%20use%20twitter%20for%20educational%20activities.pdf "Can we use Twitter for educational activities?"] {{webarchive|url=https://web.archive.org/web/20120518012255/http://www.cblt.soton.ac.uk/multimedia/PDFsMM09/Can%20we%20use%20twitter%20for%20educational%20activities.pdf |date=May 18, 2012 }} Proceedings of the 4th International Scientific Conference: eLearning and Software forEducation, Bucharest, Romania.</ref> It has been used as a [[backchannel]] to promote student interactions, especially in large-lecture courses.<ref>Elavsky, CM, Mislan, C & Elavsky, S (2011). When talking less is more: exploring outcomes of Twitter usage in the large-lecture hall. ''Learning, Media and Technology'' Volume 36, Issue 3.</ref> Research has found that using Twitter in college courses helps students communicate with each other and faculty, promotes informal learning, allows shy students a forum for increased participation, increases student engagement, and improves overall course grades.<ref>Junco, R., Heiberger, G., & Loken, E. (2011). [http://blog.reyjunco.com/pdf/JuncoHeibergerLokenTwitterEngagementGrades.pdf "The effect of Twitter on college student engagement and grades"]. Journal of Computer Assisted Learning, 27(2), 119β132. {{webarchive |url=https://web.archive.org/web/20120508093835/http://blog.reyjunco.com/pdf/JuncoHeibergerLokenTwitterEngagementGrades.pdf |date=May 8, 2012 }}</ref><ref>Junco, R., Elavsky, C. M., Heiberger, G. (2012). [http://reyjunco.com/wordpress/pdf/JuncoElavskyHeibergerTwitterCollaboration.pdf "Putting Twitter to the test: assessing outcomes for student collaboration, engagement, and success"]. British Journal of Educational Technology. doi:10.1111/j.1467-8535.2012.01284.x {{webarchive |url=https://web.archive.org/web/20130120114952/http://reyjunco.com/wordpress/pdf/JuncoElavskyHeibergerTwitterCollaboration.pdf |date=January 20, 2013 }}</ref><ref>Ebner, Lienhardt, Rohs, & Meyer (2010). [http://www.cblt.soton.ac.uk/multimedia/PDFs10/micriblogs%20in%20higher%20education%20process%20orientated%20learning.pdf "Microblogs in Higher Education β A chance to facilitate informal and process-oriented learning?"] {{webarchive|url=https://web.archive.org/web/20110626175108/http://www.cblt.soton.ac.uk/multimedia/PDFs10/micriblogs%20in%20higher%20education%20process%20orientated%20learning.pdf |date=June 26, 2011 }} ''Computers & Education'', 55, 92β100.</ref> Twitter has been an increasingly growing in the field of education as an effective tool that can be used to encourage learning and idea, or knowledge sharing, in and outside the classroom.<ref name="Carrie-2015">{{Cite journal|last1=Carrie|first1=Ross|last2=Maninger|first2=Robert|last3=LaPrairie|first3=Kimberly|last4=Sullivan|first4=Sam|date=Spring 2015|title=The Use of Twitter in the Creation of Educational Professional Learning Opportunities|url=https://dc.swosu.edu/aij/vol5/iss1/6|journal=Administrative Issues Journal: Connecting Education, Practice, and Research.|volume= 5|pages=55β76|issn=2153-7615|doi=10.5929/2015.5.1.7|id={{ERIC|EJ1062476}}|doi-access=free}}</ref> By using or creating hashtags, students and educators are able to communicate under specific categories of their choice to enhance and promote education. A broad example of a hashtag used in education is "edchat", to communicate with other teachers and people using that hashtag. Once teachers find someone they want to talk to, they can either direct message the person or narrow down the hashtag to make the topic of the conversation more specific,w using hashtags for scichat (science), engchat (English), sschat (social studies).<ref name="Carrie-2015" /> In a 2011 study, researchers found that young peoples use of Twitter helped to improve relationships with teachers, encourage interactive learning, and ultimately lead to high grades.<ref name="Carrie-2015" /> In the same study, it was found that out of a group of 158 educators, 92% agreed that the reason they use Twitter is because of how user-friendly it is,<ref name="Carrie-2015" /> another 86% agreed that they started and continue using Twitter because of how easy it is to learn, and finally,<ref name="Carrie-2015" /> 93% said they use Twitter because it is free. People found sifting through large amounts of data to be challenging; however, with the simple nature of Twitter, large amount of information became easily accessible.<ref name="Greenhow-2012">{{Cite journal|last1=Greenhow|first1=Christine|last2=Gleason|first2=Benjamin|date=October 3, 2012|title=Twitteracy: Tweeting as a New Literacy Practice|journal=The Educational Forum|volume= 76|issue=4|pages=464β478|doi=10.1080/00131725.2012.709032|s2cid=145800002}}</ref> Much of this simplicity comes from the use of the hashtag and the intuitive nature of how Twitter as a microblogging site operates.<ref name="Greenhow-2012" /> These features help to promote education outside the classroom in a global setting where students and educators are easily able to create, connect, and share knowledge. This ultimately promotes growth and learning among students and educators, not just in the classroom, but virtually and around the world. 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