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Brevity is the Soul of Wit: Twitter in the Shakespeare Classroom
Abstract
In 2011, students in an introductory course on William Shakespeare used Twitter to pose questions about the texts being read. This assignment was designed to measure students’ preconceptions about the material and to focus part of each classroom session on the “conceptual change model” used in science education. This model was adapted to the humanities by pursuing student inquiries, because research methods in text-based disciplines are equally important to domain-specific concepts. This chapter describes the backward-design principles used to promote student engagement, the assignment’s methods to measure preconceptions, and the quantitative data about student engagement and classroom activities. It offers a model for other educators to integrate Twitter and other social networking platforms into their classrooms.
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