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dc.contributor.advisor Wohlwend, Karen en Demir, Asiye 2018-12-20T14:39:24Z 2018-12-20T14:39:24Z 2018-12
dc.description Thesis (M.S.Ed.) - Indiana University,Department of Language, Culture, and Literacy Education, 2018 en
dc.description.abstract From my brief personal learning experience, I wanted to explore the effectiveness of Twitter as a teaching tool in larger educational platforms. Many studies approached Twitter as an instructional tool. Teachers, especially in higher education, use Twitter as an immediate feedback tool or as a place that students can engaged with each other on classroom material. While some studies focus on the pre-service teachers and their professional improvement by means of Twitter (Reinhardt et al. 2010) others focus on in-service teachers to see how they integrate Twitter to their own profession or their in-class activities. (Greenhalg et al. 2017) Along with these education-related Twitter studies, there are a few studies that question the effectiveness of Twitter as an instructional tool (Kist et al. 2015). Ultimately, scholars have different ideas about Twitter’s role and efficacy in education and I see Kinderchat as a good place to explore as a site for education practices. en
dc.language.iso en en
dc.publisher [Bloomington, Ind.] : Indiana University en
dc.rights CC-BY: This work is under a CC-BY license. You are free to copy and redistribute the material in any format, as well as remix, transform, and build upon the material as long as you give appropriate credit to the original creator, provide a link to the license, and indicate any changes made. en
dc.rights.uri en
dc.subject new literacy practices en
dc.subject twitter en
dc.subject kinderchat en
dc.title Kinderchat as a New Literacy Practice en
dc.type Thesis en

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