出版社：LEARN (Leading English Education and Resource Network)
摘要：The purpose of this article is to describe student experiences when incorporatingTwitter into a Bachelor of Education (BEd) course. Data for this participatory actionresearch were gathered from eight first-year BEd students who provided writtenanswers to 16 open-ended questions and participated in two focus group interviews.Findings indicated that, after participants completed a Twitter assignment, their viewsof Twitter and its applicability in educational realms changed. Analyzed through theemerging concept of new pedagogy, the Twitter experience enhanced collaborationand communication between student and the instructor. An implication is that if BEdstudents are to effectively incorporate technology into future kindergarten to grade12 classrooms, they need to experience digital literacy during undergraduate courses.
