This study reports on a case study of the use of Twitter to support learning, and thedevelopment of a learning community, on a final-year module on Shakespeare and PopularCulture at Kingston University (UK). Its focus is on Twitter not simply as a one-to-many orbroadcast technology, but, rather, as a many-to-many or participatory technology thatsupports the creation and development of personal learning networks instantiated through arange of dialogic interactions. The role of social media tools such as Twitter within highereducation has been the subject of intense debates at academic conferences, the blogosphereand, more recently, published research with many academics excited by its potential totransform pedagogic practice. However, analysis of student tweets and feedback via a surveyand individual semi-structured interviews reveals that Twitter is perceived by students to fallbetween educationally useful virtual learning environments (e.g. Blackboard) and personally
meaningful ‘vernacular’ technologies such as Facebook,
the dominant social networking site.
Occupying an awkward space between the ‘school tools’ of Blackboard and the ‘cool tools’of Facebook, Twitter’s potential in Higher Education is at best problematic