A co-worker and friend tweeted a post on Faculty’s lack of interest in Twitter. Faculty Focus reported it’s results from a survey of 2000 higher education professionals on their use of Twitter. Roughly 69% of the respondents do not use Twitter for personal or classroom use. The sample size may be in question but responses to the open-ended questions were defiant. Downloading the report, one particular section on those who do not use Twitter had hilarious responses:
No interest in or time to use it
- It seems to be a stupid time-eating worthless pursuit
- Lack of time and no immediate need to use it.
- I know how to use it, I’ve seen it demoed several times, but I don’t have the neither the time nor the need for it. It could be useful if used in moderation, but most people don’t know how to do that.
- I am already hooked on Facebook. If I added Twitter, I am not sure I would ever get any real work done!
- I don’t have any interest in using Twitter
- I don’t find it particularly helpful
- I think it’s mostly a waste of time and energy
- I have enough other ways to waste time, none of which are as silly as this one
- I prefer to talk to people
- It’s beneath my dignity
There were intelligent critiques such as:
Twitter might be a way to remind students about deadlines and other important and immediate academic information. It doesn’t, however, lend itself well to teaching or to in-depth analysis and response on the part of student or higher ed official.
But then you will find quotes in the report similar to this:
Just because students like to read skywriting messages from airplanes in the sky doesn’t mean we have to shift our classroom instruction to the skywriting format. (I’m trying to draw an analogy here just in case you think I am so ignorant that I don’t know that “twitter” is not skywriting.)
It is not all bad, those who do use Twitter understand it’s potential and can start to visualize a framework for teaching with similarly based technologies. Obviously take this report with a grain of salt, but it is fun to read.