Students can receive messages to their phones (SMS) or other messaging clients with multiple-choice questions.
Limitations: Does not seem to support non-Latin characters.
Text Message (SMS), Twitter, and web Polls and Voting, Audience Response System
Now includes presenter tools so that you can create polls on the fly (during a presentation).
Can embed live poll results in a PowerPoint or Keynote presentation.
Limitations: Free version allows up to 40 responses.
Group Collaboration for Learning Teams.
Learning management system that includes video broadcasts, video meetings, text chat, screencasting, polling, and text messaging.
Quickly create a web page by
1) Send an email to p@mailp.in.
2) Get a sharable URL of a web page, which contains full content of the email message, including attachments. It also allows comments.
Communication app that allows students and instructors to text chat and exchange files. Text transcript can be downloaded. Instructor can delete inappropriate messages.
Limitations: All users must create an account.
This is the most commonly used chatting app in China and Asia now, and you can make friends from all over the word by using it.
You can send voice messages, text messages and making both video and voice calls.
How might we promote the same interaction among students using Twitter for classroom and learning?
Since Twitter is considered to be a social networking website, one aspect of this study looked at dialogue that transpired between followers to show evidence of collaborative conversations rather than unidirectional sharing of information.
Survey results show that nine out of ten of the respondents were able to give concrete examples of collaboration that occurred with fellow Twitter users.
These examples included ideas such as creating units, sharing of resources, students collaborating on projects between classrooms, exchanging professional materials and readings, writing book chapters, and even co-presenting at conferences.
beyond 140-character messages. That teachers moved discussions to forums that allow for deeper discussion and expansion of ideas is encouraging; Twitter does not seem to be a place to collaborate in depth, but rather to make those initial connections - a "jumping off" point.
how using Twitter has benefited them professionally. Four unique themes emerged from their responses:
Access to resources
Supportive relationships
Increased leadership capacity
Development of a professional vision
practical resources and ideas as a benefit.
opportunities for them to take leadership roles in developing professional development, organizing conferences, publishing, and grant writing.
This research study provides new insight into how teachers use social networking sites such as Twitter for professional purposes.