http://teacherleaders.typepad.com/the_tempered_radical/2011/10/using-twitter-with-teens-.html

Using Twitter as a backchannel allows students to reflect on lessons and assignments. It also provides a channel for students to ask questions and get help from not only the teacher but also from the other students.

http://searchenginewatch.com/article/2067486/Using-Twitter-as-an-Education-Tool

The story I liked was under the title Storytelling. Mr. Mayo uses Twitter to have his students collaborate on writing assignments. He was able to include other countries and others around the USA. Not only did his students use Twitter for just each other but it brought them together with others from all over the world, all helping to collaborate and write a story.

http://www.good.is/posts/twitter-in-the-classroom-watch-this-teacher-engage-shy-students-in-learning-history/

This teacher used Twitter in the classroom to engage shy students. Many times students have things to say but are too scared or shy to raise their hand and participate in the discussion. Using Twitter allows those students a voice and input without all the outward demonstration.

http://tametheweb.com/2009/02/24/twitter-in-the-classroom-2/

By using Twitter this teacher is saving time and eliminating the posting of the same information all over the place. Twitter now allows him to post everything (assignments, announcements, due dates in one place, at the same time allowing students to submit assignments and ask questions all in one place.

http://www.youtube.com/watch?v=4OxIz_3o3O0

This video shows how a high school is using Twitter and Facebook to get the students engaged and then keeping them there. The English teacher talks that if the students are not engaged, she may as well be teaching a wall; which is so true in today's world.

http://readwrite.com/2009/06/01/how_one_teacher_uses_twitter_in_the_classroom

This teacher uses Twitter for comments, questions, and feedback. The teacher assigns a new hashtag for each week to organize what comments, questions and feedback go with what topics and weeks.

http://teacheng.us/?p=27

This teacher uses twitter to give students updates on what is coming, notes from class, and even lesson plans. Students can then ask questions and/or make comments directly about certain things and the teacher has instant records.

http://mykindleclassroom.blogspot.com/2012_10_01_archive.html

Students can use Kindles to highlight readings and then twitter the notes from it. Students would be able to share thoughts on readings in class, out of class, and get almost instant feedback.

http://www.nytimes.com/2011/05/13/education/13social.html?pagewanted=all&_r=0

Students are using Twitter to share thoughts as they read poems. It allows students to share thoughts as they come and are sharing with each other allowing for feeds of each other and a more in depth conversation as the poem is read. It also allows those that are shier to speak without having to raise their hand or voice.

http://www.educationnews.org/ednews_today/157355.html

Students share essays, projects, and poems, short stories, book reports on a secure password protected webpage. By doing this students are able to read each others work and get feedback. The teachers noticed that since the students are sharing with their classmates then they pay more attention and effort into the work.

http://www.mhwilleke.com/connectivism-a-digital-social-learning-theory
This resource discusses connectivism not only as a learning theory but more specifically as a digital social learning theory. It also covers the three main learning theories and how they focus more internally while connectivism is very much external.

http://projects.coe.uga.edu/epltt/index.php?title=Connectivism
This article discusses the quick turnover of knowledge as it has progressed in recent years. It then dives into connectivism and discusses the main points and ideas of the theory before ending the article with its own debate whether the theory is really a learning theory or not.

http://integratingtech301.pbworks.com/w/page/20021473Communities%20of%20Practice%20Theory
This resource takes communities of practice and divides it up into six sections to delve deeper into it. It covers (1) the introduction od theorists, (2) the 3 main characteristics of this theory, (3) the strengths and weaknesses of communities of practice, (4) the association with constructivism, (5) integration with technology, and (6) other related websites for further research.