Tweetbot) which show promise to help me optimize the efficiency of my use of the tool. I am in the process of comparing several Twitter-management apps (e.g. Currently I choose to follow 78 “thought leaders” whom I very much admire. Today Twitter is an invaluable personal learning and communication resource that I have fine-tuned for my particular needs. How can I minimize the costs to me (time away from other things wheat to chaff ratio) of my using Twitter?.How can I use Twitter to improve my ability to find answers to questions I am investigating?.Under what circumstances might Twitter give me more successful ways of teaching?.

“To Twit or not to Twit?” for me is no longer the appropriate way to frame the issue. Since then, however, I have reconsidered Twitter as a learning tool. I very much need and treasure having time to reflect, to read, to assimilate, and to create. I am amused to see that I myself have tweeted more than 2100 times! Also, I was petrified at my inability to decrease or at least slow down my communication and information acquisition activities. I objected to the Procrustean process of having my thoughts, ideas, and communications reduced to 140 characters or less (“thought bytes”). I read two books about it, consulted several Carroll alumni who DO use it (thanks Chris G, Lori S, and Fred K.), and studied fellow academics’ twittering experiences documented in publications which I closely read and value. They failed to see differences between it and, say, the “update function” of Facebook.

My student assistants found little value in using it. A number of years ago I was quite hesitant to use Twitter. I notice that Twitter is number 5 among the T op Learning Tools of 2017 identified by Jane Hart.

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