I use Twitter daily now. In some respects I use it to communicate information I think will be useful to my students. This includes re-Tweets of instructional design jobs, games, research, etc.
If I really want to teach something, I usually do formal instruction in class, Adobe Connect Pro, or in a long blog with references, links and deep information. 140 characters is to short for a lot of direct instruction or to match my methods.
However, it can be good for discourse. Constative communicative actions can be generated using truth claims by me that open debate and counter-claims among students that encouraged seeking information and research that supports their claims. This kind of discourse can only happen somewhat synchronously, so if students miss the Tweets I put up, the learning doesn’t really happen. This theoretical framework is still very much nascent and needs more thought. I’m using it but need to frame it more clearly in terms of existing theories including LTCA (see early blog) theory.
Everyone in the room is either on their phone or computer. I wonder if they are teaching or informing or neither.