As my thinking behind my research ideas moves on, I am being faced with a few problems.

My plan was to introduce the use of Twitter into a local primary school holding structured interviews with the children before and after the process focusing on their attitudes to writing. The problem within this is that the children’s attitudes might improve simply because the activities they will be involved in are new to them. Will it actually be Twitter that has the impact on attitudes and how can this be measured?

To solve this, I could to do 1 of 2 things. I could implement the use of Twitter in the classrooms earlier, so that the children will have a longer time to use it and become more comfortable using it, eliminating the ‘wow’ factor that could cause for an impact on attitude. Or, I could work with an older age group (Y5/6) who are already used to the communicative nature of the Web 2.0 world. If they already have Facebook profiles, Bebo pages or blogs, then they are not necessarily going to be affected by this ‘new’ mode of communication, meaning that the impact of Twitter can be measured more reliably (I hope!).

Current question ideas:

Can the use of Twitter in the classroom impact boy’s attitudes to writing? Is this question too general? Not focused enough? How do I measure the impacts? Is it possible? What aspects of writing?

Bringing interactive digital discourse into the classroom: a focus on the impact on boy’s attitudes to writing. A case study?

Can the use of Twitter remove barriers to boy’s writing and improve attitudes in the primary classroom?

Hmm…the ideas go on!

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