Some Professors' Jitters Over Twitter Are Easing, announced an article in The Washington Post last week, reflecting the explosion of interest that this relatively new communications tool is experiencing this year. As with discussions of any new technology, reporting on Twitter is a often a combination of breathless enthusiasm and snarky criticism, as well as a fair amount of befuddlement and misunderstanding.
(For those unfamiliar with Twitter, the related Wikipedia article might be helpful.)
While discussions about the use of a tool like Twitter are now, suddenly, quite mainstream in many places, educators have been exploring the tool for awhile. Search Google and you'll find lots of useful references, like this one from way back <grin> in 2007. (Or better yet, search on Twitter itself!) As occurs with any potential new innovation in education, response to this exploration and experimentation has at times been rather heated (have a look at the comments to the article from U.K.'s Guardian newspaper in March when it announced, with just a touch of hyperbole, Pupils to study Twitter and blogs in primary schools shake-up).
So what, you might ask, does all of this have to do with the use of ICTs in education in developing countries?