Review by Erin Brereton, Common Sense Education | Updated November 2013
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Twiducate

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Safe social network for classroom communication somewhat limited

Subjects & skills
Subjects
  • English Language Arts
Skills
  • Communication & Collaboration
  • Critical Thinking
Grades This grade range is based on learning appropriateness and doesn't take into account privacy. It's determined by Common Sense Education, not the product's publisher.
1–12
Great for:
Common Sense says (See details)
Teachers say (2 Reviews)
Privacy rating (How we rate)
Not yet rated
Price:  Free
Platforms:  Website

Take a look inside

5 images
The site dashboard lets teachers view dates, bookmarks, and other items they've added for students.
Teachers can add exams, events, or other dates to their virtual classrooms.
Users can e-mail other classroom members using a drop-down menu.
Teachers can manually add students by name; each receives a numeric password that they can use to log-in along with the class code.
Educators can also share links to external websites with students.

Pros: Teachers can safely share assignments and other information; kids get social networking experience in a monitored environment.

Cons: You can't easily attach .pdfs or other items to posts and messages, and the overall look isn't as dynamic as that of some social networking sites.

Bottom Line: Twiducate has a few limitations, but the site provides a secure system for teachers and students to share work and communicate.

How Can I Teach with This Tool?

Teachers can use Twiducate to send students assignments, to refer them to educational websites by sharing URL links, and to post dates as reminders about upcoming deadlines and events.

The simple system lets teachers broadcast a message to their entire classroom or send a note to individual students; they can dole out extra-credit assignments, send support materials to students who are struggling, or provide pre-test prep materials to an entire class.

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Standards:

Developed in 2009, Twiducate is a free social networking tool for classrooms. Teachers add students by first name or an alias after registering; students get random numeric passwords. Users can personalize their account with one of the site's avatar images or their own. Students and teachers can e-mail each other through the site, and educators can share bookmarks, posts, deadlines, and other information that only their classroom can see. Teachers can also search by name for other educators in the system with whom they can communicate and share ideas.

Twiducate provides a safe way for teachers to share content with students, who get to practice social networking and written communication skills in the process. Information is exchanged via a secure, closed network. Teachers can view student site activity and prevent them from editing and deleting their posts.

Students may not be impressed by the site's simple design -- Facebook's photo-driven feed provides more compelling visuals -- and the site has a few limitations. Teachers can't easily include attachments in e-mails or posts; they need to upload the items elsewhere and include a link to the materials, which can be cumbersome. Some features can be a little confusing. Teacher profiles include an option to disable chatting, but there's no clear IM feature on the site. The prominent link to Twiducate's Café Press page, touting products with a site logo, seems unnecessary, and Twiducate's Explore page contains links to sites with varying educational value, like Wikipedia. Though Twiducate doesn't provide education, the site can serve as a simple example of safe social media use, offering teachers a way to share classroom content and giving kids experience communicating online.

Overall Rating
Engagement Is the product stimulating, entertaining, and engrossing? Will kids want to return?

The design isn't overly dynamic; don't expect a ton of activities, or bells and whistles. The system is a safe, simple way for students and teachers to correspond. Kids can also customize their avatar and include a brief profile bio.

Pedagogy Is learning content seamlessly baked-in, and do kids build conceptual understanding? Is the product adaptable and empowering? Will skills transfer?

Kids practice using social media in a safe environment with other classmates. They also get writing and self-expression experience. But teachers need to provide communication tips, educational information, activities, and guidance.

Support Does the product take into account learners of varying abilities, skill levels, and learning styles? Does it address both struggling and advanced students?

Teachers can view student site activity but don't get many extra resources. A blog offers usage tips and e-learning information; another page has links to educational sites like PBS Kids, as well as some more general sources like Wikipedia.

Common Sense Reviewer
Erin Brereton
About our ratings and privacy evaluation.

Key Standards Supported

Speaking & Listening

  • SL.11-12.1

    Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

  • SL.11-12.1a

    Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

  • SL.11-12.1c

    Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

  • SL.11-12.1d

    Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

  • SL.11-12.4

    Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

  • SL.9-10.1

    Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

  • SL.9-10.1a

    Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

  • SL.9-10.1c

    Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

  • SL.9-10.1d

    Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

  • SL.9-10.4

    Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Writing

  • W.11-12.4

    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

  • W.11-12.6

    Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

  • W.9-10.4

    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

  • W.9-10.6

    Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

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Teacher Reviews

(See all 2 reviews) (2 reviews) Write a review
Featured review by
Shannon M. , Media specialist/librarian
Media specialist/librarian
Yorktown High School
Yorktown Heights, United States
A fantastic tool to create Twitter like functionality in a safe environment.
I like Twiducate because it offers a Twitter like backchannel environment where students are safe and not open for public viewing. Teachers create classroom specific accounts, where they add students and pose questions. Students are able to respond to teacher questions as if they are Tweeting. This is great for schools who are not yet ready to truly embrace main stream social media in the classroom. Originally created by educators. It offers a mobile platform as well as web based, so cell phone use is ...
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