With school officially back in session, we wanted to dig into the archives and re-post a previous commentary on Twitter in the classroom…the post was an informal interview with Mr. Ryan Durrett, the sports and entertainment marketing teacher at Lake Oswego High School in Oregon, conducted by former SCC intern Griffin Booth (now with the LA Galaxy) and we explored Twitter as an educational tool.
Be sure to follow SCC @sportsbized and @BizDRett!
SCC: Thanks for taking some time to share some of your best practices with us Ryan. If you don’t mind me asking, how long have you been teaching?
RD: I started teaching marketing seven years ago at Lake Oswego High School, eventually helping to integrate a sports marketing class into the curriculum. I also teach advertising, advanced marketing, and AP economics.
SCC: How do you use Twitter as an instructional tool?
RD: I started using Twitter about two years ago for my sports marketing class because sports and entertainment brands, specific artists, entertainers, athletes…they are all on there. It is a huge media outlet for all of them and provides them with a great platform for connecting with fans (consumers). I felt that, if that is where the industry is, that is where we need to be as well.
I primarily engage students by re-tweeting current events/developments within the industry and by looking for relevant stories that might be help illustrate some of the concepts we have explored in the classroom.
Students are always active with social media platforms. If you can have them have in contact with sports and entertainment marketing outside of classroom, that’s just more teaching for them beyond the normal class period.
SCC: Do your students follow you on Twitter?
I don’t make them follow me because I don’t want to force interest from the students. I think it’s important that the whole social media component is natural and authentic. I’ve found that doing contests/fun trivia helps to really keep students engaged and active. I try to keep things pretty simple and avoid posting links to long articles, unless it is something I deem to carry particular relevance to whatever we’re currently discussing in class.