There has been growing interest in the many uses of microblogging in higher education, from sharing research ideas and results to teaching and learning. Yet few studies have been undertaken to examine systematically how microblogging technologies are used by teachers in a classroom environment. The published studies indicate microblogging tools aide collaboration in the classroom. These studies have not addressed in detail how the use of the technology shapes teaching practice. The research presented in this paper is an exploratory study that examines how and why instructors use microblogging in their classrooms. This study builds upon previous study that looked at how students' behave when using micro-blogging tools. Here, we investigate the lessons learned by instructors who have used this technology as part of their resources to connect with students. [For complete proceedings, see ED557311.]