For my final blog post for EC&I 832, I have decided to briefly explain the rationale behind my summary of learning (located below). My goal was to create something fun, where I could illustrate what I have learned while also making the audience laugh.
After much deliberation, I decided to revisit a classic Animaniacs staple, which was Good Idea/Bad Idea. I used Powtoon to create a short video highlighting the most important tenets of Digital Citizenship.
After being presented with each scenario there will be both a Good Idea for solving the problem, and a Bad Idea as well. I’m happy with how it turned out and I hope you enjoy!
This blog post is a unique one to write, as it is directly related to the debate that I just participated in. While myself and my team argued for the benefits of Unplugging, Tayler, Nicole, and Angela presented a fantastic argument on the pointlessness of unplugging. Now that I am free of the shackles of the debate, I plan to sort through the facts and present a unified, coherent (hopefully) argument on the value of unplugging technology in today’s society.
Given that I argued “for” unplugging in the debate, the majority of my research centered around that fact. Margie Warrell states that “recent studies have found that despite being more connected than ever, more people feel more alone than ever.” Furthermore, she discusses sites such as Facebook and how “social media allows us to control what we share. It appeals to our vulnerability and vanity.” We used both of these points effectively in our debate and pushed a theme that a constant internet connection leads to decreased personal interactions and a falsified social media presence. However, the more time that I spend thinking about this topic and even as I write these words on to the page, I am beginning to feel differently about the effectiveness of unplugging from technology.
Technology allows us to be connected more than ever before. And that connection leads to a feeling of comfort and even safety.
When I’m at work, if I need to go talk to a colleague in the staff room, I always bring my phone with me. The purpose? Not to check any new tweets or Facebook posts, but rather to feel secure in the knowledge that if anyone needs to get a hold of me, they will be able to do so. Having young children has led to me feeling this way. I start to feel physically ill at the thought of my son getting hurt or sick at daycare and if his caregivers could not reach me. Having my iPhone in my pocket does not mean that I am on it, 24/7 but rather it is there as a safety measure should I be needed.
While I have admitted to carrying my phone with me everywhere as a measure of safety and comfort, I also acknowledge the fact that there are certain distractions that come from always being connected. Ilya Pozin states that there is no such thing as multitasking, rather we are just switching back and forth between tasks very quickly. This is true even as I write this post. While I attempt to form a coherent argument, I’m also talking with my cousin over Facebook messenger, making golf plans with my dad and texting my wife about plans after work. Would I be done writing this article more quickly without the distractions? Possibly, but I believe it allows my a brief and welcome distraction and also helps me coordinate my thoughts before continuing to write.
Conclusion – Closing your Social Media App?
The final point to discuss is the anxiety that can rise from being connected too often to Social Media. Sophia Breene states that “checking in on friends’ frequent vacations… can create a constant state of Fear of Missing Out.” This fear is certainly valid and needs to be discussed further.
Too often, people live their lives in comparison to others. Are they prettier than me? Are their clothes nicer? Do they have more money? Are they happier? Social Media can enhance those doubts by making the lives of everyone else constantly accessible.
These comparisons between peers are nothing new and did not start with the advent of Social Media. However, they are certainly something to be mindful of. If you find yourself feeling too upset, or wanting, after using Social Media, then it may be a good time to re-evaluate the people you follow. Social Media’s design is to simplify and add enjoyment to our lives, not to make us feel bad because others have more than we do.
Social Media has evolved and grown into a vital part of our lives. It has created a level of comfort and security that we are unlikely to be able to live without. Even Pope Benedict XVI states “The exchange of information can become true communication, links ripen into friends, and connections facilitate communication.” Therefore, we should accept Social Media and rather than unplugging, we should use to benefit our lives not to draw comparisons to things we do not have.
Thanks for reading and enjoy the rest of your day!
One of the aspects that I have enjoyed most about my first Graduate class is the ability to learn from experts about situations I may not have been aware of. Before this class, all I knew of Pearson was that they sold the textbooks that we used. Furthermore, all I knew about corporate sponsorships in schools was that here at LeBoldus, Pepsi helped pay for our scoreboard and therefore we only sell Pepsi products in the school. However, after listening to a very informative debate from Tyler, Justine, and Dean, as well as the accompanying readings and videos, I am shocked at the amount of influence corporations have in our schools. Especially in the United States, Pearson is so much more than just a textbook manufacturer and their influence could have damning results. My question is, is there any way to improve these business relationships and can schools survive in their current form without business involvement. Let’s investigate.
Wait a second, the person evaluating my teaching performance is someone I’ve never met???
I still cannot believe the story from Alan Singer, who discussed the Teaching Performance Assessment. In the United States, Pearson agents administer this assessment to new and prospective teachers, which are then used to hand out certification or determine teacher pay. Further evaluation of this assessment led to the discovery that four of the five states used for the assessment were notorious anti-union states, where “teachers have virtually no job security or union protection.” Clearly, Pearson was very clever (shrewd?) in its choice of locations. Singer also points out that there is no connection “between the evaluation system and improved student learning.” Thankfully, not everyone is accepting this new procedure. Teachers in Massachusetts launched a national campaign against the assessment, stating “that the field supervisors and cooperating teachers who guided their teaching practice and observed and evaluated them for six months in middle and high school classrooms were better equipped to judge their teaching skills and potential than people who had never seen nor spoken with them.” Thankfully, this practice has not yet made it to Canadian soil, but it is certainly something we need to be mindful of. When we empower companies and entrust them with evaluations of our teachers, they are not doing so with the student’s best interests in mind. Rather, they are thinking about their own bottom line and how to improve profit margins. Alex Molnar states in perfectly, “it is now time for policymakers to take a more critical look at the purpose and impact of many types of corporate-school relationships and to decide what form of oversight is necessary to ensure that public schools continue as an expression of democratic values rather than corporate interests.” Therefore, we need to ensure that if we are creating relationships with corporations in a school setting, that the schools maintain control so disasters such as this Teaching Performance Assessment can be avoided.
Given that I admittedly was not as educated on this subject as others, I sought out the blogs of some of my colleagues for their perspective on the subject. Tyler sums up the concerns about corporations in the school when he states, “sometimes it feels that we are pressured into using “their” resources in order for us to have success. Many teachers also feel pressure to abide by these “new” ideas because the division has told them to.” Kelsie concludes her blog post with some fears of the future when she states, “To end, I believe that public schools have not yet sold their souls to corporations. As long as teachers are around to discuss and demand transparency and alternative (maybe even transformational?) choices, I don’t believe public schools will sell their souls just yet. However, I can see a future where this has occurred and to me, it is a scary one.” Finally, Danielle has a different perspective, as she discusses the free promotional items she has received from companies and how she has used them in the classroom when she states, “Would I say that having access to these items has enabled me to be a better teacher on the salary and funding that I have been granted? Most definitely. Have I sold out my students in what amounts to a Faustian bargain? I’m not convinced that I have.” These are three different and informative views from three well-educated people and they have helped form my opinions on the subject matter.
Thankfully, not every company appears to be investing in the same cynical nature as others. Judah Schiller discusses Microsoft’s recent plan in the United States, where the “company recently shifted all of its corporate citizenship efforts toward closing what it characterizes as the opportunity divide—a chasm that separates those who prosper in our society from those who don’t.” Furthermore, “As a partner, Microsoft does a lot more than give us dollars,” Everlove says. “They really get into the community, roll up their sleeves and help address education problems that are easy for them to solve, but huge for schools to achieve.” This type of company/school integration is heart-warming to see and provides hope that these types of relationships can be beneficial for both sides.
It is integral that schools can continue to foster these types of relationships with local businesses. Because as school budgets and funding decrease from our provincial government, schools must adapt in order to survive.
The final aspect of corporate involvement in schools is reserved for any teacher’s least two favourite words standardized tests. While these tests have been a constant for many years, teachers still loathe them, due to the fact that they are not deemed helpful in any way and often the tests do not match the outcomes being taught from the curriculum. The pressure to write these tests often comes from superintendents or government ministers, who want numerical proof about the achievements of students and how they relate to the city/province/country.
The problem with standardized tests, however is that the students never feel any attachment to these tests and usually put forth a minimal effort.
John Oliver explains perfectly (as he often does) the issues with these tests when he states “if standardized tests are bad for teachers, and they’re bad for kids, who exactly are they good for?” Oliver goes on to state that the people benefitting from standardized tests, are our old friends at Pearson who control over 40% of the testing market and “have a shocking amount of influence over America’s schools.” In order to free ourselves from Pearson’s grip and from standardized tests, we need the government minister’s who want to compare scores to instead look to gain insight from the classroom teacher, who can tell you precisely the strengths and weaknesses of our students without a Scantron test.
I hope you enjoyed reading the article as much as I enjoyed writing it and I look forward to hearing your comments.
Greetings all, after three crazy busy days I have finished my summary of learning. When I encountered this assignment during our first class, I was intimated by the quality of the examples that were shown. I knew I wasn’t creative enough to rewrite a song, so I started to think about something that I could do. I have always been interested in iMovie and so three days ago, I had a colleague at school show me the basics of how it worked. I was impressed by the quality it produced and how user friendly it seemed. I borrowed a microphone and a tripod and set off to videotape myself doing certain sections and to record my voice overs for other parts. I am happy with the results of my first video. I believe that it effectively summarizes (see what I did there?) the important points I have learned, well also incorporating some fun as well. With no further adieu, here is my video, I hope you enjoy. Feel free to leave comments on the video or here on the blog post.
Ps this is not the image I would have chosen as the opening to my video. It is an image inside my presentation, so I guess it will have to do for now. I’ll work on changing it.
Before beginning this blog post, I polled my ELA 10 class to discover their beliefs about the acceptable age to start using social media. The results were surprising. They believed students should be allowed to start social media at the age of 14. This was surprising because when I followed up by asking when they started using it, the majority said they started at age 10. These (informal) results tell me that students do understand and appreciate the need for social media, yet even they understand a certain level of maturity must accompany it.
Parents should accept and not fight the inevitable inclusion of Social Media.
I will begin my argument on the understanding that all students joining social media are doing so at an age and maturity that is appropriate for them. Rather than fighting the possibility of our children developing a negative footprint, we instead must embrace the reasons that social media might actually help our children. Society continues to evolve and our childhood is vastly different than that of our children. While we may have hung out at the park, they may have “digital hangouts” in chatrooms or group messaging. Furthermore, social media allows students to easily discover new interests. Certainly all of these new interests may not be positive, but at that point it is our job as parents/teachers to ensure our children are informed enough to make the correct decision and comfortable enough to communicate if they stumble across something negative or dangerous. Finally, from a teaching perspective, social media allows our students to easily collaborate with each other outside of a classroom setting. The positives of websites such as Skype, or Google Hangout that we emphasize in class are likely already being used by our students independently. None of that is possible if we do not embrace social media as a new digital, communication platform.
Creating Communities and Fostering Social Identity
As a society, attention is always drawn to the most sensationalist, negative, dangerous stories or people. The fact remains that the vast, vast majority of students using social media have no problems at all and only a fraction of them are misusing the applications. We obviously still not to be cognizant of the dangers but as Caroline Knorr states, “as a parent, you can help nurture the positive aspects simply by accepting how important social media is for kids and helping them find ways for it to add real value to their lives.” For when children are aware of the dangers and focus on the positive aspects of the internet, there is so much positivity and kindness to be found. A heartwarming example can be found on a Reddit forum, where “an entire online community used voice-conferencing software to talk a teen out of his decision to commit suicide.” If only our society could reach a point where we focused on the positive aspects of social media as much as the negative, acceptance at large would be much easier.
While a focus on the positive nature of social media is our best bet, there is still concerns we need to be aware of as parents/teachers. This Susan Tardanico article discusses our overreliance on texting being our main form of communication. She references a study that says 93% of communication is nonverbal, whether it be a tone of voice, an eye roll or slumped shoulders, these are all aspects that we are unable to see through digital communication. As well, students are graduating to the work force with a “lack of comfort with traditional interpersonal communication.” Furthermore, George Bowden discusses cyberbullying, which can lead to “increased anxiety, stress, and sleep deprivation… in children.” While these are certainly problems to be aware of, they are in no means an excuse to completely cut social media out of our lives. Rather, we as parents/teachers need to be sure to explain the dangers of cyberbullying and to emphasize moderation in digital communication. If we can have our students communicate effectively through social media AND using interpersonal skills, then we have done our part to ensure their best chance of success moving forward.
At the conclusion of an informative debate led by colleagues Bob, Katherine, Ian, and Ainsley, I had no idea who had won. Both sides presented compelling and thought provoking articles that caused me to think deeply about my stance. After additional research and time to ponder, I believe that technology can be an equating force in society, but it will require meaningful and long term government support.
The provincial government has supported recent technological advances with the implementation of Robot Doctors in remote locations of Saskatchewan. These robots have lead to a reduction in expensive medical evacuations and have certainly brought more equity to the remote parts of the province.
Assistive Technology (AT) has become a stabilizing force in the lives of students with various learning difficulties. Some of the more effective programs are Kurzweil, which converts text into computer generated speech, and Dragon Speech, which can convert your speech into written text. The research states that in order for these technologies to be used seamlessly with our students, they must become part of the class DNA.
Once the AT is accepted as a regular routine in the classroom, rather than a cumbersome annoyance, then the learning ability of all students can improve.
Government Support Essential
At this point, everything sounds great. So where does the support of the government come into play? The single biggest drawback of Assistive Technology in the classroom is the inefficiency. And the inefficiency comes from under-trained teachers or too few teacher assistants. In the past, the government has invested money to bring technology to the classroom, but there have been oversights on their part. For example, there may be several class sets of laptops or tablets in a school, but the broadband strength of the Wifi can not support all of the devices at the same time. Furthermore, schools may pay for subscriptions to various technology sites and applications, but if the school staff is not given proper training on how to efficiently use these applications, then they are pushed to the side and ignored.
With technology in the classroom, to be all-in, or not at all. I believe AT can provide numerous benefits to students of all learning styles and abilities, but it can only be accomplished with proper training and support. Technology itself will not lead to an increase it student marks. Instead, we have to be willing to invest in the teachers as well. Teachers, who have been properly trained and informed on the best use of technology and the associative benefits will be ready to pass this knowledge on to their students, which helps to benefit everyone. However, if teachers training is ignored and underemphasized, then technology will benefit very few of our students and will not allow it to be an equitable force in our society.
An analogy would be giving each of your students a brand new bike, but not teaching them how to ride it. Sure, some may figure it out on their own, but how many will fall flat on their face?
Therefore, let’s invest in technology and our teachers to ensure that our students have a smooth ride.
Chris Betcher once said “In the future your digital footprint will carry far more weight than anything you might include on a resume”. For this reason, the initial thought for teachers and parents was to have their students avoid social media at all cost. Their reasoning (however unsound) was that if students were not on social media, there is no way they could post any offensive that would damage them in their future. The issue with this logic is that if students are blocked from making any digital footprint at all, how are they supposed to create a positive one? Rather than assuming students will make the wrong choice, why don’t we empower and educate them to make the right one?
Do as I say, AND as I do
One of the ways to develop a positive digital footprint for our students is to model one ourselves. In the article “Teachers, Take Care of your Digital Footprint”, Meredith Stewart states “it astounds me when teachers/professors only digital presense is Rate my Teacher/Profs page. If you aren’t controlling your footprint, others are.” Therefore, in order for teachers to control their individual digital footprint, they must be willing to embrace the social media age. The Peel District School Board recognized this fact and published a set of social media guidelines for their staff. Let’s examine a few of the highlights. The first key point is the separation of a teacher’s personal and professional Twitter account. However, this does not mean that teachers are free to say whatever they like on their personal profiles: “’Tweets are my own and don’t reflect my employer’s views’ don’t hold true for educators.” Therefore, teachers need to ensure they are keeping their posts positive and avoiding critical conversations online, with either of their accounts. One of the most important points in the guideline is that social media operates 24 hours a day, and “monitoring and replying at any time of the day or night sets up an expectation that you will always do so.” Teachers need to ensure there are clear boundaries when it is acceptable for students or parents to contact them on social media. Another option for teachers to protect their reputation is through the use of google alerts, which can alert you anytime your name is posted or discussed online. If teachers can begin to follow these steps when creating their social media accounts, then they will be on their way to creating a positive digital footprint.
Benefits of Sharing Student Work Online
Once teachers are comfortable in the social media space, they can encourage their students to share their best work online as well. This will help the students, because when a prospective school or employer searches their name, they are more likely to come across a beautiful painting, or well-written essay instead of an embarrassing Facebook post or Twitter picture. Janelle Bence states many of the benefits to sharing student work in the following link. One of the key points she makes is the benefit of submitting work that will be seen by a larger audience: “Authentic learning is not demonstrated by a worksheet that’s turned into a teacher… Real learning, however, is manifested in learner creations that are published for consumption by a wider audience.” She follows up stating “we see learners accepting different roles when sharing work in public space. They are advocates. They are philanthropists. They are critics. They are teachers and learners.” Both of these quotes point to the benefits that can be extracted from sharing student work online. As long as it is combined with student/parent permission and a clear understanding of what will be posted online and for how long, the benefits will be immeasurable. Students will work harder, knowing that their work will be in the public eye, and teachers can share the work, inspiring students and teachers around the world.
The final point to consider about student’s digital footprints is the embarrassing pictures that can be posted online. With social media sites, the pictures posted become the property of the website and they are free to do with them as they please. The article “Does sharing photos of your children on Facebook put them at risk?” examines a few of the risks associated with that. Some of the concerns raised by Linda Geddes in the article are valid, such as “one is the amount of information that you give away, which might include things like date of birth, place of birth, the child’s full name, or tagging of any photographs with a geographical location –anything that could be used by somebody who wanted to steal your child’s identity. While this is certainly a concern, the article also highlights some parents who have gone to the extreme to protect their children, such as the Webb family who before naming their daughter, “ran their preferred names through an array of domain and keyword searches, checking for similar names or other negative content.” As well, the family “took digital ownership of it so that by the time their daughter was born, she already had a registered URL, plus Facebook, Twitter, Instagram and Githun accounts, all linked to a single email address.” Again, these parents may have gone too far in their protection methods, their desire to look after their daughter was understandable.
Dangers of Snapchat and Photo Sharing
What we as teachers and parents need to make our children aware of, are the photos on the Internet that they did not post. While Facebook or Twitter pictures require you to tag a friend in order for them to see, apps such as Snapchat base their existence on the privacy of any photos that are sent, because they are erased moments after they are viewed. However, what young tend to miss is that there is nothing stopping the recipient of your photo from taking a screenshot and sharing it with whomever they want. As this Fox News article states, deleted does not always mean deleted. “Also, last October, hackers got their hands on thousands of “deleted” Snapchat images that had been stored on third-party servers. While it wasn’t exactly a breach of Snapchat, it’s further proof that pictures don’t always disappear.” Another piece of evidence surrounding the dangers of Snapchat comes from this article, where the FBI says Snapchat may be making children vulnerable: “The Franklin County Internet Crimes Against Children Task Force says the FBI is warning that pedophiles are instructing underage victims to download the Snapchat app so they can exchange explicit photos, under the false promise the photos will vanish.”
There are numerous articles to be read on this subject that point to the dangers of Snapchat for young people. But once again, I do not believe that Snapchat should be banned or avoided at all costs. Instead, it is another opportunity for us to make our students/children aware of the possible dangers and how to avoid them. These discussion are necessary to ensure that our students create a positive digital footprint that will help them in their futures.