Students are connected. They're connected via internet, cell phone, text messaging, and gaming. They leave school only to hop on the computer and reconnect to their friends and peers that they saw only moments before. Students want to connect via the web. They are on Myspace, Facebook, email, Glogster, and other social sites. They crave putting themselves on the web. Students are excited to have their voices heard, and educators need to be open to bringing social networking inside the school. We can apply the ideas of The Cluetrain Manifesto to education and find that schools should change in the same ways that corporate America should change.
Social networking among educators is not just a pipe dream; it’s necessary to create the best learning environment possible for students. In The Cluetrain Manifesto,the 95 Theses bluntly state that companies need new methods of networking. Like corporate America, educators aren’t making the steps that are necessary to not only succeed in the current state of high-stakes education, but we’re failing at merely surviving in it. Thesis 8 states “…among intranetworked employees, people are speaking to each other in a powerful new way” (xii). In my opinion, educators are speaking to each other, but the method of conservations lacks power or the ability to create change. Imagine the control and insight that teachers would gain if they utilized social networking tools to the fullest ability. Create communities and networks that use Diigo to collect ideas and data in one place (versus spending an evening Googling something that other people have already found). Gather people to network on Google Docs in order to plan meetings, schedules, write common assessments (rather than forcing one person to write the assessment, and then share the hard work for little or no credit). Build Ning networks that reflect on best practices and innovative ideas. In the end, it is the students who will miss the opportunities that truly networked teachers provide.
Social networking will get everyone invested and connected. The irony is: we leave No Child Left Behind, but are we leaving educators behind? Those who are networking and collaborating are succeeding, whereas those who remain walled off remain static. Sarah Robbins-Bell tells us to “embrace technology because it exemplifies everyone being a lifelong learner with high quality information.” That can be said for both students and educators.
As a media specialist, I am excited to connect to my students in new and dynamic ways. Even though I have maintained a web page, I now see that it’s static. I want to change my primary means of communication to a wiki. On it, I can allow students to visit, comment, view clips, see my Shelfari site, connect to and read my blog. I hope to toss my Dreamweaver page to the side and make my wiki as interactive and engaging as possible. I want my students to help make it that way by sharing ideas, commenting, and contributing to its content. My students need to be networked to school (and with a purpose), not just each other.
I’m also excited to begin connecting students to other students. My head is buzzing with ideas to bring students together on social networking sites. I can create a Facebook page for my library. Students can not only “friend” me, but can create imaginative profiles. Students can create profiles of their favorite literary characters, making updates and posts in the voice of the character. I can have students collaborate on wikis, demonstrating collaboration skills to compile videos, music, Glogs, and comments that demonstrate knowledge of literature, genres, research, and personal reflections. Students can create podcasts or Voice Threads to communicate learning, comment on each others’ learning, and attain a higher level of understanding and questioning.
Additionally, building connections between students and peers or educators doesn’t take full advantage of social networking in the way that Cluetrain insists. Making a connection to the community is also critically important. By connecting educator’s blogs and wikis to parents through RSS feeds, we keep all parents in an instant form of communication – even better, create a community Ning and ask parents to contribute information. Also, imagine the possibilities of creating a Facebook page for the school and allowing parents to join. Posts could include news, upcoming events, reminders, schedule changes, and more. Photos taken at school could be uploaded to albums, allowing parents access to save them on home computers. Taking it a step further, a Facebook page could be created for a particular graduating class – a page that could document the students’ careers all the way through graduation. Imagine the collection of memories and photographs would be like.
The road to this degree of social networking will not be easily paved. Parents may resist the idea of putting themselves or their children “for the world to see.” Those parents should be educated to the advanced settings of many social networking sites, making images and other information public or private. Schools may resist the idea of creating student email accounts, which would be required for almost all social networking site registrations. One option is to create an “internal” email database that won’t truly function as email, but more as an address that “looks” like an email account simply because it has an @. Also, students and teachers must be particularly aware of having an airtight, carefully monitored and updated Acceptable Use Policy. The lines have blurred between home and school liability, and must time and effort should go into creating this policy. Furthermore, many students have “do not photograph” files on record which state that particular child may not have a photograph taken, posted, or shared anywhere. The liability that a school may face if one of these children is in the background of a Flickr or Voice Thread photo is great. However, a major argument that may convince parents to allow students to “share” themselves online is the access that professionals will have. Sarah Robbins-Bell suggested that a graduating senior would be able to advertise their skills, areas of interest, and successes in a social network. It not only changes who students can read, but also who can reach our students.
I can’t say that Sarah Robbins-Bell or Cluetrain actually changed my ideas of social networking. What they did do, however, is create a sense of urgency in me. I used to feel exclusive in my ideas of bringing social networking to my students; I didn’t feel as if any of my teachers were “on board," and so I stopped pushing. Now, I see that I’m right to think that 4th graders can blog or tweet. I also see that I have the evidence and research to back me up. I know that my students can do this. I know that my teachers can do this. I just have to find my voice and become a leader in my school in order to create change.
Social Media and Education Podcast, PhD candidate Sarah Robbins-Bell at the 2008 Educause conference in Orlando, FL.
The Cluetrain Manifesto: The End of Business as Usual
by Christopher Locke, Rick Levine, Doc Searls, & D. Weinberger (2001)
Monday, June 21, 2010
Thursday, June 17, 2010
My Favorite Digital Storytelling Tool
UGH! I can't look at myself on camera any more! Here is my "Favorite Storytelling Tool" video that I made for SLM 508. Not perfect, but I can't record/watch/edit any more without going a little nutty.
Here's the link to Youtube
http://www.youtube.com/watch?v=UbIXaXwBUgo
Here's the script (that I deviated from...a lot!):
Hi, I’m Joanna, and I’m going to share with you my favorite storytelling tool. I’ve shared digital images with friends and students for quite a while, and can see the benefits both in and out of the classroom. Personally, I love to view my friends’ photos in Flickr, and I also use the tool to find images under the Creative Commons agreement to enhance my personal projects. The photos that have been uploaded to Flickr are of an amazing quality. I think the Hot Spots tool is also valuable both in and out of the classroom and I particularly enjoy playing with Flickr images in Big Huge Labs, a site that allows users to modify images in fun ways.
And as much as I love Flickr, it’s not necessarily my favorite storytelling tool. I’ve amazed myself during this module by falling in love with Voice Thread. I created my voice thread account over a year ago, but it was a “look at it and abandon it” sort of relationship. I knew it was there, I knew what it could do, but I never persued creating anything in it. Now that I have created my podcast through Voice Thread, I can’t wait to bring it to my kids.
First, there is a relationship between Voice thread and Flickr, because for many school projects, it’s easier to locate CC images rather than trying to take our own digital images. Another school-friendly feature of Voice Thread is the ability to upload a power point. I found this out by accident when I mistakenly uploaded a ppt file rather than a jpg. Amazingly, the entire powerpoint uploaded as if each slide were a jpg. Usually, that requires an extra step in the “saving’ process of the original presentation.
I think Voice Thread is a great tool for the classroom because of its ease. Three simple steps : Upload, comment by texting or typing, and sharing. So often, students get caught up in the bells and whisles of certain programs, and Voice Thread will help keep them focused. As with most schools, my district is looking to push collaborative pairs and peer reviewing. The social aspect of Voice Thread allows for students to record or text comments on each other’s work.
So…how would a teacher use Voice Thread? A gym or health class can use Voice Thread as a tool to help show proper form during a sport, show different body parts, and maybe make an impactful “story” of the dangers of drug or alcohol abuse. A math teacher could have student tell a math story – much like Greg Tang’s books. Students could create a story about fractions using images of a pie or pizza. A physics teacher could use the images to create a story facilitating discussions about inertia or laws of motion and energy. A science teacher could have students take photographs during a lab experiment and create a story explaining what is happening during each stage. An art teacher could create stories demonstrating the stages of an artists’ “periods.” Of course, I’m imagining Picasso. With Voice Thread, all of these are not only possible, but can be achieved easily. Additionally, the higher order thinking and collaboration and discussion that can come from the story is a sign of true student learning and engagement.
Here's the link to Youtube
http://www.youtube.com/watch?v=UbIXaXwBUgo
Here's the script (that I deviated from...a lot!):
Hi, I’m Joanna, and I’m going to share with you my favorite storytelling tool. I’ve shared digital images with friends and students for quite a while, and can see the benefits both in and out of the classroom. Personally, I love to view my friends’ photos in Flickr, and I also use the tool to find images under the Creative Commons agreement to enhance my personal projects. The photos that have been uploaded to Flickr are of an amazing quality. I think the Hot Spots tool is also valuable both in and out of the classroom and I particularly enjoy playing with Flickr images in Big Huge Labs, a site that allows users to modify images in fun ways.
And as much as I love Flickr, it’s not necessarily my favorite storytelling tool. I’ve amazed myself during this module by falling in love with Voice Thread. I created my voice thread account over a year ago, but it was a “look at it and abandon it” sort of relationship. I knew it was there, I knew what it could do, but I never persued creating anything in it. Now that I have created my podcast through Voice Thread, I can’t wait to bring it to my kids.
First, there is a relationship between Voice thread and Flickr, because for many school projects, it’s easier to locate CC images rather than trying to take our own digital images. Another school-friendly feature of Voice Thread is the ability to upload a power point. I found this out by accident when I mistakenly uploaded a ppt file rather than a jpg. Amazingly, the entire powerpoint uploaded as if each slide were a jpg. Usually, that requires an extra step in the “saving’ process of the original presentation.
I think Voice Thread is a great tool for the classroom because of its ease. Three simple steps : Upload, comment by texting or typing, and sharing. So often, students get caught up in the bells and whisles of certain programs, and Voice Thread will help keep them focused. As with most schools, my district is looking to push collaborative pairs and peer reviewing. The social aspect of Voice Thread allows for students to record or text comments on each other’s work.
So…how would a teacher use Voice Thread? A gym or health class can use Voice Thread as a tool to help show proper form during a sport, show different body parts, and maybe make an impactful “story” of the dangers of drug or alcohol abuse. A math teacher could have student tell a math story – much like Greg Tang’s books. Students could create a story about fractions using images of a pie or pizza. A physics teacher could use the images to create a story facilitating discussions about inertia or laws of motion and energy. A science teacher could have students take photographs during a lab experiment and create a story explaining what is happening during each stage. An art teacher could create stories demonstrating the stages of an artists’ “periods.” Of course, I’m imagining Picasso. With Voice Thread, all of these are not only possible, but can be achieved easily. Additionally, the higher order thinking and collaboration and discussion that can come from the story is a sign of true student learning and engagement.
Tuesday, June 15, 2010
PSA
Today’s students are facing a challenging future. For them, the future holds a world of scientific discovery, human adaptation, and an exponential growth of technology. As our global community draws closer, today’s students must be prepared for a lifetime of new encounters, problem solving, and global communication. Not only will they need to be able to use the technology that you and I can only dream about, they must be able to do so while maintaining a level of self reflection, responsibility, and respect for other viewpoints.
The American Association of School Librarians, or the AASL, has created a document that addresses the Standards for the 21st-Century Learner. This document holds librarians and teachers accountable for not only encouraging reading and critical thinking skills among today’s students, but also addresses how students’ knowledge should be shared ethically, responsibly, and globally.
The third of four major standardized areas of student learning states that students must “Share knowledge and participate ethically and productively as members of our democratic society.” What does this mean? And what does it look like in today’s classrooms?
First, this standard emphasizes the social aspect of learning. Knowledge is not to be kept secret, internalized, and not shared. Knowledge at its best and most effective is shared, developed, and connected to other understandings. Therefore, the AASL encourages students to “participate and collaborate as members of a social and intellectual network of learners.” It also strives to “contribute to the exchange of ideas within and beyond the learning community.” In other words, students should gain knowledge, seek comprehension, develop new understandings, and share these ideas in a respectful manner with the global community.
What does this type of learning look like in today’s classroom? First, let’s consider the vast differences of the classroom learners. Not all students learn the same way, or even at the same speed. Because of this wide variety of learners, today’s classrooms must provide equal opportunities for learning through differentiated instruction. If a student is to learn how to read critically and question the material, there are a number of different tools available to assist with all types of learners.
One such tool is Voice Thread, the communication tool with which this PSA is developed. Voice Thread allows for students to reflect upon their reading, select appropriate images or photographs to accompany their ideas, and then communicate their thoughts through reading or writing. Furthermore, other students can be asked to then view the Voice Thread and comment on or question the student author. This tool can be used at a low reading level, in which students would record their voices, or at a higher reading level, in which students would record as well as write text to communicate their ideas. This tool addresses the AASL’s drive to use writing and speaking skills to communicate new understandings effectively.
Another tool that allows for differentiated learning while addressing the AASL standard of respecting the differing interests and experiences of others, is a Wiki. There are many wiki tools available, Wikispaces being just one. Creating a free, educational wiki is simple. Students in the classrooms can share their learning and understanding in a safe, online community, while discussing their opinions and insights of the assigned reading. Multiple pages can be created to allow for students reading at an advanced, proficient, or below average reading level. Each student will be a productive member of the online community, no matter what his reading ability.
Today’s opportunities for students to share knowledge and understandings are vast and varying. Everyone participating in the educational experience will certainly be able to find a selection of online tools that will encourage AASL’s ideals of global communication, respect for others, and the chance to be heard and understood.
The American Association of School Librarians, or the AASL, has created a document that addresses the Standards for the 21st-Century Learner. This document holds librarians and teachers accountable for not only encouraging reading and critical thinking skills among today’s students, but also addresses how students’ knowledge should be shared ethically, responsibly, and globally.
The third of four major standardized areas of student learning states that students must “Share knowledge and participate ethically and productively as members of our democratic society.” What does this mean? And what does it look like in today’s classrooms?
First, this standard emphasizes the social aspect of learning. Knowledge is not to be kept secret, internalized, and not shared. Knowledge at its best and most effective is shared, developed, and connected to other understandings. Therefore, the AASL encourages students to “participate and collaborate as members of a social and intellectual network of learners.” It also strives to “contribute to the exchange of ideas within and beyond the learning community.” In other words, students should gain knowledge, seek comprehension, develop new understandings, and share these ideas in a respectful manner with the global community.
What does this type of learning look like in today’s classroom? First, let’s consider the vast differences of the classroom learners. Not all students learn the same way, or even at the same speed. Because of this wide variety of learners, today’s classrooms must provide equal opportunities for learning through differentiated instruction. If a student is to learn how to read critically and question the material, there are a number of different tools available to assist with all types of learners.
One such tool is Voice Thread, the communication tool with which this PSA is developed. Voice Thread allows for students to reflect upon their reading, select appropriate images or photographs to accompany their ideas, and then communicate their thoughts through reading or writing. Furthermore, other students can be asked to then view the Voice Thread and comment on or question the student author. This tool can be used at a low reading level, in which students would record their voices, or at a higher reading level, in which students would record as well as write text to communicate their ideas. This tool addresses the AASL’s drive to use writing and speaking skills to communicate new understandings effectively.
Another tool that allows for differentiated learning while addressing the AASL standard of respecting the differing interests and experiences of others, is a Wiki. There are many wiki tools available, Wikispaces being just one. Creating a free, educational wiki is simple. Students in the classrooms can share their learning and understanding in a safe, online community, while discussing their opinions and insights of the assigned reading. Multiple pages can be created to allow for students reading at an advanced, proficient, or below average reading level. Each student will be a productive member of the online community, no matter what his reading ability.
Today’s opportunities for students to share knowledge and understandings are vast and varying. Everyone participating in the educational experience will certainly be able to find a selection of online tools that will encourage AASL’s ideals of global communication, respect for others, and the chance to be heard and understood.
Monday, June 14, 2010
Jing Project: Tell a Story in 5 Frames
This is an old screencast; I've changed my 5 Flickr images since then, but at least I have proof of my new screencasting abilities!
http://www.screencast.com/users/knottjoanna/folders/Default/media/7665e366-9274-4c73-a4e5-c61483780313
http://www.screencast.com/users/knottjoanna/folders/Default/media/7665e366-9274-4c73-a4e5-c61483780313
Tell a Story in 5 Frames with Flickr
So, I've been in Flickr for a while -- and absolutely love the creative commons search tool in it, by the way. When I’m creating my own digital stories or presentations, I often use this tool. I have had my students in it as well, but I’m very hesitant due to the nature of some of the results. I always have to be careful that we don’t get inappropriate results (even though that really comes with the territory of photo sharing).
Telling a story in 5 frames is great for supporting literacy. I think that these stories can be embedded into wikis and shared with others in order to “hook” kids into new books. Also, they can be used as a way to summarize the main ideas of a story. Often, students get hung up on too many details when trying to summarize. If they were restrained to the five most important events, it might help their editing skills.
Looking at Flickr the other way – as a creative writing prompt rather than a summarizing strategy – students could write the stories behind the images. They would have to create a beginning, middle, end, climax, etc… Teachers could use this with any subject, too. For instance, a science teacher may show the process of metamorphosis and students would have to describe each stage. Social studies teachers might show the process of legislation or recycling. Truly, there are endless possibiities.
Here’s my “Story in 5 Frames,” celebrating my sister’s surprise baby shower last fall.
http://www.flickr.com/photos/8099131@N03/sets/72157624273646118/
Telling a story in 5 frames is great for supporting literacy. I think that these stories can be embedded into wikis and shared with others in order to “hook” kids into new books. Also, they can be used as a way to summarize the main ideas of a story. Often, students get hung up on too many details when trying to summarize. If they were restrained to the five most important events, it might help their editing skills.
Looking at Flickr the other way – as a creative writing prompt rather than a summarizing strategy – students could write the stories behind the images. They would have to create a beginning, middle, end, climax, etc… Teachers could use this with any subject, too. For instance, a science teacher may show the process of metamorphosis and students would have to describe each stage. Social studies teachers might show the process of legislation or recycling. Truly, there are endless possibiities.
Here’s my “Story in 5 Frames,” celebrating my sister’s surprise baby shower last fall.
http://www.flickr.com/photos/8099131@N03/sets/72157624273646118/
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