Last night I had the opportunity to meet and spend some time talking with Amanda Marrinan who is an amazing educator from Brisbane Australia. Having been unable to attend ISTE 2010 in person, I had missed out on all of the connections that happened there so I was thrilled when the last part of Amanda’s adventures landed her in Los Angeles. Her students do amazing things and make connections with other classes around the world. I had been inspired by Amanda, Maria Knee & Kathy Cassidy’s ISTE 2010 presentation, Let’s Do It: Planning for Technology in Early Childhood Classrooms, and in person I was again inspired by Amanda and her description of her inquiry based classroom and her enthusiasm for technology in the classroom.
My connection with Amanda led to a personal teaching moment with my daughters. When I told my younger daughter, who is 14, that I was going to go meet Amanda who I had only ever met online she said “but Mom you told us to never meet people we’ve only met online” and my older daughter, who is almost 18, tweeted this:
Hahaha! my mother, a computer teacher who teaches kids not to meet someone they only met online, is now out meeting someone she met online.
My younger daughter and I had a conversation about how it can be okay to meet people we’ve met online if we know who they are based on:
how we meet them online
how long we’ve “known” them
what they post
We also talked about how we should always first meet in a public place and how, as a teen, she should always make sure that an adult is with her if she’s meeting someone that she’s only met online.
All of this led me to wondering about what and how I teach Internet Safety and Digital Citizenship. I had reflected on some of this before in my Building Digital Citizens blog post but this has now become about the tools that I’m using to teach. Almost every one of them stresses to never meet someone offline that you’ve only met online yet I have some amazing friends that I have made and met that I first met online over a common interest. So, how do I teach that sometimes it’s okay? At what age does it become okay? If I say it’s okay sometimes will that give a potentially at risk Middle School student permission to go meet that person they shouldn’t be meeting?
For those of you who try to teach Digital Citizenship, what do you teach about this issue? For those of you with children, what do you teach them?
Finish the Day 7 assignment which I have been thinking about for the last day & a half
Reflect on the process & what I learned
Thank Stephanie for all the work she put into her mini course.
Day 7: Setting Up A Blogging Schedule
I have always been a when the mood hits me kind of blogger. I have come to realize that if I really do want to build an audience for this blog I do need some kind of schedule so people have a reason to come back. I’m just not ready to commit to blogging every day. I may get there but I know if that’s the schedule I try to set that I won’t do it and I’ll just feel guilty about it. I have decided that I am going to try to blog at least once a week. During the school year, I will post what worked and what didn’t that week in the lab. I also plan to post at least some detailed information about projects as each one ends. I can’t put a time on that because it will vary but I can post something every week. During holidays and summer vacation, I know I can find something to blog about every week and I intend to do it. I’m not sure which day will be best for this – I’m leaning toward Mondays – but I’m not making that decision just yet. Once school has started again and I see what my schedule is going to be like – not only for school but for my mom duties too since my youngest daughter is starting high school this year – then I can decide which day of the week the blog will definitely be updated.
Final Thoughts on 7 Days to a Better Edublog
How did I model these best practices in this mini-course?
Some of the assignments were not really natural to me at least as a required exercise. Looking back at my previous blog posts, I see that I already do a lot of what was discussed during the course. I do think all of the assignments have value and they all add interest to a blog, but I had to stretch to actually do the assignment sometimes. Like I said I’ve been a when the mood strikes me kind of blogger so it was good thing to stretch and create a post even when the mood wasn’t really striking me. Things like setting and keeping a blogging schedule and engaging with media and discussion questions will help to draw in readers for my blog. I need to remember that I shouldn’t be a sage on a stage here any more than in the classroom!
What strategies did I incorporate to encourage participation and a more social (engaged) learning environment? I tried to do incorporate all of the suggestions (except new pages since I already had the ones I wanted) as they were made but doing them once won’t suddenly make my blog more engaging or encourage better participation. I think for me the biggest strategy that I need to incorporate is blogging on a regular basis. I also need to make sure to not only read other blogs (you should see my reader – it’s out of control!) but to comment on them too.
How might you incorporate everything you have learned in this mini-course in your own edublog — whether your audience includes students or other educators? My plan is to start NOW and to blog consistently once a week about something related to technology in education and to make it a point to comment on at least one other blog a week. During the school year, there really is plenty to blog about – then it’s about making the time to do it. During the summer, I can spend more time finding current events and things that I think will be interesting to use as subject matter for my blog.
And finally, thanks to Stephanie for putting this together – it got me to blog regularly at least for 7 days and it made me think about the things I should be doing.
All of my students from Kindergarten through 8th Grade have a series of lessons and projects about Internet Safety and Digital Citizenship. I try to build on knowledge from each previous year and use a variety of different web sites to create lessons and engage my students. Some that I’ve used in the past and that I plan to continue to use include:
I have also found some additional resources that I am reviewing this summer and may incorporate in to some of the grades. My goal is not only to stress safety but to teach my students how to establish a positive digital footprint and how to be good digital citizens. I wonder if I am doing all that I should in this effort – this is where my dilemma comes in.
At school, my students are not allowed to use their full names on anything they post online and they can never post pictures of themselves or other students at the school. We also do not post student pictures on our school Facebook page to insure that students are not tagged in photos. This all seems logical to keep our students safe. However, these same students are going home and joining social networking sites using their real names and uploading photos of themselves and their friends. This means that their digital footprint is being established from their Facebook account or their YouTube account or other social networking accounts and not from the work they are doing and posting online for school. We all know that some employers and colleges look up students online. My students typically apply to private high schools. I wonder when the high schools will start looking up their applicants online or if they already are.
In this video, a teacher explains the guidelines that her school has established for online sharing by students which look very similar to our guidelines for our Elementary and Middle School students.
As you can tell from the video, at this school, students can start identifying themselves online by their real name in the 11th grade. I wonder if this is too late. My students already have an online presence in Middle School (and some even earlier) but it does not include schoolwork. What do you think? Are the guidelines in the video appropriate? When should we allow our students to showcase their online work for school as part of their digital footprint?
This week one of the things I am trying to complete is the Week 2 assignment for PBL Camp. Part of my problem has been trying to nail down where I want my students to be at the end of this project.
What do I want them to know about the oil spill?
What do I want them to know about their own use of oil?
What kind of project or action plan do I want them to have to show what they’ve learned?
So, I have set up a page on the PBL Camp Wiki using the PBL planning form developed by the Buck Institute for Education. We’re supposed to be concentrating on page 1 of this form this week but of course I had to look ahead. The Assessment section bothers me because under Summative Assessments section two of the selections are Multiple Choice/Short Answer Test and Essay Test. Why are those there? Isn’t this Project Based Learning? If it is then shouldn’t the Summative Assessment be the project?
I have heard Chris Lehmann speak both online and in person and one thing that he stresses is that you are not truly teaching with Project Based Learning if your final assessment is a test. The student’s own work should be the most important work in Project Based Learning. If you don’t know who Chris is, check out his presentation at NECC 2009 on School 2.0: Progressive Pedagogy and 21st-Century Tools. This is fairly long and if you want a shorter introduction to Chris, try his TeDxNYED talk.
What do you think?
Should a test be used as a final assessment in a PBL unit? Should a test ever be the final assessment?
Why or why not?