tag:blogger.com,1999:blog-10131746574593623292024-02-20T05:13:31.151-08:00Teaching with Social MediaMallory Hauerhttp://www.blogger.com/profile/11022020867796778155noreply@blogger.comBlogger13125tag:blogger.com,1999:blog-1013174657459362329.post-66782726535830202762014-04-02T18:51:00.001-07:002014-04-02T18:51:52.037-07:00The Winter Challenge Another big cheer for social media! I was nominated for the Winter Challenge! <span style="background-color: rgba(255, 255, 255, 0);">What is the Winter Challenge you ask? The Winter Challenge was started by two First Nations teens from Vancouver Island and works through a series of nominations. It has since gone viral across North America. Those nominated must demonstrate their "appreciation" for winter, usually by rolling around in fresh snow or jumping into a cold river, lake or ocean. Once completed, they too get to nominate another person or group, and so on and so forth. The Winter Challenge was started as a positive and healthier response to a recent social media drinking game called Neknomination which is responsible for at least five alcohol-related youth deaths. Many have used the Winter Challenge as a platform to talk about current issues and to spread change. </span><br />
<span style="background-color: rgba(255, 255, 255, 0);"><br /></span>
<span style="background-color: rgba(255, 255, 255, 0);">This is just one more reason why social media can be so powerful in connecting people. This challenge and it's message has spread across the continent, and thousands have participated. Just think of the potential for this kind of human connection - it's no longer just a technology thing - people are getting out and loving nature and talking about what's important to them. While we all know that social media can have potential negative effects, it's moments like this that my hope is renewed. The Winter Challenge brought me closer to my cohort, and pushed my boundaries - and it was pretty fun too! Let's figure out how to use this platform to spread more good in the world! </span>Mallory Hauerhttp://www.blogger.com/profile/11022020867796778155noreply@blogger.com0tag:blogger.com,1999:blog-1013174657459362329.post-26061134797089593482014-03-08T12:08:00.001-08:002014-03-08T12:20:11.789-08:00“Shake it Baby”: Review of a Dutch study on adolescents’ relationship with media.<br />
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<span lang="EN-CA"><span style="font-family: Calibri;">The
incorporation of technology in education had been my personal inquiry project
for almost a year now. Throughout this time, I have certainly fielded some
hard-hitting questions and concerns from many sceptics. I have found that the
biggest worry seems to revolve around the impact that technology, namely the
internet, has on adolescents and their developing lifestyles. In pursuit of
more information on this concern, I came across an interesting study based in
the Netherlands called “<i style="mso-bidi-font-style: normal;">Shake it Baby,
Shake it</i>”: <i style="mso-bidi-font-style: normal;">Media Preferences, Sexual
Attitudes and Gender Stereotypes Among Adolescents</i> written by Tom F. M. ter
Bogt, Rutger C. M. Engels, Sanne Bogers, and Monique Kloosterman. Theirs is one
of the many studies investigating the relationship between media and, as some
would say, the apparent over-sexualisation of teenagers. This study sets out to
discover the link between the adolescent media exposure and preferences and corresponding
sexual attitudes and gender stereotypes. As I am reviewing this study for my
adolescent psychology course, I will not go into too much detail; however, I
found the need to share the somewhat unanticipated research results.<o:p></o:p></span></span></div>
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<span lang="EN-CA"><span style="font-family: Calibri;">As it turns out,
the study surprisingly did not find a strong enough correlation between the
amount of media exposure adolescents were getting and an increase in permissive
sexual attitudes and gender stereotypes. So the hours they seem to spend on the
internet and their smart phones does not, in this study, seem to impact them a
great deal in this regard. Another result did find a link between hip-hop and
hard-house music and adolescent ideas that women should be sexy and that men
should be tough and cool – big surprise there. Preferences for these types of
music also correlated with permissive sexual attitudes in adolescents. This comes
as no surprise to anyone who has actually listened to the lyrics of some of
these genres. <o:p></o:p></span></span></div>
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<span lang="EN-CA"><span style="font-family: Calibri;">There was one
result, however, that was quite concerning. The study showed that there was a significant
correlation between adolescent preferences for explicit erotic internet content
and potentially harmful attitudes about sex and gender stereotypes. The link itself
is not so surprising, but more so the fact that the study isolated this media
marker as being the single most important indicator of these attitudes. Now we
all know, and have experienced once, the period of sexual curiosity that all
adolescents navigate. However; the prevalence and ease of access to pornography
via the internet could be fundamentally throwing a wrench into the natural
sexual development of teens. The image of sex being endorsed by this content is
often highly idealized and contains possible violent or sexist undertones, all
of which can be accessed with a smartphone anytime anywhere. Fifteen years ago
most families only had one computer, which was often placed in a public area of
the house. Now, most youth have their own computers AND their own smartphones,
giving them complete and total access to whatever curiosity they might follow,
including sexual curiosity. <o:p></o:p></span></span></div>
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<span lang="EN-CA"><span style="font-family: Calibri;">Now as I’ve
stated inexhaustibly in other blog posts, the only solution to this issue is
more youth education about the internet, pornography and sex. It may be an
uncomfortable subject, but if we don’t address it, we will be faced with an
entire generation of youth who have skewed views of healthy sexual
relationships and lifestyles. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<br />
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<span lang="EN-CA"><span style="font-family: Calibri;">Ter Bogt, Tom, Rutger C. M. Engels, Sanne Bogers, & Monique Kloosterman. "'Shake it Baby, Shake it': Media
Preferences, Sexual Attitudes and Gender Stereotypes Among Adolescents." <em>Sex Roles </em>63.11 (2010): 844-859. <em>EBSCO.</em> Web. 15 Feb. 2014. <span style="mso-spacerun: yes;"> </span></span></span></div>
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<span lang="EN-CA"><o:p><span style="font-family: Calibri;"> </span></o:p></span></div>
Mallory Hauerhttp://www.blogger.com/profile/11022020867796778155noreply@blogger.com0tag:blogger.com,1999:blog-1013174657459362329.post-8612237727592287302014-02-27T18:11:00.001-08:002014-02-27T18:11:18.173-08:00Why QR Code Technology is Awesome!
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<span lang="EN-CA"><span style="font-family: Calibri;">One of the major benefits of using QR
(Quick Response) codes in education is that it is one of the quickest and
easiest ways to promote mobile and open learning outside of the traditional
brick and mortar classroom. Most students will carry their smartphone with them
where ever they go; therefore allowing the opportunity for learning to expand
far past the constraints of the “institution” – plus your students will
probably think you’re really cool!. Here are a few ideas on the various ways
that QR codes can be incorporated into any classroom: <o:p></o:p></span></span></div>
<br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span lang="EN-CA" style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">1)</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-CA"><span style="font-family: Calibri;">On printed worksheets to
provides students extra help<span style="mso-spacerun: yes;"> </span>and
resources<o:p></o:p></span></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span lang="EN-CA" style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">2)</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-CA"><span style="font-family: Calibri;">In a language class to allow
students to access videos and media files in the target language on the go or
at home<o:p></o:p></span></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span lang="EN-CA" style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">3)</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-CA"><span style="font-family: Calibri;">Posting around the school
during a parent-teacher night to give parents information about the school and
its departments/facilities as they tour it (could even have the students create
the videos!) <o:p></o:p></span></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span lang="EN-CA" style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">4)</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-CA"><span style="font-family: Calibri;">Filming science experiments and
posted the QR codes on a bulletin board so others can scan and enjoy<o:p></o:p></span></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span lang="EN-CA" style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">5)</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-CA"><span style="font-family: Calibri;">Having students create book
reviews and sticking the qr code to the copy of the book in the library so that
other students can scan it for information. <o:p></o:p></span></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span lang="EN-CA" style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">6)</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-CA"><span style="font-family: Calibri;">Playing the “envelope” game but
with qr codes showing videos, posing questions, or presenting problems to be
solved. <o:p></o:p></span></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span lang="EN-CA" style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">7)</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-CA"><span style="font-family: Calibri;">Students go on a fact-finding
mission at the museum (many of which use qr codes in their exhibits) and return
with their findings or complete a questionnaire<o:p></o:p></span></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span lang="EN-CA" style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">8)</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-CA"><span style="font-family: Calibri;">QR codes that will take
students to quizzes while in the “field”<o:p></o:p></span></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span lang="EN-CA" style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">9)</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-CA"><span style="font-family: Calibri;">Posted on bulletin boards and
flyers to give teachers and students more information about school events. <o:p></o:p></span></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span lang="EN-CA" style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">10)</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-CA"><span style="font-family: Calibri;">Linking to private screen cast
projects URLs (such as Show Me) – and posting around the school or sending home
to parents. <o:p></o:p></span></span></div>
<br />
<div class="MsoListParagraphCxSpLast" style="margin: 0cm 0cm 10pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span lang="EN-CA" style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">11)</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-CA"><span style="font-family: Calibri;">Many nature trails now have QR
codes places along them explaining various aspects of the ecosystem and
identifying plant and animal species – an excellent excursion for a biology
class! <o:p></o:p></span></span></div>
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<span lang="EN-CA"><span style="font-family: Calibri;">Ideas from the BBC Active, Edudemic, and
Online QR Lab sites<o:p></o:p></span></span></div>
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<span lang="EN-CA"><span style="font-family: Calibri;">The list could go on and on! Get away from
the traditional antiquated textbook every once in a while and give your
students a fun way to interact with the content – here, there, everywhere! <o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-CA" style="font-size: 14pt; line-height: 115%;"><o:p><span style="font-family: Calibri;"> </span></o:p></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-CA" style="font-size: 14pt; line-height: 115%;"><span style="font-family: Calibri;">Other Resources and Tips:<o:p></o:p></span></span></b></div>
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<i style="mso-bidi-font-style: normal;"><span lang="EN-CA"><span style="font-family: Calibri;"><a href="http://blog.hubspot.com/blog/tabid/6307/bid/29449/How-to-Create-a-QR-Code-in-4-Quick-Steps.aspx" target="_blank">How to Create a QR Code in 4 Quick Steps</a>:<o:p></o:p></span></span></i></div>
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<i style="mso-bidi-font-style: normal;"><span lang="EN-CA"><span style="font-family: Calibri;"><a href="http://www.edutopia.org/blog/using-qr-codes-in-classroom-monica-burns" target="_blank">Five Reasons Why I Love Using QR Codes in My Classroom</a></span></span></i></div>
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<i style="mso-bidi-font-style: normal;"><span lang="EN-CA"><span style="font-family: Calibri;"><a href="http://www.onlineqrlab.com/qr-codes-in-schools.php" target="_blank">Online QR Lab</a></span></span></i></div>
<br />
<span lang="EN-CA"><span style="font-family: Calibri;"></span></span><br />
<span lang="EN-CA"><span style="font-family: Calibri;"><a href="http://www.bbcactive.com/BBCActiveIdeasandResources/QRcodesineducation.aspx" target="_blank">BBC Active:<i style="mso-bidi-font-style: normal;"> QR Codes in Education<o:p></o:p></i></a></span></span><br />
<br />
<br />
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<span lang="EN-CA"><span style="font-family: Calibri;"><a href="http://www.edudemic.com/7-fun-ways-to-use-qr-codes-in-education/" target="_blank">Edudemic: <i style="mso-bidi-font-style: normal;">7 Fun Ways to use QR Codes in Education</i></a><o:p></o:p></span></span></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-CA"><span style="font-family: Calibri;">The
QR code generator that I recommend:<o:p></o:p></span></span></b></div>
<br />
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<span lang="EN-CA"><a href="https://www.the-qrcode-generator.com/"><span style="color: blue; font-family: Calibri;">https://www.the-qrcode-generator.com/</span></a><o:p></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-CA"><span style="font-family: Calibri;">The
scanner for Androids that works well : QR Droid:<o:p></o:p></span></span></b></div>
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<span lang="EN-CA"><a href="https://play.google.com/store/apps/details?id=la.droid.qr&hl=en"><span style="color: blue; font-family: Calibri;">https://play.google.com/store/apps/details?id=la.droid.qr&hl=en</span></a><o:p></o:p></span></div>
Mallory Hauerhttp://www.blogger.com/profile/11022020867796778155noreply@blogger.com0tag:blogger.com,1999:blog-1013174657459362329.post-62890736619242543362014-02-16T12:55:00.003-08:002014-02-16T12:55:30.961-08:00The “Art” of Incorporating Technology in Education
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<span lang="EN-CA" style="mso-ansi-language: EN-CA;"><span style="font-family: Calibri;">I recently had the opportunity to attend an
event at the newly opened Robert Bateman Centre, located in Victoria, B.C., for
their first “Educator’s Night”. At first I had my reservations and, honestly, I
only agreed to go for the free food and to be able to get close and personal
with the work of the legendary Robert Bateman without having to pay a bloated
admission fee.<span style="mso-spacerun: yes;"> </span>I walked in expecting the
usual promotion of student/school tours and the advocating of the particular
academic draws of the facility; however, I was pleasantly surprised to discover
that all my preconceived notions were promptly dashed upon entering.<span style="mso-spacerun: yes;"> </span>Not only was the centre beautiful, it was
unpretentious, welcoming, and accessible. But perhaps the most notable feature
of this centre is its seamless blend of art, education, nature and …
technology, the last feature being an unusual surprise. <o:p></o:p></span></span></div>
<br />
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<span style="font-family: Calibri;"><span lang="EN-CA" style="mso-ansi-language: EN-CA;">Robert Bateman has long been known for both his
art, and his promotion for the inclusion of nature as a fundamental element in both
education and learning. Throughout his career he has strived to call our
attention to the plight of the natural world, and the benefits of protecting
and preserving it. As guests at his Educator’s Night, we were also privileged
by a talk from Mr. Bateman himself – in fact it was the same talk that he was
using for his upcoming Ted Talk. One of the topics he addressed happened to be the
effect of modern media consumption by adolescents and its impact on the
integrity and sense of social responsibility of this “coming-of-age”
generation. He went on to condemn TV shows and movies featuring vampires,
werewolves, walking-dead and other fantastical elements which he claimed have
no grounding in reality and which succeed only in alienating youth from “real”
nature and the existing social environment. Mr. Bateman also called attention
to the increasing reliance on smart phones and the “addiction” that adolescents
appear to have to such devices –</span><span lang="EN-CA"> </span><span lang="EN-CA" style="mso-ansi-language: EN-CA;">simultaneously pulling up a cartoon
depiction of the teenage couch-potato surrounded by junk food glued to his TV, his
smart phone firmly cemented in his hand. I’ll admit, at this point in the
evening I may have been rolling my eyes. It appeared to be another “the trouble
with kids these days” rant from the senior generation clinging to technology’s
downfalls rather than grasping the educational potential of mobile devices and
social media. However, to believe that Mr. Bateman is firmly rooted in this
stance would be a glaring misconception. In fact, just as quickly as I had
jumped to this assumption, I was pleasantly surprised when the conversation
turned in a new direction which, to my delight, including discussing the many
opportunities that technology affords us – making lemonade from lemons. <o:p></o:p></span></span></div>
<br />
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<span lang="EN-CA" style="mso-ansi-language: EN-CA;"><span style="font-family: Calibri;">I was impressed, given my initial opinion, with the open-minded spirit
of Mr. Bateman as he conceded that technology can and should be used to promote
learning, and, surprisingly, to promote the integration of the natural world within
educational institutions where it is not easily accessible – such as inner-city
schools. The Robert Bateman Centre reflects its namesake’s stance by placing QR
codes under each painting that, once scanned, will bring visitors to online videos
where Mr. Bateman explains in depth the story and natural elements behind the
particular artwork. He also discussed another project where QR codes are being
placed along nature paths to identify specific vegetation and its role within
the eco-system, bringing meaning and education to a simple walk in the forest. It
is this use of technology, he stresses, which will promote learning in a mobile
and modern way. He discussed the Centre’s promotional plan of action which will
rely heavily on social media and the internet, providing access to students and
patrons who may be unable to see the Centre in person, but will still be able
to reap the benefits of Mr. Bateman’s message which he discusses in depth in
his essay <i style="mso-bidi-font-style: normal;">Reasons for Hope</i> (also
available on the Centre’s website): <o:p></o:p></span></span></div>
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<span lang="EN-CA" style="font-size: 10pt; line-height: 115%; mso-ansi-language: EN-CA;"><span style="font-family: Calibri;">The frightening thing in the
cacophony of narcissism that our electronic revolution has produced is that the
great mass of population is engaged with amusing itself to death. As Aldous
Huxley predicted in Brave New World we are being controlled by pleasure, and
truth is being drowned in a sea of irrelevance. It is hard to compete for public
attention in this cacophony […] I hope that the role of the Robert Bateman
Foundation will be to sound a clarion call about the seriousness of this issue
and to make known all of the exciting efforts that are actually underway. The
hope is that a critical mass of people will become engaged and join the
movement to change our ways for the good of humanity and all the other living
things.<o:p></o:p></span></span></div>
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<span style="font-family: Calibri;"><span lang="EN-CA" style="mso-ansi-language: EN-CA;">- See more
at: </span><span lang="EN-US"><a href="http://collections.batemancentre.org/artist/reasons-hope#sthash.WQXWOM1D.dpuf"><span lang="EN-CA" style="mso-ansi-language: EN-CA;"><span style="color: blue;">http://collections.batemancentre.org/artist/reasons-hope#sthash.WQXWOM1D.dpuf</span></span></a></span><span lang="EN-CA" style="mso-ansi-language: EN-CA;"><o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span lang="EN-CA" style="mso-ansi-language: EN-CA;"><span style="font-family: Calibri;">I will
finish by saying that I was truly inspired by Mr. Bateman’s talk and his contemporary
insights on the issue of youth’s addiction to technology the overload of social
media: let’s harness this potential and turn a negative into a positive.
Through the use of technology, our students are now able to digitally explore
the Amazon rainforest, or the Gobi desert, or the Himalayas. Youth restricted
to a concrete jungle can search different species of plants and animals, studying
ecosystems both close to home and abroad. Technology affords us possibility –
the possibility for change and the ability to spread a message faster than ever
before. What matters most? It’s all in the <i style="mso-bidi-font-style: normal;">content</i>
of the message.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
Mallory Hauerhttp://www.blogger.com/profile/11022020867796778155noreply@blogger.com0tag:blogger.com,1999:blog-1013174657459362329.post-55010527674314212722014-01-20T20:27:00.003-08:002014-01-20T20:29:33.831-08:00The Digital Divide - Fact or Fiction? <br />
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span lang="EN-CA"><span style="font-family: Calibri;">Despite its long standing status as a
buzzword and one of the primary arguments against the incorporation of
technology in education, it may finally be time to re-evaluate the
applicableness of the “Digital Divide” within the context of modern society. This
term, describing the gap between those who have regular access to technology
and the internet and those who do not, has long been a source of contention
between educators advocating for and against Internet use to promote mobile
learning – the idea being that not all students have access to mobile devices
due to lower socio-economic status and/or the lack of infrastructure to support
these devices. <o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span lang="EN-CA"><span style="font-family: Calibri;">The question inherently becomes: How much
of the “Digital Divide” is based on antiquated assumptions and how much is
based in actual fact? Is the severity of this issue in fact less then what we
perceive it to be? Lloyd Morrisett, the man responsible for coining the term,
writes: “[the] perceived gaps are closing among various ethnic, racial and
geographical groups in access to the Internet” in his forward for <i style="mso-bidi-font-style: normal;">The Digital Divide: Facing a Crisis Or
Creating a Myth?</i> He goes on to list the “two factors [that] account for the
rapid diffusion of Internet technology: steadily decreasing costs of use, and
steadily increasing ease of use.” In addition to Morrisett’s argument, our very
own BC ED Plan states that “B.C. leads the country on internet connectivity –
85% of British Columbians use the internet on a regular basis” (7). <o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span lang="EN-CA"><span style="font-family: Calibri;"><span style="mso-spacerun: yes;"> </span>As
internet access and mobile devices become cheaper and more pervasive, we are
likely to see widespread integration of technology in almost all aspects of
daily life. What was once unattainable for some is now becoming accessible to
all. Ben Compaine, in the preface to the book mentioned above, reflects on the past
evolution of technology: “when it came to gaps related to technology, they
tended to be relatively transient. Television sets went from zero to
universality in about a decade. VCRs likewise, as their prices went from thousands
of dollars to a few hundred.” <o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span lang="EN-CA"><span style="font-family: Calibri;">Programs such as BYOD (Bring Your Own
Device) have long been criticized for their exclusion of students without the means
of purchasing these products. However, some schools in the U.S. have been effectively
implementing new BYOD (<i style="mso-bidi-font-style: normal;">Buy </i>Your Own
Device) programs with great success. Schools purchase large quantities of devices,
receiving both large order and educational discounts which are then passed on
to students. Students pay a low monthly fee in order to use the devices which
they will then own by the end of the school year.<o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span lang="EN-CA"><span style="font-family: Calibri;">It is becoming increasingly evident that
internet and mobile device use will play a substantial role in our immediate
future. Furthermore, as the Digital Divide is rapidly shrinking, the arguments
against mobile learning and the integration of technology in education are beginning
to lose steam. It is for this reason that perhaps as responsible educators we
should be looking at what our students <i style="mso-bidi-font-style: normal;">need</i>
and how to accomplish that, rather than focusing our energy on road blocks that
may or may not stand in their way. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<br />
<em><span style="font-family: Calibri;"><a href="http://books.google.ca/books?hl=en&lr=&id=MbareJicwKAC&oi=fnd&pg=PR9&dq=digital+divide&ots=B_Mis3lfDi&sig=fD2OPK2M-SymN7nnqKkiLjf8pH8#v=onepage&q=digital%20divide&f=false" target="_blank">The Digital Divide: Facing a Crisis Or Creating a Myth?</a></span></em>Mallory Hauerhttp://www.blogger.com/profile/11022020867796778155noreply@blogger.com0tag:blogger.com,1999:blog-1013174657459362329.post-43268204443189201332014-01-13T12:42:00.002-08:002014-01-13T12:42:57.284-08:00Is Facebook the new Bathroom Wall?<!--[if gte mso 9]><xml>
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<span lang="EN-CA" style="mso-ansi-language: EN-CA;">In light of
the recent events surrounding a hallmark case involving teenage sexting and cyber
bullying, I feel it pertinent to focus this blog on addressing a serious
question: Is Facebook the new bathroom wall? </span></div>
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<br /></div>
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<span lang="EN-CA" style="mso-ansi-language: EN-CA;">If so, then
we have a lot to think about when it comes to how we decide to educate our
youth on the appropriate and responsible use of social media and mobile
devices. It is my humble opinion that the avoidance rule and scare tactics commonly
used in the past are not the answer. This incident, ultimately ending with a
teen being charged with distribution of child pornography for posting an
intimate photo of another teen on Facebook, has rattled many of us in the
education system and perhaps forced us re-evaluate some of our approaches to
media education. </span></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-CA" style="mso-ansi-language: EN-CA;">We can all
remember a time when we too were in the passionate throes of youth, seemingly
without consequence or repercussion. Love triangles, gossip, drama and bullying
were present, as they always are, but never seemed to go past the bathroom wall
or hallway. I remember stumbling upon a note written by a girl, who I thought
was my friend, and discovering that her and some others were secretly mocking
me. This was devastating. Now, the notes that were being passed in the good ol’
days are taking the form of text messages, and the “bathroom wall” is now the
wall on Facebook. So the question remains: How have we adapted our methods in
light of these advances in technology and youth communication? </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-CA" style="mso-ansi-language: EN-CA;">What was
once a nearly invisible offence, lurking in the background of every elementary,
middle and high school, is now an act that has become extremely visible, not to
mention permanent. Unfortunately, the word “permanent” is not a concept that many
adolescents can easily grasp. Combined with the fact that they are biologically
inclined towards risk-taking behavior and lacking in empathy, logic and
reasoning skills, teenagers can seem like ticking time bombs. So what do we do?
Do we take away the devices? Do we ban Facebook in schools? </span></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-CA" style="mso-ansi-language: EN-CA;">I believe
that there are other solutions out there, even if I am not 100% certain what
they are. Currently, there seems to be a vacuum where digital education should
be – let’s fill it with positivity and opportunity. As I have stated in past
blog posts, I think that we should start with holistic, integrated and vigorous
education in social media use and the responsibility of digital citizenship. I
think that we should be instructing our youth in ways they can empower themselves
by building positive online brands. I also think that we need to recognize that
incidents such as the one mentioned above will continue to happen and it is up
to us to find new and appropriate ways of dealing with them. Mobile technology
has incredible connective and collaborative potential with in new and exciting implications
for education – we just need to teach it. </span></div>
Mallory Hauerhttp://www.blogger.com/profile/11022020867796778155noreply@blogger.com0tag:blogger.com,1999:blog-1013174657459362329.post-5446888026986962412013-11-24T16:24:00.004-08:002013-11-24T16:26:32.415-08:00Let’s Get Started! Here are a few activities to get the ball rolling!
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<span lang="EN-CA"><span style="font-family: Calibri;">So I’ve touted
the benefits of social media long enough. The question is: how does one
seamlessly incorporate social media aspects into their lessons without it
seeming awkward or forced? If an activity can be done just as easily on paper
in the conventional way, then trying to cram in a social media element is often
waste of time and energy. However, if specific qualities of social media will
enhance or deepen connections within student learning, then it is an
appropriate often beneficial and dynamic addition to the lesson. Throughout my
inquiry I’ve stumbled upon some awesome lessons and activities that use social
media in an effective and relevant way. Here are just a few of my favorites:<o:p></o:p></span></span></div>
<br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span lang="EN-CA" style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">1)</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-CA"><span style="font-family: Calibri;">Twitter: Having students set up
Twitter accounts as a character from a novel or prolific historical figure that
they are studying. Each week, the student will have to send out a tweet based
as this character/figure. In addition, students can respond to tweets from
characters/figures created by other students in their class, constructing an
imagined dialogue. Students could also live-tweet a character’s point of view
during a specific scene being taught in class. Use a projector to show the live
tweets. One of my peers also found an imagined Facebook news feed of World War
I from the perspectives of the different nations involved: <o:p></o:p></span></span></div>
<br />
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt;">
<span lang="EN-CA"><span style="font-family: Calibri;">(http://www.collegehumor.com/article/6650094/facebook-news-feed-history-of-the-world-world-war-i-to-world-war-ii
) <o:p></o:p></span></span></div>
<br />
<br />
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<span lang="EN-CA"><span style="font-family: Calibri;">I found this to be very
entertaining and fun way to make a historical time line. My only caution is
that this example contains some mature language, so I would only recommend this
to older classes that could handle it appropriately. It would be a great
project for a socials class to build a similar timeline (without the curse
words of course!) using Twitter, where it is much easier to set up faux
accounts.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<span lang="EN-CA"><o:p><span style="font-family: Calibri;"> </span></o:p></span><br />
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span lang="EN-CA" style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">2)</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-CA"><span style="font-family: Calibri;">You Tube: Create a private You
Tube channel to upload student-made video projects. The channel could also be
used to amass videos that are relevant to the subject being taught where
students could contribute and browse at their leisure. Gail Casey, a math
teacher from Australia, used You Tube videos to provide context for math
problems and equations – displaying real life use of the subject matter. <o:p></o:p></span></span></div>
<br />
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span lang="EN-CA" style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">3)</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-CA"><span style="font-family: Calibri;">Haiku Deck: This is a
downloadable app available for the iPad, so you’ll need to make sure your
school has these devices first. Haiku Deck allows students to quickly create
short presentations using pictures, graphs, and a limited amount of written text
(think twitter version). The presentations are short and sweet and often help
students get to the point and define what’s important. This could be used to
reinforce grammar rules in a language class, or important concepts in other
subject areas. Once made, the presentations can be uploaded to class websites
or tweeted. One of my ideas is to have students create a study guide for an
upcoming test where each student is responsible for a different topic, then
uploading all the presentations to the class website.<o:p></o:p></span></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt;">
<span lang="EN-CA"><o:p><span style="font-family: Calibri;"> </span></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span lang="EN-CA" style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">4)</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-CA"><span style="font-family: Calibri;">Blogging: This is an exciting
twist on the traditional essay, and a way for students to build their online
brand by uploading it to an e-portfolio. Posting a blog on a given or chosen topic
could be part of a weekly assignment AND at the end of the semester, students
will have created an entire Independent Study Unit to display online.
Furthermore, most blogs can be password protected and are private.<o:p></o:p></span></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt;">
<span lang="EN-CA"><o:p><span style="font-family: Calibri;"> </span></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span lang="EN-CA" style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">5)</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span lang="EN-CA"><span style="font-family: Calibri;">Pinterest: Students can create
boards as a character analysis including things such as what their character
would wear, symbols reflecting them, what their interests or past times may be
etc. This is also an extremely useful tool for teachers, allowing them to share
and create boards around teaching strategies and ideas for activities (if
you’ve never done this before I suggest you try it!). For instance, teachers
can search in a specific subject area and find a multitude of ideas posted by
other teachers. You can then collect your favorites by creating your own board
which in turn can be shared with even more teachers! Share the love!<o:p></o:p></span></span></div>
<span lang="EN-CA"><o:p><span style="font-family: Calibri;"> </span></o:p></span><br />
<br />
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<span lang="EN-CA"><span style="font-family: Calibri;">These ideas are just some of many! There
are several ways to incorporate the benefits of social media into a unit or
lesson – the trick is to make sure that it is a relevant and needed addition. All
of these ideas started with teachers experimenting in their own classes – so my
advice: go nuts! (And let us know how it went!) <o:p></o:p></span></span></div>
<br />
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<span lang="EN-CA"><span style="font-family: Calibri;">Please add your ideas in the comment
section below!<o:p></o:p></span></span></div>
Mallory Hauerhttp://www.blogger.com/profile/11022020867796778155noreply@blogger.com0tag:blogger.com,1999:blog-1013174657459362329.post-73975863939631588962013-11-24T16:23:00.003-08:002013-11-24T16:26:27.788-08:00Connecting and Sharing
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<span lang="EN-CA"><span style="font-family: Calibri;">Undoubtedly, the most alluring aspect about social
media is the ability to share with and connect to others from around the world.
Within seconds, a message, a post, a video can be shared with thousands of
users. These networks allow anyone with a keyboard or smartphone to participate
in the building and sharing of a collective knowledge. As a result, the
participatory nature of social media inherently encourages users to be active
and engaged. As Bjork emphasizes, we should be “taking advantage of the power
of collaborative interactions to enrich the encoding of information and concepts”
(421). <span style="mso-spacerun: yes;"> </span>In view of this, how can we as
educators incorporate this same element into our curriculums in order to create
similar shared-learning frameworks? <o:p></o:p></span></span></div>
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<span lang="EN-CA"><o:p><span style="font-family: Calibri;"> </span></o:p></span></div>
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<span lang="EN-CA"><span style="font-family: Calibri;">Education, as it stands right now, is a very
individual process, and perhaps it’s time to take a more social and inclusive approach
to learning. Social media facilitates the inclusion of students’ outside
interests into the formal classroom, thereby creating a more authentic and
contextualized environment and closing the gap between in-school and
out-of-school learning. Furthermore, social media also facilitates student participation
by allowing them to be responsible content generators for their courses. Talk
about personalized learning! This sense of inclusivity and accountability has
the potential to foster deeper connections between students and their peers, as
well as to their own learning processes. With the reduced number of RLOs in the
new BC curriculum, this<i style="mso-bidi-font-style: normal;"> is</i> the
opportunity to allow students to take the driver’s seat in their own education.
<o:p></o:p></span></span></div>
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<span lang="EN-CA"><o:p><span style="font-family: Calibri;"> </span></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt; text-indent: 35.4pt;">
<span lang="EN-CA"><span style="font-family: Calibri;">In addition to supporting the co-construction of a
shared knowledge, social media also provides a platform for that knowledge to
be challenged. Students are already participating in this type of interaction
via Twitter, Facebook, YouTube, etc. Mandviwalla, executive director of the
Institute for Business and Information technology at Temple University, writes:
<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<br />
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt 35.4pt;">
<span lang="EN-CA" style="font-size: 10pt; line-height: 115%;"><span style="font-family: Calibri;">The new generation of students is characterized by
ad-hoc communication, multi-tasking, and collaborative work interspersed with
collaborative play. Their lebenswelt (lifeworld) is social, mobile, open, and
defined by ubiquitous access to and use of information. In this environment,
everybody is a content generator (posts and comments) and aggregator (searches,
activity feeds, and tags) (Chacko, 53).<o:p></o:p></span></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-CA" style="font-size: 10pt; line-height: 115%;"><o:p><span style="font-family: Calibri;"> </span></o:p></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span style="font-family: Calibri;"><span lang="EN-CA">At countless moments throughout their day, youth are being
challenged by a wave of new information every time they use social media. Although
students may still need more training when it comes to critical thinking and
judgement of information found online, they are well on their way to being
expert navigators and contributors to our shared knowledge. </span><span lang="EN-CA" style="font-size: 10pt; line-height: 115%;"><span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;"><span style="mso-spacerun: yes;"> </span><o:p></o:p></b></span></span></div>
<br />
<br />
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<span lang="EN-CA"><span style="font-family: Calibri;">It is my hope
that I will be able to facilitate learning that is “social, mobile, and open”
for my students, if Twitter is the best platform for this – then that’s what
I’ll consider using (or at least trying!). On that note, I have also been
reading rave reviews of what student blogs can do for enhancing learning. For
the teacher who wants to play it safe, there are secure networks, such as <i style="mso-bidi-font-style: normal;">Edmodo</i>, which have the look and feel of
a social media site but that allow the educator executive control. At the end
of the day, I want to be able to help students connect with their peers, with
me, with their lives outside school, with the world, and with their learning –
if I can accomplish all that then I’ll be a happy teacher. <o:p></o:p></span></span></div>
<br />
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<span lang="EN-CA"><span style="font-family: Calibri;">Social media is
all about the connections, but then again, so is learning. So how do we put two
and two together? The frameworks are there for us, we just need to know how to
apply them. As a pre-service teacher, I certainly can’t say that I have ANY of
the answers – but I am willing to take a few risks in order to find out.<o:p></o:p></span></span></div>
Mallory Hauerhttp://www.blogger.com/profile/11022020867796778155noreply@blogger.com0tag:blogger.com,1999:blog-1013174657459362329.post-13800669876579942032013-11-24T16:22:00.004-08:002013-11-24T16:26:22.660-08:00Building Your “Online Brand”
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<span lang="EN-CA"><span style="font-family: Calibri;">Throughout my research during this inquiry, I
frequently stumbled across the idea of building your “online brand”. At first I
was confused by this; how is this different from a “digital tattoo” and digital
citizenship? More and more, employers, scholarship councils, and universities
are turning to online profiles and activities as sources of information
regarding the person/student in question. Although we may give a lot of time
and attention to teaching our students how to create the perfect resume and how
to conduct themselves appropriately during an interview, not enough education
is directed to managing their online brand. Our students are engaging in online
activities on a daily basis, and many unknowingly could be harming their chances
for getting a specific job or getting into the university of their Choice. In
addition, there is a common misconception that youth these days are far more
savvy when it comes to Facebook, Tumblr, Pinterest and other social media sites,
and that there is no need to educated them on something that they are already
proficient in. They may be the experts when it comes to social media; however,
we, the teachers, are the experts when it comes to professionalism and adult
life (well, most of us!). <span style="mso-spacerun: yes;"> </span>Patrick Mott,
a 16 year old blogger for <i style="mso-bidi-font-style: normal;">Media Smarts </i>expresses
his concern for the lack of instruction in this crucial area: <o:p></o:p></span></span></div>
<br />
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<span lang="EN-CA"><o:p><span style="font-family: Calibri;"> </span></o:p></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt 35.4pt;">
<span style="font-family: Calibri;"><span lang="EN-CA" style="font-size: 10pt; line-height: 115%;">Why can't we be taught how to effectively manage our
profiles to build our online brand? We live in a constant
technologically-advancing world and I can’t fathom why we aren't taught this
crucial piece of technology. As teens, social media is a large element of our
day-to-day lives and to be taught social media literacy is a true life-skill. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></span><span lang="EN-CA"><o:p></o:p></span></span></div>
<br />
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<span lang="EN-CA"><o:p><span style="font-family: Calibri;"> </span></o:p></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-CA"><span style="font-family: Calibri;">I have to say that I agree with the kid. Although it may not seem
like a practical skill in many districts, we need to realize that a student’s Facebook
page and Twitter feed are going to become salient additions to every resume and
application. For more information on this, see the infographic <i style="mso-bidi-font-style: normal;">If you’re not preparing your students to use
social media well, you’re not doing your job</i> by Leslie Nielsen under the
articles tab. By not addressing this growing issue are we setting our students
up for failure?<o:p></o:p></span></span></div>
<br />
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<span lang="EN-CA"><o:p><span style="font-family: Calibri;"> </span></o:p></span></div>
<br />
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<span lang="EN-CA"><span style="font-family: Calibri;"><span style="mso-spacerun: yes;"> </span>Much of the
isolated education that we do offer surrounding this topic seems to focus on
“what not to do”. Perhaps, we should be focusing on what students <i style="mso-bidi-font-style: normal;">can do</i> in order to make their online
brand more appealing for future needs. One thing that students <i style="mso-bidi-font-style: normal;">can do </i>and that teachers can facilitate
is the e-portfolio. All too often, many of students’ accomplishments and
projects, after a brief moment of recognition, seem to fall by the wayside,
stored only in memories and perhaps some filing cabinet somewhere. The
e-portfolio is “[…] a living collection of documents that showcases a student’s
achievements and establishes a digital identity. A typical e-portfolio includes
sample projects, [past successes,] posts about current events, and pictures and
videos. E-portfolios are richer than paper resumes and can be updated
regularly” (Chacko, 54). For this reason, I would be highly tempted to use
e-portfolios as a way to help students manage their online brands. Again, this
is something that is right now only being used in isolation. In order for the
e-portfolio to be an effective and worth-while tool for students, it needs to
be implemented holistically across curriculums and over the entire high school
career of a student. Think of it as the scholastic Facebook page, now wouldn’t
that be cool…. <o:p></o:p></span></span></div>
Mallory Hauerhttp://www.blogger.com/profile/11022020867796778155noreply@blogger.com0tag:blogger.com,1999:blog-1013174657459362329.post-75748619310479645942013-11-24T16:21:00.002-08:002013-11-24T16:26:19.034-08:00Social Media: A Risky Business?
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<span lang="EN-CA"><span style="font-family: Calibri;">Despite all the excitement swirling around the
incorporation of technology and social media in the classroom, many still feel
intimidated by the risks it poses not only to students, but also to the
teachers who implement it. The protection and privacy of students is a hot
topic issue when it comes to using social media, and a valid one at that. How
can we open up our classrooms to the world, without letting too much of that
big bad world in? As teacher and blogger Katherine Mulski puts it “[the
internet] also opens up a big can of worms when it comes to teaching our
students the appropriate measures to ensure safety, security, and knowledge of
copywrite. Simply put, kids these days love to over share, and the Internet,
provides the best forum for this.”<span style="mso-spacerun: yes;"> </span>On
the other hand, the issue is becoming more and more about protecting the
students from each other, rather than the dangers lurking in cyberspace.
Between cyber bullying, online predators, and un-censored content, what’s a teacher
to do? <o:p></o:p></span></span></div>
<br />
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt; text-indent: 35.4pt;">
<span lang="EN-CA"><span style="font-family: Calibri;">Since it’s not possible to shut out social media and
the internet all together, in my view, the best solution is proactive: intense
education about using the internet responsibly and about digital citizenship. Although
many schools already have these types of programs in place, from what I’ve
observed they are often not enough to properly educate youth on the potential
risks of irresponsible social media use. Often times, they take the form of
isolated special education classes that occur once a semester or year, and
often employ scare tactics in the hopes that students will wise up. It is my
experience that this does not happen. What I think would be more beneficial to
students is continuous and integrated social media/internet education in ALL
their classes. By taking this holistic and distributed approach, I believe that
students will come to understand the lasting permanence of their “digital
tattoo” and will be more interested in building a positive “online brand”
rather than their egos and high school reputations.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<br />
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt; text-indent: 35.4pt;">
<span lang="EN-CA"><span style="font-family: Calibri;">For those teachers who still feel a little leery about
implementing social media in the classroom, there are still options for you.
Sites such as <i style="mso-bidi-font-style: normal;">Edmodo</i> and <i style="mso-bidi-font-style: normal;">Schoology</i> incorporate the look and feel
of a Facebook page, only through an educational lens, and the best part is that
they are completely secure and private. Edmodo even allows teachers to moderate
student posts to ensure against bullying or other unwanted behaviors. <o:p></o:p></span></span></div>
<br />
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt; text-indent: 35.4pt;">
<span lang="EN-CA"><span style="font-family: Calibri;">Many teachers feel that implementing social media in
the classroom is taking a big leap of faith. However, if we provide our
students with the appropriate tools and support they need when it comes to
making choices online, I believe that our faith will remain intact. <o:p></o:p></span></span></div>
Mallory Hauerhttp://www.blogger.com/profile/11022020867796778155noreply@blogger.com0tag:blogger.com,1999:blog-1013174657459362329.post-7674297617713598042013-11-24T16:20:00.001-08:002013-11-24T16:25:33.053-08:00Digital Dummy <br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt; text-indent: 35.4pt;">
<b style="mso-bidi-font-weight: normal;"><span lang="EN-CA"><span style="font-family: Calibri;">The Instigator…<o:p></o:p></span></span></b></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt; text-indent: 35.4pt;">
<span lang="EN-CA"><span style="font-family: Calibri;">One of our responsibilities as teachers is to
continuously be learning how to adapt to the ever changing and increasing
demands of our modern society. In addition, students seem to be advancing
faster than ever when it comes to technology, and it is often all we can do as
educators just to keep in stride with them. For this reason, I was very much
looking forward the annual BCATML (BC Association of Teachers of Modern
Languages) <i style="mso-bidi-font-style: normal;">Celebrating Languages</i>
conference which took place in Burnaby, B.C. this year. This conference
principally focuses its efforts on introducing teachers to innovative and
cutting-edge technologies and programs that promote student learning in second
languages. Some of the highlights from this year’s conference included: <i style="mso-bidi-font-style: normal;">Adding some umph to your language class;
Multimodal language learning and technology;</i> <i style="mso-bidi-font-style: normal;">Get them talking: Connecting technology and oral interactions </i>among
many others. I personally attended workshops focusing on how to incorporate
technology into the FSL classroom, how to make music videos and language raps,
and how to use iPad apps as fun and integrative tools for teachers. As you can
probably tell, the big theme at this year’s conference was ….. TECHNOLOGY!!!!!<o:p></o:p></span></span></div>
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<span lang="EN-CA"><o:p><span style="font-family: Calibri;"> </span></o:p></span></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-CA"><span style="font-family: Calibri;">A little about
me…<o:p></o:p></span></span></b></div>
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<span lang="EN-CA"><span style="font-family: Calibri;">I have never considered myself to be particularly
“tech savvy”; however, as the years have gone by, I’ve watched myself fall
further and further behind the times. I did not get to experience the internet
until I was well into my teens, I did not get my first cell phone until I was
18, I refused to join Facebook until finally I couldn’t handle being the only
one who didn’t know what was going on in a conversation (because some
earth-shaking post had forever rocked the foundations of all my fb friends).
When I found out that some in my social circle had starting “tweeting” one
another I thought it was slang for some unmentionable act which is far too
inappropriate to mention here.<span style="mso-spacerun: yes;"> </span>Needless
to say, I needed help, and I needed it quick. If I’m going to be able to relate
to my future students and recognize what’s become important to them, I’d better
jump on this band wagon – so I bought an iPad, which I still don’t fully
understand how to use.<o:p></o:p></span></span></div>
<span lang="EN-CA"><o:p><span style="font-family: Calibri;"></span></o:p></span><br />
<br />
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-CA"><span style="font-family: Calibri;">The inquiry…<o:p></o:p></span></span></b></div>
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<span lang="EN-CA"><span style="font-family: Calibri;">So when the brochure for the BCATML conference fell
into my hands, signing up was a no-brainer. It was time that I educated myself
on this constantly evolving world of technology; it’s time that I explored and
increased my own digital literacy – and you know what? It wasn’t so bad. In
fact, it was pretty fun. So what I am offering here folks is a little taste of
my journey from digital dummy to digital wizard. The following is a series of
posts detailing what I consider to be the most useful and strategic ways to
incorporate social media in the classroom. Now, I would like to take this
moment in order to stress that I am far from an expert; however, that being
said, I think that I can offer some valuable information from the perspective
of a novice – and there are a lot of us out there! For instance, during the
conference I had to get a 14 year old student to fix the internet connection on
my iPad! It had something to do with a proxy-thingy? So I invite you all to
grab your tablets or your smart phones and join me on my digital whirl wind! <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
Mallory Hauerhttp://www.blogger.com/profile/11022020867796778155noreply@blogger.com0tag:blogger.com,1999:blog-1013174657459362329.post-30931647007169439322013-11-24T16:19:00.001-08:002013-11-24T16:26:03.348-08:00Learning Empowered by Technology<span lang="EN-CA"><span style="font-family: Calibri;">[A]n education system designed in the very
different circumstances of an earlier century can’t possibly always meet the
challenges students face – both now and in the future. In the social, economic
and technological environment of the past, change was much more gradual than it
is today. Many of the opportunities and jobs we’re preparing our students for
don’t even exist today. So while we enjoy a strong and stable system, we need a
more nimble and flexible one that can adapt more quickly to better meet the
needs of 21st century learners. (BC Ed. Plan, 3). <o:p></o:p></span></span><br />
<span lang="EN-CA" style="font-family: "Calibri","sans-serif"; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-CA; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"></span><br />
<span lang="EN-CA" style="font-family: "Calibri","sans-serif"; font-size: 11pt; line-height: 115%; mso-ansi-language: EN-CA; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">B.C. leads the country on internet connectivity
– 85% of British Columbians use the internet on a regular basis. BC’s Education
Plan will encourage smart use of technology in schools, better preparing
students to thrive in an increasingly digital world. Students will have more
opportunity to develop the competencies needed to use current and emerging
technologies effectively, both in school and in life. Educators will be given
the supports needed to use technology to empower the learning process, and to
connect with each other, parents, and communities. Schools will have increased
Internet connectivity to support learners and educators. (BC Ed. Plan, 7). </span>Mallory Hauerhttp://www.blogger.com/profile/11022020867796778155noreply@blogger.com0tag:blogger.com,1999:blog-1013174657459362329.post-59571526229304966342013-11-24T16:18:00.002-08:002013-11-24T16:26:10.790-08:00Social Media : creating personalized and differentiated learning opportunities
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<span lang="EN-CA"><span style="font-family: Calibri;">As the dawn of a
new curriculum is upon us, many teachers can’t help but feel
concerned/intimidated by the emphasis that the new BC Ed. plan is placing on
personalized learning. Admittedly, I for one feel a little hesitant towards
this new approach, but not because I don’t believe in its merits. The main
issue with this new direction is logistics. The current system does not support
the individualized attention needed in order to give students a personalized
learning experience. When faced with class sizes pushing 30, it’s no wonder why
many teachers are still skeptics. <o:p></o:p></span></span></div>
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<span lang="EN-CA"><span style="font-family: Calibri;">So what can we
do about this? How are we going to adapt and make this idea a reality? <i style="mso-bidi-font-style: normal;">Adapt </i>being the key word here. The
answer may be at our fingertips … literally. In this modern day, teachers have
some of the most sophisticated educational resources at their disposal; I’m
talking about social media and mobile learning. Although its critics may be
numerous, this “informal” strategy may be just the right one to get the job
done. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-CA"><span style="font-family: Calibri;">There has often
been a divide between what’s considered “formal learning”, found in highly
structured and recognized educational institutions, and informal learning,
which is a product of daily work, family relationships, and leisure activities.
Because informal settings often provide highly contextualized learning
environments, we generally gain and retain more knowledge here than from formal
environments (Gikas, 19). Surprise! <span style="mso-spacerun: yes;"> </span>This
sentiment is echoed by Traxler, author of many pieces on mobile learning: <o:p></o:p></span></span></div>
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<span lang="EN-CA" style="font-size: 10pt; line-height: 115%;"><span style="font-family: Calibri;">[W]ith mobile learning, content can be
more context aware, authentic, and situated in the surroundings where the
learning is more meaningful to the learner. Learners can personalize the way
they interact with the course content. They can also customize “the transfer
and access of information in order to build on their skills and knowledge to
meet their own educational goals” (Gikas, 19). <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-CA"><span style="font-family: Calibri;">So, coming back to my original question:
how can we, as teachers, ensure that each student receives the personalized
learning experience that they are due, without spreading ourselves too thin?
One way, is to blend the structured formalized learning that takes place in the
classroom with informal contextualized learning that can be facilitated through
the implementation of social media resources. Social media tools afford
students the ability to interact and collaborate with one another and their
instructors. As a result, students are able to personally connect with their
learning through this mass collaboration and interaction. According to
Greenhow, this inherently creates a student-centered framework which “promotes
personal choice, customization and student familiarity”, allowing students to
form their own individualized understandings of course content (Gikas, 19). Furthermore,
social media, besides already being a source of engagement, also provides
students with continuous connectivity and a mobile and authentic learning
environment. <o:p></o:p></span></span></div>
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<span lang="EN-CA"><span style="font-family: Calibri;">In short, social
media is here to stay. The traditional wood and brick classroom is making way
for the new global classroom; learning need not be constricted to a building or
an institution. Rather, it is continuous and organic, things which are
complemented by the connectivity, mobility, and collaborative ability of social
media. As this new era of education approaches, we should not be feeling solely
responsible for individualizing the learning of each of our students, but
rather, we should be providing them choice and the tools to do it themselves. <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
Mallory Hauerhttp://www.blogger.com/profile/11022020867796778155noreply@blogger.com0