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SOCIAL NETWORKING IN SCHOOL
Team members
Paul Angus
I teach Commerce in a boys school in Melbourne that has had laptops for 15 years or so.
I have been there for 22 years so experienced the full ICT implementation history .
I teach Economics and Accounting, Coordinate the VCE and involved with the basketball program.
Student ID - 93345484
Shireen Richardson
Full-time teacher at a large, three campus school which follows a parallel education model; currently teaching Year 6 boys English; Year 7 girls English, Geography, History, and Wellbeing; Years 7-12 Cross Country and Athletics.Student ID - 201512523
Russell Waldron
Past Head of ICT at private girls' schools in Sydney
Computing teacher/champion in Victorian Catholic and government schools.
Student ID - 93334082
Leonie McGlashan
Full time teacher at a four campus public secondary school in south east Melbourne.
Teach science and VCE
Chemistry and coordinate the primary science program. ICT and environmental champion.
Student ID - 400110475
Shift Happens
Further discussion: http://shifthappens.wikispaces.com/
Define: Social Networking
‘Internet- or mobile-device-based social spaces designed to facilitate communication, collaboration and content sharing across networks of contacts.’
(Childnet International)
Who uses Social Media?
Most teens A large minority of professionals A larger minority of retirees
Byrne
Students underuse ICT
Australia wide 30% use email/chat daily 22% search for non-study reasons
dailyMCEEDYA
School purposes
Collaboration between students Communication teacher ↔ student Access to thoughts of outsiders
Supported introduction
Written information Online tutorials Terminology One tool at a time Hands-on beginning task Monitor, Stimulate, Feedback,
Evaluate Student reflections
Bell & Kuon
Enhancing communication
Use names Respond quickly, often Thoughtful, individual feedback Vary technology, resources and experiences Disclose personal stories Rich profile Informal online voice Get and use feedback and critique Go off-topic
Robinson &Whitemarsh
Why use social networking? Constructivist pedagogy 21st Century skills Moral, social and civics education
“Teachers...will need to be not just digitally literate, but fluent in a variety of modes and media. [Teachers] need to be confident users of Web 2.0 technologies.”
Sutch
Constructivist pedagogy
Social networking allows work to be: Collaborative Constructive Self-directed Extended Peer-scaffolded
Van Harmelan
21st Century skills
NSBA study of 2300 9-17 year olds in USA
96% use some social networking 60% discuss education topics 50% discuss schoolwork Average 9 hours in social sites (vs 10
of TV)
Childnet International
Moral development
'It is our duty to our students to start modeling responsible use of social media and encouraging them to follow our lead. We can no longer afford the veil.'
Johnson
Young people online
social participants, active citizens content creators, managers and
distributors team players explorers and learners independent building resilience developing key and real-world skills
Childnet International
Trends
Social media will become even more popular, more mobile, and more exclusive
Armano
Trends
social media to look less social customer support and business uses more incentives (games and prizes)
for usage workplace policies increased use of mobile technology social media displacing email
Armano
Trends
Trends
Technology jargon
Watch Myspace Monetisation (e.g. Ning) Web 3.0 – the Semantic Web Moore’s Law
Trends in education
Mobile learning Cloud computing One-to-one
computing Ubiquitous learning Game-based
learning Personalised
learning
Architectural change
Open content Online experts Portfolio
assessment Facilitative
teaching More information
Fears
Predators Persecution Pornography Profiling Plagiarism Illiteracy Brain plasticity Socialisation
Prosecution Productivity Privacy Disintermediation Equity of access
Four Social Technologies
Twitter Facebook Ning Edmodo
Shireen Richardson
Twitter – a micro-blogging platform
Compose (tweet) messages, up to 140 characters long, at any time
View messages posted by other users Pass on (retweet) messages from
others Communicate directly or indirectly
Twitter – usage
Egocentric – Tell the world! Business – Develop networks,
promote goods and services, listen to customer feedback
Social – Connect people with similar interests
Education – Teaching and learning
Twitter – educational value
View /participate in educational forums Find like-minded professionals Build networks Share ideas Compare Learn Collaborate Discuss (teacher-teacher, teacher-student,
student-student)
Twitter – current usage
Source: website-monitoring.com
Ning @ ning.com
By Leonie McGlashan
Ning, Inc, 2010
Private nings
LOW RISKHeneberry, 2010
How to use
Use a Ning for:
Group work
and collaboration
Use a Ning for:
Netiquette
.....and cybercitizenship
Use a Ning for:
Feedback
and assessment.....
Ning networksNing, Inc, 2010
School communities
Growing Communities, 2010
Year 9 English
Heneberry, 2010
Zoology class
Nash, 2010
Paul Angus
How to get started
Take
The Tour @ http://www.edmodo.com/tour/
Follow
The Guide @ http://www.edmodo.com/guide/
Read
Testimonials @ http://www.edmodo.com/press/
What other schools are doing with Edmodo
http://www.appappeal.com/app/edmodo/
http://jennselearning.wordpress.com/2009/04/09/it-6740-edmodo/
http://blog.discoveryeducation.com/digital_passports/2008/09/05/edmodo-twitter-designed-for-the-classroom/
Year 11 Economics class
EDMODO CASE STUDY
FACEBOOK IN SCHOOLSRussell Waldron
Sample educational uses
Life skills Class discussions Character studies Dissemination Mentoring Affective learning
(Waldron 2010)
Faceworking
A profile of a teenager is typically:
A developing, social identity Play and humour, not accuracy Peer-built, not personal
Extensions
Case study: Edmodo Case study: Twitter Case study: Ning Literature review: Fears
Case Study
Paul Angus
Edmodo
Case Study
Shireen Richardson
Case Study
Leonie McGlashan
Ning
Literature review
Russell Waldron
Fears
FEARFUL OF THE INTERNET
Fears
Predators Persecution Pornography Profiling Plagiarism Illiteracy Brain plasticity Socialisation
Prosecution Productivity Privacy Disintermediation Equity of access
Predators – The fear
Paedophiles will contact children through the internet, groom them over time, entice them to unsafe meetings, then sexually abuse them.
Predators - Reactions
Adventurous: Meeting strangers is “the magic of the Internet”. (Mitrano)
Fearful: QLD Teachers must not accept Friend Requests from students. (QDET)
Irrational: “The Connecticut attorney general, who … helped to create the task force, said he disagreed with the report...”
Predators – Reactions
Proposals Panic Button on each computer (Conroy) Panic Button on each website (CEOP)
Flaws Victims are not panicked Victims are not online Victims prefer other channels
(Collier)
Predators - Research
Contact by paedophiles is rare Meetings even rarer Multiple communication methods Most abusers are trusted by family Teen victims are usually initially willing Home life and substance abuse raise risks Banning profile sites is not justified
ACMA; ISTTF; Ybarra & Mitchell; Dooley, Cross, Hearn & Treyvaud; Stone; Marwick;
Predators - Action
Students Schools
Unwanted contact: Tell an adult Don’t respond Block Keep evidence Report Set your profile Private Don’t open messages
ACMA
Identify and monitor Children at Risk due to observed behaviour and family circumstances
Cyberbullying – The fear
Kids will cooperate to torment a victim through a social networking system.
Parents will not discover cyberbullying.
Cyberbullies cannot be identified and stopped.
Cyberbullying – Research
Less common than other bullying Less distressing Easily proved Reduces when discovery is likely Relieved by online friends
CHPRC Parental involvement helps
Mesch
Cyberbullying – Responses
Cyberbullying – Responses
“There is absolutely, positively no reason for any middle school student to be a part of a social networking site! None.”
Orsini
Cyberbullying – Responses
Withdrawal (Exacerbation)Banning SN at school (Ineffective)Disciplinary action (Risky)
Method of Shared Concern (Constructive)
Claimed 90% of victims benefitRigby & Griffith, 2010
Pornography – The Fear
Half-truths: 70% of the internet is pornographic Web 2.0 is not moderated Kids will see pornographic
/shocking /disturbing material Kids will fixate on age-inappropriate
or culturally unacceptable subjects Sexualisation increases risk of child
abuse
Pornography - Responses
Filter home computers. (Unpopular)Filter school computers. (Irrelevant)Monitor computers at school.
(Unreliable)
Monitor children at risk ; treat toxic families. (Intrusive)
Teach protective behaviours/ media literacy.(Contentious)
Profiling – The fear
Comment or photographs posted online could become immediate and permanent marks on the subject's reputation, harming future social and professional opportunities.
Profiling – The fear
“They don't understand that their words or images intended for a small audience can find an audience of millions."
Plagiarism – The fear
1. Students will share homework when they should not.
2. Students will be punished for mistakenly sharing work.
Plagiarism – Responses
147 charges for sharing knowledge & resources facebook
Plagiarism – Research
Confusion Wikis – who is the author? Wikis & blogs – when can they be
cited?
Illiteracy – The fear
txtng is a different language Loss of handwriting, spelling,
grammar, Loss of typing skills Teachers will not understand
students
Illiteracy – Research
Texting is no bar to literacy Texting improves language skill Textisms indicate high verbal
reasoning skill Children can ‘code switch’
Illiteracy – Responses
Glossary of TXT Terms (About.com) Texting is good (Crystal 2009)
Brain plasticity – The Fears Social networking technology will
change the way kids' brains develop, making them less fit for life.
Loneliness (Sigman) Decreasing empathy (Burton) Family fragmentation (Small) Shallower human relations
(Greenfield)
Brain plasticity - ResearchSigman, Burton, Small and
Greenfield are speculating far beyond the evidence.
(Goldacre)
Legal – The Fear
Risk Accidental
breaches Draconian
penalties Foreign
jurisdictions
Fields Copyright Defamation Computer trespass Illegal speech Child pornography
Legal - Defamation
Legal – Responses
Brochure (CEOSA)
Productivity – The Fear
Students will be distracted from their learning tasks by excessive interest in online socialising and games.
Facebook addiction
Productivity – Responses
Disempowering, short term: Block/ban Web 2.0 at school Block/ban Web 2.0 at home
Empowering: Teach time-management skills Leechblock – self-administered filters
Privacy – Responses
Facebook Page owners can spam ‘Friends’
Facebook Apps access private profile data
COPPA mandates parent access for u13s
Pre-emptionPublish first
Throw-away accounts
Disintermediation
The Fear Responses
Classroom discourse will change because teacher will not be privy to all conversation.
Classroom discipline will deteriorate because teacher cannot regulate communication
Block Web 2.0 during lessons (Unreliable)
Co-opt popular channels (Stifling)
Promote visible, directed, alternatives – e.g. Edmodo, Ning
Equity of access – The Fear Educational/ work/ social/ civic
disenfranchisement of Luddites in the future
Reduced access to learning for children of digitally disengaged families
Applications benefit genders differently (Tufecki & Zeynep)
The motivation to trial the use of edmodo was the fact that our students are forever engaged with social networking sites, so it made sense to set one up that is dedicated to our class.
RATIONALE
27th April 2010The process begins
A chronological log:
28th April 2010
Students start to respond
A chronological log:
29th April 2010Using links
A chronological log:
3rd May 2010Authentic learning
A chronological log:
9th may 2010Using a poll
A chronological log:
10th may 2010Community of learning
A chronological log:
11th may 2010Community of Practice
A chronological log:
17th may 2010Student work example
A chronological log:
20th May 2010Making contributions
A chronological log:
23rd May 2010In Review
A chronological log:
My final reflection is that edmodo has proven to be a valuable and
effective tool that many of the students made considerable use of
and will continue to make use of well after this assignment is
presented.
Professional reflections
BIBLIOGRAPHY