Technology & Learning - February 2008 - (Page 21) Students Are Already There In August 2007, the National School Boards Association released Creating & Connecting, a study of children’s use of online social networking. The study shows that the majority of American youth polled (ages 9–17) report they spend “almost as much time using social networking services and Web sites as they spend watching TV.” Remarkably, students report their activities as being anything but passive, and that they are likely to “engage in highly creative activities on social networking sites.” The recent PEW/Internet report Teens and Social Media (December 2007) affirms and extends the findings of the NSBA report. It states, “The use of social media—from blogging to online social networking to creation of all kinds of digital material—is central to many teenagers’ lives.” The kids are already there, connected, and teachers and parents need to accept this fact. A New World of Learning Once the fear of safety is removed, social networking sites can open up broad and exciting new worlds of learning for both educators and students. Innovative teachers are recognizing the potential of tools such as MySpace and Facebook to bridge cultural gaps and create authentic 21st-century learning environments. At the International School Bangkok, in Thailand, teacher Kim Cofino connects her fifth graders through an online social network to classrooms in Australia, China, the UK, and the U.S. The project’s goal is to encourage students to think deeply and to communicate about their reading. Also with an international reach is the Flat Classroom Project. Cofounded by Vicki Davis, known in the edublogosphere as “coolcatteacher,” the project is a global and hands-on initiative where middle and high school students from the U.S., Australia, China, Austria, and Qatar work together on projects inspired by Thomas Friedman’s groundbreaking book, The World Is Flat. These projects exemplify what’s possible when the power of social networking sites is harnessed in the service of Digital Age education. However, carefully crafted guidelines are key to the success and safety of Safe and Healthy Communities Some common, adaptable rules for keeping online social networks safe and healthy include the following: Use the tools. There are many technological tools that can be adapted for student learning, but not all are suitable. Take time to experiment with the tools and to better understand social networks before launching your own network. Join the Classroom 2.0 community at Ning, or get a Facebook account, and connect with other teachers who are using these tools in education. Their expertise, successes, and failures are the best learning tools. Review and update school policies. Acceptable use policies for students are still a must, and even moreso as students become connected, whether in a controlled network environment or not. Continuous review of these policies is important, but avoid making revisions that name the “technology of the day” such as Facebook and MySpace. Rather, use more generic, universal language such as social networks and instant messaging. These policies should be clear, succinct, rational, and easily accessible to students and to teachers. older children or young adults. The involvement of parents, teachers from other schools, pre-service teachers, or other responsible individuals can help develop a more authentic community. Let it be understood that all community members, not just the students, are responsible for online health, safety, and growth. globalization studies, connectivism) against potential costs (e.g., access, online safety, time). Match the tool with the outcome. The use of online social networks as an educational tool should have a rationale that exceeds the novelty of the activity. It is important that you continually assess its appropriate use by asking the question, “Could I have achieved the same level of student learning and engagement through a non-technological method?” Be sure to weigh your rationale for using a social network (e.g., digital citizenship, Share the responsibility for guiding students. Policing of online activities should begin through the work of persistent, diligent community leaders (usually teachers). As the community grows, this work should be performed by students (of sufficient maturity) or through mentorship opportunities with Design matters. Successful online communities, ones that are fun, reflective, engaging, and safe, can be nurtured through careful attention to instructional design. One of my favorite reads is Donald Norman’s Emotional Design, where the author identifies three constructs of design: visceral design—how things look, feel, and sound; behavioral design—how things function and work together; and reflective design—what things mean, or the emotional impact of activities. Careful and intentional design of community interactions will go much further toward overall community health and safety than relying simply on policing activities and behaviors. Technology & Learning February 2008 | 21
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