C2 Final Project: PD on ISTE #3 Citizen Strand for Educators

Please enjoy the 4 PD Videos on ISTE Standard #3-Citizen Strand for Educators.

You can follow along with the course booklet, take notes, and get new ideas.

Resource Booklet- Google Slides

Final Course 2 Reflection

  • I was thankful enough that my group found me, during week one of course two. We were well balanced in regard to having a person from each division, ES/MS/HS, and different specialty backgrounds. The collaboration went really well and as smooth as possible when working with only 3 time zones- Russia, Vietnam, and China. We could easily find time to google meet especially since throughout course two I was no longer engaged with Distance Learning, so allowed for a lot of time during the day to be flexible while others were returning to campus or continuing with their distance learning.
  • The only challenges we faced, I feel, were on the tech. side of putting the videos together, since we all varied on different levels of video recoding and making skills. We overcame them by meeting weekly to discuss things and constantly visiting our shared google docs, presentation, and folder to leave comments and collaborate effectively. This collaborative planning experience was different from other experiences since usually, those I am working with are in the same room as me and we never use Zoom. It was similar in the sense we were still using the same tools through google and could leave feedback comments regularly.
  • We choose the PD option as it seemed the most relevant for us to be able to take back to our school and seemed like a new option we haven’t done before.
  • This learning experience differed from other learning experiences I have designed, as I have never created a PD video before. In the past other PD sessions, I’ve led in person, this experience has allowed me to see the benefits of filming some of the sessions to be able to share with a wider (global) audience. Which is how I feel it has connected with all the things I’ve learned in Course 2. Being confident as an educator and the things I am capable of creating and taking that next step in curating them to be able to share with others.
  • We did not facilitate our created experience, but I was able to share with my administration and hopefully plan a date for when we return to campus to actually run the sessions. We planned it so it could be one two-hour session, or easily divided up into 4- 30-minute sessions.
Photo by Prateek Katyal on Unsplash

C2 W5: Contributing Responsibly

….Get out of their (students) way and let them be amazing…

Scott McLeod Ted Talk: Extracurricular empowerment

I think is the simplest thing educators can do. When we allow our students to grow in these skills (listed below) we are truly allowing them to take control over their education. Finding ways to turn more of these into the curriculum would be an amazing endeavor, one that I hope all educators are attempting to do with the inclusion of technology. We can empower students to use technology to positively impact the world by allowing them the creative liberties to express themselves within the mandated curriculum. Giving students choices and options to demonstrate their learning is one way that can empower students. As we help them grow and become “better humans” we can then hopefully watch as they unfold into being positive contributing members of society as well as online as they continue to transform their digital identities.

Extracurricular empowerment: Scott McLeod at TEDxDesMoines
  • I think we could thrive in participatory culture by doing just that. Focusing on passion projects that allow room for self-direction, would allow students to be enthusiastic and curious. Teaching them discipline along the way, and encouraging them to think critically and problem-solve for their own problems they create vs. just giving them the correct answers and consistently telling them what to do or even further, how to do it.
  • I think we teach students about empathy, especially those in the SEN world whos disability could fall under this being especially challenging, through role modeling it and first understanding what it is and the difference between empathy and sympathy. Continually engaging in discussions using a set of shared vocabulary is important in every educational setting.

Below is my school’s policy around Digital Citizenship, at the Anglo-American School of Moscow (AAS):

Digital Citizenship
AAS develops student digital citizenship throughout our integrated curriculum. Our Elementary School Digital Citizenship Agreement​ and Middle and High School Digital Citizenship Agreement​ support students and families in developing positive citizenship in the digital world. As members of the AAS community, students and families agree that digital citizenship applies in and out of school, with school-owned devices, BYODs, and other personal devices.

digital citizenship poster with student pledges
Taken from the AAS Website
  • My school’s agreements empower stakeholders to make positive contributions to local and global communities through a number of charitable drives and programs. Though at times, upon further reflection, I think the reason for giving and diving deeper into the meaning of “positive contributions” needs to be explored especially in a school where so many of our students are coming from very affluent backgrounds.
  • My school shares these documents with all the necessary stakeholders via their website. Though when accessing it, it was proven not to be the most readily available.
  • Though I feel that my school and it’s stakeholders fully believe and live these documents, especially through things like “respect others when online,” “citing sources,” and “manage personal data & security” the lack of transparency getting to these policies I think has room to grow. In other words, digital citizenship shouldn’t justs be a slip of paper everyone signs and then get locked away in a file. The same with my SEN Individualized Learning Plans, important documents such as these need to be “living” out in the open, something to be proud of and active referenced and utilized every day in and out of the classroom.
  • The actions I will take to continually improve my own media literacy are continuing Professional development opportunities and using new social media platforms to continually learn and grow.
  • I will then further my actions by spreading what I learn to my students and colleagues, through revised lesson plans and better collaborative efforts.

You learn not because you have to, but because it’s who you are.

Uknown
  • I wouldn’t say I thrive in our participatory culture, as I am still learning and finding my balance. But though I have many attempts at creating and curating, I still find myself at times “dumping” or “lurking” even though I know better.
  • I think being empathetic takes time and practice. I don’t feel one has ever truly mastered this, though with an increase in life experiences and seeing the world beyond one’s comfort levels have truly allowed me to practice this. Having a brother on the autism spectrum has also allowed me and my family numerous occasions to explicitly teach empathy and see first hand how challenging it can truly be.
  • I regularly support my students and peers in becoming more empathetic through questions and reminding them of the difference between sympathy and empathy. As a team, we embed, many of these lessons regularly into our advisory program at the middle school level, and agree on using a common language. As an advisor, we pose questions individually and in small groups to help our students grow in empathy and learn to take a more vulnerable stance with and in front of their peers.

Yet when diving deeper to see what students actually sign as this is a topic “widely published, but rarely read” meaning, though we talk about it and hold students to a very high standard when it comes to their digital life, I feel as though some of the details and components to it are represented with the following:

It would be great to see more of the online education and teaching things like empowerment and media literacy not just in their one-quarter long technology class or 45-minute elective classes, but in every classroom they go to.

The Digital Citizenship Curriculum , from Common Sense.org, is well organized and offers a wide range of topics. I’m surprised more schools don’t utilize within their advisory programs. I know as a grade level leader, I will certainly be sharing more of these topics with my grade level team and hoping to add mini-lessons into our program that directly teach these matters.

Everything needs to change and it has to start today.

Greta Thunberg Ted Talk

I especially like talking to my students about Greta Thunberg and her actions she’s taken towards climate change, and pointing out how she is a person on the spectrum. It is amazing to see unique students actively taking a stand to make the world a better place, and showing what good is learning all the facts in the educational system if the political system won’t even listen to them. Hopefully, students of this generation will be making a greater impact than all those that have come before them.

The disarming case to act right now on climate change | Greta Thunberg / Ted Talk

C2 W4: THINK before you POST

Ever since I’ve started to think more about the posts that cause a strong divide amongst veiwers, I’ve gotten much better at asking the questions suchs as:

  • Is the photo clickbait?
  • Could the photo have been photoshopped or staged?
  • Is the source credible?

I believe I promote curiosity and truth by resharing things I feel are credible and questioning those who post inaccuracies, or at the very least when I share it- I post the question of collecting thoughts in order to hear both sides.

Unfortunately, I have fallen victim to the misinformation online in the past, believing things upon a quick scroll, only to have to go back later just to ensure the cite indeed was not “The Onion” (wonderfully crafted satirical writing out of my home state of Wisconsin).

I find myself often having to remind my students to question what they read and hear online, as they naively believe in everything. As an educator, I feel I owe it to my students to continually question them: where they heard, saw, or read something? Do they know the original source? Do they believe it is credible? And continually ask them prompting questions that help guide their knowledge and understanding of the world around them. To my surprise, my students are great at identifying clickbait and can accurately question the source of the post. When talking with my students I follow the same guidelines as posted on the Butler University page. Not just for their digital life and what they post, but simply on their words and actions throughout their school day.

Image taken from: Let’s Think Before You Post

Media that is present day to day in my life include:

  • Facebook
  • YouTube
  • Instagram
  • Twitter
  • Netflix

With a slim collection of social media in my fingertips, it’s most important to make sure that the things popping up in my feed within the hourly scrolls are things I can trust, but if not, at least I know to question it.

I’d like to consider myself one of the 32% of internet users that do both creating and curating but hope to continue to grow more in the creating side. Along with encouraging my students to take precautions as they add to their digital footprint, I remind them to keep their online presence safe.

Last, I found this quote from Media Education for the 21st Century incredibly appropriate as students take on new challenges such as with digital learning. And their ever-increasing academic tasks get more and more challenging as they begin to have an even larger amount of responsibility and independence thrust upon them. Learning how to close tabs, and power down their phone may become an even bigger challenge as they continue their journey of self-regulation and managing distractions.

Multi-tasking often is confused with distraction, but as understood here, multi-tasking involves a method of monitoring and
responding to the sea of information around us. Students need
help distinguishing between being off task and handling multiple tasks simultaneously.

Confronting the Challenges of Participatory Culture: Media Education for the 21st Century by Henry Jenkins, Director of the Comparative Media Studies Program at the Massachusetts Institute of Technology with Katie Clinton, Ravi Purushotma, Alice J. Robison, Margaret Weigel

C2W3: Balance…still searching…

One important goal of media education should be to encourage young people to become more reflective about the ethical choices they make as participants and communicators and the impact they have on others.

Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. By Henry Jenkins, Director of the Comparative Media Studies Program at the Massachusetts Institute of Technology with Katie Clinton, Ravi Purushotma, Alice J. Robison, Margaret Weigel

Finding the balance between authentically contributing to our digital world while protecting privacy, sounds challenging at first but through diligent efforts can be done with ease.

 Three key points to keep in mind from the 2018 Stateof Ed Tech Privacy report are (more detailed found here)

  1. Seek out companies that have responsible practices
  2.  Put pressure on companies that aren’t transparent
  3. Advocate for student privacy legislation and enforcement

Ensuring that you can be your authentic self while making connections online while maintaining the privacy and privacy of others one needs to question everything they share with the digital world. In addition to asking permission of those who may appear in your posts, it is equally important to respect the digital footprint for those who may not yet be able to voice their opinion.

The different studies out there show how kids feel adults overshare online and that they shouldn’t, and considering their strong reactions to what inevitably will be the starting point of their digital footprint is something to consider. All the rules or guidelines stated by Jeremy Hobson in the article “‘Sharenting’: Can Parents Post Too Much About Their Kids Online?” are great ones to keep in the forefront of the decisions that guide our posts.

  • I maintain my privacy by not re-using passwords upon changing them as well as I try not to use the same ones for the different things. I also google myself from time to time to see what is out there that the public world can so easily access.
  • I maintain the privacy of my students by referring to them by initials only in subject line e-mail correspondence and bccing parent e-mails. Within the SEN world, I also am very careful with shredding any SEN related documents after use and keeping files under lock and key.
  • The Anglo-American School of Moscow, also works hard to keep student data private though vetting all programs being used in all classrooms with students, using outlook email and recorded google meets to ensure the safety of our students as number one.
  • I am not fully aware of all the privacy policies around my host country of Russia, but this certainly has opened the door for further exploration. Though I don’t feel that Russia has laws equal to IDEA and ADA as within the United States, I would hope that there is something similar.

My last reflection is on how I would share my knowledge & understanding with my colleagues. Being a SEN teacher has allowed me to “push in” many different classrooms, allowing collaboration time with multiple teachers to share best practices and to help ensure student privacy is kept to the highest standards. As a Grade level leader, it will also be my responsibility to highlight these items within our weekly agendas and continually circle back to engage in grade-level reflections to ensure our own privacy along with our students is protected even in the international world.

C2 W2: Connecting with Friends & Family

After 6 weeks of leading four thirty minute recorded Google Meet calls a week, I have learned so much from the students I call my advisees. Distance Learning has provided me a no longer “unique” experience, but a new learning experience to dive head-on into a steep learning curve of which is digital everything. From assignments, discussions, assessments, feedback, and planning, Distance Learning has really allowed us to hit pause on the academic side and further explore the social-emotional health and well-being side of our students. Having four regularly scheduled times to meet with my small group of Penguins (mascot at the Anglo-American School of Moscow) this “advisory time” allowed us to take a break from the school day and just hang out, play games, get creative, and share thoughts and feelings about the ever-changing situation of being “overseas”.

  • I’ve learned that how I connected with my friends at their age was much different, than what they experience in 2020. They no longer have memorized telephone numbers, or have to wait for a parent to get off the phone before getting on the internet (they’ll never truly understand the struggles with dial-up and America Online). Or even younger, just riding a bike down the street to see if your friend was home. Though as an adult, my connections are much more similar to my students based on two things: technology and the international community. Third Culture Kids and international teachers will already have mixed similarities when it comes to communication because it is the life chosen. How many of my friends back home had no idea about the “What’s App” app for easy worldwide communication, or evening just dialing the plus sign before a telephone number. TCK’s are now communicating more than ever through SnapChat and TikTok, apps I have yet had any interest in exploring. Facebook Messenger, Instagram, and Skype are still three of the most common social media formats I use to stay close with my friends and family. Even my 90 year old Grandmother is on Facebook, regularly liking posts and knows how to operate a webcam for regular chats on skype, yet all three main formats I use are “not cool” amongst my middle school Penguins.

I especially loved the article: Where Weird Facebook is King, where at the end, he writes the RIP section for all social media who have just disappeared or are no longer common amongst his circle of friends. When seeing that list I couldn’t help but think of all the different apps and platforms that are out there, that I haven’t even heard of, yet were at one time #trending even if just for a brief period. Unlike ones that I thought wouldn’t last, like Twitter, just seem to stick around and I find my self needing to continue learning about.

Or his take on the “emphasis on videos over text has made the platform more engaging and shareable, since videos are (currently) one of the most engaging formats” yet how many people in those videos do you actually know? We surround ourselves every day with short video clips of complete strangers, yet stress the importance of making real-life connections.

Do you have the courage to create something of your very own?… And Post it for the world to see.

  • I used to think social media in the hands of my students was just an open unsupervised doorway for bullying and dangerous situations for them to get themselves into. But now, as an educator, I see the amount of time and effort spent on helping guide students through this new digital age, where every 5th grader has cell phone. I can also start to see the positives, such as: -Creative dances and humor expressed in the latest TikToks Dance moves. -Shared opinions and heartfelt debates in recorded Podcasts. -Fancy videos with editing skills for “picture in picture” explaining the latest Algebraic Math problems along with Advocating for their own Special Educational Needs. It’s with all these things, I think how wonderful it is our students have literally everything at their fingertips helping guide what kind of human they will be and all the things they will create and share in their lifetime. Literally with recordings and photos to capture everything. I’m certainly glad that embarrassing teenage moments were much harder to capture on film in the 80’s and 90’s than they are now.
  • Social interactions and communication are changing, as with all the different digital formats it allows people to participate as much and as extensively as they would like, to as little as they may desire (back to the lurker stage).

To be honest, I don’t use social media in my classroom, at least not often or in the creative ways, I know great educators are doing, but I am confident that in my Learning Resource Class for students who have identified learning needs, students are learning to communicate appropriately and effectively in their general education classrooms and hopefully taking these skills outside the classroom and generalizing them in their on-line behaviors off-campus.

We need to not only value the social spaces of our students but role model and demonstrate to them that we value their digital identities and importance that social media plays as they continue to navigate their path in life.

We continue to encourage our students to participate in all of it, for me, specifically within Individualized Learning Plan goals & constant on-going reflection and teaching and monitoring self-regulatory skills.

I support my colleagues in understanding the effect social media has on our communication by regularly sharing and keeping the dialogue open about the communication taking place. I also encourage “out of office” communication time, hosting zoom calls, and placing an emphasis on personal lives more than on “work talk”. It is equally important to share with friends and colleagues when you may see a post that isn’t aligned with your morals and values and start an open honest dialogue about it vs. the easy route of blocking, unfollowing, pausing, or muting, or even the most extreme- unfriending.

“The real threat isn’t smartphones. It’s this campaign of misinformation and the generation of fear among parents and educators.”

The Kids (Who Use Tech) Seem to be Alright Scientific American

Other interesting reads related to this topic, I found taken from Psychology Today: “What Can You Learn About People From Facebook?” it explores the different personality traits one can exhibit based on the types of posts they create or share. It makes me think…..

What do your posts say about you?

I’d like to think mine would show the world I am a humorous, creative individual or known as a crazy cat woman, but at times I now know my post also reflect my massive hatred for Trump2020.

Can all readers tell I am fluent in sarcasm as well? Maybe, but maybe not.