Giggle Productions

Steps to Getting Teenagers Online Safely

2017-03-01T12:00:00.000-05:00

Steps to Getting Teenagers Online Safely

By Danni Brayer

Classroom, 2014 | Artwork by Vik Muniz | Photo by Danni Brayer

Now that kids are using electric devices at younger ages, a set of child safety guidelines should accompany it to help protect them and their future.

If a device has Internet access, please take the time – and yes it takes some time – to set up parental controls for any child under the age of 13. This allows you to ‘control’ what websites, apps, games, and videos they can use/see while on the device. However, this doesn’t mean let the child use the device without parental supervision. Children are savvy with electronics, they’ll figure out a way around the parental safeguards in a heartbeat. An Internet device and a child always need supervision.

At the age of 13, the ‘new’ teenager should be allowed some ‘freedom’ on the Internet. Before you stop reading, hear me out on why this is important. This ‘new’ teenager needs to begin to learn the responsibility of his/her digital footprint on the Internet while they are under your guidance and protection. They need you to coach them in the ‘right way’ to behave online. Here are some recommended steps to ‘freedom’ with a few hows and whys:

Step 1: Personal Email – For the ‘new’ teenagers 13 birthday, set up special email for him/her as a birthday present. I recommend first initial and last name on G-Mail (like - jdoe@gmail.com); never use their birthdate or their full legal name in an email (never timothyjohndoe2011@gmail.com) this can open them up to identity fraud. When you create the account, you have the username, the password, and access to the account. When ‘gifting’ this email address – it’s not one the school has given – make it understood that this account is for them and only them, but you reserve the right to ‘check it’ from time to time and the password isn’t to be changed without you doing it together.

Step 2: Internet Education – Have a discussion about the Internet, the pros/cons, and the way it will/can affect their future.

Internet: Brief history, all of the resources that are out there on it, why it is called the World Wide Web, the Internet is a place just like your house or your city, how it comes into your home, who pays for it (you), etc. Model good online research to help them learn about the Internet. A good place to begin is the Computer History Museum website (http://www.computerhistory.org/).

Pros/Cons: Internet Pros – Discuss the unlimited amount of information at their fingertips, the ability to talk with friends who live far away, all the cool stories about others and the neat things they do, the games they can find and play, etc.
Internet Cons – Discuss how the endless amount of information can put them at risk, the ability to talk to complete strangers and how stranger danger applies for the Internet too, how sometimes it’s difficult to figuring out the true stories from the fake stories on the Internet – discuss fact finding websites like Snopes (http://www.snopes.com/), etc.

Future: Discuss their digital footprint on the Internet and that it begins the moment they enter the electronic world, not when they’re an adult. Define digital footprint for them – it is a recorded information or ‘footprint’ of all the places, post, pictures, etc. that one has placed on the Internet. Help them understand the things that they post, publish, code, and write will follow them for the rest of their life. It can affect everything from a college's admittance, a future employer, or a future mate. It all begins the moment their activity begins online, on the Internet, and some of it is archived forever in the Library of Congress (http://www.businessinsider.com/library-of-congress-is-archiving-all-of-americas-tweets-2013-1) for future generations to see and examine.

Step 3: Netiquette – Have the ‘new’ teenager share their email address with grandmas, grandpas, cousins, and a few friends. You, as the parent, should begin sending emails to your son/daughter along with things for them to explore on the Internet. Help them with their Netiquette (online email etiquette or how to communicate properly online with others). I would suggest sending them things of interest to explore online that will provoke conversation and a reply like the newly discovered ancient Egyption find that is underwater (http://www.newstatesman.com/world/africa/2016/06/ancient-egypt-s-perfectly-preserved-underwater-cities-and-how-they-were) and have them research to see if it is true. Occasionally, monitor the email account. Praise the good behavior and the learning that is happening in the emails sent back and forth over the time frame. However gently discuss or respectfully reprimand flagrant violations of behavior too. After a few weeks of ‘good’ Internet behavior modeling, then and only then will it be time to introduce social media.

Step 4: Acceptable Behavior Online – Before setting up a social media account, establish guidelines for acceptable behavior online with your ‘new’ teenager, like:

Only use positive speech to build others up.
Use only intelligent language – so if grandma were to read something, it won’t give her a heart attack.
Post only modest, tasteful images of yourself.
Ask permission before posting pictures of others.
Only ‘friend’ people you know in your daily circle of friends; refuse all others.

The above are suggestions, but do not create any more than five guidelines or the ‘new’ teenager won’t remember them and/or will find them difficult to follow. After these are established, discuss and create consequences for breaking one or more of the guidelines together. The teenager then knows the reason, upfront, why they are punished for their online actions. Usually, if the teen is involved with a parent in creating the guidelines and consequences they are less apt to violate them.

Step 5: Social Media – Talk with your ‘new’ teenager and discuss what social media interests them the most (Facebook, Twitter, Google+, Tumblr, Instagram, SnapChat, etc.). Pick only one to begin to explore in the social media world. Set up the social media account for your child using the personal email you set up for them. Establish the same rules for the social media account that applied to the email account – you have the username and password. The password can’t be changed without you doing it together. If not already a member of the chosen social media, join it. Next, invite your teen to connect with you and, likewise, your teen to you. As a parent, be very careful what you post, as not to embarrass them online – this is part of ‘your’ digital footprint too.

Monitor your child and their online behavior, but do not smother them. Complement them in person and have conversations about how they think it is going. Communication is key. Discuss and coach misguided behavior. Punish any guideline violation with preset action; follow through is important, but always do so lovingly and with additional coaching. Remember this is ‘new’ and so is this teenager ‘thing’ – they are still learning both. Reinforce that you are trusting them to make the right choices and to keep a positive digital footprint for their future.

Here are a few additional online resources for parents:

Interest 'Free' Change

2012-06-28T23:17:00.000-04:00

Author & daughter, June 2011.

If congress fails to act by July 1, 2012, student loan interest rates will double from 3.4% to 6.8% overnight (Johnson, 2012). I personally have a struggling college student living under my roof. She currently works two jobs and lives at home to make ends meet. She is borrowing as little as possible while obtaining her bachelors degree. However, if congress doesn't figure out the interest rate 'mess,' my daughter may be forced to take longer getting her degree and may have to look for a full-time employment to help pay for it, as not to incur a large debt.

I wish I was an independently wealthy parent, who was able to put enough aside for college, as my daughter was growing up. Yet, as most parents, I struggled to keep a roof-over-her-head and food-on-the-table all-the-while paying payment for those ever-so-needed braces and drivers education lessons.

In 1972, Sen. Claiborne Pell (D-R.I.) stated that "the strength of the United States is not the gold at Fort Knox or the weapons of mass destruction that we have, but the sum total of the education and the character of our people," and it was also recorded that she stated "any student with the talent, desire, and drive should be able to pursue higher education (Equal Justice Works, 2012)." The question remains - can a student continue afford to pursue higher education?

Nevertheless, there are organizations taking a completely different approach to solve the soaring costs of a higher education. They are not looking to the government for a handout or a solution. They are working to create one for future generations. They are private foundations that are making, funding and encouraging innovative solutions to the 'government' created debacle. One of those organizations is The Gates Foundation, who just recently awarded $9 million dollars to the online exploration and creation for future degrees (Bill and Melinda Gates Foundation, 2012).

In addition, there is already a university, University of the People,> where a degree can be obtained for free or almost free. This type of education has been dubbed 'crowd-sourcing' an education, like information is done on Wikipedia or ratings are done on Amazon (Jelski, 2012). There is a list of over a dozen places to educate yourself online for free at Marc and Angel Hack Life, but the complete list of these 'crowd-sourcing' resources existes at Open Courseware (OCW) Consortium (Hack, 2010; Hammond, 2012). While there is some debate on the future of postsecondary education costs, I have a tendency to watch were monies are being invested for the future of education. Furthermore, I do know that many do not want to think about the possibility of a 'free' education. They are, to be cliche, like the ostridge sticking it's head in the sand, if they don't see it coming they don't have to worry about it.

Even though I know a 'free' education is going to be in the future for postsecondary academia competing with the traditional education path, I still have a few concerns.

How are employers going to accept a 'free' degree on a resumé?
Will the 'crowd-sourcing' degree be monitored?
Will employers accept a 'crowd-sourcing' degree testing system like Smarterer (Landry, 2012)?
Will a 'free' degree be tested completely on critical thinking skills like Udacity (Landry, 2012)?
Will a 'crowd-sourcing' degree be sought after more than a traditional degree path or vice-versa?
Do students want to acquire an education taught completely by volunteers?
How will the instructors of the 'free' universities afford to make a living?
Because teaching online can be time consuming will these instructors need to work 24/7?

Education, in general, is in an enormous state of flux. Many people are wrestling with the same questions above. I just know that as a teacher, in the last five years, I have invested in myself over $75,000 to keep up with the changes in technology, Web 2.0, learning management systems, methodologies, etc. With this huge investment and a total of five degrees later, I still feel I do not know all there is to know, because education and technology are changing daily. Consequently, I hope my daughter is able to get her bachelor degree without as large of an investment. After her degree is completed, I hope she will be able to 'update' herself online and it will be accepted without an additional large investment on her part. But if congress, doesn't keep the current interest rates low, she may have a hard time just finishing the first degree on time without an abundance of debt. It is a good thing that education is in the state of flux. It needs to change.

References for this Blog Post:
Bill and Melinda Gates Foundation (2012, June 19). Gates foundation announces $9 million in grants to support breakthrough learning models in Postsecondary education. Retrieved June 28, 2012 from http://www.gatesfoundation.org/press-releases/Pages/breakthrough-learning-models-120619.aspx
Equal Justice Works (2012, June 27). U.S. News and World Reports: Education - Student loan ranger: Two longstanding programs that still help college students. Retrieved June 28, 2012 from http://www.usnews.com/education/blogs/student-loan-ranger/2012/06/27/2-longstanding-programs-that-still-help-college-students
Hack, Marc (2010, November 15). Twelve dozen places to self-educate yourself online. Retrieved June 28, 2012 from http://www.marcandangel.com/2010/11/15/12-dozen-places-to-self-educate-yourself-online/
Hammond, Larissa (2012, April 12). The future is (almost) now: free college. Retrieved June 28, 2012 from http://www.thatradicallibrarian.com/2012/04/future-is-almost-now-free-college.html
Hopkins, Katy (2012, June 16). U.S. News and World Reports: Education - Student loan changes: What you need to know now. Retrieved June 28, 2012 from http://www.usnews.com/education/best-colleges/paying-for-college/articles/2012/05/16/student-loan-changes-what-you-need-to-know-now
Jelski, Daniel (2012, January 19). Forbes: A free college education for all. Retrieved June 28, 2012 from http://www.forbes.com/sites/ccap/2012/01/19/a-free-college-education-for-all/
Johnson, Steven R. (2012, June 28). Clock continues to tick on student loan interest rate extension. Progress Illinois. Retrieved June 28, 2012 from http://progressillinois.com/posts/content/2012/06/28/clock-continues-tick-student-loan-interest-rate-extension
Landry, Lauren (2012, June 26). BostInno: Will employers ever take online learning seriously. Retrieved June 28, 2012 from http://bostinno.com/2012/06/26/will-employers-ever-take-online-learning-seriously/
Puckett, Elizabeth L. (2012, April 23). College classes: Are free online classes the future of higher education. Retrieved June 28, 2012 from http://www.collegeclasses.com/are-free-online-classes-the-future-of-higher-education/

Recycling, Recycling Everywhere

2011-02-02T00:40:00.001-05:00

Wow! Where to begin, let’s see, we know everyone is going ‘green’ today and that, for the most part, is a good thing. However, Kermit had it right years ago when he stated, “It's not easy bein' green (Mander, 2011).” As of January first, the state of Indiana and approximately twenty-seven other states have banned the disposal of electronics in the trash (AP, 2011). These laws have been put into place to encourage recycling of all electronic material (Indiana, 2010). Well, how many of you heard about this on the mainstream news? Is that silence I hear or were you shaking your head no? You are not the only one. Many of my coworkers and the general public that I surveyed did not even know that the law had gone into effect. The only agencies that have been reporting on it or giving it any kind of press have been the local newspapers. So if your New Year resolution was to clean out that closet or organize the family room has not come to pass, it may have been a good thing.

Why is this new law being imposed? For the state of Indiana, it all began back in July 2009 when legislature enacted Indiana Electronic Waste Program (IC 13-20.5) and the second phase was completed January 1, 2011 (Indiana, 2010). It appears our electronics have some fairly deadly chemicals (lead, mercury, cadmium, and hexavalent chromium) in them and when they are thrown into the landfill they can leach into our water supply. I personally don’t want a little mercury to drink with my dinner tonight. Do you? In addition, there is a shortage of some of the metals contained within our electronics, specifically copper, so any and all that we can retain for reuse will help keep the costs down on these metals and ultimately keep the costs down on our electronics (Carpenter, 2010).

eCycle - this is the new term being used for proper disposal of all electronic equipment in the state of Indiana (Indianapolis, 2011). Kind of catchy and fun.

According to the EPA, our household consumption and disposal of Municipal Solid Waste (MSW) has escalated since 1985 (EPA, 2010). In 1985, which was around the same time personal computers were beginning to enter the everyday household, we were only recycling 10.1% of our MSW (EPA, 2010). Fortunately as the years have passed, we have become educated on what of our waste does to the environment and we have learned to recycle more with each year that passes. In 2009, we recycled 33.8% of our MSW (EPA, 2010).

In the Electronic Waste Program Overview, it states in reference to Indiana Households, Public Schools and Small Businesses that the “beginning in 2011, Indiana covered entities are prohibited from disposing of e-waste in with their standard trash collection” (IDEM, 2010). Currently, in the state of Indiana, there is not a fine or a penalty for not recycling your electronics, however many believe that it will eventually come (Lewis, 2010).

So what is an educator to do, you ask? First, let me preface this by saying, I have never considered myself a tree hugger or an eco-freak, but I do suggest we begin by educating your students about the law and begin the discussion there. I took a moment this past week to do just that in my classroom and I received many different responses from shocked to outright cries of idiocy. Yet, no matter what the response may be, we must begin to educate them on their responsibilities as citizens, as consumers, as caretakers of the earth’s resources and as, in my case, young adults. We must help them to understand we need to begin now, begin small and begin with each home doing their part by recycling their electronics properly.

So just like Kermit, it isn't easy being green, but I'm working on it and I'm inviting you to do the same. Below is more information for further exploration on your own, but by no mean is it exhaustive. Hi-Ho!

Agencies:
Indiana Recycling
Indiana Government
Institute of Scrap Recycling Industries, Inc.
Keep Indianapolis Beautiful, Inc.
Sustain Indy

Possible Disposal Sites for eCycling:

Central Indiana
South Belmont Collection Facility
2700 South Belmont
Tuesdays and Thursdays, 9am-11am

IMPD Training Facility (located near Superior Court 13)
9049 East 10th Street
1st and 3rd Saturday of each month, 9am-2pm

Perry Township Government Center
4925 South Shelby Street
2nd and 4th Saturday of each month, 9am-2pm

Trader's Point Collection Facility
7550 North Lafayette Road
1st and 3rd Saturday of each month, 9am-2pm

Southern Indiana
Recycle Johnson County

C&I Electronics
1700 N. Lafayette Avenue
Evansville, Indiana, 47711
Office: 812-423-9166
Toll Free: 800-547-6188

For an extensive in depth listing of recycling and eCycling sites visit IndyStar.com

References for this Blog Post:
Associated Press (2011, January 5). New laws boost electronics recycling: in 27 states, do not call your old computer ‘trash’. Retrieved February 1, 2011 from http://record-eagle.com/business/x126037448/New-laws-boost-electronics-recycling
Carpenter, Claudia (2010, December 7). Bloomberg: Copper faces two-year shortage, will peak over $10,000, Trafigura says. Retrieved February 1, 2010 from http://www.bloomberg.com/news/2010-12-07/copper-faces-2-year-shortage-peak-over-10-000-trafigura-says.html
City of Indianapolis (2011). Sustain Indy: eCycle. Retrieved February 1, 2011 from http://www.sustainindy.org/ecycle.cfm
EPA - United States Environmental Protection Agency (2010, December). Municipal solid waste generation, recycling and disposal in the United States: Facts and figures 2009. Retrieved February 1, 2011 from
http://www.epa.gov/epawaste/nonhaz/municipal/pubs/msw2009-fs.pdf
IDEM - Indiana Department of Environmental Management (2010, December 8). Electronic waste program overview: Fact sheet. Retrieved February 1, 2011 from
http://www.in.gov/recycle/files/factsheet_electronic_waste_program_overview.pdf
Indiana General Assembly (2010). Table of contents: 2010 Enrolled acts. Retrieved February 1, 2011 from
http://www.in.gov/legislative/ic/code/title13/ar20.5/
IndyStar (2010, December 10). Where to recycle in Central Indiana. Retrieved February 1, 2010 from http://www.indystar.com/article/99999999/LIVING08/101210033/Where-recycle-Central-Indiana
Lewis, Brandon (2010, December 29). Gray Television, Inc.: New law bans electronics from trash. Retrieved February 1, 2010 from http://www.wndu.com/home/headlines/New_IN_law_to_ban_electronics_from_regular_trash_112601824.html
Mander, Keith (2011, February 1). It isn’t easy being green: Song lyrics & words. Retrieved February 1, 2011, from http://bussongs.com/songs/it_isnt_easy_being_green.php

BP15_20091024_Reflective_Media_Asset

2009-10-24T18:52:00.007-04:00

BP14_20091024_Response_To_Peer_Blog_Post

2009-10-24T18:51:00.004-04:00

Sunday, October 18, 2009

BP15_2009103_The Incredible Art Department

With a name like this, one does not know what to expect. I thought of the Hulk, (lol) but have come to use this resource for many things. Princeton University continues to update and enlarge this site that I have used for years. My favorite aspect of the site is that is is kept updated and always has new things. It has become my go-to place for the latest art gadgets. Like the Getty, it is well-funded and thus reliable.

The screen shot makes it clear just how many different aspects of teaching art are facilitated by this site, since each word surrounding Mona Lisa is a link. From blogs to suppliers; from lessons to games and activities; from links to association resources for advocacy, this site has it all. When I am in need of some lesson resources, it is always my first stop, and often the only one. For inspiration or even for sub plans, this is site is the best one I know. Check it out for yourself.

3 comments:

beckie lamborn said...: The Incredible Art Department, look at all the activities Mona Lisa is juggling!! I will have to check this site out!; October 18, 2009 1:55 PM
cmtobias55 said...: I checked this site out and it is filled with lessons for every age group.
Just about everything and any thing anyone wants to know about art can be found on that sits. It is a wonderful resource.; October 18, 2009 9:30 PM
Danni Brayer said...: I have been to this site before, but some time ago. At that time, I was unimpressed with it; it was clunky to get around on and not well organized. However, I took the time to peruse it once again. I found a new navigation along with a new arrangement of information. I was excited to find the addition of a variety of videos available for viewing and an improved arrangement of artist lists. Thank you for bring this site back to my attention and recommending that I visit it once again. I now have another online resource for my art classes.; October 24, 2009 5:54 PM

BP13_200910124_Web_2.0_Applications_6

2009-10-24T18:49:00.006-04:00

During my class at Full Sail University, I have viewed several slide shows that have been uploaded to SlideShare (http://www.slideshare.net/ ) by professionals for communication and review. Prior to being exposed to SlideShare I did not know such a ‘venue’ existed.

With the classes that I teach, I have struggled with posting some of my lectures created in Microsoft PowerPoint due to file size. My largest file size was 64 MB, yet our school’s online class management software could never handle that size of an image heavy slide presentation. SlideShare will let a user upload 100MB per file in various file formats. Because of the issue with our online class management software, I had to start limiting the imagery in my PowerPoints and I had to limit the amount of slides I could cover in a day’s time or it became to confusing for students to know what PowerPoint to review for homework at night. However, with SlideShare I will be able to upload my PowerPoints to it, get the link and attach that link to the school’s online class management page. No more five and six PowerPoint per unit in my classroom. I can upload it all at once and it will be done.

The added benefit I have discovered with SlideShare is that it has other professionals adding to it daily. It has this plethora of information available at the fingertips of my students for continued learning and further exploration.

Finally, I did a team presentation a few weeks ago with a fellow art teacher. If I had taken the time to explore SlideShare further prior to it, I could have placed the completed Keynote presentation on it for all attendees to access upon returning to their school, but instead I made a PDF and placed a link to it on a web site. I now know more Web 2.0 tools to utilizes and tools which I can refer colleagues.

BP12_200910124_Web_2.0_Applications_5

2009-10-24T09:08:00.010-04:00

I fell in love last night…with Moshi Monsters ( http://www.moshimonsters.com/ )! It is the cutest virtual world I have ever visited. It allows the player to pick one of six monsters to interact with in the Moshi world. To personalize the monster, the user gets to change the main color and add one accent color. Next, Moshi has a set of user rules everyone must agree to use the virtual world (see image below). The next screen has a Monstro City Adoption Paper, which includes your user name, password, age and email typed in twice. Moshi sends a confirmation email and you must wait for it before you can ‘enter’ the world. The next window that pops-up congratulates you and tell you to check your email. This email also tells you your owner name along with what kind of free stuff you will receive when you enter the world to help get you started. When you receive the Moshi email, you click on the link provided and the link takes you to the ‘monster’ world. Once there, a dialogue box pops-up and asks you to name your monster. Once the monster is named; it receives a house, food and Rox (money that looks like gems in Moshi world). You and your monster can explore a limited area for free, earn Rox by playing educational games and communicate with other ‘monsters.’

Moshi’s makes this statement on its Parent’s page, “We want to reassure you that the three core elements at the very heart of the Moshi Monsters experience are FUN, EDUCATION and SAFETY.” However, the finally selling point for me as a parent and an educator is the ‘thought’ behind it. When you look at the Parent’s page it is very reassuring on various levels, limited social networking, educational games, tracking compliance of rules, etc., but when I played the games…I had to think for myself…they were not boring or slow paced. The games are challenging and keep you on your toes. The games on Moshi are games like I watch high school students gravitate to naturally, if they see someone else playing it and they want to try it out for themselves.

As for use in the classroom, this is the best environment I’ve seen to introduce students, safely, to the virtual world. I’ve seen the Club Penguin (Moshi Monsters can be upgraded for about the same price) and I’ve seen Build-A-Bear.com, I feel this one is the best of them all. I don’t think Moshi is limited to elementary students. I feel a lot of high school level students could benefit from being exposed to it as well. Plus Facebook even has Super Poke Pet and I find adults are playing it. I showed Moshi Monsters to my daughter, who is a senior in high school, and she can’t wait to make an account for herself. Check it out; I think you and your students will fall in love too!

BP11_200910123_Web_2.0_Applications_4

2009-10-23T22:07:00.009-04:00

Computer Basics is one of the subjects I teach, but I cannot cover all there is to cover in one semester. The computer world changes daily and so must my assignments. In this one semester, I must cover two platforms (MAC and PC) and several software programs. If I dwell on the amount of information that needs to be relayed, it can become overwhelming. Oh and don’t forget what the ‘state’ wants the students to know and or learn to be proficient. I try to cover what I can, but I also try to give students ‘tools’ to continue learning on their own. So, this week, when I found a web site with videos tutorial called Woopid (http://www.woopid.com/ ), I became very excited, but the best part of it is that it is ‘free.’

First, Woopid is ‘searchable’ for quick access to the tutorial information. Second, it also lists the available tutorials in a library, which can be viewed by subject, title or vendor. The thing I found unique about Woopid’s library is that it includes Hardware, Internet, MAC, Ubuntu (which I have no idea what it is) and Windows not just software.

Third, they ‘bundle’ the video tutorial together in a logical order that allow the viewer to go forward or backward as needed in they’re learning process. I feel this is a good way for a student to learn and to be in control of their pace. Finally, if the Woopid site doesn’t have what you are looking for, you can request a personal tutorial for a feel of $3.99. Personally, this is a very small fee for a personalized video tutorial.

I highly recommend this Web 2.0 tool. It is a great resource to share with colleagues and parents. I believe it will help students while they are taking my class and, hopefully, will remain a great resource for them long after they have finish my class.

BP10_20091018_Flickr

2009-10-18T17:12:00.006-04:00

Me...A Teacher...
Originally uploaded by dbrayer

I teach Computer Basics at my school. Last year I began incorporating a unit on digital media. It included taking photos, scanning photos, taking digital photos, placing photos in iPhoto, including photos in an iMovie and ending with a movie about themself to share with the class. Well this year I believe I will add to the ‘mix’ creating a Flickr account and uploading pictures to be used in a storyboard before they create their movie about themselves.

As I researched Flickr, I did find some inappropriate guidance being given by teachers concerning images and I would like to correct it here. In the article, Using flickr.com in the Classroom by Pamela AuCoin, she encourages students to search for images using Google images and then to add those images to Flickr (2009). By encouraging students to complete this task, they are inadvertently violating copyright laws and should not be taught that this is appropriate to do when they are in need of images. In addition, Google images should not be downloaded to any computer; they frequently contain viruses that will download along with the image. This would open up the students to viruses on their personally computer and open up the school to attach too. However, Derek Baird suggested students to use the Creative Commons aspect of Flickr only and to use it to replace cutting up old magazines for project (2009). I felt this was a wonderful idea for projects. Using Flickr would result in less mess and in time spent looking for images, thanks to tagging.

The best web site or blog that I came across in my research was on TheRoxor by Kevin, he gave no last name. His blog was called A Simple Guide To Flickr. He was pretty through in his explanation and added links. It is definitely worth your time to check this blog out. Through his instruction, I was able to upload the photo on this blog post using Flickr. I hope you learn as much from him as I did, see the last link below. Enjoy!

References

AuCoin, P. (2009, October 18). Using flicker.com in the classroom. Teachers Network. Retrieved from http://www.teachersnetwork.org/NTNY/nychelp/technology/flickr.htm

Baird, D. (2009, October 18). Teaching with technology: Flickr in the K-12 classroom. Learnhub. Retrieved from http://twt.learnhub.com/lesson/1517-flickr-in-the-k-12-classroom

Kevin (2009, June 9). A simple guide to flickr. Theroxor: Because design rocks. Retrieved from http://twt.learnhub.com/lesson/1517-flickr-in-the-k-12-classroom

BP9_20091011_Reflective_Media_Asset

2009-10-11T23:33:00.002-04:00

BP8_20091011_Response_To_Peer_Blog_Post

2009-10-11T23:32:00.001-04:00

Sunday, October 11, 2009

BP4: Social bookmarking

Though I had not been introduced to social bookmarking tool before this course, I quickly saw its tremendous value. In the educational setting, professional development and best practices sites can be accumulated for and by all faculty members. Teachers can encourage students to find new sources of information related to current coursework topics and compile them on a single bookmark page to share with other students. Solomon and Schrum (2009) point to the relevance of social bookmarking in the classroom. As students do not typically have personally dedicated computers, social bookmarking sites provide access to stored URLs for retrieval from any computer, at school or elsewhere.

O'Neal (2007) points to the old struggles of transferring a URL from computer to computer (one location to another), and the inconvenience it can cause. He also touts the tagging system of the del.icio.us website, that allows one to utilize the scrutiny and assessment of other users to help avoid endless searches for the most useful website on a given topic. Why spend hours mulling through seemingly infinite Google searches when your delicious page informs that 3 sites are 100 times more popular than all other sites combined? This can be a tremendous time saver.

Gordan-Murnane (2006) emphasizes the folksonomy (or taxonomy) of social bookmarking and its relevance to educational uses. The organization of social bookmarks relies solely on the users and the tags they apply to each site bookmarked. As the network of bookmarks grows, tags establish "connections" between related websites, simply by having similar tags. No thorough study or sorting is required. It simply happens as a result of the growth of the network. Of particular note in her article are sites developed to assist those in academic fields: CiteULikeCannotea (htttp://www.cannotea.org/). Both are specifically aimed at academics to share,store, and organize academic papers they are presently reading.

Even while still teaching in a math role in my current position, I anticipate that I can introduce a use for social bookmarking within my faculty. I would certainly expect those that are not too shy of technology to embrace its use in their coursework, particularly those related to research.
(http://www.citeulike.org/) and

References

Gordon-Murnane, L. (2006). Social bookmarking, folksonomies, and web2.0 tools. Searcher
14(6), 26-38. Retrieved from http://search.ebscohost.com

O'Neal, C. (2007, April 11). Re: So delicious: a must-use bookmarking tool. Message posted to
http://www.edutopia.org/so-del-icio-us

Solomon, G., and Schrum, L. (2009). Web2.0: new tools, new schools. International Society for
Technology in Education.

1 comments:

Danni Brayer said...: Before this course, I had 'messed with' Stumbled Upon, a plug-in for Firefox, but it became so annoying that I had to uninstall it. It kept popping up at unwanted times and I couldn't hover over an item on the page with out something popping up and wanting to know if I wanted to bookmark it. I had heard of and read about Delicious, but after my experience with Stumbled Upon, I did not venture into trying it.

I have discovered one dislike about Delicious, so far. When I close Firefox I save my tabs, so I do not have to open all of them again the next time I open Firefox. However, after I installed the Delicious plug-in, I was no longer given that option, which honestly, made me angry. The plug-in should not have that much control over my browser. Don't you agree? Maybe I'm picky, but I kind of feel like it, Delicious, is 'meddling' in my 'business' just a bit.

I'm struggling with the 'tagging.' Perhaps I'm a perfectionist, but what if you start tagging with a certain word and later you decide you don't like it. How do you go back and fix it?

Yet, I wholeheartedly agree with you concerning student use.

"As students do not typically have personally dedicated computers, social bookmarking sites provide access to stored URLs for retrieval from any computer, at school or elsewhere."

This is so true in my school. Students also shift across OS platforms (MAC to PC). It will be best for them to learn about social bookmarking, so they can access them from any computer and even at home.; October 11, 2009 10:17 PM

BP7_20091011_Web_2.0_Applications_3

2009-10-11T19:49:00.004-04:00

In my earlier posts, I’ve discussed that I’m working toward creating an online class for my Computer Basics class at my school. But prior to Full Sail, I truly did not know where to begin except for the traditional web site which I felt would not be sufficient. This week my professor had us exploring Web 2.0 applications and I’ve come across several interesting things to consider now for an online class. One of these is Eduslide ( http://www.eduslide.com/ ); it is a learning content management systems (LCMS) with choices. You can chose to use their online LCMS builder or your can chose to house it on your server through open-source software.

According to Eduslide’s web site you can maximize learning potential through innovative e-learning approaches from various channels and categories or create all your own information with the maximum of productivity. Which ever way you choose to use this online resource it contains quite a few features: chat rooms; forums; ability to create objectives for task based learning; public or private course; invitation based learning; quiz creation; track and grading progress; resource library of over 70,000 learning videos; add your own audio/video; Microsoft PowerPoint’s can be converted in to Adobe Flash documents; ability to duplicate course; set privileges; assign students; tag; and their revolutionary tree structure view for course completion discernment (VTC, 2009).

As you can see from the screen shot above ( http://computerbasics.eduslide.net/ ), I started my own web page to begin ‘toying’ with the ease of use and feasibility of use for my needs in my Computer Basics course. I found it a little clunky and not completely intuitive. There are not any instructions on its use or tutorials on how to build your own site. It is free, so for the price some of these issues can be overlooked. It did allow the ability to upload my own recourses and access resources of others whom have marked them free or open to the public. I plan on continuing to explore the online version along with the free open-source version for your server. However, the sever version’s feasibility will have to be determined by our IT Director, if it works well, I’m sure he will welcome the ‘already written’ resource.

Resources:
Virtual Training Company. (2009, October 11). Eduslide. Retrieved from http://www.eduslide.com/

Brayer, D. (2009, October 11). CCHS computer basics: Welcome to the cyber jungle.
Retrieved from http://computerbasics.eduslide.net/

BP6_20091011_Web_2.0_Applications_2

2009-10-11T19:49:00.001-04:00

When we started working with Google Docs last month in class, I started using it in class with my students. Up until Wednesday of last week I was impressed and the students were ‘loving it’ with the exception of a couple of things. One, a student forgot his password to his Gmail and it would not send his password information to his Yahoo account. We thought of creating a new account, but Gmail will not let you have multiple accounts with one email and he would lose all of the work he had completed. He had to go back to using a ‘regular’ Microsoft Word document to complete his assignment. Two, when the students export the Google Document and send it to me as an attachment, the majority of the text is gone or it is blank. What would cause this? Third, they struggled with the whole ‘sharing’ thing and my Gmail is full, but not as full as it should be with the amount of students taking the class. Well, needless to say we have some ‘buggy’ issues to work out.

However, in exploring the other Web 2.0 applications, I came across another online program that allows for Microsoft Word documents to be completed in it (it doesn’t allow for ‘fancy’ formatting, but some formatting). It is called Notely.net ( http://www.notely.net/ ). It’s list of features include: calendar; to-do list; homework organizer; manage courses; write and save notes; organize links, contacts and files; and keep a notebook or lab book. It allows the user to export documents as PDF, DOC, TXT or XLS (Whitson, 2006). Yet, it doesn’t include an aggregator for RSS or a bookmarking function or an integrated email address like Google. The major negative is it doesn’t allow for collaboration, but it is an alternative to Google. If the originator continues to expand its capabilities, it very well could become a rival to Google.

I feel Notely.net (screen shot above) is an excellent choice to use to introduce younger students to organizing and keeping information online. As students ‘mature’ in their online use, so will their needs, they will soon out grow Notely when their need for more online organizational tools and online collaboration grows. Notely.net would, also, be an excellent introduction web tool for senior citizens whom are just learning to get around on the web and may not need to many organization tools or to use the online collaboration. It is definitely worth checking out as a potential Google alternative.

Reference:
Whitson, T. (2006). New students, new tools. Retrieved from Notely.net Web site: http://www.notely.net/about.php

BP5_20091011_Web_2.0_Applications_1

2009-10-11T19:41:00.001-04:00

One of the reasons I began taking classes at Full Sail University (FSO) was to learn how to make my Computer Basics class an online class. One of the areas I was ‘wrestling with’ was the ‘typing’ section of my class. It is a vital part of the students learning and understanding to pass the class. Well, this week I was required to explore Web 2.0 applications to use in my classroom. The one that I found that excites me the most is Typing Web ( http://www.typingweb.com/ ). It will allow for the typing component to be a part of the online Computer Basics class!

Currently, typing comprises 25% of a student’s grade. I feel it is necessary for the student to meet the states minimum standard of 45 average words per minute (AWPM) to pass the class. Typing at 45 AWPM provides student the ability to pass a typing test for an entry-level job within the state. I have also found that the typing is critical for the students to be successful at our school. We are a college prep high school and our teachers have the students writing a lot, so for them to be able to get this done quickly and efficiently they need to learn to type. It is the one thing that they ‘hate’ to learn, but the upper classmen come back and ‘thank’ me for teaching them to type.

My class is currently a one-semester class and is required by the state as a part of the core 40, but, at our school, it is ‘viewed’ as inconvenient to ‘lose’ a whole semester when they could be work on another ‘core’ class. Essentially time is money to many parents. This is how the discussion of my class being made in to an online class began. Students could take my class online during the summer before they start school for a fee. This would allow it to be replaced during the school year with another ‘core’ class.

Typing Web, a screen shot pictured above, will allow the typing section to be an important part of that class still. It will allow the students to have an official certificate to show when applying for jobs and it allows for a certificate in 10 also. However, it has left me with a few questions: How will I know that the students are typing for themselves and not having someone else do it for them? Should we make Typing Web a part of ‘our’ network or leave it as an online module? Do we have the students come to the school to complete the online class, so that their typing can be monitored? These are all logistical questions, yet this application has answered the biggest original question: How are we going to teaching students typing through an online class?

Reference:
FTW Innovations. (2009, October 11). Typing Web: Free online typing tutor. Retrieved from http://www.typingweb.com/

BP4_20091011_Social_Bookmarking

2009-10-11T18:47:00.002-04:00

In the past, I had tried social bookmarking, but did not truly understand why everyone thought it was ‘amazing.’ I had tried to use StumbleUpon (http://www.stumbleupon.com/) and found it to be annoying as a Firefox plug-in, so I uninstalled it. So, as you can imagine, I went into the exploration of this subject a bit reluctantly. However, I have discovered some interesting uses for my students and, hopefully, myself as well.

First, I discovered, in the past, there hasn’t been very good documentation concerning delicious and how to use it from its creators (Slacker, 2005). This could explain its delay in becoming a commonly used resource. However, Yahoo! Now owns delicious and information is becoming easier to access (http://blog.delicious.com/). To fill this void, information is being gathered and shared by avid researchers to help other understand its uses (Broitman, 2009).

Second, there is ‘no competing messages’ on it, it is advertising free, which I love (Bhargava, 2006). This means I can introduce it to students with out the fear of what will be on the right margin and whether it is appropriate or not.

Third, I’ve always been overwhelmed with so much information on the Internet. I bookmark all the ‘cool’ stuff I find, but then never had a chance to get back to explore it further so my bookmarking folder becomes, so full that it is, also, overwhelming. As I’ve begun exploring delicious, I’ve found it to make all the information less overwhelming. It makes thing manageable and ‘exploreable’ with the ‘tags.’ According to the authors of Slacker Manager (2005), you cant overdo bookmarking or tagging; they say just stick with it.

Fourth, businesses have been exploring the social bookmarking uses far longer than the general public has known about its existence. They have begun disseminating information to other and their clients, so that social bookmarking will continue to advance along with their research into this area of our lives (Bell, 2008).

Finally, after reviewing all this information, I still do not know everything that I feel that I need to know about it, but I do feel I understand it enough to embrace its use and to introduce it to my student. I see my students using it in their research project and to keep all their favorite games in one spot. At our school, we do not have one designated computer for each student. Delicious will help them access their bookmarks from any computer in the school as well as when they get home. Double work or double research will become a thing of the past. I see them loving and using delicious as soon as they learn about it.

References

Bell, J. (2008, April 17). How to use del.icio.us. Worldwide: 360 Digital Influence Ogilvy Public Relations. Retrieved from http://blog.ogilvypr.com/wp-content/uploads/howto_delicious.pdf

Bhargava, R. (2006, July 24). Why del.icio.us is our favourite PR tool. Message posted to Fresh Influence [360 Digital Influence Ogilvy Public Relations Worldwide]: http://blog.ogilvypr.com/2006/07/why-delicious-is-our-favourite-pr-tool/

Broitman, R. (2009, June 2). Ultimate guide to delicious social bookmarking. Message posted to Interactive Insights Group: http://www.interactiveinsightsgroup.com/blog1/ultimate-guide-to-delicious-social-bookmarking/

Slacker Manager. (2005, December 12). The several habits of wildly successful del.icio.us users. Message posted to bizza.com: http://www.bizzia.com/slackermanager/the_several_hab/

BP3_20091011_iGoogle_Screenshot_3_ETC

2009-10-11T18:46:00.002-04:00

BP3_20091011_iGoogle_Screenshot_2_AR/CBL

2009-10-11T18:44:00.000-04:00

BP3_20091011_iGoogle_Screenshot_1_WGO

2009-10-11T18:42:00.001-04:00

BP2_20091004_Anti-Teaching

2009-10-04T22:37:00.000-04:00

Based on the assumption that the educational systems as we know them do not work for the vast majority of the students moving through them, what would work?

First, the parents must be a part of the educational solution. They must assume the responsibility of being a parent and the teaching that accompanies it and not just leave ‘all’ education to the school. Second, the students must ‘want’ to learn and desire to improve themselves. Third, the schools must provide adequate tools for the students to learn. Tools include technology; this includes students not ‘powering down’ upon arrival to the school building. Fourth, teachers must answer the ‘why’ in teaching a subject. The ‘why’ also answers the ‘significance’ for a student. Finally, begin teaching in the students learning style – visual, kinesthetic, natural, verbal, numbers, etc. – and in collaborative groups, so students can begin to interpret the world in a thoughtful and ‘creative’ way. ‘Creativity’ is the answer in education and in the current digital age.

Think about what you have learned about Multiple Intelligences, Brain-Based Learning, and good instructional design. Are virtual learning environments with course management systems the answer?

Course Management Systems (CMS) are tools that a teacher can use. It requires a lot of work upfront for the teacher, but allows for more interaction between students. It emphasizes the collaborative and social aseptic of learning so desired by today student.

Is technology itself enough?

No, technology is not enough; it is only a tool. Education is in a desperate need for ‘creativity’ to be emphasized and encouraged to change the way things are currently working.

What are the key components you would include in new schools?

All new schools need to implement the one-to-one program for all students. This would eliminate excuses and ‘level’ the playing field for many underprivileged students. All teachers should be thoroughly trained on the new technology before the school year begins, so they can help the students with they ‘new’ technology. Incorporate collaborative learning with practical skills and answer the ‘why’ questions surrounding the subject matter. This should enable students to begin to ask the ‘good’ questions that envolk ‘lifelong learning.’

Pull from your learning and the sources you have already acquired to support your answer. What are the key components for 21st century schools and “learning beyond the test?”

Students’ crave and need real world problems for which answers must be found. These problems can be solved ‘creatively’ with new insight and thought processes that are not the norm using a student innate ability or style to resolve it. What better way to have a student get excited about learning then for a solution to be found to that real world problem and for the solution to be implemented. That student will be able to say, “I helped figure that out. I made a difference.”

BP1_2009104_Reflective_Reading_Ch_3_4_5

2009-10-04T21:03:00.000-04:00

Wow I learned a lot from this weeks reading! I kind of feel like I'm coming out of a technology ‘fog.’ I feel like these 'new tools' came in overnight and just became the 'norm' while I was sleeping or something. How did they become so prevalent so fast?

I knew about G-Mail and had set up an account back when you had to be invited. I never used it and couldn't remember my password, so I had to start a new one last month.

I knew about YouTube and used it's resources often for class, but it never dawned on me that I, too, could upload movies and put them out there for all the world to see. I personally did not like the quality of productions I saw on YouTube. I like working with high definitions (HD) quality video.

I knew about eBay, but was afraid to use it, because of all the ‘horror stories’ of people with credit card numbers stolen. I have purchase and used Amazon and participated in their review system.

I had downloaded Skype onto my daughters PSP, but I have never used it.

I have never used Flickr, because I was afraid someone would 'steal' my photos. I'm even careful about the photos I put up on Facebook. Have you every really read their licensing agreement? Your photos become their property.

I haven't used and didn't completely understand del.icio.us until the book explained it better.

I personally have never blogged before this program. I had created blogs for other and helped them get started. I never really liked blogs, because I felt they were taking validity away from authoritative web sites and placing more 'stock' in someone’s 'opinion.' Yet it seems ‘opinion’ is exactly what Web 2.0 is all about. But what if I don't want an 'opinion' and I want 'facts?' You must 'wade' through several sites from your search query to get to 'real' content.

I have never created or contributed to a wiki and I have discourage my students from using them as a ‘trusted’ source. Wikis are a 'good' place to start with research, but must be validated by at least two other sites stating the same information, at least in my class.

Open source...it never was compatible with application/software, so how did it all the sudden work with Microsoft Office Suite? How did the 'clunky' applications become an overnight sensation that operates on the web with Google? I had tried Google docs, but discourage my students from using it, because, from everything I was read and heard, it was indicated not 'safe.' Your documents could be 'stolen' and were available to anyone in the world.
I had never subscribed to RSS feeds until this week. I, again, didn't really understand them or their purpose. The book and the video we watched helped explain them to the point that it makes sense to use them now and I feel we need to set one up for my school, so parents can get updates about changes in schedules due to weather or other important items.

Prior to reading Chapter 4, I thought New Tech High schools had the whole technology integration worked out, but now I see they are very closely linked to a specific program Lotus (Solomon & Schrum, 2007, pg.78) and that they can not be cost-effectively replicated elsewhere. This was sad news to me, but I feel the work that they are doing can still replicated with some ‘creativity.’

I feel that teachers are frequently given ‘technology’ and are asked to use it without training. However, I also feel that there are a lot of teachers who just don’t want to use or learn to use technology. The best way that I’ve found, to influence other teachers, it to work one on one with them in their classrooms with the technology. After they see what they can do, they then become excited and want to learn more.