Posts Tagged Netiquette
Citizenship for Personalized Learning
Posted by BYOT Network in BYOT Strategies, Digital Age Learning, Digital Citizenship, digital learning, Online Safety, Personalized Learning on April 6, 2016
This post, written in collaboration with Diana Ryan, is part of a series about the Building Blocks for Personalized Learning. It is necessary to construct the building block of Citizenship within a classroom to better facilitate personalized learning. Although a personalized learning environment focuses on the needs and interests of individual students, how those students operate collectively as an entity of learners can influence and even determine what they are personally able to accomplish. Teachers can purposefully help students understand the rights and responsibilities of a digital citizen.
In order to develop life long learners, teachers must provide opportunities for students to build traits of prosperous, generous, and responsible citizens. Each child has various traits that influence the development of their social personas, whether digitally or physically. Teaching and modeling digital age skills through technology can nurture the traits of contributing citizens. Identifying each student’s intrinsic motivation is beneficial for ensuring individual participation. Detailed below are some additional qualities of citizenship that teachers can look for in their personalized learning environments.
Qualities of Citizenship
Netiquette – Building a positive digital footprint (some refer to it as a digital tattoo) is essential for today’s students. Many students have taught themselves how to utilize technology and have made unfortunate mistakes. They want to emulate their parents, teen brothers and sisters, and even popular celebrities they see using technology all the time. Many adults have inadvertently experienced the problems that can arise when they post something inappropriate on social media, or accidentally copy someone on an email. Following the “live and learn” motto with online communication can lead to difficult repercussions for our students. It is of utmost importance that we coach students in appropriate netiquette. Netiquette is the behavior that one uses while on the Internet. A good rule of thumb is to teach students that whatever they say online should be appropriate for virtually anyone to see because it’s so easy for someone to forward a text, email, and/or post. “If you wouldn’t say it to their face, don’t say it online.” Another relevant aspect of netiquette to teach students is the interpretation of a message as they consider what to post. It’s very difficult to understand one’s tone through digital means. Teach students to take a moment and reread and reflect before posting a message online. Regular practice and feedback are necessary for developing good netiquette.
Internet Safety – My son’s best friend lives in another country, and he rarely gets to see him face-to-face. However, he communicates with him each week through online gaming. Like many teens, one of their favorite games is FIFA. As they wear their headsets, they discuss the soccer game they are currently playing, but I’ve also overheard them discussing many other topics and issues – even where they are planning on attending college one day. This is not uncommon. According to the Pew Research Internet Project, 78% of teen online gamers say that when they play games online it makes them feel more connected to friends they already know. The physical world has blended into their online experiences for our students in a new contextual manner. Just as they would practice safety as they venture into a new city, they have to learn how to be safe on the Internet. Furthermore, in order to build a positive foundation for personalized learning, students must learn how to be safe online. They need to recognize that just because they read something online, it may not be true. It’s essential that they understand that a flashing message that promises a free trip or a cash giveaway will only lead to additional spam, a breach of privacy, or put themselves at risk. They also have to be wary of strangers online. Teachers have to communicate these potential dangers to students and explain how to report any situation that makes them feel unsafe. Understanding how to be safe online empowers students as they engage in personalized learning.
Participation – Listening to every voice can be difficult if teachers consistently rely on whole-group direct instruction as their primary teaching method. Consider what happens in typical classroom full of students when a teacher poses a question to the class. As students raise their hands to answer the question, generally, the teacher selects one student to answer and moves on to the next question. How can the teacher determine how many students are truly engaged at that moment? The answer is the one student who answered the question. Personalized learning requires the participation of every student. One strategy for increasing participation is to use a student response system. If the teacher asked questions to all students using a student response system and mobile devices, then all students could answer and ensure better participation. Now, the teacher can determine immediately who understands the concept being taught and who needs corrective feedback. The teacher could also go back and reteach the concept immediately if the majority of the class is not understanding it. There are additional strategies for improving participation in a personalized environment. Students could possibly answer questions at their own pace or even generate their own questions. As long as the students are participating at their own pace, we know that they are receiving instruction meeting their needs. Technology tools can provide us with greater opportunities to increase participation. To do this, teachers need to be comfortable with sharing the learning experience with the students in their classes.
Equity – There are many ways that equity can be realized within the personalized learning environment, and I have previously blogged about the issue of equity in learning opportunities. Equitable access for all students doesn’t necessarily mean each student having a device; rather, it entails the access to engaging, digital content and activities either within the classroom or as part of a course. Picture two different science classes in the same middle school. In one classroom, the teacher is encouraging students to bring in their own devices. Even if only 50% of students have devices, there is still an opportunity to have collaborative groups that can work together to create movies, interactive presentations, animations, and more based on a particular learning standard. They can be creative together and utilize each other’s strengths. For example, one of the students might be more organized and can write the script, while the other does the filming. Now, consider the other classroom where the teacher has assigned all students to read independently a chapter from the textbook (either online or on paper) and answer the questions from the end of the chapter for homework. In this classroom, their is no personalization of the learning experience, and the resulting two classrooms are inequitable in the learning opportunities available to students. Even in the BYOT classroom described above, there is greater opportunity to utilize the school’s technology tools and resources as students are collaboratively discovering new ways to show what they know.
Responsibility – What does it mean to be a good digital citizen? There are certain responsibilities that each student must develop in order to become a productive, engaged citizen. Time management, organization, and note taking are all important skills that lead to a responsible adult. These three traits can be developed with the assistance of technology. Many apps have led the way for building responsible behavior by removing obstacles that have traditionally impeded success for learners. In fact, Apple has essentially given every iOS user a personal assistant with Siri. Simply by holding down the home button, you can ask her to set reminders, make appointments, or even call someone. An app called My Video Schedule provides images throughout the day to remind users to do particular activities that could be useful within the classroom. Mindfulness is another skill that can help students become more responsible within the personalized learning environment. When students are consciously aware of their strengths and challenges, they are better able to utilize their strengths to overcome many of their challenges and to experience personal success.
There are many ways that teachers can help students develop the above traits in their classrooms. By conferencing regularly with students and helping them set short term goals, teachers can help students realize success. The amount of necessary conferencing may differ based on the personal needs of each student. If necessary, a teacher could conference with students at the beginning of each day; check midday to see how their progress has been; and have a final check at the end of the day. Journaling at the end of the week can also help students determine their effectiveness on accomplishing goals. This practice is a good way to build self-reflection skills and leads to better citizenship.
Day 3 of BYOT
Posted by BYOT Network in BYOT Strategies on August 1, 2012
This is Day 3 of a series of posts to provide strategies for the first week of school in a Bring Your Own Technology (BYOT) classroom. These ideas are my suggestions for developing a learning community during the first five days of school that can hopefully lead to an effective BYOT implementation for the rest of the year. Please modify these activities to better suit the needs, interests, and abilities of your students.
Scenario: Through consistent collaborative work with their technology tools, students are learning and practicing new uses for their devices. Even though it is still early in the year, they are developing into a community with a common vocabulary regarding expectations for online communication and for the responsible use of technology. Although every student may not have a device, the school’s technology resources are being used more than ever to facilitate instruction. However, the students still need to learn additional ways to scaffold the use of their tools for a variety of learning activities.
Activity – Encourage Participation
On Day 1 of this week, the students began a wiki page about ways they could learn with their devices. Continue to add to this list by having the students brainstorm specific activities they could complete each day with their devices. For this brainstorming activity, have students use the Socrative Student app (iOS, Android) to encourage the participation of all the students.
Socrative is a student response system that works on all web-enabled devices (including many e-readers), and students can download the free app for both iOS and Android devices. At this time, teachers can sign up for a free account, and with the free teacher app (iOS, Android), they can lead the student response activity from their teacher laptop/desktop or from their handheld devices. Socrative enables teachers to pose multiple choice, true/false, and short answer questions. The other activities that teachers can conduct are pre-made quizzes, exit ticket activity, and a space race game where students can engage, either individually or collaboratively in a game using a pre-made quiz. Teachers can also manage and share their quizzes with other colleagues.
Students do not need accounts to use Socrative; they just select the link (on the Internet) or the app on their handheld devices. Then they enter the room number that the teacher provides them from the teacher account and then join the room. They are directed to wait until the teacher begins the activity (by asking a question or starting a quiz), and then they enter their names and begin.
For this activity, log into Socrative and select a Short Answer quiz. Ask the students what ways that they can use their devices at school to complete tasks they already do without technology. Instead of raising their hands to answer the question, have students submit their suggestions using Socrative and their devices. If they do not have a device, they can use the Internet-based Socrative application from a school technology resource, or they can collaborate with a peer and submit an answer with one device.
Using Socrative is a more effective way to encourage participation than just raising hands because this models the expectation that all students have valuable insights to be shared rather than only the students who are more comfortable with speaking in front of the group. After the students submit their suggestions, Socrative enables the teacher to have the students vote on the answers. This polling can help to generate further discussion. Another student can also be involved by entering all of these suggestions in Wikispaces within the class wiki page – Ways to Learn with Our Devices.
Here are some possible ideas for additional ways that students can use their devices to enter into the class wiki page:
- Solve math problems with a calculator app
- Use an online thesaurus or app during writing assignments
- Define unfamiliar vocabulary words
- Take notes during lessons
- Enter due dates on a calendar
- Research new concepts
- Read eBooks
- Participate in online discussions
Another suggestion for using Socrative is to have students submit their own questions (using the Short Answer option) that the teacher can then use in pre-made quizzes or as follow-up questions. These questions can be based on new content or topics, and they encourage the students to think about what they are learning. Try this activity by having the students submit questions about Responsible Use and then pose those questions to the class. Their questions and answers can also be uploaded to the class wiki page – Our Responsible Use Guidelines – if additional recommendations are generated.
Homework (Post these assignments in Edmodo.)
- Develop your Wikispaces profile. Yesterday, you created your profile in Edmodo. Tonight, you should also develop your profile in Wikispaces. Again, this personalizes the experience of working within a social network. As part of your profile, you should upload an appropriate photo or avatar that represents you. As always, if you do not have a computer at home to complete this assignment, you will be provided time to complete it at school. Try to come to school tomorrow with a completed profile in Wikispaces.
- Download these apps: Research and download apps that help you complete the different class activities listed in our class wiki. Recommend these apps to the other members of the class in our Edmodo group.
Just in Time Learning for BYOT
Posted by BYOT Network in BYOT Strategies on June 11, 2012
I have sometimes heard the misconception that before a school begins implementing Bring Your Own Technology (BYOT), students need to be trained in the acceptable use of technology that has been predetermined by the district; however, many of the digital age skills that students are developing as they use their devices at school occur just in time as they are needed in the course of the process of learning. Just in time learning entails that as a specialized strategy is necessary to solve a problem or share a solution, then that skill is learned and utilized in a relevant way within the context of the work. There are several just in time skills that students begin to acquire within the BYOT classroom.
Just in Time Digital Citizenship
We have all heard of students making mistakes with technology or using it inappropriately, often with devastating consequences. Many of these issues occur because students are self-taught or peer-taught in how they should use their devices without the just in time guidance of a teacher. When students are empowered to bring their personal technology devices to school to assume more control of their learning, they can be coached in responsible ways to use technology. Students in the BYOT classroom, have the advantage of learning how to use their devices for instructional purposes with the facilitation of their teachers. Students continually practice and refine digital citizenship in the BYOT classroom as they learn with each other through the use of the same technology devices that they use at home. Skills in netiquette, the appropriate ways to communicate with others online, as well as strategies for ensuring Internet safety, can be encouraged by the teacher within the BYOT learning community.
Just in Time Technical Troubleshooting
As devices and applications continue to change, there is no one consistent method for resolving technical issues. Technical troubleshooting and instruction must occur just in time in the BYOT classroom according to the pertinent needs of the situation. Teachers and students learn how to use new technology tools and programs while they are being utilized, and students often provide the technical training for their peers and their teachers. Since students are utilizing different devices for instruction, they will have to become proficient with the technical aspects of their own tools and usually become recognized for their particular areas of expertise. In this way, students and teachers can develop critical problem-solving strategies for working and learning within a digital world.
Just in Time Collaboration
Learning how to work with others to achieve a common purpose is essential to the BYOT classroom because students are bringing different devices to school, and those devices have different capabilities. The students also possess different knowledge, abilities, and interests, therefore, they have to pool their resources and intellect and negotiate responsibilities for the learning. Groups need to be dynamic and fluid as students work together and with their teacher to share information and make decisions. Many Web 2.0 sites can be used to develop online collaborative spaces, including Edmodo and Wikispaces. Just in time collaboration can occur synchronously or asynchronously and capitalizes on the potential strengths of everyone in the learning community.
Just in Time Critical Thinking
Critical thinking with BYOT involves being able to distinguish among conflicting information and facts as students conduct research with their personal devices. Recognizing propaganda and determining the accuracy of content are other essential critical thinking abilities required by the digital age. Students need to develop the capacity to use reason as they formulate opinions based on what they already know and on what they have learned from their classmates and in online searches. Students learning how to make these decisions just in time can be nurtured by the classroom teacher through modeling, practicing, reflecting, and questioning. A great tool for posing questions to students is Socrative. It works across multiple devices and incorporates various types of questions, and teachers can easily create follow up questions to responses that students have texted and shared with the rest of the class.
Just in Time Communication
In the traditional classroom, communication is often one-way – directed from the teacher and toward the student. In the BYOT classroom, there is a potential shift in communication as students use their devices to discuss content they are learning with others, set goals for themselves, and share new concepts. This communication happens just in time as the students are encouraged to communicate, whenever and wherever, as a function and expression of learning. The lines of communication are now multi-directional and extend beyond the classroom as students can web conference through Skype with other students in classrooms around the globe. They can instantaneously publish their ideas by blogging using Edublogs or through other blogging tools. Blogs can become a lasting portfolio of student work, and this process of authorship helps students to develop an authentic and beneficial digital footprint.
Just in Time Creativity
With the abundance of free and inexpensive applications for mobile devices, students are able to develop new skills in creativity. In the BYOT classroom, teachers can help foster creativity as students utilize their personal technology tools to invent and design original products. These inventions are often constructed just in time as solutions to problems or for students to illustrate what they have learned in imaginative new ways. In this manner, students aspire to become producers of content that they find relevant rather than solely being consumers of static information that has been predetermined as meaningful for students. With netbooks and laptops, students can download the free, open source, program Audacity to develop podcasts and recordings, or they can record straight to their handheld devices. Students can also use the camera tools on their devices to take photographs and easily turn these photos into new creations with the use of iPhoneography apps (my favorite is Pixlr-o-matic). VoiceThread is a web tool (with an app for mobile devices) that can enable multiple users to upload their original photos and comment on them collaboratively.
One more note… Just in Time
By the way, just in time professional learning opportunities also emerge for teachers in the BYOT classroom as they learn alongside their students and discover new interests, skills, and strengths in the use of personal technology for instruction.