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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"},"awatters":{"type":"authors","id":"4352","meta":{"index":"authors_1591205172","id":"4352","found":true},"name":"Audrey Watters","firstName":"Audrey","lastName":"Watters","slug":"awatters","email":"awatters@kqed.org","display_author_email":false,"staff_mastheads":[],"title":null,"bio":null,"avatar":"https://secure.gravatar.com/avatar/fb6ac91bb93632725bfa683c1de71bee?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["subscriber"]}],"headData":{"title":"Audrey Watters | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/fb6ac91bb93632725bfa683c1de71bee?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/fb6ac91bb93632725bfa683c1de71bee?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/awatters"},"mindshift":{"type":"authors","id":"4354","meta":{"index":"authors_1591205172","id":"4354","found":true},"name":"MindShift","firstName":"MindShift","lastName":null,"slug":"mindshift","email":"tina@barseghian.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":null,"avatar":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"mindshift","roles":["editor"]}],"headData":{"title":"MindShift | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/ae7f1f73a229130205aa5f57b55eaf16?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mindshift"},"hollykorbey":{"type":"authors","id":"4445","meta":{"index":"authors_1591205172","id":"4445","found":true},"name":"Holly Korbey","firstName":"Holly","lastName":"Korbey","slug":"hollykorbey","email":"holly@hollykorbey.com","display_author_email":false,"staff_mastheads":[],"title":null,"bio":"Holly Korbey's work on parenting and education has appeared in The New York Times, The Atlantic, Babble, Brain, Child Magazine, and others. She lives in Nashville with her family. Follow her on Twitter: @HKorbey","avatar":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Holly Korbey | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/hollykorbey"},"ksung":{"type":"authors","id":"4596","meta":{"index":"authors_1591205172","id":"4596","found":true},"name":"Ki Sung","firstName":"Ki","lastName":"Sung","slug":"ksung","email":"ksung@kqed.org","display_author_email":false,"staff_mastheads":["news"],"title":"KQED Contributor","bio":"Ki Sung is the senior editor of MindShift. Prior to joining MindShift in 2014, she was a digital news trainer at NPR.","avatar":"https://secure.gravatar.com/avatar/4ab131bca80bafb89a073bf2348fce93?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"elections","roles":["administrator"]}],"headData":{"title":"Ki Sung | KQED","description":"KQED Contributor","ogImgSrc":"https://secure.gravatar.com/avatar/4ab131bca80bafb89a073bf2348fce93?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/4ab131bca80bafb89a073bf2348fce93?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/ksung"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_41157":{"type":"posts","id":"mindshift_41157","meta":{"index":"posts_1591205157","site":"mindshift","id":"41157","score":null,"sort":[1439811041000]},"guestAuthors":[],"slug":"five-critical-skills-to-empower-students-in-the-digital-age","title":"Five Critical Skills to Empower Students in the Digital Age","publishDate":1439811041,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The beginning of the school year is a time to set the tone for a student’s learning experience, including what teachers expect from students and families. But that first week of school is also the time to teach valuable learning skills that will be used throughout the year. \u003ca href=\"http://novemberlearning.com/\">Alan November\u003c/a>, a former teacher turned lecturer, consultant and author, challenged teachers to rethink how they start the school year by outlining skills that are crucial to students to learn in the first five days of school. He shared his vision at the International Society for Technology in Education \u003ca href=\"https://www.isteconference.org/2015/\">conference\u003c/a> in Philadelphia.\u003c/p>\n\u003cp>\u003cstrong>1. Learn How to Ask the Right Questions\u003c/strong>\u003c/p>\n\u003cp>Questions are at the heart of learning, but some questions create a narrow lens while others widen the field of inquiry. November displayed “\u003ca href=\"http://www.fno.org/nov97/toolkit.html\">A Questioning Toolkit\u003c/a>” developed by Jamie McKenzie that explains the many types of questions. McKenzie uses the toolkit with students as young as kindergarten to help stretch young minds think beyond the ‘right’ answer in all their learning. Varieties of questions include probing, subsidiary, organizing, divergent, sorting, etc.\u003c/p>\n\u003cp>\u003ca href=\"http://www.fno.org/nov97/toolkit.html\">\u003cimg class=\"alignnone size-full wp-image-41158\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Questioning-Toolkit.png\" alt=\"Questioning Toolkit\" width=\"845\" height=\"313\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit.png 845w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit-400x148.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit-800x296.png 800w\" sizes=\"(max-width: 845px) 100vw, 845px\">\u003c/a>\u003c/p>\n\u003cp>“I’m pretty confident that during the entire year, some kids might only ask the same questions over and over again,\" November said. \"They don’t have the repertoire of \u003cem>all\u003c/em> these questions.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>2. Know How to Get Answers\u003c/strong>\u003c/p>\n\u003cp>Search engine results are determined by several factors, including user location and search history. But to dig deeper and find better answers, students need training on how to do advanced searches. This means becoming skilled at using search operators, understanding sources and thinking carefully about search terms. Everyone assumes they know how to use Google with confidence, but knowing how to search for specific information well takes practice. On the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/21/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\">first day of school\u003c/a>, November said he would teach students how to properly query documents, images, music, maps, etc.\u003c/p>\n\u003cp>\"I have this sinking feeling that we’ve never taught them to design good queries in Google,\" he said. \"We didn’t build a rigorous creative curriculum in teaching children the algorithm and coding you need to understand how to use it and the creative imagination that kicks in to understand perspective from another place where you do not live.”\u003c/p>\n\u003cp>Knowing how to find information on other platforms is also important. For example, asking questions on Twitter using a hashtag or mentioning experts could yield far more interesting results than a general search engine query.\u003c/p>\n\u003cp>“A lot of students do not understand how to use Twitter for school,\" he said. \"They’ve never been taught to follow the best minds in the world in the subject they’re taking. They’ve never been taught to ask a question on Twitter because that’s a different kind of question than Google.”\u003c/p>\n\u003cp>\u003cstrong>3. Learn About Work Created by Other Students\u003c/strong>\u003c/p>\n\u003cp>Digital tools allow students to have access to all kinds of work created by others. When students realize someone their own age created something amazing, it inspires them to do the same. November pointed to the work of fourth graders who are reimagining the classic California school project of recreating the state's Spanish missions. Some students are doing the project in Minecraft, expressing their creativity through the digital media that excites them. November urged educators to show students a broad sampling of work.\u003c/p>\n\u003cp>“We’re going to show them a range of medium with work by children so they understand during the whole year there are choices of media to use in order to express themselves and what they’ve learned,” he said.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=G-9M4I1HRt8\u003c/p>\n\u003cp>There are other Minecraft California mission videos, but here’s one that demonstrates the building process at 8:00:\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=R7SatupLTqs\u003c/p>\n\u003cp>Knowing what other students are doing is important, November said, because “student work is sometimes more motivating than an assignment the teacher gives.”\u003c/p>\n\u003cp>\u003cstrong>4. Know How to Work with People Around the World\u003c/strong>\u003c/p>\n\u003cp>November shared the work of \u003ca href=\"http://kathycassidy.com/\">Kathy Cassidy\u003c/a>, a first grade teacher in Moose Jaw, Saskatchewan, Canada. She uses a \u003ca href=\"http://mscassidysclass.edublogs.org/\">blog\u003c/a> and Twitter to help her students communicate and learn with other classrooms around the world. Under the Twitter handle \u003ca href=\"https://twitter.com/mscassidysclass\">@MsCassidysClass\u003c/a>, her students are sharing their work with a global audience, such as this sample of one of four LEGO experiments.\u003c/p>\n\u003cp>https://twitter.com/mscassidysclass/status/613444628021297152\u003c/p>\n\u003cp>The students also reached out to global peers in Milan, Italy to learn math and play games using the hashtag #guessmynumber.\u003c/p>\n\u003cp>https://twitter.com/MsDiaz1stGrade/status/422644942058422272\u003c/p>\n\u003cp>Through the exchanges, young students are learning about other cultures and one another. November said teachers haven't tapped the full potential of digital tools like Twitter to help students connect globally in part because of concerns over creating safe learning environments.\u003c/p>\n\u003cp>\"Eventually, we need to get past this,\" said November. \"We need to realize that when they’re young is the time to teach them the ethics and moral high ground of using something like Twitter.”\u003c/p>\n\u003cp>\u003cstrong>5. Self-Reflect Upon Their Work\u003c/strong>\u003c/p>\n\u003cp>Traditionally teachers are in charge of assessing student performance. But what would happen if the student were to evaluate her own work? What if self-reflection became a skill as important as reading?\u003c/p>\n\u003cp>November cited John Hattie's work analyzing the effect of \u003ca href=\"http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/\">138 influences on student achievement\u003c/a>. Homework, class size, gender and motivation are some of the influencers on the list. But according to Hattie’s findings, the ability to “self-report grades” has the greatest effect on student achievement.\u003c/p>\n\u003cp>Even as educators are turning to technology to offer ever more granular data on children's learning, November maintains teaching them to assess their own performance is more useful. Students could grade themselves, providing evidence to support conclusions and comparing the grades against the findings of the teacher.\u003c/p>\n\u003cp>After all, November said, kids won't be in school forever and when they are in college or at their first job, the ability to self-assess will be invaluable.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Using the first five days of school to teach learning skills that will be used throughout the course is a great way to start the new school year.","status":"publish","parent":0,"modified":1439795870,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1054},"headData":{"title":"Five Critical Skills to Empower Students in the Digital Age | KQED","description":"Using the first five days of school to teach learning skills that will be used throughout the course is a great way to start the new school year.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Five Critical Skills to Empower Students in the Digital Age","datePublished":"2015-08-17T11:30:41.000Z","dateModified":"2015-08-17T07:17:50.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41157 http://ww2.kqed.org/mindshift/?p=41157","disqusUrl":"https://ww2.kqed.org/mindshift/2015/08/17/five-critical-skills-to-empower-students-in-the-digital-age/","disqusTitle":"Five Critical Skills to Empower Students in the Digital Age","path":"/mindshift/41157/five-critical-skills-to-empower-students-in-the-digital-age","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The beginning of the school year is a time to set the tone for a student’s learning experience, including what teachers expect from students and families. But that first week of school is also the time to teach valuable learning skills that will be used throughout the year. \u003ca href=\"http://novemberlearning.com/\">Alan November\u003c/a>, a former teacher turned lecturer, consultant and author, challenged teachers to rethink how they start the school year by outlining skills that are crucial to students to learn in the first five days of school. He shared his vision at the International Society for Technology in Education \u003ca href=\"https://www.isteconference.org/2015/\">conference\u003c/a> in Philadelphia.\u003c/p>\n\u003cp>\u003cstrong>1. Learn How to Ask the Right Questions\u003c/strong>\u003c/p>\n\u003cp>Questions are at the heart of learning, but some questions create a narrow lens while others widen the field of inquiry. November displayed “\u003ca href=\"http://www.fno.org/nov97/toolkit.html\">A Questioning Toolkit\u003c/a>” developed by Jamie McKenzie that explains the many types of questions. McKenzie uses the toolkit with students as young as kindergarten to help stretch young minds think beyond the ‘right’ answer in all their learning. Varieties of questions include probing, subsidiary, organizing, divergent, sorting, etc.\u003c/p>\n\u003cp>\u003ca href=\"http://www.fno.org/nov97/toolkit.html\">\u003cimg class=\"alignnone size-full wp-image-41158\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/07/Questioning-Toolkit.png\" alt=\"Questioning Toolkit\" width=\"845\" height=\"313\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit.png 845w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit-400x148.png 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/07/Questioning-Toolkit-800x296.png 800w\" sizes=\"(max-width: 845px) 100vw, 845px\">\u003c/a>\u003c/p>\n\u003cp>“I’m pretty confident that during the entire year, some kids might only ask the same questions over and over again,\" November said. \"They don’t have the repertoire of \u003cem>all\u003c/em> these questions.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2. Know How to Get Answers\u003c/strong>\u003c/p>\n\u003cp>Search engine results are determined by several factors, including user location and search history. But to dig deeper and find better answers, students need training on how to do advanced searches. This means becoming skilled at using search operators, understanding sources and thinking carefully about search terms. Everyone assumes they know how to use Google with confidence, but knowing how to search for specific information well takes practice. On the \u003ca href=\"http://ww2.kqed.org/mindshift/2014/08/21/four-skills-to-teach-students-in-the-first-five-days-of-school-alan-november/\">first day of school\u003c/a>, November said he would teach students how to properly query documents, images, music, maps, etc.\u003c/p>\n\u003cp>\"I have this sinking feeling that we’ve never taught them to design good queries in Google,\" he said. \"We didn’t build a rigorous creative curriculum in teaching children the algorithm and coding you need to understand how to use it and the creative imagination that kicks in to understand perspective from another place where you do not live.”\u003c/p>\n\u003cp>Knowing how to find information on other platforms is also important. For example, asking questions on Twitter using a hashtag or mentioning experts could yield far more interesting results than a general search engine query.\u003c/p>\n\u003cp>“A lot of students do not understand how to use Twitter for school,\" he said. \"They’ve never been taught to follow the best minds in the world in the subject they’re taking. They’ve never been taught to ask a question on Twitter because that’s a different kind of question than Google.”\u003c/p>\n\u003cp>\u003cstrong>3. Learn About Work Created by Other Students\u003c/strong>\u003c/p>\n\u003cp>Digital tools allow students to have access to all kinds of work created by others. When students realize someone their own age created something amazing, it inspires them to do the same. November pointed to the work of fourth graders who are reimagining the classic California school project of recreating the state's Spanish missions. Some students are doing the project in Minecraft, expressing their creativity through the digital media that excites them. November urged educators to show students a broad sampling of work.\u003c/p>\n\u003cp>“We’re going to show them a range of medium with work by children so they understand during the whole year there are choices of media to use in order to express themselves and what they’ve learned,” he said.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/G-9M4I1HRt8'\n title='//www.youtube.com/embed/G-9M4I1HRt8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>There are other Minecraft California mission videos, but here’s one that demonstrates the building process at 8:00:\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/R7SatupLTqs'\n title='//www.youtube.com/embed/R7SatupLTqs'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>Knowing what other students are doing is important, November said, because “student work is sometimes more motivating than an assignment the teacher gives.”\u003c/p>\n\u003cp>\u003cstrong>4. Know How to Work with People Around the World\u003c/strong>\u003c/p>\n\u003cp>November shared the work of \u003ca href=\"http://kathycassidy.com/\">Kathy Cassidy\u003c/a>, a first grade teacher in Moose Jaw, Saskatchewan, Canada. She uses a \u003ca href=\"http://mscassidysclass.edublogs.org/\">blog\u003c/a> and Twitter to help her students communicate and learn with other classrooms around the world. Under the Twitter handle \u003ca href=\"https://twitter.com/mscassidysclass\">@MsCassidysClass\u003c/a>, her students are sharing their work with a global audience, such as this sample of one of four LEGO experiments.\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"613444628021297152"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>The students also reached out to global peers in Milan, Italy to learn math and play games using the hashtag #guessmynumber.\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"422644942058422272"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Through the exchanges, young students are learning about other cultures and one another. November said teachers haven't tapped the full potential of digital tools like Twitter to help students connect globally in part because of concerns over creating safe learning environments.\u003c/p>\n\u003cp>\"Eventually, we need to get past this,\" said November. \"We need to realize that when they’re young is the time to teach them the ethics and moral high ground of using something like Twitter.”\u003c/p>\n\u003cp>\u003cstrong>5. Self-Reflect Upon Their Work\u003c/strong>\u003c/p>\n\u003cp>Traditionally teachers are in charge of assessing student performance. But what would happen if the student were to evaluate her own work? What if self-reflection became a skill as important as reading?\u003c/p>\n\u003cp>November cited John Hattie's work analyzing the effect of \u003ca href=\"http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/\">138 influences on student achievement\u003c/a>. Homework, class size, gender and motivation are some of the influencers on the list. But according to Hattie’s findings, the ability to “self-report grades” has the greatest effect on student achievement.\u003c/p>\n\u003cp>Even as educators are turning to technology to offer ever more granular data on children's learning, November maintains teaching them to assess their own performance is more useful. Students could grade themselves, providing evidence to support conclusions and comparing the grades against the findings of the teacher.\u003c/p>\n\u003cp>After all, November said, kids won't be in school forever and when they are in college or at their first job, the ability to self-assess will be invaluable.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41157/five-critical-skills-to-empower-students-in-the-digital-age","authors":["4596"],"categories":["mindshift_192","mindshift_195","mindshift_193"],"tags":["mindshift_20707","mindshift_108","mindshift_1015","mindshift_20784","mindshift_1040","mindshift_32"],"featImg":"mindshift_41195","label":"mindshift"},"mindshift_31790":{"type":"posts","id":"mindshift_31790","meta":{"index":"posts_1591205157","site":"mindshift","id":"31790","score":null,"sort":[1380661484000]},"guestAuthors":[],"slug":"twitter-guide-for-teachers-ideas-safety-and-more","title":"Twitter Guide For Teachers: Ideas, Resources and More","publishDate":1380661484,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Many teachers are using \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/finding-a-voice-through-twitter/\">Twitter as a classroom tool\u003c/a>. But a lot of schools still view the communication tool as a \"toy\" students use in their free time, not a serious platform for learning. As sites like Twitter and Facebook become ever more fundamental to how the world communicates, schools will need to shift their policies to move with the times. An article written by \u003ca href=\"http://blogs.kqed.org/education/\">KQED's Education department \u003c/a>in collaboration with the Trust and Safety Team at Twitter helps educators understand how to keep themselves and their students safe on Twitter. It also pulls together great resources on digital citizenship, basic Twitter info and ideas on how to use Twitter in the classroom.\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\n\u003cp>\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/education/files/2013/08/twitter1.png\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Guide to Using Twitter in Your Teaching Practice\u003c/a>Are you interested in using Twitter or other social media as a teaching tool? Our culture has transformed significantly where online distribution of ideas has become commonplace. Our students' needs have shifted and the require digital citizenship skills.\u003c/p>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://blogs.kqed.org\" target=\"_blank\">Kqed\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1380903951,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":163},"headData":{"title":"Twitter Guide For Teachers: Ideas, Resources and More | KQED","description":"Many teachers are using Twitter as a classroom tool. But a lot of schools still view the communication tool as a "toy" students use in their free time, not a serious platform for learning. As sites like Twitter and Facebook become ever more fundamental to how the world communicates, schools will need to shift their","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Twitter Guide For Teachers: Ideas, Resources and More","datePublished":"2013-10-01T21:04:44.000Z","dateModified":"2013-10-04T16:25:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"31790 http://blogs.kqed.org/mindshift/?p=31790","disqusUrl":"https://ww2.kqed.org/mindshift/2013/10/01/twitter-guide-for-teachers-ideas-safety-and-more/","disqusTitle":"Twitter Guide For Teachers: Ideas, Resources and More","path":"/mindshift/31790/twitter-guide-for-teachers-ideas-safety-and-more","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many teachers are using \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/finding-a-voice-through-twitter/\">Twitter as a classroom tool\u003c/a>. But a lot of schools still view the communication tool as a \"toy\" students use in their free time, not a serious platform for learning. As sites like Twitter and Facebook become ever more fundamental to how the world communicates, schools will need to shift their policies to move with the times. An article written by \u003ca href=\"http://blogs.kqed.org/education/\">KQED's Education department \u003c/a>in collaboration with the Trust and Safety Team at Twitter helps educators understand how to keep themselves and their students safe on Twitter. It also pulls together great resources on digital citizenship, basic Twitter info and ideas on how to use Twitter in the classroom.\u003c/p>\n\u003cdiv style=\"overflow: hidden\">\n\u003cdiv class=\"embedly\">\n\u003cp>\u003cimg class=\"thumb embedly-thumbnail-small\" src=\"http://blogs.kqed.org/education/files/2013/08/twitter1.png\" alt=\"\">\u003ca class=\"embedly-title\" href=\"http://blogs.kqed.org/education/how-to-use-twitter-in-your-teaching-practice/\">Guide to Using Twitter in Your Teaching Practice\u003c/a>Are you interested in using Twitter or other social media as a teaching tool? Our culture has transformed significantly where online distribution of ideas has become commonplace. Our students' needs have shifted and the require digital citizenship skills.\u003c/p>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003cp>\u003cspan class=\"embedly-powered\" style=\"float: right\">\u003ca title=\"Powered by Embedly\" href=\"http://embed.ly?src=anywhere\" target=\"_blank\">\u003cimg src=\"http://static.embed.ly/images/logos/embedly-powered-small-light.png\" alt=\"Embedly Powered\">\u003c/a>\u003c/span>\u003c/p>\n\u003cdiv class=\"media-attribution\">via \u003ca class=\"media-attribution-link\" href=\"http://blogs.kqed.org\" target=\"_blank\">Kqed\u003c/a>\u003c/div>\n\u003cdiv class=\"embedly-clear\">\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31790/twitter-guide-for-teachers-ideas-safety-and-more","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_32"],"featImg":"mindshift_31792","label":"mindshift"},"mindshift_28876":{"type":"posts","id":"mindshift_28876","meta":{"index":"posts_1591205157","site":"mindshift","id":"28876","score":null,"sort":[1369240878000]},"guestAuthors":[],"slug":"what-teens-feel-about-privacy-and-social-media","title":"What Teens Feel About Privacy and Social Media","publishDate":1369240878,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_28883\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/xopherbrown/5089358202/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-28883\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/christopherfrierbrown-300x3001.jpg\" alt=\"christopherfrierbrown-300x3001\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003c/em>A new \u003ca href=\"http://www.pewinternet.org/Reports/2013/Teens-Social-Media-And-Privacy.aspx?utm_source=Mailing+List&utm_campaign=4ec852c5ce-Teens_SocialMedia_Privacy_05_21_2013&utm_medium=email&utm_term=0_79a7fe984b-4ec852c5ce-398527965\">Pew Research study\u003c/a> of 802 teenagers ages 12-17 and their parents reveals that teenagers are sharing more information on social networking sites than in the past, even as they carefully monitor and manage their profiles. And, while the number of social media sites and ways to share has grown, most teens aren’t concerned with third parties having access to their personal information.\u003c/p>\n\u003cp dir=\"ltr\">Some highlights:\u003c/p>\n\u003cul>\n\u003cli>Today’s teens are sharing more personal information on social media sites: \u003cstrong>91% share a photo\u003c/strong> of themselves with their profile (up from 79% in 2006), \u003cstrong>92% use their real name\u003c/strong> on their most-used profile, and \u003cstrong>20% include their cell phone number.\u003c/strong> And while older teens are more likely to share information like photos of themselves, school names and relationship status than younger teens, boys and girls “generally share personal information... at the same rates.” However, cell phone numbers are a key exception - boys are much more likely to share their cell phone numbers (26%) than girls (14%).\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Twitter use has grown significantly among teens\u003c/strong>, rising in popularity from 16% in 2011 to 24% in 2012. African-American teens are more likely to use Twitter than white teens, 39% to 23%, respectively, and Twitter users are much more likely than Facebook users to make their posts public.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>“The typical \u003cstrong>teen Facebook user has 300 friends\u003c/strong>, while the typical teen Twitter user has 79 followers.” Girls and older teens (ages 14-17) have larger networks on social media, and also have a larger variety of friends, drawing from different groups. Younger teens (ages 12-13) are less likely to friend people they don’t know, kids who attend different schools, or teachers and coaches. \u003cstrong>Girls are more likely than boys (37% to 23%) to be Facebook friends with teachers\u003c/strong> and coaches, and African-American teens are “twice as likely as whites” to be Facebook friends with celebrities, professional athletes and musicians (48% to 25%).\u003c/li>\n\u003c/ul>\n\u003cp dir=\"ltr\">One of the most fascinating findings from the study’s focus groups was teens’ “waning enthusiasm for Facebook.” Reasons for the shift include increased adult presence on Facebook, friends’ need \u003c!--more-->to share too much information or “inane details,” and negative reactions to “drama” that frequently occurs on the site between friends. Yet most online teens still use the site, as they believe they need to be there for socializing and not missing out: “While Facebook is still deeply integrated in teens’ everyday lives, it is sometimes seen as a utility and an obligation rather than an exciting new platform that teens can claim as their own.”\u003c/p>\n\u003cp dir=\"ltr\">The study “wanted to understand the broader context of teens’ online lives beyond Facebook and Twitter,” and found that, overall, teens report more positive social media experiences than negative ones: 52% of teens say they had an experience online “that made them feel good about themselves,” and 33% report having an online experience that made them feel closer to another person. But some teens are also having negative experiences. One in six have been contacted online by a stranger in a “way that made them feel scared or uncomfortable,” and online girls are more than twice as likely as boys to report unwanted contact from strangers (24% vs. 10%).\u003c/p>\n\u003cfigure id=\"attachment_28880\" class=\"wp-caption left\" style=\"max-width: 389px\">\u003ca href=\"http://www.pewinternet.org/Infographics/2013/Teens-Social-Media-And-Privacy.aspx\">\u003cimg class=\"size-large wp-image-28880\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/large-620x1629.png\" alt=\"large\" width=\"389\" height=\"1024\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>Privacy Settings, Sharing and Third Parties\u003c/h4>\n\u003cp dir=\"ltr\">According to the report, 60 percent of teen Facebook users keep their profiles private, with girls being “substantially more likely” than boys to restrict profile access. More than half of all teens, \u003cstrong>56%, say it’s “not difficult at all”\u003c/strong> to manage privacy settings on their Facebook accounts, and a majority allow their parents and friends to see the same information in their Facebook feeds -- \u003cstrong>only 5% of teens take steps to limit what parents can see.\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp dir=\"ltr\">“Pruning and revising online profile content is an important part of teens’ online identity management.” Focus groups revealed a need from teens to curate posts and photos in order to manage their online reputation. A strong majority of teens (74%) report having deleted friends from their list, and majorities also report deleting or editing comments or photos they’ve posted in the past (59%), or untagging themselves from photos (45%). But pruning profiles and content also happens to gain or maintain social status: “likes” serve as a “strong proxy for social status,” and teens were shown to remove photos that don’t get a certain number of “likes.”\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>Just 9% of teens report being “very concerned” about third-party access to their personal information,\u003c/strong> while 60% report they are “not too concerned.” Their parents, however, feel just the opposite: when asked how they felt about how much advertisers can glean from their child’s online behavior, 81% of parents reported being “very” or “somewhat” concerned. Nearly one in three teens report they’ve received advertising that was “clearly inappropriate” for their age.\u003c/p>\n\u003cp dir=\"ltr\">Teens who are more likely to engage in pruning and managing their profiles are also more likely to be concerned about third party access. For teens who reported they were “very” or “somewhat” concerned about third party information access, 61% reported having edited or deleted comments from others, and 52% have untagged themselves in photos.\u003c/p>\n\u003cp dir=\"ltr\">Larger networks of Facebook friends for teens are associated with more personal information sharing, larger network variety, and more overall social network use. For teens with over 600 friends,\u003cstrong> 65% say they visit social networking sites several times a day\u003c/strong>, compared to 27% with 150 friends or fewer. The larger the friend network, the more teens manage their profile: teens with large numbers of friends are more likely to delete or block friends, untag photos of themselves, and edit or delete comments.\u003c/p>\n\u003cp dir=\"ltr\">Small numbers of teens report negative behaviors on Facebook and Twitter. Only 4% say they posted something that got them or a family member in trouble, or in trouble at school. Fifty-seven percent of teens say they have decided \u003cem>not\u003c/em> to post something online because they were concerned about their reputations.\u003c/p>\n\u003cp dir=\"ltr\">The report also notes that, as the number of social media sites grows, teens seem interested in diversifying the ways they share online. While there are significantly fewer teens on Instagram and Snapchat than Facebook and Twitter, in focus groups they were mentioned repeatedly, leading researchers to believe that teens may use different sites for different kinds of groups of friends as well as different types of online interactions.\u003c/p>\n\u003cp dir=\"ltr\">Read the full report \u003ca href=\"http://www.pewinternet.org/~/media//Files/Reports/2013/PIP_TeensSocialMediaandPrivacy_FINAL.pdf\">here\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"A new Pew Research study of teenagers and their parents reveals that teenagers are sharing more information on social networking sites than in the past, even as they carefully monitor and manage their profiles. \r\n\r\n","status":"publish","parent":0,"modified":1369351692,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":1130},"headData":{"title":"What Teens Feel About Privacy and Social Media | KQED","description":"A new Pew Research study of teenagers and their parents reveals that teenagers are sharing more information on social networking sites than in the past, even as they carefully monitor and manage their profiles. \r\n\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Teens Feel About Privacy and Social Media","datePublished":"2013-05-22T16:41:18.000Z","dateModified":"2013-05-23T23:28:12.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"28876 http://blogs.kqed.org/mindshift/?p=28876","disqusUrl":"https://ww2.kqed.org/mindshift/2013/05/22/what-teens-feel-about-privacy-and-social-media/","disqusTitle":"What Teens Feel About Privacy and Social Media","path":"/mindshift/28876/what-teens-feel-about-privacy-and-social-media","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28883\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/xopherbrown/5089358202/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-28883\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/christopherfrierbrown-300x3001.jpg\" alt=\"christopherfrierbrown-300x3001\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003c/em>A new \u003ca href=\"http://www.pewinternet.org/Reports/2013/Teens-Social-Media-And-Privacy.aspx?utm_source=Mailing+List&utm_campaign=4ec852c5ce-Teens_SocialMedia_Privacy_05_21_2013&utm_medium=email&utm_term=0_79a7fe984b-4ec852c5ce-398527965\">Pew Research study\u003c/a> of 802 teenagers ages 12-17 and their parents reveals that teenagers are sharing more information on social networking sites than in the past, even as they carefully monitor and manage their profiles. And, while the number of social media sites and ways to share has grown, most teens aren’t concerned with third parties having access to their personal information.\u003c/p>\n\u003cp dir=\"ltr\">Some highlights:\u003c/p>\n\u003cul>\n\u003cli>Today’s teens are sharing more personal information on social media sites: \u003cstrong>91% share a photo\u003c/strong> of themselves with their profile (up from 79% in 2006), \u003cstrong>92% use their real name\u003c/strong> on their most-used profile, and \u003cstrong>20% include their cell phone number.\u003c/strong> And while older teens are more likely to share information like photos of themselves, school names and relationship status than younger teens, boys and girls “generally share personal information... at the same rates.” However, cell phone numbers are a key exception - boys are much more likely to share their cell phone numbers (26%) than girls (14%).\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Twitter use has grown significantly among teens\u003c/strong>, rising in popularity from 16% in 2011 to 24% in 2012. African-American teens are more likely to use Twitter than white teens, 39% to 23%, respectively, and Twitter users are much more likely than Facebook users to make their posts public.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>“The typical \u003cstrong>teen Facebook user has 300 friends\u003c/strong>, while the typical teen Twitter user has 79 followers.” Girls and older teens (ages 14-17) have larger networks on social media, and also have a larger variety of friends, drawing from different groups. Younger teens (ages 12-13) are less likely to friend people they don’t know, kids who attend different schools, or teachers and coaches. \u003cstrong>Girls are more likely than boys (37% to 23%) to be Facebook friends with teachers\u003c/strong> and coaches, and African-American teens are “twice as likely as whites” to be Facebook friends with celebrities, professional athletes and musicians (48% to 25%).\u003c/li>\n\u003c/ul>\n\u003cp dir=\"ltr\">One of the most fascinating findings from the study’s focus groups was teens’ “waning enthusiasm for Facebook.” Reasons for the shift include increased adult presence on Facebook, friends’ need \u003c!--more-->to share too much information or “inane details,” and negative reactions to “drama” that frequently occurs on the site between friends. Yet most online teens still use the site, as they believe they need to be there for socializing and not missing out: “While Facebook is still deeply integrated in teens’ everyday lives, it is sometimes seen as a utility and an obligation rather than an exciting new platform that teens can claim as their own.”\u003c/p>\n\u003cp dir=\"ltr\">The study “wanted to understand the broader context of teens’ online lives beyond Facebook and Twitter,” and found that, overall, teens report more positive social media experiences than negative ones: 52% of teens say they had an experience online “that made them feel good about themselves,” and 33% report having an online experience that made them feel closer to another person. But some teens are also having negative experiences. One in six have been contacted online by a stranger in a “way that made them feel scared or uncomfortable,” and online girls are more than twice as likely as boys to report unwanted contact from strangers (24% vs. 10%).\u003c/p>\n\u003cfigure id=\"attachment_28880\" class=\"wp-caption left\" style=\"max-width: 389px\">\u003ca href=\"http://www.pewinternet.org/Infographics/2013/Teens-Social-Media-And-Privacy.aspx\">\u003cimg class=\"size-large wp-image-28880\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/large-620x1629.png\" alt=\"large\" width=\"389\" height=\"1024\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>Privacy Settings, Sharing and Third Parties\u003c/h4>\n\u003cp dir=\"ltr\">According to the report, 60 percent of teen Facebook users keep their profiles private, with girls being “substantially more likely” than boys to restrict profile access. More than half of all teens, \u003cstrong>56%, say it’s “not difficult at all”\u003c/strong> to manage privacy settings on their Facebook accounts, and a majority allow their parents and friends to see the same information in their Facebook feeds -- \u003cstrong>only 5% of teens take steps to limit what parents can see.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">“Pruning and revising online profile content is an important part of teens’ online identity management.” Focus groups revealed a need from teens to curate posts and photos in order to manage their online reputation. A strong majority of teens (74%) report having deleted friends from their list, and majorities also report deleting or editing comments or photos they’ve posted in the past (59%), or untagging themselves from photos (45%). But pruning profiles and content also happens to gain or maintain social status: “likes” serve as a “strong proxy for social status,” and teens were shown to remove photos that don’t get a certain number of “likes.”\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>Just 9% of teens report being “very concerned” about third-party access to their personal information,\u003c/strong> while 60% report they are “not too concerned.” Their parents, however, feel just the opposite: when asked how they felt about how much advertisers can glean from their child’s online behavior, 81% of parents reported being “very” or “somewhat” concerned. Nearly one in three teens report they’ve received advertising that was “clearly inappropriate” for their age.\u003c/p>\n\u003cp dir=\"ltr\">Teens who are more likely to engage in pruning and managing their profiles are also more likely to be concerned about third party access. For teens who reported they were “very” or “somewhat” concerned about third party information access, 61% reported having edited or deleted comments from others, and 52% have untagged themselves in photos.\u003c/p>\n\u003cp dir=\"ltr\">Larger networks of Facebook friends for teens are associated with more personal information sharing, larger network variety, and more overall social network use. For teens with over 600 friends,\u003cstrong> 65% say they visit social networking sites several times a day\u003c/strong>, compared to 27% with 150 friends or fewer. The larger the friend network, the more teens manage their profile: teens with large numbers of friends are more likely to delete or block friends, untag photos of themselves, and edit or delete comments.\u003c/p>\n\u003cp dir=\"ltr\">Small numbers of teens report negative behaviors on Facebook and Twitter. Only 4% say they posted something that got them or a family member in trouble, or in trouble at school. Fifty-seven percent of teens say they have decided \u003cem>not\u003c/em> to post something online because they were concerned about their reputations.\u003c/p>\n\u003cp dir=\"ltr\">The report also notes that, as the number of social media sites grows, teens seem interested in diversifying the ways they share online. While there are significantly fewer teens on Instagram and Snapchat than Facebook and Twitter, in focus groups they were mentioned repeatedly, leading researchers to believe that teens may use different sites for different kinds of groups of friends as well as different types of online interactions.\u003c/p>\n\u003cp dir=\"ltr\">Read the full report \u003ca href=\"http://www.pewinternet.org/~/media//Files/Reports/2013/PIP_TeensSocialMediaandPrivacy_FINAL.pdf\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28876/what-teens-feel-about-privacy-and-social-media","authors":["4445"],"categories":["mindshift_192"],"tags":["mindshift_31","mindshift_821","mindshift_117","mindshift_30","mindshift_1038","mindshift_32"],"featImg":"mindshift_28883","label":"mindshift"},"mindshift_23446":{"type":"posts","id":"mindshift_23446","meta":{"index":"posts_1591205157","site":"mindshift","id":"23446","score":null,"sort":[1345644052000]},"guestAuthors":[],"slug":"for-educators-the-importance-of-making-meaningful-connections","title":"For Educators, the Importance of Making Meaningful Connections","publishDate":1345644052,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-educators-the-importance-of-making-meaningful-connections/attachment/137330132/\" rel=\"attachment wp-att-23449\">\u003cimg class=\"aligncenter size-large wp-image-23449\" title=\"137330132\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/137330132-620x354.jpg\" alt=\"\" width=\"620\" height=\"354\">\u003c/a>\u003c/h5>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">It's connected educator month. There's a flurry of activity among teachers and administrators looking to connect through Twitter and other social media to advance their learning, especially as a new school year looms.\u003c/p>\n\u003cp>As schools gear up and prepare for a new school year with technology increasingly ubiquitous, now's the time to consider how schools can create a positive impact with technology.\u003c/p>\n\u003cp>Professor Alec Couros captures the essential element for schools to keep in mind as they move forward with technology initiatives. In \u003ca href=\"http://dmlcentral.net/blog/howard-rheingold/professor-alec-couros-connected-teacher\">an interview with Howard Rheingold for \u003cem>Digital Media and Learning\u003c/em>\u003c/a>, he comments on the need to focus on \"what will endure,\" the importance of connections and relationships to help foster, build and sustain the life of the \"networked\" teacher.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Though schools possess tremendous resources in teachers, the challenge can be how to connect teachers with each other, to ward off isolation and leverage the power of the \"room\" and the collective intelligence.\u003c/p>\n\u003c/aside>\n\u003cp>Stanford University's d.School has started offering a course called \u003ca href=\"http://www.nytimes.com/2012/07/20/education/edlife/students-at-stanford-work-on-apps-that-alleviate-stress.html\">d.Compress\u003c/a> - Designing Calm, to have students tackle and address the issue of digital balance and mindfulness.\u003c/p>\n\u003cp>Soren Gordhamer, the founder and host of Wisdom 2.0 \u003ca href=\"http://www.huffingtonpost.com/soren-gordhamer/the-real-conversation-wis_b_1707241.html\">writes on the Huffington Post\u003c/a> that the \"real conversation\" is \"about how to connect to one another through technology -- and in person -- purposefully, in ways that are beneficial to our own well-being, effective for our work, and useful to the world.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>He advocates for intention and purpose to create social good: \"[Technology] becomes a tool to break down barriers and create a better world. Of course, we all need balance to perform well, but \u003c!--more-->the question is less about balance and more about impact.\"\u003c/p>\n\u003cp>Eric Sheninger, the principal of New Milford High School in New Jersey, widely known in educator Twitter feeds, acknowledges the importance of maintaining face to face interaction. He comments on the \u003ca href=\"http://hechingered.org/content/can-twitter-replace-traditional-professional-development_5315/\">Hechinger Report blog\u003c/a>: \"I value my face-to-face connections more than I do my virtual ones. Technology flattens our ability to connect with people. It just makes things easier. It's not the only way I connect with people.\"\u003c/p>\n\u003cp>\u003cstrong>WHAT CAN SCHOOLS REASONABLY DO? \u003c/strong>\u003c/p>\n\u003cp>David Weinberger, the author of \u003ca href=\"http://www.toobigtoknow.com/\">Too Big To Know\u003c/a>, explains the importance of creating \"smart\" rooms, with the notion that \"the smartest person in the room is the room.\" Of course, for the genius of the room to surface, communication and interaction need to happen. In an \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/01/what-the-internet-means-for-how-we-think-about-the-world/250934/\">interview with Rebecca Rosen of The Atlantic\u003c/a>, Weinberger points to Scott Page, the author of \u003ca href=\"http://press.princeton.edu/titles/8353.html\">The Difference\u003c/a>, who emphasizes the layer of the \"diversity of perspectives and skill sets\" if \"it [the group] is going to be smarter than the smartest person in it.\"\u003c/p>\n\u003cp>Though schools possess tremendous resources in teachers, the challenge can often be how to connect teachers with each other, to ward off isolation and leverage the power of the \"room\" and the collective intelligence that resides in the room.\u003c/p>\n\u003cp>Steve Jobs is said to have built Pixar in such a way as to have employees gather and bump into each other in a shared, open space as a way to instigate innovation. This idea of frequent interaction is critical.\u003c/p>\n\u003cp>Even as technology gains deeper traction, schools need to ensure face-to-face interaction and the power of connections for teachers. These supportive networks, rooms and structures need to be firmly rooted to accompany successful technology integration.\u003c/p>\n\u003cp>So what can schools do?\u003c/p>\n\u003cul>\n\u003cli>Be strategic with the \"fast horse\" technology adopters. These are the key drivers of technology integration and need to be spread across the school on different teams to maximize their expertise.\u003c/li>\n\u003cli>Age and stage matter when building teams. Having a cross section of teachers at different career stages lends itself to rich and varied learning experiences for teachers. The master teacher paired with the tech savvy yet less experienced teacher can be a powerful partnership.\u003c/li>\n\u003cli>Spend time at the start of the year to have teachers get to know each other, beyond their disciplines and subject matter. There are multiple stories to be shared and through these stories, opportunities for lasting connection arise. This is important to community building and sending the message that every teacher matters.\u003c/li>\n\u003cli>Teaming is critical. Think broadly about teams, from carpool, lunch and recess duties to teacher evaluation, school committees, hiring, curriculum development, department and advisor teams. In each of these teaming structures, there is opportunity for learning, and this learning often falls outside of \"formal\" professional development. Careful organization of teachers creates the opportunity for the \"bump\" in learning. The post-recess duty conversation can quickly turn into the sharing of a new app or technology tool.\u003c/li>\n\u003cli>The location of the mailbox and copy room matter. These are other incidental spaces where critical face-to-face interaction occurs. These spaces should be a bit out of the way to encourage surprising interactions between teachers whom might not otherwise see each other. A teacher might learn from another teacher how to PDF a document with the copy scanner from the copy machine, for example.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>Schools should be thoughtful and strategic about getting teachers together to learn with the strength and intelligence of \"the room.\"\u003c/p>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1411761872,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":898},"headData":{"title":"For Educators, the Importance of Making Meaningful Connections | KQED","description":"By Matt Levinson It's connected educator month. There's a flurry of activity among teachers and administrators looking to connect through Twitter and other social media to advance their learning, especially as a new school year looms. As schools gear up and prepare for a new school year with technology increasingly ubiquitous, now's the time to","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"For Educators, the Importance of Making Meaningful Connections","datePublished":"2012-08-22T14:00:52.000Z","dateModified":"2014-09-26T20:04:32.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"23446 http://blogs.kqed.org/mindshift/?p=23446","disqusUrl":"https://ww2.kqed.org/mindshift/2012/08/22/for-educators-the-importance-of-making-meaningful-connections/","disqusTitle":"For Educators, the Importance of Making Meaningful Connections","path":"/mindshift/23446/for-educators-the-importance-of-making-meaningful-connections","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/for-educators-the-importance-of-making-meaningful-connections/attachment/137330132/\" rel=\"attachment wp-att-23449\">\u003cimg class=\"aligncenter size-large wp-image-23449\" title=\"137330132\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/137330132-620x354.jpg\" alt=\"\" width=\"620\" height=\"354\">\u003c/a>\u003c/h5>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">It's connected educator month. There's a flurry of activity among teachers and administrators looking to connect through Twitter and other social media to advance their learning, especially as a new school year looms.\u003c/p>\n\u003cp>As schools gear up and prepare for a new school year with technology increasingly ubiquitous, now's the time to consider how schools can create a positive impact with technology.\u003c/p>\n\u003cp>Professor Alec Couros captures the essential element for schools to keep in mind as they move forward with technology initiatives. In \u003ca href=\"http://dmlcentral.net/blog/howard-rheingold/professor-alec-couros-connected-teacher\">an interview with Howard Rheingold for \u003cem>Digital Media and Learning\u003c/em>\u003c/a>, he comments on the need to focus on \"what will endure,\" the importance of connections and relationships to help foster, build and sustain the life of the \"networked\" teacher.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>Though schools possess tremendous resources in teachers, the challenge can be how to connect teachers with each other, to ward off isolation and leverage the power of the \"room\" and the collective intelligence.\u003c/p>\n\u003c/aside>\n\u003cp>Stanford University's d.School has started offering a course called \u003ca href=\"http://www.nytimes.com/2012/07/20/education/edlife/students-at-stanford-work-on-apps-that-alleviate-stress.html\">d.Compress\u003c/a> - Designing Calm, to have students tackle and address the issue of digital balance and mindfulness.\u003c/p>\n\u003cp>Soren Gordhamer, the founder and host of Wisdom 2.0 \u003ca href=\"http://www.huffingtonpost.com/soren-gordhamer/the-real-conversation-wis_b_1707241.html\">writes on the Huffington Post\u003c/a> that the \"real conversation\" is \"about how to connect to one another through technology -- and in person -- purposefully, in ways that are beneficial to our own well-being, effective for our work, and useful to the world.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>He advocates for intention and purpose to create social good: \"[Technology] becomes a tool to break down barriers and create a better world. Of course, we all need balance to perform well, but \u003c!--more-->the question is less about balance and more about impact.\"\u003c/p>\n\u003cp>Eric Sheninger, the principal of New Milford High School in New Jersey, widely known in educator Twitter feeds, acknowledges the importance of maintaining face to face interaction. He comments on the \u003ca href=\"http://hechingered.org/content/can-twitter-replace-traditional-professional-development_5315/\">Hechinger Report blog\u003c/a>: \"I value my face-to-face connections more than I do my virtual ones. Technology flattens our ability to connect with people. It just makes things easier. It's not the only way I connect with people.\"\u003c/p>\n\u003cp>\u003cstrong>WHAT CAN SCHOOLS REASONABLY DO? \u003c/strong>\u003c/p>\n\u003cp>David Weinberger, the author of \u003ca href=\"http://www.toobigtoknow.com/\">Too Big To Know\u003c/a>, explains the importance of creating \"smart\" rooms, with the notion that \"the smartest person in the room is the room.\" Of course, for the genius of the room to surface, communication and interaction need to happen. In an \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/01/what-the-internet-means-for-how-we-think-about-the-world/250934/\">interview with Rebecca Rosen of The Atlantic\u003c/a>, Weinberger points to Scott Page, the author of \u003ca href=\"http://press.princeton.edu/titles/8353.html\">The Difference\u003c/a>, who emphasizes the layer of the \"diversity of perspectives and skill sets\" if \"it [the group] is going to be smarter than the smartest person in it.\"\u003c/p>\n\u003cp>Though schools possess tremendous resources in teachers, the challenge can often be how to connect teachers with each other, to ward off isolation and leverage the power of the \"room\" and the collective intelligence that resides in the room.\u003c/p>\n\u003cp>Steve Jobs is said to have built Pixar in such a way as to have employees gather and bump into each other in a shared, open space as a way to instigate innovation. This idea of frequent interaction is critical.\u003c/p>\n\u003cp>Even as technology gains deeper traction, schools need to ensure face-to-face interaction and the power of connections for teachers. These supportive networks, rooms and structures need to be firmly rooted to accompany successful technology integration.\u003c/p>\n\u003cp>So what can schools do?\u003c/p>\n\u003cul>\n\u003cli>Be strategic with the \"fast horse\" technology adopters. These are the key drivers of technology integration and need to be spread across the school on different teams to maximize their expertise.\u003c/li>\n\u003cli>Age and stage matter when building teams. Having a cross section of teachers at different career stages lends itself to rich and varied learning experiences for teachers. The master teacher paired with the tech savvy yet less experienced teacher can be a powerful partnership.\u003c/li>\n\u003cli>Spend time at the start of the year to have teachers get to know each other, beyond their disciplines and subject matter. There are multiple stories to be shared and through these stories, opportunities for lasting connection arise. This is important to community building and sending the message that every teacher matters.\u003c/li>\n\u003cli>Teaming is critical. Think broadly about teams, from carpool, lunch and recess duties to teacher evaluation, school committees, hiring, curriculum development, department and advisor teams. In each of these teaming structures, there is opportunity for learning, and this learning often falls outside of \"formal\" professional development. Careful organization of teachers creates the opportunity for the \"bump\" in learning. The post-recess duty conversation can quickly turn into the sharing of a new app or technology tool.\u003c/li>\n\u003cli>The location of the mailbox and copy room matter. These are other incidental spaces where critical face-to-face interaction occurs. These spaces should be a bit out of the way to encourage surprising interactions between teachers whom might not otherwise see each other. A teacher might learn from another teacher how to PDF a document with the copy scanner from the copy machine, for example.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>Schools should be thoughtful and strategic about getting teachers together to learn with the strength and intelligence of \"the room.\"\u003c/p>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/23446/for-educators-the-importance-of-making-meaningful-connections","authors":["4354"],"categories":["mindshift_20746","mindshift_194"],"tags":["mindshift_923","mindshift_32"],"featImg":"mindshift_23449","label":"mindshift"},"mindshift_23139":{"type":"posts","id":"mindshift_23139","meta":{"index":"posts_1591205157","site":"mindshift","id":"23139","score":null,"sort":[1344274494000]},"guestAuthors":[],"slug":"can-twitter-replace-traditional-professional-development","title":"Can Twitter Replace Traditional Professional Development?","publishDate":1344274494,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003c/h5>\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/rosauraochoa/3419823308/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-23143\" title=\"3419823308_a5b55eb0f2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/3419823308_a5b55eb0f2.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003ch5>\u003ca href=\"http://hechingered.org/content/can-twitter-replace-traditional-professional-development_5315/\">By The Hechinger Report\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Twitter and Facebook might soon replace traditional professional development for teachers. Instead of enduring hours-long workshops a few times a year, teachers could reach out to peers on the Internet in real time for advice on things like planning a lesson (or salvaging a lesson that’s going wrong), overcoming classroom management problems, or helping students with disabilities.\u003c/p>\n\u003cp>Or, at least, that’s what a group of Internet-savvy educators \u003ca href=\"http://edu2012.stateofnow.com/\">who convened in New York City this week\u003c/a> are hoping.\u003c/p>\n\u003cp>“Being connected [through social-networking sites] is an opportunity for growth anytime, anywhere,” said Steve Anderson, director of instructional technology for the \u003ca href=\"http://wsfcs.k12.nc.us/site/default.aspx?PageID=1\">Winston-Salem/Forsyth County Schools\u003c/a> in North Carolina, speaking yesterday at the second annual #140edu conference, a reference to Twitter’s 140 character limit for tweets. A teacher can go on Twitter, he added, and “learn 10 new things.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>A teacher can go on Twitter and “learn 10 new things.”\u003c/p>\n\u003c/aside>\n\u003cp>Traditional forms of on-the-job training for teachers have been much-maligned in recent years by experts and by teachers themselves. “Many times professional development is like herding cattle: We’re taking everybody in the same direction. We’re going to learn the same thing,” said Eric Sheninger, principal of New Milford High School in northern New Jersey.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For-profit companies, nonprofits and universities \u003ca href=\"http://hechingerreport.org/content/how-an-australian-company-won-the-top-spot-in-teacher-training-in-new-york-city_8866/\">make lots of money providing training to schools\u003c/a>, but little research exists on what types of professional development for teachers work best. \u003c!--more-->Increasingly, \u003ca href=\"http://hechingerreport.org/category/special_reports/teaching_the_teachers/\">schools and districts are adopting what experts say are more promising ways of training teachers that involve more coaching and teacher collaboration\u003c/a>.\u003c/p>\n\u003cp>But some educators who attended the #140edu conference want to push the envelope further, to make teacher training even more individualized and self-directed. Among the attendees were teachers and principals who keep blogs documenting their daily travails and successes in the classroom, which work as guideposts for others and forums where they can glean tips. Some have thousands of Twitter followers and Facebook friends.\u003c/p>\n\u003cp>Kyle Pace, an instructional technology specialist for the Lee’s Summit School District, near Kansas City, gave an example of how personal networks and crowd-sourcing on the Internet could improve on the old ways of training teachers:\u003c/p>\n\u003cp>“A teacher could be teaching a lesson on the Civil War. That lesson could bomb. They could go to their network, pose a question, ask for a resource. In the next period they could have new resources, things to try immediately,” he said.\u003c/p>\n\u003cp>“Traditional professional development can’t offer that immediacy of being a connected educator,” Pace added.\u003c/p>\n\u003cp>In-person interaction shouldn’t be completely discarded, however, said Sheninger, who \u003ca href=\"http://www.northjersey.com/news/131908408_Principal_embraces_power_of_Twitter.html?c=y&page=1\">says he has revolutionized his school partly through help from people he met via Twitter\u003c/a>. “I value my face-to-face connections more than I do my virtual ones,” he said. “Technology flattens our ability to connect with people. It just makes things easier. It’s not the only way I connect with people.”\u003c/p>\n\u003cp>Indeed, at the conference, a room set aside for in-person mingling and chatting was often more crowded than the auditorium where panelists were giving their talks.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post is published on \u003ca href=\"http://hechingered.org/content/can-twitter-replace-traditional-professional-development_5315/\">The Hechinger Report\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1411761923,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":559},"headData":{"title":"Can Twitter Replace Traditional Professional Development? | KQED","description":"By The Hechinger Report Twitter and Facebook might soon replace traditional professional development for teachers. Instead of enduring hours-long workshops a few times a year, teachers could reach out to peers on the Internet in real time for advice on things like planning a lesson (or salvaging a lesson that’s going wrong), overcoming classroom management","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Twitter Replace Traditional Professional Development?","datePublished":"2012-08-06T17:34:54.000Z","dateModified":"2014-09-26T20:05:23.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"23139 http://blogs.kqed.org/mindshift/?p=23139","disqusUrl":"https://ww2.kqed.org/mindshift/2012/08/06/can-twitter-replace-traditional-professional-development/","disqusTitle":"Can Twitter Replace Traditional Professional Development?","path":"/mindshift/23139/can-twitter-replace-traditional-professional-development","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003c/h5>\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/rosauraochoa/3419823308/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-23143\" title=\"3419823308_a5b55eb0f2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/3419823308_a5b55eb0f2.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/08/3419823308_a5b55eb0f2-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003ch5>\u003ca href=\"http://hechingered.org/content/can-twitter-replace-traditional-professional-development_5315/\">By The Hechinger Report\u003c/a>\u003c/h5>\n\u003cp class=\"dropcap-serif\">Twitter and Facebook might soon replace traditional professional development for teachers. Instead of enduring hours-long workshops a few times a year, teachers could reach out to peers on the Internet in real time for advice on things like planning a lesson (or salvaging a lesson that’s going wrong), overcoming classroom management problems, or helping students with disabilities.\u003c/p>\n\u003cp>Or, at least, that’s what a group of Internet-savvy educators \u003ca href=\"http://edu2012.stateofnow.com/\">who convened in New York City this week\u003c/a> are hoping.\u003c/p>\n\u003cp>“Being connected [through social-networking sites] is an opportunity for growth anytime, anywhere,” said Steve Anderson, director of instructional technology for the \u003ca href=\"http://wsfcs.k12.nc.us/site/default.aspx?PageID=1\">Winston-Salem/Forsyth County Schools\u003c/a> in North Carolina, speaking yesterday at the second annual #140edu conference, a reference to Twitter’s 140 character limit for tweets. A teacher can go on Twitter, he added, and “learn 10 new things.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>A teacher can go on Twitter and “learn 10 new things.”\u003c/p>\n\u003c/aside>\n\u003cp>Traditional forms of on-the-job training for teachers have been much-maligned in recent years by experts and by teachers themselves. “Many times professional development is like herding cattle: We’re taking everybody in the same direction. We’re going to learn the same thing,” said Eric Sheninger, principal of New Milford High School in northern New Jersey.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For-profit companies, nonprofits and universities \u003ca href=\"http://hechingerreport.org/content/how-an-australian-company-won-the-top-spot-in-teacher-training-in-new-york-city_8866/\">make lots of money providing training to schools\u003c/a>, but little research exists on what types of professional development for teachers work best. \u003c!--more-->Increasingly, \u003ca href=\"http://hechingerreport.org/category/special_reports/teaching_the_teachers/\">schools and districts are adopting what experts say are more promising ways of training teachers that involve more coaching and teacher collaboration\u003c/a>.\u003c/p>\n\u003cp>But some educators who attended the #140edu conference want to push the envelope further, to make teacher training even more individualized and self-directed. Among the attendees were teachers and principals who keep blogs documenting their daily travails and successes in the classroom, which work as guideposts for others and forums where they can glean tips. Some have thousands of Twitter followers and Facebook friends.\u003c/p>\n\u003cp>Kyle Pace, an instructional technology specialist for the Lee’s Summit School District, near Kansas City, gave an example of how personal networks and crowd-sourcing on the Internet could improve on the old ways of training teachers:\u003c/p>\n\u003cp>“A teacher could be teaching a lesson on the Civil War. That lesson could bomb. They could go to their network, pose a question, ask for a resource. In the next period they could have new resources, things to try immediately,” he said.\u003c/p>\n\u003cp>“Traditional professional development can’t offer that immediacy of being a connected educator,” Pace added.\u003c/p>\n\u003cp>In-person interaction shouldn’t be completely discarded, however, said Sheninger, who \u003ca href=\"http://www.northjersey.com/news/131908408_Principal_embraces_power_of_Twitter.html?c=y&page=1\">says he has revolutionized his school partly through help from people he met via Twitter\u003c/a>. “I value my face-to-face connections more than I do my virtual ones,” he said. “Technology flattens our ability to connect with people. It just makes things easier. It’s not the only way I connect with people.”\u003c/p>\n\u003cp>Indeed, at the conference, a room set aside for in-person mingling and chatting was often more crowded than the auditorium where panelists were giving their talks.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post is published on \u003ca href=\"http://hechingered.org/content/can-twitter-replace-traditional-professional-development_5315/\">The Hechinger Report\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/23139/can-twitter-replace-traditional-professional-development","authors":["4354"],"categories":["mindshift_20746","mindshift_195"],"tags":["mindshift_96","mindshift_32"],"featImg":"mindshift_23143","label":"mindshift"},"mindshift_20755":{"type":"posts","id":"mindshift_20755","meta":{"index":"posts_1591205157","site":"mindshift","id":"20755","score":null,"sort":[1334699796000]},"guestAuthors":[],"slug":"pictures-polls-and-videos-how-to-use-mobile-phones-for-learning","title":"Pictures, Polls and Videos: How to Use Mobile Phones for Learning","publishDate":1334699796,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cobject width=\"640\" height=\"360\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"src\" value=\"http://www.youtube.com/v/hzRjyi1ZYBk&hl=en_US&feature=player_embedded&version=3\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cembed width=\"640\" height=\"360\" type=\"application/x-shockwave-flash\" src=\"http://www.youtube.com/v/hzRjyi1ZYBk&hl=en_US&feature=player_embedded&version=3\" allowfullscreen=\"true\" allowscriptaccess=\"always\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>Kids are using Instagram and Twitter in their daily lives outside of school, so why not let them use it for class studies too? This is just one example of many featured in this second episode of\u003ca href=\"http://www.infinitethinking.org/\"> Infinite Thinking Machine\u003c/a>, a Web TV show for teachers produced by Computer Using Educators (CUE), which shows how to use students' mobile devices in school. Examples like quick class polling to gauge student understanding using Poll Everywhere, Text the Mob and Wiffitti; creating instructional videos on sites like \u003ca href=\"http://www.educreations.com\">Educreations\u003c/a>.\u003c/p>\n\u003cp>For this episode, CUE asked yours truly to do a segment on how educators use Google Chats and video conferencing, and you'll see some of those examples, as well. Check it out!\u003c/p>\n\u003cp>\u003cem>[Executive producers are Mike Lawrence (\u003ca href=\"http://www.twitter.com/techmaverick\" target=\"_blank\">@techmaverick\u003c/a>) and Chris Fitzgerald Walsh (\u003ca href=\"http://www.twitter.com/fitzwalsh\" target=\"_blank\">@fitzwlsh\u003c/a>) and Ramsey Musallam (\u003ca href=\"http://www.twitter.com/rmusallam\" target=\"_blank\">@rmusallam\u003c/a>) is your host.]\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1334699796,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":140},"headData":{"title":"Pictures, Polls and Videos: How to Use Mobile Phones for Learning | KQED","description":"Kids are using Instagram and Twitter in their daily lives outside of school, so why not let them use it for class studies too? This is just one example of many featured in this second episode of Infinite Thinking Machine, a Web TV show for teachers produced by Computer Using Educators (CUE), which shows how","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Pictures, Polls and Videos: How to Use Mobile Phones for Learning","datePublished":"2012-04-17T21:56:36.000Z","dateModified":"2012-04-17T21:56:36.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"20755 http://blogs.kqed.org/mindshift/?p=20755","disqusUrl":"https://ww2.kqed.org/mindshift/2012/04/17/pictures-polls-and-videos-how-to-use-mobile-phones-for-learning/","disqusTitle":"Pictures, Polls and Videos: How to Use Mobile Phones for Learning","path":"/mindshift/20755/pictures-polls-and-videos-how-to-use-mobile-phones-for-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cobject width=\"640\" height=\"360\" classid=\"d27cdb6e-ae6d-11cf-96b8-444553540000\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"src\" value=\"http://www.youtube.com/v/hzRjyi1ZYBk&hl=en_US&feature=player_embedded&version=3\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cparam name=\"allowscriptaccess\" value=\"always\">\u003cembed width=\"640\" height=\"360\" type=\"application/x-shockwave-flash\" src=\"http://www.youtube.com/v/hzRjyi1ZYBk&hl=en_US&feature=player_embedded&version=3\" allowfullscreen=\"true\" allowscriptaccess=\"always\">\u003c/embed>\u003c/object>\u003c/p>\n\u003cp>Kids are using Instagram and Twitter in their daily lives outside of school, so why not let them use it for class studies too? This is just one example of many featured in this second episode of\u003ca href=\"http://www.infinitethinking.org/\"> Infinite Thinking Machine\u003c/a>, a Web TV show for teachers produced by Computer Using Educators (CUE), which shows how to use students' mobile devices in school. Examples like quick class polling to gauge student understanding using Poll Everywhere, Text the Mob and Wiffitti; creating instructional videos on sites like \u003ca href=\"http://www.educreations.com\">Educreations\u003c/a>.\u003c/p>\n\u003cp>For this episode, CUE asked yours truly to do a segment on how educators use Google Chats and video conferencing, and you'll see some of those examples, as well. Check it out!\u003c/p>\n\u003cp>\u003cem>[Executive producers are Mike Lawrence (\u003ca href=\"http://www.twitter.com/techmaverick\" target=\"_blank\">@techmaverick\u003c/a>) and Chris Fitzgerald Walsh (\u003ca href=\"http://www.twitter.com/fitzwalsh\" target=\"_blank\">@fitzwlsh\u003c/a>) and Ramsey Musallam (\u003ca href=\"http://www.twitter.com/rmusallam\" target=\"_blank\">@rmusallam\u003c/a>) is your host.]\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/20755/pictures-polls-and-videos-how-to-use-mobile-phones-for-learning","authors":["4354"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_187","mindshift_847","mindshift_32"],"label":"mindshift"},"mindshift_17513":{"type":"posts","id":"mindshift_17513","meta":{"index":"posts_1591205157","site":"mindshift","id":"17513","score":null,"sort":[1323986446000]},"guestAuthors":[],"slug":"new-etiquette-for-using-tech-in-and-out-of-class","title":"New Etiquette for Using Tech, In and Out of Class","publishDate":1323986446,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/new-etiquette-for-using-tech-in-and-out-of-class/10_11-15_newtech_0654-3/\" rel=\"attachment wp-att-17516\">\u003cimg class=\"size-medium wp-image-17516\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.pbs.org/mediashift/doug-ward/\">By Doug Ward\u003c/a>\u003c/h5>\n\u003cp>If you want to see a teacher fume, just bring up the topic of cell phones in class.\u003c/p>\n\u003cp>Technology, especially social media and text messaging, competes for students' attention as never before. When half of social media users say they \u003ca href=\"http://news.cnet.com/8301-27083_3-10469162-247.html\">check messages from bed\u003c/a>, and 11 percent of those 25 or younger are willing to interrupt sex for a Twitter or Facebook message, what chance do teachers have of keeping students' attention in class?\u003c/p>\n\u003cp>Then again, teachers often have their own problems paying attention.\u003c/p>\n\u003cp>We chide students for texting in class but then encourage them to tweet. We force students to put away their phones when we lead class discussions but then immerse ourselves in our own screens when colleagues speak. At meetings of all sorts, we have accepted a new posture: heads down, fingers tapping out words, eyes awaiting responses. Faculty members have adopted many of the same habits they condemn in their students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">We want students to be engaged because it fosters learning. And yet the rules of engagement are changing -- in education, in business, in life.\u003c/aside>\n\u003cp>It seems, then, that everyone, teachers and students alike, need to find new ground rules on how to engage when real and online life collide.\u003c!--more-->\u003c/p>\n\u003ch5>WHAT ARE WE GAINING AND LOSING?\u003c/h5>\n\u003cp>At the recent \u003ca href=\"http://journalisminteractive.com/2011/\">Journalism Interactive\u003c/a> conference, for instance, an array of speakers grappled with the role of technology in the classroom, with the use of tech in the news media, its influence on teaching and learning, and its opportunities and frustrations.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Audience members -- mostly professors -- sat heads down, eyes trained on smartphones, tablets and laptops. At the front of the room, panel members tweeted, checked messages from the audience, and followed the conference Twitter stream. It was hard to tell whether anyone was paying attention.\u003c/p>\n\u003cp>None of this was surprising. Promos for the conference encouraged participants to bring their gadgets. And this was, after all, a gathering of journalists, who crave constant information. With my own iPad and keyboard, I took copious notes and occasionally checked the live blog, the electronic schedule and, uh-hum, my email.\u003c/p>\n\u003cp>I began to wonder whether in our haste to share and record we haven't lost something. When we live tweet, are we truly paying attention? Has technology focused us so much on the 140-character sound bite that we miss the bigger message or even \u003ca href=\"https://www.nytimes.com/2009/05/27/dining/27text.html?pagewanted=all\">the dinner table conversation\u003c/a>? Are we becoming so hooked on the thrill of speed and immediacy that we are losing our sense of context?\u003c/p>\n\u003cp>More broadly, have we lost the ability to be present, to listen and pay attention -- really pay attention -- to make connections and ponder ramifications?\u003c/p>\n\u003ch5>VALUE OF ENGAGEMENT OF ALL KINDS\u003c/h5>\n\u003cp>I have no intention of condemning technology. Tweeting and live blogging during events can \u003ca href=\"https://chronicle.com/article/A-Social-Network-Can-Be-a/129609/\">create a broader conversation\u003c/a>, and can allow audience members to participate more easily and to ask questions and make observations that might otherwise fade away. They can be excellent tools for teaching and learning. They also create a potentially valuable archive.\u003c/p>\n\u003cp>And yet, the \u003ca href=\"http://chronicle.com/blogs/profhacker/developing-a-digital-etiquette-policy/35406\">rules of etiquette have grown murky\u003c/a>, in the classroom, the auditorium and nearly everywhere else that people gather. A recent conversation with a colleague about how students engaged with a guest speaker in a class drove that point home for me. The colleague had asked students to live tweet the event, something that made one student seem especially uncomfortable. As classmates and even the speaker tweeted, that lone student sat and watched, looking disturbed, even pained.\u003c/p>\n\u003cp>To a degree, I understood. The student was being asked to do the very thing most professors had warned about not doing in other classes. As professors, we expect our students to pay attention to classroom conversations rather than monitor their phones or \u003ca href=\"https://chronicle.com/blogs/wiredcampus/students-passing-notes-in-class-via-text-message/2523\">pass personal notes via text\u003c/a> message. Some professors have asked students to \u003ca href=\"https://chronicle.com/article/Thoreaus-Cellphone-Experiment/125962/\">check in their cell phones before class.\u003c/a> Some \u003ca href=\"https://chronicle.com/blogs/brainstorm/digital-doubts/35261\">don't even allow laptop computers\u003c/a> because students have trouble resisting the siren song of Facebook.\u003c/p>\n\u003cp>Students themselves have expressed concern about the boundaries and \u003ca href=\"https://chronicle.com/article/No-Cellphone-No-Internet-So/127391/\">ramifications of technology\u003c/a>. At my own university, the Student Senate recently polled faculty members about classroom technology use and asked about the usefulness of policy recommendations that professors could add to syllabuses. The announcement for the poll said students were confused by a wide variety of policies and practices across campus.\u003c/p>\n\u003ch5>REDRAWING THE BOUNDARIES\u003c/h5>\n\u003cp>We want our students to be engaged because engagement fosters learning. And yet the rules of engagement are changing -- in education, \u003ca href=\"http://www.inc.com/guides/how-to-create-a-cell-phone-policy.html\">in business\u003c/a>, in life. We once knew and accepted the unwritten standards of etiquette: When a speaker spoke, we paid attention. We may have taken notes, but we listened respectfully, eyes forward. Being present and attentive was simple courtesy.\u003c/p>\n\u003cp>Now, though, we're redrawing boundaries without discussing why the original ones existed in the first place -- or understanding what impact the new boundaries may have. Our tolerance and our culture are changing one tweet at a time.\u003c/p>\n\u003cp>It's something we need to pay attention to.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003cem>Doug Ward is an associate professor of journalism and the Budig Professor of Writing at the University of Kansas. He is the author of \"A New Brand of Business: Charles Coolidge Parlin, Curtis Publishing Company, and the Origins of Market Research\" and a former editor at The New York Times. \u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/new-etiquette-for-using-tech-in-and-out-of-class/pbs-mediashift-logo-final-10/\" rel=\"attachment wp-att-17515\">\u003cimg class=\"alignleft size-thumbnail wp-image-17515\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"41\" height=\"41\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>\u003c/em>\u003c/h5>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1323990723,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":912},"headData":{"title":"New Etiquette for Using Tech, In and Out of Class | KQED","description":"Lenny Gonzales By Doug Ward If you want to see a teacher fume, just bring up the topic of cell phones in class. Technology, especially social media and text messaging, competes for students' attention as never before. When half of social media users say they check messages from bed, and 11 percent of those 25","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"New Etiquette for Using Tech, In and Out of Class","datePublished":"2011-12-15T22:00:46.000Z","dateModified":"2011-12-15T23:12:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"17513 http://blogs.kqed.org/mindshift/?p=17513","disqusUrl":"https://ww2.kqed.org/mindshift/2011/12/15/new-etiquette-for-using-tech-in-and-out-of-class/","disqusTitle":"New Etiquette for Using Tech, In and Out of Class","path":"/mindshift/17513/new-etiquette-for-using-tech-in-and-out-of-class","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/new-etiquette-for-using-tech-in-and-out-of-class/10_11-15_newtech_0654-3/\" rel=\"attachment wp-att-17516\">\u003cimg class=\"size-medium wp-image-17516\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/10_11.15_newtech_0654-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Lenny Gonzales\u003c/p>\n\u003c/div>\n\u003ch5>\u003ca href=\"http://www.pbs.org/mediashift/doug-ward/\">By Doug Ward\u003c/a>\u003c/h5>\n\u003cp>If you want to see a teacher fume, just bring up the topic of cell phones in class.\u003c/p>\n\u003cp>Technology, especially social media and text messaging, competes for students' attention as never before. When half of social media users say they \u003ca href=\"http://news.cnet.com/8301-27083_3-10469162-247.html\">check messages from bed\u003c/a>, and 11 percent of those 25 or younger are willing to interrupt sex for a Twitter or Facebook message, what chance do teachers have of keeping students' attention in class?\u003c/p>\n\u003cp>Then again, teachers often have their own problems paying attention.\u003c/p>\n\u003cp>We chide students for texting in class but then encourage them to tweet. We force students to put away their phones when we lead class discussions but then immerse ourselves in our own screens when colleagues speak. At meetings of all sorts, we have accepted a new posture: heads down, fingers tapping out words, eyes awaiting responses. Faculty members have adopted many of the same habits they condemn in their students.\u003c/p>\n\u003caside class=\"pullquote alignleft\">We want students to be engaged because it fosters learning. And yet the rules of engagement are changing -- in education, in business, in life.\u003c/aside>\n\u003cp>It seems, then, that everyone, teachers and students alike, need to find new ground rules on how to engage when real and online life collide.\u003c!--more-->\u003c/p>\n\u003ch5>WHAT ARE WE GAINING AND LOSING?\u003c/h5>\n\u003cp>At the recent \u003ca href=\"http://journalisminteractive.com/2011/\">Journalism Interactive\u003c/a> conference, for instance, an array of speakers grappled with the role of technology in the classroom, with the use of tech in the news media, its influence on teaching and learning, and its opportunities and frustrations.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Audience members -- mostly professors -- sat heads down, eyes trained on smartphones, tablets and laptops. At the front of the room, panel members tweeted, checked messages from the audience, and followed the conference Twitter stream. It was hard to tell whether anyone was paying attention.\u003c/p>\n\u003cp>None of this was surprising. Promos for the conference encouraged participants to bring their gadgets. And this was, after all, a gathering of journalists, who crave constant information. With my own iPad and keyboard, I took copious notes and occasionally checked the live blog, the electronic schedule and, uh-hum, my email.\u003c/p>\n\u003cp>I began to wonder whether in our haste to share and record we haven't lost something. When we live tweet, are we truly paying attention? Has technology focused us so much on the 140-character sound bite that we miss the bigger message or even \u003ca href=\"https://www.nytimes.com/2009/05/27/dining/27text.html?pagewanted=all\">the dinner table conversation\u003c/a>? Are we becoming so hooked on the thrill of speed and immediacy that we are losing our sense of context?\u003c/p>\n\u003cp>More broadly, have we lost the ability to be present, to listen and pay attention -- really pay attention -- to make connections and ponder ramifications?\u003c/p>\n\u003ch5>VALUE OF ENGAGEMENT OF ALL KINDS\u003c/h5>\n\u003cp>I have no intention of condemning technology. Tweeting and live blogging during events can \u003ca href=\"https://chronicle.com/article/A-Social-Network-Can-Be-a/129609/\">create a broader conversation\u003c/a>, and can allow audience members to participate more easily and to ask questions and make observations that might otherwise fade away. They can be excellent tools for teaching and learning. They also create a potentially valuable archive.\u003c/p>\n\u003cp>And yet, the \u003ca href=\"http://chronicle.com/blogs/profhacker/developing-a-digital-etiquette-policy/35406\">rules of etiquette have grown murky\u003c/a>, in the classroom, the auditorium and nearly everywhere else that people gather. A recent conversation with a colleague about how students engaged with a guest speaker in a class drove that point home for me. The colleague had asked students to live tweet the event, something that made one student seem especially uncomfortable. As classmates and even the speaker tweeted, that lone student sat and watched, looking disturbed, even pained.\u003c/p>\n\u003cp>To a degree, I understood. The student was being asked to do the very thing most professors had warned about not doing in other classes. As professors, we expect our students to pay attention to classroom conversations rather than monitor their phones or \u003ca href=\"https://chronicle.com/blogs/wiredcampus/students-passing-notes-in-class-via-text-message/2523\">pass personal notes via text\u003c/a> message. Some professors have asked students to \u003ca href=\"https://chronicle.com/article/Thoreaus-Cellphone-Experiment/125962/\">check in their cell phones before class.\u003c/a> Some \u003ca href=\"https://chronicle.com/blogs/brainstorm/digital-doubts/35261\">don't even allow laptop computers\u003c/a> because students have trouble resisting the siren song of Facebook.\u003c/p>\n\u003cp>Students themselves have expressed concern about the boundaries and \u003ca href=\"https://chronicle.com/article/No-Cellphone-No-Internet-So/127391/\">ramifications of technology\u003c/a>. At my own university, the Student Senate recently polled faculty members about classroom technology use and asked about the usefulness of policy recommendations that professors could add to syllabuses. The announcement for the poll said students were confused by a wide variety of policies and practices across campus.\u003c/p>\n\u003ch5>REDRAWING THE BOUNDARIES\u003c/h5>\n\u003cp>We want our students to be engaged because engagement fosters learning. And yet the rules of engagement are changing -- in education, \u003ca href=\"http://www.inc.com/guides/how-to-create-a-cell-phone-policy.html\">in business\u003c/a>, in life. We once knew and accepted the unwritten standards of etiquette: When a speaker spoke, we paid attention. We may have taken notes, but we listened respectfully, eyes forward. Being present and attentive was simple courtesy.\u003c/p>\n\u003cp>Now, though, we're redrawing boundaries without discussing why the original ones existed in the first place -- or understanding what impact the new boundaries may have. Our tolerance and our culture are changing one tweet at a time.\u003c/p>\n\u003cp>It's something we need to pay attention to.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003c/em>\u003cem>Doug Ward is an associate professor of journalism and the Budig Professor of Writing at the University of Kansas. He is the author of \"A New Brand of Business: Charles Coolidge Parlin, Curtis Publishing Company, and the Origins of Market Research\" and a former editor at The New York Times. \u003c/em>\u003c/p>\n\u003ch5>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/new-etiquette-for-using-tech-in-and-out-of-class/pbs-mediashift-logo-final-10/\" rel=\"attachment wp-att-17515\">\u003cimg class=\"alignleft size-thumbnail wp-image-17515\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/12/pbs-mediashift-logo-final-140x140.jpg\" alt=\"\" width=\"41\" height=\"41\">\u003c/a>This story was originally published by\u003ca href=\"http://www.pbs.org/mediashift/2011/05/childrens-magazines-cater-to-true-early-adopters-with-mobile-apps137.html\"> PBS MediaShift\u003c/a>, covering the intersection of \u003c/em>\u003cem> \u003c/em>\u003cem>media and technology. Follow \u003ca href=\"http://twitter.com/#%21/pbsmediashift\">@PBSMediaShift\u003c/a> for Twitter updates, or join us on \u003ca href=\"https://www.facebook.com/mediashift\">Facebook\u003c/a>\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/17513/new-etiquette-for-using-tech-in-and-out-of-class","authors":["180"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_380","mindshift_490","mindshift_32"],"featImg":"mindshift_17516","label":"mindshift"},"mindshift_17476":{"type":"posts","id":"mindshift_17476","meta":{"index":"posts_1591205157","site":"mindshift","id":"17476","score":null,"sort":[1323887185000]},"guestAuthors":[],"slug":"pencilchat-the-ultimate-technology-metaphor","title":"#Pencilchat: the Ultimate Technology Metaphor","publishDate":1323887185,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_3170\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/roundup/top-5-colorful-highlights-of-the-week/macro-of-sharpened-colored-pencils-aranged-in-a-circle-2/\" rel=\"attachment wp-att-3170\">\u003cimg class=\"size-medium wp-image-3170\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/Horia-Varlan1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>The idea of using the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/10-reasons-to-ban-pens-and-pencils-in-the-class/\">pencil as an analogy to talk about technology\u003c/a> in the classroom is hardly a new one. But the analogy has resurfaced and spread in recent weeks, sparked in part by a reading of John T. Spencer's book \u003ca href=\"http://www.educationrethink.com/2010/11/book-cover-pencil-me-in.html\">Pencil Me In,\u003c/a> which uses the pencil allegory to talk about technology integration, and by the virality of the Twitter hashtag \u003ca href=\"http://twitter.com/#!/search?q=%23pencilchat\">#pencilchat\u003c/a>.\u003c/p>\n\u003cp>Comparing the tools -- pencils and computers -- is something that \u003ca href=\"http://en.wikipedia.org/wiki/Seymour_Papert\">Seymour Papert\u003c/a>, \"the father of educational computing,\" has done for \u003ca href=\"http://dailypapert.com/?p=755\">decades\u003c/a> now. Back in 1984, Papert wrote:\u003c/p>\n\u003cblockquote>\u003cp>Imagine (if you can) that we lived in a world without writing--and, of course, without pencils, pens and books. Then one day, somebody invents writing and the pencil, and people say, “Wow, this would be great for education. Let’s give these things to all the children and teach \u003c!--more-->them to write.” So then somebody else says, “Hey, wait a minute. You can’t just do that. You can’t just give every child a pencil. You’d better start by doing some rigorous experiments on a small scale. So, we’ll put one pencil in a classroom and we’ll see what happens. If great things happen, we’ll put two pencils in a classroom, and if greater things happen, then we’ll put in more…” -- “\u003ca href=\"http://www.stager.org/articles/newlearnings.pdf\">New Theories for New Learnings\u003c/a>.” \u003cem>School Psychology Review\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>The pencil metaphor works so well for ed-tech because it highlights the arguments and obstacles surrounding schools' adoption of computers, contrasting them with a very old piece of technology: the pencil.\u003c/p>\n\u003cp>Take the debates surrounding \"acceptable use policies\" and substitute the word \"pencils\" for the phrase \"social networks.\" Weigh the concerns over whether or not there is actual research proving that technology (pencils) improve student achievement. Think about the fears over whether or not technology (pencils) will replace teachers. Consider the role of corporate influence on education, with the vast business behind the technology (pencil) market. Or think about the challenges of BYOD (Bring Your Own Device), and again, substitute cellphones or laptops that kids bring from home with pencils that, indeed, their parents are supplying them. Think about the divide between those with wooden pencils versus those with mechanical pencils.\u003c/p>\n\u003cp>The comparisons between pencils and computing devices can go on (and indeed thousands of comparisons were made with the \u003ca href=\"http://twitter.com/#!/search?q=%23pencilchat\">#pencilchat hashtag \u003c/a>on Twitter).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The first few tweets about the challenges of \"pencil integration\" were quickly picked up by others, thanks in part to that hashtag. #Pencilchat invokes a whole other set of references too, pointing to the large number of \u003ca href=\"http://edudemic.com/2011/10/twitter-hashtag-dictionary/\">education-related \"chats\"\u003c/a> held on Twitter. For many tech-savvy educators, Twitter has become the go-to site to turn to others for tips and advice on bringing technology into the classroom, and as such, it's no surprise that the #pencilchat elicited such a strong response from those who are on the front lines of ed-tech adoption.\u003c/p>\n\u003cp>No doubt as computing devices become a more integral part of our worlds -- at home and at work and at school -- there are controversies and concerns about technology. The cost. The impact. The dangers. The benefits. By shifting the discussion from computers to pencils, the #pencilchat hashtag helps highlight the frustrations that many educators face with bringing new tools into the classroom.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>You can view a collection of some of the #pencilchat tweets on \u003ca href=\"http://storify.com/edteck/pencilchat-log\">Storify\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1323887189,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":580},"headData":{"title":"#Pencilchat: the Ultimate Technology Metaphor | KQED","description":"The idea of using the pencil as an analogy to talk about technology in the classroom is hardly a new one. But the analogy has resurfaced and spread in recent weeks, sparked in part by a reading of John T. Spencer's book Pencil Me In, which uses the pencil allegory to talk about technology integration,","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"#Pencilchat: the Ultimate Technology Metaphor","datePublished":"2011-12-14T18:26:25.000Z","dateModified":"2011-12-14T18:26:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"17476 http://blogs.kqed.org/mindshift/?p=17476","disqusUrl":"https://ww2.kqed.org/mindshift/2011/12/14/pencilchat-the-ultimate-technology-metaphor/","disqusTitle":"#Pencilchat: the Ultimate Technology Metaphor","path":"/mindshift/17476/pencilchat-the-ultimate-technology-metaphor","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_3170\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/roundup/top-5-colorful-highlights-of-the-week/macro-of-sharpened-colored-pencils-aranged-in-a-circle-2/\" rel=\"attachment wp-att-3170\">\u003cimg class=\"size-medium wp-image-3170\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/Horia-Varlan1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>The idea of using the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/10-reasons-to-ban-pens-and-pencils-in-the-class/\">pencil as an analogy to talk about technology\u003c/a> in the classroom is hardly a new one. But the analogy has resurfaced and spread in recent weeks, sparked in part by a reading of John T. Spencer's book \u003ca href=\"http://www.educationrethink.com/2010/11/book-cover-pencil-me-in.html\">Pencil Me In,\u003c/a> which uses the pencil allegory to talk about technology integration, and by the virality of the Twitter hashtag \u003ca href=\"http://twitter.com/#!/search?q=%23pencilchat\">#pencilchat\u003c/a>.\u003c/p>\n\u003cp>Comparing the tools -- pencils and computers -- is something that \u003ca href=\"http://en.wikipedia.org/wiki/Seymour_Papert\">Seymour Papert\u003c/a>, \"the father of educational computing,\" has done for \u003ca href=\"http://dailypapert.com/?p=755\">decades\u003c/a> now. Back in 1984, Papert wrote:\u003c/p>\n\u003cblockquote>\u003cp>Imagine (if you can) that we lived in a world without writing--and, of course, without pencils, pens and books. Then one day, somebody invents writing and the pencil, and people say, “Wow, this would be great for education. Let’s give these things to all the children and teach \u003c!--more-->them to write.” So then somebody else says, “Hey, wait a minute. You can’t just do that. You can’t just give every child a pencil. You’d better start by doing some rigorous experiments on a small scale. So, we’ll put one pencil in a classroom and we’ll see what happens. If great things happen, we’ll put two pencils in a classroom, and if greater things happen, then we’ll put in more…” -- “\u003ca href=\"http://www.stager.org/articles/newlearnings.pdf\">New Theories for New Learnings\u003c/a>.” \u003cem>School Psychology Review\u003c/em>\u003c/p>\u003c/blockquote>\n\u003cp>The pencil metaphor works so well for ed-tech because it highlights the arguments and obstacles surrounding schools' adoption of computers, contrasting them with a very old piece of technology: the pencil.\u003c/p>\n\u003cp>Take the debates surrounding \"acceptable use policies\" and substitute the word \"pencils\" for the phrase \"social networks.\" Weigh the concerns over whether or not there is actual research proving that technology (pencils) improve student achievement. Think about the fears over whether or not technology (pencils) will replace teachers. Consider the role of corporate influence on education, with the vast business behind the technology (pencil) market. Or think about the challenges of BYOD (Bring Your Own Device), and again, substitute cellphones or laptops that kids bring from home with pencils that, indeed, their parents are supplying them. Think about the divide between those with wooden pencils versus those with mechanical pencils.\u003c/p>\n\u003cp>The comparisons between pencils and computing devices can go on (and indeed thousands of comparisons were made with the \u003ca href=\"http://twitter.com/#!/search?q=%23pencilchat\">#pencilchat hashtag \u003c/a>on Twitter).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The first few tweets about the challenges of \"pencil integration\" were quickly picked up by others, thanks in part to that hashtag. #Pencilchat invokes a whole other set of references too, pointing to the large number of \u003ca href=\"http://edudemic.com/2011/10/twitter-hashtag-dictionary/\">education-related \"chats\"\u003c/a> held on Twitter. For many tech-savvy educators, Twitter has become the go-to site to turn to others for tips and advice on bringing technology into the classroom, and as such, it's no surprise that the #pencilchat elicited such a strong response from those who are on the front lines of ed-tech adoption.\u003c/p>\n\u003cp>No doubt as computing devices become a more integral part of our worlds -- at home and at work and at school -- there are controversies and concerns about technology. The cost. The impact. The dangers. The benefits. By shifting the discussion from computers to pencils, the #pencilchat hashtag helps highlight the frustrations that many educators face with bringing new tools into the classroom.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>You can view a collection of some of the #pencilchat tweets on \u003ca href=\"http://storify.com/edteck/pencilchat-log\">Storify\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/17476/pencilchat-the-ultimate-technology-metaphor","authors":["4352"],"categories":["mindshift_193"],"tags":["mindshift_782","mindshift_32"],"featImg":"mindshift_3170","label":"mindshift"},"mindshift_16145":{"type":"posts","id":"mindshift_16145","meta":{"index":"posts_1591205157","site":"mindshift","id":"16145","score":null,"sort":[1318973489000]},"guestAuthors":[],"slug":"finding-a-voice-through-twitter","title":"Finding a Voice Through Twitter","publishDate":1318973489,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_16186\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-16186\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/IMG_1477-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003cfigcaption class=\"wp-caption-text\">Students at Burton High experiment with tweeting in class.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Matthew Williams\u003c/h5>\n\u003cp>Last month, 50 eleventh- and twelfth-graders at San Francisco's \u003ca href=\"http://burtonhighschool.net/\">Burton High Schoo\u003c/a>l started tweeting in class for the first time.\u003c/p>\n\u003cp>Many were familiar with Twitter and some use it on a daily basis, but never for school. As in most instances, there's a major disconnect between the role of social media in their lives outside school -- where they use Twitter and Facebook to chat with friends, and update their status -- and what happens at Burton. This class also demonstrates what \u003ca href=\"http://www.pewinternet.org/Reports/2010/Mobile-Access-2010.aspx\">recent studies have shown\u003c/a>: that a large majority of kids have cell phones, even if they come from low-income families. In these two classes, 90% of students had cell phones, and 63% qualify for free or reduced lunch.\u003c/p>\n\u003cp>But the fact that they were tweeting in class was enough to get them excited in the project. On this particular day, they were asked to \u003ca href=\"http://education.kqed.org/edspace/donow/do-now-1-remembering-911/\">tweet about what they remembered \u003c/a>about 9/11.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I think that using Twitter to do an assignment is maybe the coolest assignment in school.\" \u003c/aside>\n\u003cp>\"I remember my mom screaming for my auntie to look at the tv. Also me and my sister not going to school that day,\" wrote one student.\u003c/p>\n\u003cp>\"i didn't know what was going on but i was scared.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One student tied it to the war that followed: \"the gov prolly didn't stop 911 cuz they prolly had more benefits from the aftermath. Ie. Patriot act,war,etc.\"\u003c/p>\n\u003cp>Most of the kids immediately took to the idea for a number of different reasons.\u003c!--more-->\u003c/p>\n\u003cp>“I think that using Twitter to do an assignment is maybe the coolest assignment in school,\" said Jason Wong. \"I like how we are able to do this through the phone and people can see our thoughts.\"\u003c/p>\n\u003cp>Nikko Maraya piped in: \"We should do it in every class.”\u003c/p>\n\u003cp>Beyond the novelty of tweeting, the students said they felt their voices were being heard and they created a connection to the topic. Their friends cared what they wrote and the conversation opened up to a larger community than just the class. They knew it was on the KQED site and enjoyed watching the Twitter feed update on the website.\u003c/p>\n\u003cp>“I learned about 9/11 that many of my peers were too young to understand about the situations and they were really clueless about it,\" said Japhet Sabucdalao. \"I think it really helped my experience because it made be see different ways of things, like different perspectives of people during 9/11.”\u003c/p>\n\u003cp>For Sherry Wu, the gravity of the attacks on 9/11 sunk in during this assignment. “What I learned is that everybody has different ways of reacting about this situation and it's really sad that all these beloved ones lost their lives during 9/11,\" she said. \"This helped me understand more about what I don't know and also, I want to learn more about it for references in the future.”\u003c/p>\n\u003cp>But there were a few who were concerned about how their tweets would be interpreted alongside their personal tweets, that, perhaps their audience would think it was disingenuous.\u003c/p>\n\u003cp>Eric Johnson who didn't want to mix his two very different sets of followers created a separate Twitter account for school. Just recently, he'd opened up his Facebook account to family members and teachers, and it was important for him to have a platform where he could truly be himself and not have to censor himself.\u003c/p>\n\u003cp>\u003cstrong>WHO CARES ABOUT TWITTER?\u003c/strong>\u003cbr>\nThe class assignment focused on how technology has changed how we communicate, particularly with mobile devices and social media. They talked about the value of these tools in their everyday lives and how students could use these tools in school and as citizens of the digital world.\u003c/p>\n\u003cp>Ironically cell phones are currently not allowed at Burton. Facebook is blocked. But the teacher, Wendy Berkelman, recognizes the importance of using media to connect students to important local and global issues and gives them a voice in the conversation. The 9/11 exercise with Twitter was the first step towards that. She’s hoping that, if this experiment works, the cell phone policy may change at Burton where more teachers can use phones for learning.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Matthew Williams is the media expert at \u003ca href=\"http://www.kqed.org/education\">KQED Education\u003c/a>. He spearheaded \"\u003ca href=\"www.kqed.org/donow\">Do Now\u003c/a>,\" which encourages middle and high school students to participate in weekly topical discussions through social media tools.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1319049461,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":755},"headData":{"title":"Finding a Voice Through Twitter | KQED","description":"By Matthew Williams Last month, 50 eleventh- and twelfth-graders at San Francisco's Burton High School started tweeting in class for the first time. Many were familiar with Twitter and some use it on a daily basis, but never for school. As in most instances, there's a major disconnect between the role of social media in","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Finding a Voice Through Twitter","datePublished":"2011-10-18T21:31:29.000Z","dateModified":"2011-10-19T18:37:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"16145 http://blogs.kqed.org/mindshift/?p=16145","disqusUrl":"https://ww2.kqed.org/mindshift/2011/10/18/finding-a-voice-through-twitter/","disqusTitle":"Finding a Voice Through Twitter","path":"/mindshift/16145/finding-a-voice-through-twitter","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_16186\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-16186\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/IMG_1477-300x224.jpg\" alt=\"\" width=\"300\" height=\"224\">\u003cfigcaption class=\"wp-caption-text\">Students at Burton High experiment with tweeting in class.\u003c/figcaption>\u003c/figure>\n\u003ch5>By Matthew Williams\u003c/h5>\n\u003cp>Last month, 50 eleventh- and twelfth-graders at San Francisco's \u003ca href=\"http://burtonhighschool.net/\">Burton High Schoo\u003c/a>l started tweeting in class for the first time.\u003c/p>\n\u003cp>Many were familiar with Twitter and some use it on a daily basis, but never for school. As in most instances, there's a major disconnect between the role of social media in their lives outside school -- where they use Twitter and Facebook to chat with friends, and update their status -- and what happens at Burton. This class also demonstrates what \u003ca href=\"http://www.pewinternet.org/Reports/2010/Mobile-Access-2010.aspx\">recent studies have shown\u003c/a>: that a large majority of kids have cell phones, even if they come from low-income families. In these two classes, 90% of students had cell phones, and 63% qualify for free or reduced lunch.\u003c/p>\n\u003cp>But the fact that they were tweeting in class was enough to get them excited in the project. On this particular day, they were asked to \u003ca href=\"http://education.kqed.org/edspace/donow/do-now-1-remembering-911/\">tweet about what they remembered \u003c/a>about 9/11.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I think that using Twitter to do an assignment is maybe the coolest assignment in school.\" \u003c/aside>\n\u003cp>\"I remember my mom screaming for my auntie to look at the tv. Also me and my sister not going to school that day,\" wrote one student.\u003c/p>\n\u003cp>\"i didn't know what was going on but i was scared.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One student tied it to the war that followed: \"the gov prolly didn't stop 911 cuz they prolly had more benefits from the aftermath. Ie. Patriot act,war,etc.\"\u003c/p>\n\u003cp>Most of the kids immediately took to the idea for a number of different reasons.\u003c!--more-->\u003c/p>\n\u003cp>“I think that using Twitter to do an assignment is maybe the coolest assignment in school,\" said Jason Wong. \"I like how we are able to do this through the phone and people can see our thoughts.\"\u003c/p>\n\u003cp>Nikko Maraya piped in: \"We should do it in every class.”\u003c/p>\n\u003cp>Beyond the novelty of tweeting, the students said they felt their voices were being heard and they created a connection to the topic. Their friends cared what they wrote and the conversation opened up to a larger community than just the class. They knew it was on the KQED site and enjoyed watching the Twitter feed update on the website.\u003c/p>\n\u003cp>“I learned about 9/11 that many of my peers were too young to understand about the situations and they were really clueless about it,\" said Japhet Sabucdalao. \"I think it really helped my experience because it made be see different ways of things, like different perspectives of people during 9/11.”\u003c/p>\n\u003cp>For Sherry Wu, the gravity of the attacks on 9/11 sunk in during this assignment. “What I learned is that everybody has different ways of reacting about this situation and it's really sad that all these beloved ones lost their lives during 9/11,\" she said. \"This helped me understand more about what I don't know and also, I want to learn more about it for references in the future.”\u003c/p>\n\u003cp>But there were a few who were concerned about how their tweets would be interpreted alongside their personal tweets, that, perhaps their audience would think it was disingenuous.\u003c/p>\n\u003cp>Eric Johnson who didn't want to mix his two very different sets of followers created a separate Twitter account for school. Just recently, he'd opened up his Facebook account to family members and teachers, and it was important for him to have a platform where he could truly be himself and not have to censor himself.\u003c/p>\n\u003cp>\u003cstrong>WHO CARES ABOUT TWITTER?\u003c/strong>\u003cbr>\nThe class assignment focused on how technology has changed how we communicate, particularly with mobile devices and social media. They talked about the value of these tools in their everyday lives and how students could use these tools in school and as citizens of the digital world.\u003c/p>\n\u003cp>Ironically cell phones are currently not allowed at Burton. Facebook is blocked. But the teacher, Wendy Berkelman, recognizes the importance of using media to connect students to important local and global issues and gives them a voice in the conversation. The 9/11 exercise with Twitter was the first step towards that. She’s hoping that, if this experiment works, the cell phone policy may change at Burton where more teachers can use phones for learning.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Matthew Williams is the media expert at \u003ca href=\"http://www.kqed.org/education\">KQED Education\u003c/a>. He spearheaded \"\u003ca href=\"www.kqed.org/donow\">Do Now\u003c/a>,\" which encourages middle and high school students to participate in weekly topical discussions through social media tools.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/16145/finding-a-voice-through-twitter","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_744","mindshift_32"],"featImg":"mindshift_16186","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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