The Changing Spaces of Reading and Writing

Innovations in technology have changed the way in which society acts. As classical scholar and university librarian James O’Donnell points out in the 1999 radio broadcast “From Papyrus to Cyberspace,” one generation’s frontier becomes the next generation’s reality. One can assume that with each new frontier there are gains and losses. For example, the invention of the automobile sparked a transportation revolution, but with this improved accessibility we also implicitly accept thousands of car-related deaths each year. Advancements in writing technologies have unpredictable changes in human roles and geography. Printing presses led to the spread of unorthodox ideas across the world and new forms of democratization, while the shift from a primarily oral to literate society brought with it new lines of exclusion between those who could read and those who could not.

James Engell, Professor of English and Comparative Literature at Harvard, highlights the point that such revolutions of technology do not occur suddenly but are instead a gradual shift within societies. Just as manuscripts continued to be produced well after the invention of the printing press, it is common for information from the internet to be written down on paper. Thus the challenge with emerging digital technologies is not that such societal shifts are occurring, but finding the most effective way new technologies can be integrated with the way things are currently functioning. Learn more about the impact of the typewriter on literacy in my short documentary The Shift from Handwriting to Typewriting:

Full List of References and Media Content Sources

The shift from handwriting to digital text and their associated issues continue to plague educators as one-to-one devices become the norm in schools. My English Department meetings often consist of heated debates concerning whether students should complete their coursework on paper or digitally. The topic seems to polarise the teachers within the department and we cannot collectively decide on the "correct" answer.

"students who write out their notes on paper may actually learn more" (Mueller & Oppenheiner, 2014).

In 2012, scientists find that the brains of preliterate kids respond like a reader's brain when they write their ABCs, but not when they type or trace the letters (Pauly, 2016). Another research team reports that college students who transcribed lectures on their laptops recalled more information than those who took notes by hand because the use of laptops results in shallower processing (Mueller & Oppenheimer, 2014). Across three experiments, researchers had students take notes in a classroom setting and then tested students on their memory for factual detail, their conceptual understanding of the material, and their ability to synthesize and generalize the information. The two types of note-takers performed equally well on questions that involved recalling facts, laptop note-takers performed significantly worse on the conceptual questions (Mueller & Oppenheimer, 2014). This research suggests that perhaps completing tasks on paper may be more beneficial for students.

However, sometimes the purpose of note taking is simply to collect information. During novel studies I often have my students take notes to record key quotations or details from the book we are reading under the categories of the elements of fiction (e.g. setting, characters, style, theme). When forced to write on paper, I find students’ notes quickly become disorganised and chaotic. Factor in that a novel study last several weeks - sometimes months - I find students’ paper notes become more of a hassle than helpful.

Instead of making the paper-or-digital choice for my high school students, I share research findings and we collaboratively discuss the benefits and advantages of each format. I then prompt them to make the choice for themselves and give them the opportunity to change formats if they feel they made the wrong choice. In Benedict Carey's book "How We Learn: The Surprising Truth About When, Where and Why It Happens" he refocusses attention away from a mono-solution to the learning conundrum, by prompting learners to consider the task at hand:  

"It's not that there is a right and wrong way to learn. It's that there are different strategies, each uniquely suited to capturing a particular type of information. A good hunter tailors the trap to the prey" (Carey, 2014, p. 44). 

My vision for my students is for them to discover for themselves how they work best in a time where they are living and learning during this technological revolution. The following is a lesson to prompt a discussion surrounding the ambiguity of the paper of digital argument:

While reading and writing remains at the heart of education, emerging technologies will continue to alter the concept of literacy itself. As we continue to move from written text to digitized information, educators must adapt their didactic methods to coincide with modern technologies. The technologies of handwriting and typewriting need not exist in a binary relationship in our postmodernist culture. They can co-exist, offering us a multiplicity of ways to communicate where each is geared for its own different purpose.

References

Mueller, P. A. & Oppenheimer, D. M. (2014). The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking. Psychological Science, 25(6). 

O'Donnell, J. & Engell, J. (1999). "From papyrus to cyberspace" [radio broadcasts]. Cambridge Forum.

Ong, W. J. (1982). Orality and literacy: The technologizing of the word. London: Methuen.

Pauly, M. (2016). A Brief History of Handwriting. Mother Jones, 41(5), 60.

Information Processing Theory and Impact on Learning

The Information Processing Theory is an approach to cognitive development that suggests a way in which humans process the information they receive. This theory contrasts a behaviourist that humans simply respond to stimuli. This theory suggests that information is processed in stages, much like the way in which a computer processes data (Orey 2002). Information enters the brain (or computer) through our senses (mouse/keyboard). Next, the information is processed in our working memory (processor/ram), where it is stored and recalled from specific areas of our long-term memory (hard drive). This recalled information can lead to an output response to the stimuli (monitor).

Turple, C. (2016).

Our sensory memory intakes information through seeing, hearing, smelling, tasting and touching. If we decide to pay attention to certain stimuli, it moves into our short-term memory, also known as our working memory as it is the place where we process information. In order for information to be stored in our long-term memory and formally learned, the information must be elaborated on through rehearsal to consolidate the new data.

Turple, C. (2016). Adapted from: Lutz, S. & Huitt, W. (2003).

We can then organize new information into existing knowledge sets (if information is similar to prior information) or create a completely new knowledge structure if the new information is unlike anything we have experienced before. Once information is stored in our long-term memory, we can later recall this knowledge back into our working memory to compare to incoming information or help elaborate on our knowledge experiences.

Many of these operations involve executive function to pay attention to new information, attend to rehearsal practices in the working memory and help consolidate information into our long-term memory. Unfortunately, new information can be lost at all stages of information processing.  If incoming stimulus is not paid attention to in our sensory memory, our brain does not notice the information. In our short-term memory, only a maximum of five stimulus can be used at once - if this information is not encoded within 15-30 seconds it will be lost altogether. In long-term memory retrieval, there are also chances of encoding failure during information consolidation if elaboration does not occur or the information cannot be properly organized in existing knowledge structures. Finally, information in long-term memory could be lost through a retrieval failure or “overridden” if new information contradicts something previously learned.

Watch my visual breakdown of the stages of the theory and applications to classroom practice:

When considering the stages of the Information Processing Theory, there are 5 easy steps teachers can take to support students in the acquisition of new information.

RECEPTION to ensure teachers gain students’ attention using an abrupt stimulus change to focus students’ sensory memory on the lesson. 

I like to use music or short video clips to gain students’ attention. Catchy songs such as this Information Literacy Song or the Literary Devices Rap work well.

RETRIEVAL educators should stimulate recall of prior learning and skills from students’ long-term memory into their working memory. 

I like to use kinesthetic warmups that gets the students moving around and talking to peers other than their elbow partner. Simple activities work great such as having the students move around the room and when the music stops (often I use the songs above), I yell out a number. Students must form a group with that many people and answer a question about the content from the previous lesson. Scholastics's Mind Up Curriculum books are full of such activities.

RECEIVE information transmitted by the teacher that should have distinctive features and suggest a meaningful organization of ideas for students. 

I started “branding” my lessons by using the same template and colour scheme for all lesson within a unit. For other skills such as the MYP Approaches to Learning, I always use the same cover slide. I have also started using less unconnected slides and utilising animations to put together the “pieces” of a slide. Finally, acronyms and step-by-step procedures have become the focus of my lessons. For example, when I was teaching my students about how to find reliable online sources, I began the lesson by playing the research song, played the kinesthetics warmup game, then introduce an acronym to help them remember the criteria for reliable websites:

RESPOND or experience the information for themselves to absorb knowledge into their preexisting knowledge sets by eliciting performance from students. 

Arguably the most important step in student learning! Students need to immediately do something with their new knowledge. When introducing the CRAP acronym for determining reliable resources, I had students decide whether example websites are reliable or not. One issue I often run into for this stage is running out of time when I have 30 minute class time blocks. What I have come to learn is it is better to break up the learning into smaller pieces where students have the opportunity to immediately respond to new knowledge, rather than using a whole block to introduce content and the following block as a work period. 

REINFORCE by providing ongoing feedback to students and especially give them additional performance opportunities to apply the feedback. 

Encouraging students to make mistakes and learn from those “failures” is key. I try to give as many opportunities for students to experiment with new ideas by offering several chances to practice new skills. I aim to give my students individual verbal feedback once a week and written feedback every other week. Since I utilise Google for Education Apps Suite in my teaching, this is often done through the comments function. I have learned to create one ongoing template my students work in throughout a unit so all of my comments and their work is in one place. This way, it is easy for both myself and students to see their ongoing progress.

Turple, C. (2016).

More than anything, learning about the Information Processing Theory reminded me of the importance of lesson warm-ups and "hooking" students into a learning activity. The theory also offers a simple explanation of how memory may work and is something I have even taught my students to make them more away of their own learning behaviours. 

References

Lutz, S., & Huitt, W. (2003). Information processing and memory: Theory and applications. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/papers/infoproc.pdf

Orey, M. (2002). Information Processing. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Information_processing

Digital Literacy vs. Digital Fluency

The rapid emergence of modern technologies had drastically changed the way the world works and the way in which information and knowledge is acquired. The internet generation (net geners) have begun to absorb information in new ways and have a limited tolerance for absorbing information which they could easily find through a Google search. Growing up digital “has encouraged this generation to be active and demanding inquirers - not passive consumers of media created for a mass audience” (Tapscott, 2008, p.18). The development of of these skills has been a coping mechanism to handle the information overload in the digital age.

"If it were possible to define generally the mission of education, it could be said that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, creative, and economic life” (New London Group, 2000).

Effectively preparing students to be successful in the twenty-first century involves a development of digital fluencies that go beyond just being able to use digital tools - they must become producers of content and be able to take advantage of peer-to-peer learning opportunities, have a changed attitude toward intellectual property, develop the skills valued in the modern workplace, and have a more empowered conception of citizenship.

So what does it mean to be digitally fluent? There seems to be much discussion about digital literacy in schools today, but I don’t hear as much chatter about digital fluency. While literacy refers to knowing what tools to use and how to use them, to be considered fluent one must be able to reliably produce a desired outcome. Just like most students arrive knowing what a book or pencil is and have some idea how to use them, they still need guidance to become fluent with the tool.

Source: SociaLens Blog

An effective way to imagine the difference between literacy and fluency is to consider language. Developing fluency is like learning a foreign language: to be literate in that language means that you have learned some phrases and can share some basic ideas. However, to be fluent means the ability to create your own story and proficiently use the language in varying situations. Digitally fluent people are able create, re-mix, and share ideas through the use of technology. 

"The key idea is the ability to produce content rather than simply use technology" (Crockett, L., Jukes, I., & Churches, A. (2011).

It is important to remember that literacy occurs on a spectrum and students don't simply become fluent after a single lesson. It takes time, practice, and continuing feedback much like the acquisition of most other skill sets. The Global Digital Citizen Foundation divides digital fluency into five categories: Information, Solution, Creativity, Collaboration and Media. The organisation has developed a structured framework to model the critical skills that today's students require to become digitally fluent.

Source: Global Digital Citizen Foundation

Great - yet another set of criteria I must integrate into my teaching. 
Teachers are already juggling an array of criteria that must be covered through their programs. I currently must satisfy the demands of the MYP concepts, objectives, ATL skills, a national curriculum and the ISTE Standards. The last thing I need is another set of criteria that must be infused into my program. However, what I like about The Global Digital Citizen Foundation is that the fluencies listed are easily integrated into already existing programs. Instead of restructuring my units, I simply reviewed my program with these standards in mind to see which areas I deficient in.

There are many large and small scale educational activities which can be integrated into current teaching practices to promote technology competence and digital fluency. The following is a brief collection of classroom activities and technology tools I collected to encourage the acquisition of digital fluencies using the five categories identified by The Global Digital Citizen Foundation:

Curated alongside: Costello, J., Hamilton, D., Langford, C., Stigall, J. (2016)

References

Briggs, C. (2012). The Difference Between Digital Literacy and Digital Fluency. Retrieved from http://www.socialens.com/blog/2011/02/05/the-difference-between-digital-literacy-and-digital-fluency

Costello, J., Hamilton, D., Langford, C., Stigall, J. & Turple, C. (2016). Digital Fluency in the Classroom. Retrieved from http://digitalfluencyintheclassroom.weebly.com/toolbox.html

Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st century fluencies for the digital age. Corwin Press. 

Jukes, I. (2015). Global Digital Citizen Foundation. 21st Century Fluencies. Retrieved from https://globaldigitalcitizen.org/21st-century-fluencies

New London Group (2000). A pedagogy of multiliteracies: Designing social futures in Literacy Learning and the Design of Social Futures, ed. Bill Cope and Mary Kalantzis. London: Routledge, p 9-38.

Digital Literacy is Crucial for Reading and Writing Instruction

Literacy is known as the ability to read for knowledge, write coherently, and think critically about a language. The emergence of new technologies has brought about a need for the addition of digital literacy which refers to the ability to select appropriate technological tools and use them effectively. Though digital literacy goes beyond the use of specific tools to encompass a whole set of skills needed to flourish in today’s technology rich environment. 

The Future Lab’s report Digital Literacy Across the Curriculum defines digital literacy as having “access to a broad range of practices and cultural resources that you are able to apply to digital tools. It is the ability to make and share meaning in different modes and formats; to create, collaborate and communicate effectively and to understand how and when digital technologies can best be used to support these processes.” (1) It’s about collaborating, staying safe and communicating effectively; it’s about cultural and social awareness and understanding; it’s about being creative.

Digital literacy can be envisioned as a number of interrelated components:

The Components of Digital Literacy from Futurelab report

However, the education systems - and schools on both sides of the digital divide - have been slow to adapt this new type of literacy in reading and writing instruction. Troy Hicks (Central Michigan University) and Kristen Hawley Turner (Fordham University) offer a passionate plea for teachers to incorporate technology in more meaningful ways in their article No Longer a Luxury: Digital Literacy Can’t Wait (2). They offer some examples of how teachers commonly integrate technology tools in the classroom in an ineffective manner:

Hicks and Turner claim that educators should not just focus on students learning how to use specific technology tools, but we should be teaching students how to be literate across multiple forms of media and in a variety of contexts.

Students should be able to:

• critically consume information and share across time and space
• co-create and collaborate to solve problems
• persevere in light of setbacks
• maintain flexibility

Understanding how technologies enable new literacies and meaningful communication should be a core curricular and pedagogical function of English education (3). Henry Jenkins (MIT Media Lab) calls this ability to function in online networks a “participatory culture” which has a relatively low barrier to artistic expression and civic engagement (4). Benefits of this digital culture include peer-to-peer learning, a changed attitude towards intellectual property, diversification of cultural expression, modern workplace skill development, and an empowered conception of citizenship. Jenkins further claims that participatory culture is the new “hidden curriculum” in schools.

Digital literacy is a crucial component in modern literacy instruction and is necessary for today’s students to be productive members of a digital world. Teachers should focus on the skills related to digital literacy, not specific tools which will soon be obsolete in the ever changing world of technology.

1. Hague, C. & Payton, S. (2010). Digital literacy across the curriculum. Bristol, England: Futurelab.

2. Hicks, T. & Turner, K. H. (2013). No longer a luxury: Digital literacy can’t wait. National Council of Teachers of English. English Education, 102(6), pp 58-65.

3. Grabill, J. T. & Hicks, T. (2005). Multiliteracies meet methods: The case for digital writing in English education. National Council of Teachers of English. English Education, 37(4), pp 301-311.

4. Jenkins, H. (2009). Confronting the challenges of participatory culture: Media Education for the 21st century. Cambridge, MA: MIT Press.

Using the Power of the Internet to Connect People

Online performance artist Ze Frank's discusses his "web playroom" in the video below. Traditionally, art endevours have been transmissive and do not involve the audience, whereas Ze Frank utilizes technology to connect humans to one another. What resonated with me was his pursuit "to feel and be felt." This is not a new idea, but rather a long time need for humans which has been augmented by the development of new technologies. It is a concept I think our Generation Z students struggle with on a daily basis.

I find the idea of interactive art is very common in Asia. Around the city there are frequently art exihibtions which encourage interaction from the audience. Holiday decorations are even built as small cities meant to be walked through and experienced. Last November, there was a participatory show in Hong Kong called MURS described as an immersive, interactive outdoor Smart show.

This show really hit home with me because it brought a crowd of complete strangers together in an engaging manner. In a city like Hong Kong, with one of the highest population densities in the world, a place where you are NEVER alone (quite literally unless you are in your home) there is an overwhelming sense of disconnect among the people. I still cannot believe how lonely it can feel standing in a large crowd of people. Hong Kong is a city always on the go: people are in a rush to commute, aggressive to close a business deal, storefronts and buildings are in a constant renovation cycle, and the workforce is transient. All these factors contribute to a place where no one feels grounded and are aching to connect. I think this is one of the reasons an interactive show like this was so popular, and why art which brings people together goes viral.

In my eyes this is one of the greatest capabilities of new technologies for educational purposes. Teachers can transcend the walls of their classrooms to reach audiences around the globe. I have long been a fan of Dr. Ruben Puentedura’s SAMR Model which helps educators to think about HOW they are using technology. 

Is a technology just a different way of doing the same old task or it is adding something and transforming the learning experience? 

I often refer back to this model when working with teachers to help them move up the ladder. Technology seems a bit less daunting when there are clear goals laid out to assist tech integration.

Exploring Culture, Identity, and Representation through Art Education

Culture is understood in Anthropology as the symbolic, ideational, and intangible aspects of human societies. The “essence of a culture is not its artifacts, tools, or other tangible cultural elements but how the members of the group interpret, use, and perceive them” (1). It is the values and beliefs based on knowledge and perceptions chosen and expressed through behaviour, image, and sound. According to my students, culture is about food and religion and clothing.

I realized that these slides my students created as part of a lesson on global issues are just the beginning of an authentic exploration of culture, identity, and representation. This realization was particularly important to explore on a more meaningful level in the multicultural learning environment of my school.

How are educators to challenge the assumptions surrounding culture?

How will we decide whose voices will be heard?

One approach to facilitate learning surrounding culture and identity is through art education. Art can provide us with a tangible object to discuss intangible concepts of identity, and help bring words and understanding to such abstruse constructs. Art is experienced through the senses and acts as a window into cultural representation. The representational power of art is intertwined with the interpretation of symbols used to communicate cognitive processes that are unique to each person. The creation of art can also be used to help students construct meaning surrounding culture and identity.

As an art educator, Stacy Friedman explores issues of racism through puppetry. She has students design, create and script puppets with a commentary on conflicts surrounding identity representations. She notes that the puppets “serve as sort of metaphorical Trojan horses helping us to enter into uncomfortable discourse through a seemingly benign medium” (2). Friedman’s intent is that the puppets open up a door to higher critical thinking and have the potential to become a mechanism for exploring the thoughts and voices of others. Art is an individual encounter based on the mental filters and prior experiences of a specific person.

French artist JR’s street art toys with identity by challenging preconceptions and reductive images propagated by advertising and the media. He work can be found in war-torn and conflict ridden areas of developing countries. JR snaps black and white portraits of local people and literally pastes blown up paper photocopies of these images in the streets. Powerful images of women were pasted around a slum in Kenya, Israeli and Palestinian portraits were placed next to one another in the Middle East, and portraits lined the streets of poor areas of India. JR does not explicitly explain the meaning of his art but instead allows the audience to interpret the art themselves by collecting the stories of those featured in his portraits. He also notes that his projects aid in the construction of his own mindset regarding culture and identity.

Shouldn't students become producers of art as an alternative to the traditional 

consumption-centred model to emancipate students from media bias 

and offer a different perspective of how meaning is created?

Authorship of media texts and tangible art can be applied to forms of critical analysis that “open up alternative positions from which students can think, debate, act” (3). Not only can art serve as a surrogate of abstract ideas surrounding culture, but the “truths” about identity and culture can be interrogated and constructed through the production of artifacts.

1. Banks, J.A., Banks, & McGee, C. A. (1989). Multicultural education. Needham Heights, MA: Allyn & Bacon.

2. Friedman, S. (2004). Responsibility and re/presentation: Reflection on digital video and puppet-based inquiry.

3. Goldfarb, B. (2002). Students as producers. Visual pedagogy: Media cultures in and beyond the classroom (pp. 57-83). Durham: Duke University Press.

Alternatives to PowerPoint: Web-Based Presentation Slide Programs

I used to teach Grade 8 English for 90 students. That meant whenever there were class presentations....I watched 90 of them. Thus, one would understand why I absolutely refused to let my students create boring, unengaging presentations using static, simple technology.

I didn’t restrict what software my students could use, rather I restricted what they couldn’t use by banning PowerPoint.

However, I learned as a teacher to be sure to direct students to programs that fit the criteria of the assignment. Since my oral presentation had to include a live speaking portion, students who chose the PowToons option were left starting and stopping their video. You can imagine how NOT smooth my nervous 13 year old students were in doing this in front of an audience of their peers.

When providing options for students to create a presentation, it makes sense to me to seperate technology by presentation slides and presentation videos. 

See my review of various technology to create slides (could also be used as a student resource):

See the slides here.

To create short videos or animations to accompany presentations, see my Pinterest board of Video Creation Resources:

Follow Cris's board Video Creation Resources on Pinterest.

Microsoft Word Online vs. Google Docs

Why Both Are Great:

1. Collaborate and share with others - work on a document in live time; collaborate on whole folders of documents; share with others via a link or email with various levels of editing rights
2. Auto-save feature - no more backup files as documents save every few seconds
3. Sync all your documents in a clouded drive - access your work from any device by signing into an account

How They Differ:

At first glance, One Drive and the comparable Google Drive offer many of the same types of documents to create. OneDrive does not offer a Drawing option, but this is not that great of a feature in my opinion as there are many better drawing tools available online.

A major benefit of One Drive over Google Drive is an online version of OneNote.

But apparently Google offers OneNote as as an App in the Chrome Store:

What’s a greater concern is the mere 3 GB of storage space on One Drive with the ability to upgrade by recommending the service. This is extremely limited when considering that Google offers 15GB of free storage (30GB if you are signed up at work or school).

For additional reasons Google Docs edges out the competition see this article: 10 Reasons Why Google Docs is better than Word Online.

On the flip side, there is a not-as-convincing list: 5 Reasons for Microsoft fans to dump Google Docs.

Though the above article does bring up a key problem with Google Docs: FORMATTING. If you don't know what I am talking about, read about the way Google Docs often alters original formatting when documents are converted.  

Personally, the only time I ran into formatting issues in my daily use of Docs was when I printed pages, but I do admit it can be a problem. Ironically, it was the Word Online document’s formatting that was disarranged during my demo.

The Bottom Line:

If you work in an environment that is already utilizing Microsoft products or produced highly formatted documents, Word Online is an ideal tool to increase collaboration and sync work. However, if you regularly use Google tools (like I do in a Google certified school) than it makes more sense to stick with Google tools.

For more information, see this comparison of Word Online and Google Docs.

Blended Learning: Learning Management Systems

This hybrid method of learning combines traditional classroom and online education. Blended learning has emerged with the advancement of new technologies in an effort to reach and teach students more effectively. 

While educators may debate the exact meaning of the term, the gist is that online technology is used not just to supplement, but transform and improve the learning process. 

The Ontario Ministry of Education explains the tools used to create Blended learning should help students:

• learn or review key concepts
• stay organized 
• communicate with others
• show what they have learned
• submit assignments
• track achievement

The website further states, “Blended learning uses the tools of the provincial learning management system (LMS) to teach and support learning in a face-to-face class.” Thus, technology used to support Blended Learning not just technology tools which can be used in the classroom, but online learning platforms meant to support traditional classroom learning. 

The goal is to use technology to build an online learning community that transcends the walls of the classroom so students can continue their learning outside the classroom. 

Click here for my comparison of various Learning Management Systems (LMS) to Support Blended Learning

Online Privacy for Students in a Digital Age

When I taught Grade 8 English, I always had my students write an autobiography at the beginning of the year to learn more about them. This past year I added a media focus by having students design a digital poster to represent themselves. The software to be used was left wide open - students could use anything from Microsoft Publisher to online digital poster software to simple Paint.

I even gave student the option to publish their work online as visual resume or an About.me page. My intention for this online option was to encourage students to begin building a positive online presence. It was not mandatory, but rather an option and platform for the students to showcase their accomplishments. 

See my lesson instructions here:

We spoke as a class about what is and isn’t appropriate to post online. 

However, I received mixed reactions from parents and my peers. Was this still too much information for students to post publicly? Should students under a certain age be anonymous on the internet? Should such online behaviours be encouraged by a school?

Where do we draw the line between creating a positive digital footprint and protecting children from the dangers of the internet? 

In a school which introduced a 1:1 laptop program and supports a tech-infused learning community dedicated to the principles of the International Society for Technology in Education (ISTE), these are critical questions to be asked. And it seemed that no one knew the answers.

My classroom project sparked a lively debate among educators at my school concerning what the students should and should not be doing online. On one side, it is important for schools to protect students from the dangers of the internet. On the other side, I think we could all admit that students with their own laptops and a constant wifi connection are visiting whatever sites they wish.

Instead of hiding children from the internet, I feel it’s the role of the school to educate students on safe online behaviours.

We can never teach someone swim from the deck of the pool. We of course shouldn’t push them into the water with no previous guidance, but instead assist them into the water with a suitable knowledge of what to do once in the water and how to react to unfavourable situations. 

From my experience, educators often prematurely give students full reign of the internet after deciding technology is a beneficial tool for education. We essentially pushed students into the deep end without the necessary skills needed to stay afloat. Students need to be explicitly taught digital citizenship and have their online actions closely monitored while they are still learning appropriate online behaviour.

See my follow-up lesson on online privacy here:

Access the lesson slides here

Please feel free to use any of these resources in your own teaching of online safety.

21st Century Teaching Means Collaboration

The information age has broadened our accessibility to information and people. As technology and consequently approaches to education advance, the roles of the teacher and learner in the 21st century are drastically altered too.  

My emphasis as an educator has always been about collaboration. Even the most dedicated and hard-working teacher is not as effective and resourceful as two teachers collaborating. Working with others increases productivity, encourages critical brainstorming and problem solving, increases professional learning and offers a different perspective of the content to be taught. 

I have consistently pushed cross-curricular projects within my school and modelled my instruction after what the Ontario Ministry of Education has coined Teaching-Learning Critical Pathways (TLCPs). It is through working closely beside others teachers that I have learned the most about teaching.

When it comes to collaboration in my classroom, I foster a cooperative learning environment for my students through group activities and exploration of topics. I strongly believe that all people learn more in a social setting where they are encouraged to questions and test their ideas instead of a more traditional rote-style learning setting. Learners are encouraged to interact with one another, share ideas and work together to complete tasks and solve problems. 

However, traditional teaching methods do not often incorporate collaborative learning and often it is viewed as ‘cheating’. Yet 21st century teaching requires a re-imagining of what learning should look like. If students are unable to share information with one another and discuss their ideas, then perhaps it is the assignment that is flawed and not the cooperative nature of the students. Teachers must re-evaluate where assignments lie on Blooms Taxonomy. If the sharing of answers between students defeats the purpose of the assignment, the task itself needs to be changed so students have the opportunity to analyse, synthesize and evaluate topics instead of simply regurgitating facts and ideas. 

Source: http://juliaec.files.wordpress.com/2011/04/blooms_taxonomy.jpg

For me, 21st teaching and learning is all about collaboration. Collaboration among teachers (in-person and online) and collaboration between students.