SOCIAL NETWORKING IN SCHOOL

Team members

Paul Angus

I teach Commerce in a boys school in Melbourne that has had laptops for 15 years or so.

I have been there for 22 years so experienced the full ICT implementation history .

I teach Economics and Accounting, Coordinate the VCE and involved with the basketball program.

Student ID - 93345484

Shireen Richardson

Full-time teacher at a large, three campus school which follows a parallel education model; currently teaching Year 6 boys English; Year 7 girls English, Geography, History, and Wellbeing; Years 7-12 Cross Country and Athletics.Student ID - 201512523

Russell Waldron

Past Head of ICT at private girls' schools in Sydney

Computing teacher/champion in Victorian Catholic and government schools.

Student ID - 93334082

Leonie McGlashan

Full time teacher at a four campus public secondary school in south east Melbourne.

Teach science and VCE

Chemistry and coordinate the primary science program. ICT and environmental champion.

Student ID - 400110475

Shift Happens

Further discussion: http://shifthappens.wikispaces.com/

Define: Social Networking

‘Internet- or mobile-device-based social spaces designed to facilitate communication, collaboration and content sharing across networks of contacts.’

(Childnet International)

Who uses Social Media?

Most teens A large minority of professionals A larger minority of retirees

Byrne

Students underuse ICT

Australia wide 30% use email/chat daily 22% search for non-study reasons

dailyMCEEDYA

School purposes

Collaboration between students Communication teacher ↔ student Access to thoughts of outsiders

Supported introduction

Written information Online tutorials Terminology One tool at a time Hands-on beginning task Monitor, Stimulate, Feedback,

Evaluate Student reflections

Bell & Kuon

Enhancing communication

Use names Respond quickly, often Thoughtful, individual feedback Vary technology, resources and experiences Disclose personal stories Rich profile Informal online voice Get and use feedback and critique Go off-topic

Robinson &Whitemarsh

Why use social networking? Constructivist pedagogy 21st Century skills Moral, social and civics education

“Teachers...will need to be not just digitally literate, but fluent in a variety of modes and media. [Teachers] need to be confident users of Web 2.0 technologies.”

Sutch

Constructivist pedagogy

Social networking allows work to be: Collaborative Constructive Self-directed Extended Peer-scaffolded

Van Harmelan

21st Century skills

NSBA study of 2300 9-17 year olds in USA

96% use some social networking 60% discuss education topics 50% discuss schoolwork Average 9 hours in social sites (vs 10

of TV)

Childnet International

Moral development

'It is our duty to our students to start modeling responsible use of social media and encouraging them to follow our lead. We can no longer afford the veil.'

Johnson

Young people online

social participants, active citizens content creators, managers and

distributors team players explorers and learners independent building resilience developing key and real-world skills

Childnet International

Trends

Social media will become even more popular, more mobile, and more exclusive

Armano

Trends

social media to look less social customer support and business uses more incentives (games and prizes)

for usage workplace policies increased use of mobile technology social media displacing email

Armano

Trends

Bloch

Trends

Trends

Bloch

Trends

Technology jargon

Watch Myspace Monetisation (e.g. Ning) Web 3.0 – the Semantic Web Moore’s Law

Trends in education

Mobile learning Cloud computing One-to-one

computing Ubiquitous learning Game-based

learning Personalised

learning

Architectural change

Open content Online experts Portfolio

assessment Facilitative

teaching More information

Fears

Predators Persecution Pornography Profiling Plagiarism Illiteracy Brain plasticity Socialisation

Prosecution Productivity Privacy Disintermediation Equity of access

Four Social Technologies

Twitter Facebook Ning Edmodo

Shireen Richardson

Twitter

Twitter – a micro-blogging platform

Compose (tweet) messages, up to 140 characters long, at any time

View messages posted by other users Pass on (retweet) messages from

others Communicate directly or indirectly

Twitter – usage

Egocentric – Tell the world! Business – Develop networks,

promote goods and services, listen to customer feedback

Social – Connect people with similar interests

Education – Teaching and learning

Twitter – educational value

View /participate in educational forums Find like-minded professionals Build networks Share ideas Compare Learn Collaborate Discuss (teacher-teacher, teacher-student,

student-student)

Twitter – current usage

Source: website-monitoring.com

Ning @ ning.com

By Leonie McGlashan

Ning, Inc, 2010

Private nings

LOW RISKHeneberry, 2010

How to use

Use a Ning for:

Group work

and collaboration

Use a Ning for:

Netiquette

.....and cybercitizenship

Use a Ning for:

Feedback

and assessment.....

Ning networksNing, Inc, 2010

School communities

Growing Communities, 2010

Year 9 English

Heneberry, 2010

Zoology class

Nash, 2010

Paul Angus

How to get started

Take

The Tour @ http://www.edmodo.com/tour/

Follow

The Guide @ http://www.edmodo.com/guide/

Read

Testimonials @ http://www.edmodo.com/press/

What other schools are doing with Edmodo

http://www.appappeal.com/app/edmodo/

http://jennselearning.wordpress.com/2009/04/09/it-6740-edmodo/

http://blog.discoveryeducation.com/digital_passports/2008/09/05/edmodo-twitter-designed-for-the-classroom/

Year 11 Economics class

EDMODO CASE STUDY

FACEBOOK IN SCHOOLSRussell Waldron

Sample educational uses

Life skills Class discussions Character studies Dissemination Mentoring Affective learning

(Waldron 2010)

Faceworking

A profile of a teenager is typically:

A developing, social identity Play and humour, not accuracy Peer-built, not personal

Extensions

Case study: Edmodo Case study: Twitter Case study: Ning Literature review: Fears

Case Study

Paul Angus

Edmodo

Case Study

Shireen Richardson

Twitter

Case Study

Leonie McGlashan

Ning

Literature review

Russell Waldron

Fears

FEARFUL OF THE INTERNET

Fears

Predators Persecution Pornography Profiling Plagiarism Illiteracy Brain plasticity Socialisation

Prosecution Productivity Privacy Disintermediation Equity of access

Predators – The fear

Paedophiles will contact children through the internet, groom them over time, entice them to unsafe meetings, then sexually abuse them.

Predators - Reactions

Adventurous: Meeting strangers is “the magic of the Internet”. (Mitrano)

Fearful: QLD Teachers must not accept Friend Requests from students. (QDET)

Irrational: “The Connecticut attorney general, who … helped to create the task force, said he disagreed with the report...”

Predators – Reactions

Proposals Panic Button on each computer (Conroy) Panic Button on each website (CEOP)

Flaws Victims are not panicked Victims are not online Victims prefer other channels

(Collier)

Predators - Research

Contact by paedophiles is rare Meetings even rarer Multiple communication methods Most abusers are trusted by family Teen victims are usually initially willing Home life and substance abuse raise risks Banning profile sites is not justified

ACMA; ISTTF; Ybarra & Mitchell; Dooley, Cross, Hearn & Treyvaud; Stone; Marwick;

Predators - Action

Students Schools

Unwanted contact: Tell an adult Don’t respond Block Keep evidence Report Set your profile Private Don’t open messages

ACMA

Identify and monitor Children at Risk due to observed behaviour and family circumstances

Cyberbullying – The fear

Kids will cooperate to torment a victim through a social networking system.

Parents will not discover cyberbullying.

Cyberbullies cannot be identified and stopped.

Cyberbullying – Research

Less common than other bullying Less distressing Easily proved Reduces when discovery is likely Relieved by online friends

CHPRC Parental involvement helps

Mesch

Cyberbullying – Responses

Cyberbullying – Responses

“There is absolutely, positively no reason for any middle school student to be a part of a social networking site! None.”

Orsini

Cyberbullying – Responses

Withdrawal (Exacerbation)Banning SN at school (Ineffective)Disciplinary action (Risky)

Method of Shared Concern (Constructive)

Claimed 90% of victims benefitRigby & Griffith, 2010

Pornography – The Fear

Half-truths: 70% of the internet is pornographic Web 2.0 is not moderated Kids will see pornographic

/shocking /disturbing material Kids will fixate on age-inappropriate

or culturally unacceptable subjects Sexualisation increases risk of child

abuse

Pornography - Responses

Filter home computers. (Unpopular)Filter school computers. (Irrelevant)Monitor computers at school.

(Unreliable)

Monitor children at risk ; treat toxic families. (Intrusive)

Teach protective behaviours/ media literacy.(Contentious)

Profiling – The fear

Comment or photographs posted online could become immediate and permanent marks on the subject's reputation, harming future social and professional opportunities.

Profiling – The fear

“They don't understand that their words or images intended for a small audience can find an audience of millions."

Plagiarism – The fear

1. Students will share homework when they should not.

2. Students will be punished for mistakenly sharing work.

Plagiarism – Responses

147 charges for sharing knowledge & resources facebook

Plagiarism – Research

Confusion Wikis – who is the author? Wikis & blogs – when can they be

cited?

Illiteracy – The fear

txtng is a different language Loss of handwriting, spelling,

grammar, Loss of typing skills Teachers will not understand

students

Illiteracy – Research

Texting is no bar to literacy Texting improves language skill Textisms indicate high verbal

reasoning skill Children can ‘code switch’

Illiteracy – Responses

Glossary of TXT Terms (About.com) Texting is good (Crystal 2009)

Brain plasticity – The Fears Social networking technology will

change the way kids' brains develop, making them less fit for life.

Loneliness (Sigman) Decreasing empathy (Burton) Family fragmentation (Small) Shallower human relations

(Greenfield)

Brain plasticity - ResearchSigman, Burton, Small and

Greenfield are speculating far beyond the evidence.

(Goldacre)

Legal – The Fear

Risk Accidental

breaches Draconian

penalties Foreign

jurisdictions

Fields Copyright Defamation Computer trespass Illegal speech Child pornography

Legal - Defamation

Legal – Responses

Brochure (CEOSA)

Productivity – The Fear

Students will be distracted from their learning tasks by excessive interest in online socialising and games.

Facebook addiction

Productivity – Responses

Disempowering, short term: Block/ban Web 2.0 at school Block/ban Web 2.0 at home

Empowering: Teach time-management skills Leechblock – self-administered filters

Privacy – Responses

Facebook Page owners can spam ‘Friends’

Facebook Apps access private profile data

COPPA mandates parent access for u13s

Pre-emptionPublish first

Throw-away accounts

Disintermediation

The Fear Responses

Classroom discourse will change because teacher will not be privy to all conversation.

Classroom discipline will deteriorate because teacher cannot regulate communication

Block Web 2.0 during lessons (Unreliable)

Co-opt popular channels (Stifling)

Promote visible, directed, alternatives – e.g. Edmodo, Ning

Equity of access – The Fear Educational/ work/ social/ civic

disenfranchisement of Luddites in the future

Reduced access to learning for children of digitally disengaged families

Applications benefit genders differently (Tufecki & Zeynep)

The motivation to trial the use of edmodo was the fact that our students are forever engaged with social networking sites, so it made sense to set one up that is dedicated to our class.

RATIONALE

27th April 2010The process begins

A chronological log:

28th April 2010

Students start to respond

A chronological log:

29th April 2010Using links

A chronological log:

3rd May 2010Authentic learning

A chronological log:

9th may 2010Using a poll

A chronological log:

10th may 2010Community of learning

A chronological log:

11th may 2010Community of Practice

A chronological log:

17th may 2010Student work example

A chronological log:

20th May 2010Making contributions

A chronological log:

23rd May 2010In Review

A chronological log:

My final reflection is that edmodo has proven to be a valuable and

effective tool that many of the students made considerable use of

and will continue to make use of well after this assignment is

presented.

Professional reflections

BIBLIOGRAPHY