Tag: AUP

Something else social media does in education

Somewhere along the line, the tide started to turn regarding opinions on the place of social media in the classroom and as a conduit for connecting teachers and students. Whether those making policy have seen reason or whether the market reached an inescapable saturation point, I’m unsure.

Yes, arcane policies are in place in districts and schools across the U.S., drafted in fear that’s been labeled protection. Still, the more teachers I talk to and schools and districts I visit, the more social technologies are becoming commonplace in formal educational settings.

My own interactions first started in this space. Then, my students started asking for my myspace address. I had a page, but I was a novice teacher and was listening more to the fear I heard in the conversations around me about connecting with students online than my own argument for the affordances of such connections. Eventually, I made a second myspace page and shared that with students. It was bland and more often than not included updates having to do with homework rather than whatever we’re supposed to use those spaces for.

When I moved to teach in Philadelphia, regional standards dictated Facebook be my new online home.

“What do you mean you don’t have a Facebook,” my students asked me in my first few days. I’d moved from an environment where even connecting with my students through a profession-specific online profile was questioned to a space where it was abnormal not to connect with students through your one true Facebook page.

I had a profile within the week. My rule persisted. If they were still my students, they needed to invite me to be friends, I wouldn’t seek them out. This wasn’t out of fear, but of respect. Facebook was their common space. Though I saw its use for leveraging learning, I respected the division of school and home.

In my four years at SLA, Facebook, IM, email, twitter, et al. proved invaluable tools for helping students navigate assignments and offering them a safe space to seek counsel.

But this is an old conversation in the compressed timespace of online tools.

Today, I was reminded of another reason for teachers and students to be connected online. One of my former students, Matt, lost his father a few years ago. A tremendous human being, Matt looked up to his father in the most touching of ways. Matt’s now a freshman at university in Philadelphia (half the country away from me).

Today, on Facebook, Matt announced he’d completed a media project for one of his courses, saying:

Exporting a wonderful film I made for my Dad now @ the tech center on Temple Campus. It may not meet all the requirements, but I put so many hours into it, I don’t care if I get a C, I am proud of what I made! It is really nice =)

I chimed in that I looked forward to seeing the film. Minutes later, he posted a link to the video below in the comment thread. It is a beautiful memorial to Matt’s father and grandfather. I am proud of him for its creation and for his own pride in that creation.

This is the benefit of social media in education that’s not often mentioned. I am connected to those students I was fortunate to have in my care. Ten years ago, the end of the school year was the end of my interactions with most of my students.

That needn’t be the case anymore. Connections between teachers and their students are no longer bound by 180 days. The impacts we make and made can be seen, felt, and built  upon indefinitely. I was a small piece of Matt’s life and the lives of all my students. Still, I realized today the connection I am able to continue to have with so many of them as they grow and build lives more incredible than I could have hoped.

Social media – +1

A Tribute To Mario & Nunzio Scuderi from Matthew Scuderi on Vimeo.

Things I Know 181 of 365: Students need guidance, not oversight

When we want to develop meaning-making we run counter-clockwise to our instincts as teachers. We are explainers and our instincts tell us to make things simple and unambiguous. We must fight this.

– Grant Wiggins

Lady next to me at the coffee shop has concerns about a school that has 1-to-1 laptop program and no Emperor Palpatine-like oversight software.

“What if they get into trouble?” she asks.

“We help them get out of that. More importantly, we work to help them avoid it,” I answer.

I go on to explain the deep and complex discussions to be had around appropriate use policies and brainstorming problem situations into which students can get themselves.

She likes the idea of this, but remains concerned.

“It just feels like they’ll still get into trouble.”

They do.

I could chalk it up to them being kids, but that’s not quite why.

They’re people, you see, and prone to mistakes.

Walking this morning, I saw a man riding a bike in the wrong lane of a 2-lane street, talking on his cell phone. Time to review his appropriate use policies.

Last night, a woman backing out of a parking spot ran into and tipped over what I was told was a fairly expensive Dukati motorcycle. In a fair fight, the woman’s Prius would have lost by most measures. In this moment, it was too soon for the joke. She was reviewing her appropriate use policy in her mind.

Running along the path, I find a man who has decided to block traffic to stretch out his hamstrings. I checked the tiny pocket in my running shorts for an extra copy of the appropriate use policy.

I understand the coffee shop woman’s concern. Computers and the Interwebs offer tremendous potential for trouble. The best we can do is draw up a set of guidelines, review it with students and keep the dialogue open. It’s not the most we can do, but it is the best.

To impose draconian measures of Big Brotherly monitoring robs students of the chance to build internal structures and systems for monitoring and safety.

We will always be there to help, but like the parents of the man on the bike, we won’t be running alongside forever.