July/August 2014 Issue 10
Facebook can be helpful in education? Leslie Allen shares her educational experiences.
Just how common is cyberbullying? Teachers ask questions on using technology!
Cyberbullying
Caralee Adams gives teachers tips on preventing social media bullying and what websites to look out for
letter from
the editor In this issue, we have a great deal to discuss about technology both being abused and useful. This issue faces both the postives and negatives of social media. Cyberbullying is a common form of bullying today, and not many are aware on how serious of an issue this is. This must be exposed and prevented, so for those that want information on how to react to these cases, we decided it was important enough to make the main article. We also dedicated Just The Facts to cyberbullying statistics. We hope you share this with other teachers, students and parents as this is a serious matter. On the flipside, technology has been embraced in a positive light increasingly by college students. Facebook is notorious for use in social communications, but nowadays, it has come full circle.
Research has shown that many college students are using facebook for academic communication between classmates and teachers. In fact, the research has proven a very successful turnout from these experiments performed on the environment class. We are proud to present the 10th issue of TechKnowledge, brought to you by MIAD. If you feel something important is worth discussing in the next article, feel free to email us at www.TechKnowledge.com. Sincerely ,
Victoria Segura
CONTENTS A Chat With...
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Using technology in the early childhood classroom
An interview with Dr. Bruce Perry on technology and childrens’ developemental understanding of technology.
Just the Facts
18
Cyberbullying
Do parents and teachers really know how big of an issue it is. These statistics are a must-see!
Any Questions?
26
Ask A Tech Teacher
Do you have a technology question for tech teacher Jaquie Murray? She will answer your question next issue!
4
Use of facebook in higher education Social Networking Sites actually do have the potential to become a valuable resource to support their educational communications and collaborations with faculty.
Cyberbullying Carlee Adams gives teachers and parents information and tips on how to detect cyberbullying and prevent the occurences from worsening.
12 Leslie Allen on service learning
18
She shares her own personal experience with a teacher that fully supported her decision.
USE OF FACEBOOK IN HIGHER EDUCATION By Nataša Petrović, Dalibor Petrović, Veljko Jeremić, Nemanja Milenković, and Marko Ćirović
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In today’s informatics era students are heavily immersed in Web 2.0 technologies (i.e., blogs, twitter, podcasts, wikis, social network sites, virtual worlds, video sharing and photo sharing) and Internet, which play an increasingly important role in their social life and their academic life. In this article, we will examine the use of Facebook as an educational instrument. Originally designed for college students in
including companies and universities. This
the United States (Harvard) in early 2004,
number of users all around the globe makes
Facebook was created as a social networking
Facebook the most used social network out
website. Facebook later expanded to different
there, next to Instagram and Tumblr.
educational settings (not only institutions from the higher education sector) from other
Using Facebook in Education Rapid
countries too, and then to the general public.
development of information and
Facebook allows each user to create a
communication technologies has brought
profile, updating it with personal information
changes in various pedagogical and
such as home address, mobile phone number,
technological applications and processes.
interests, religious views, and even data
Currently, social networks are being adopted
like relationship status. In addition to
rapidly by millions of users most of whom
creating individual profiles, Facebook users
are students with a great number of purposes
can also “designate other users as friends,
in mind. Studies showed that social network
send private messages,” join groups, post
tools support educational activities by
and/or tag pictures and leave comments on
making interaction, collaboration, active
these pictures as well as on either a group’s
participation, information and resource
or an individual’s wall.
sharing, and critical thinking possible.
As previously mentioned, at first Facebook
Connectivity, interaction and socio-
was limited to college students at Harvard
experiential learning opportunities in their
with a university email address. Later, the
learning contexts. Because students complain
Facebook phenomenon spread like wildfire
about lacking opportunities for authentic
when it opened up to all college students.
communication due to non-personalized
This changed again in 2005, when Facebook
course content even when alternative delivery
opened its doors to people outside the
methods are employed, providing informal
university network. Today with approximately
learning contexts by integrating emerging
800 million subscribers worldwide (according
social networks into existing learning
to www.internetworldstats.com), Facebook
practices which becomes significantly
now has a diverse community of users at
important to attain more robust learning
all levels of education and areas of society,
wand teaching opportunities.
5
“
“
Facebook has quickly become the social network site of choice by college students and an integral part of the “behind the scenes” college experience.
Facebook has quickly become the social
successful transfer of knowledge; developing
network site of choice by college students
a positive attitude towards learning and
and an integral part of the “behind the
improving the quality of learning; developing
scenes” college experience. The proliferation
interpersonal intelligence, as well as critical
of social technologies has created a culture in
thought; developing of communications and
which youth participate more in creating and
interactions on the relationship
sharing content, profoundly changing the way
between students and professor
students communicate, interact, and learn.
outside of the classes.
Previous papers indicated that the adoption rates of Facebook in universities and colleges
Further, Facebook enables teachers to:
are remarkable - 85% of college students
provide constructive educational outcomes
that have a college network within Facebook
in a variety of fields; practice a differential
have adopted it. Also, in many cases students
pedagogy, in the best interests of the
spend as much (or more) time online in an
students; integrate diagnostic formative
informal learning environment - interacting
evaluation in the learning process and to
with peers and receiving feedback - than
calibrate didactic activities accordingly;
they do with their teachers in the traditional
achieve a change in strategy, mentality,
classroom. Furthermore, Facebook also has a
attitude and behaviors by using Facebook
growing audience in perspective high school
(e.g. the transfer of knowledge remains
and middle school students.
one of the functions of teaching, but it is second to organizing and managing learning
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Characteristics noted in the literature which
situations; establish efficient educational
recommends Facebook as a tool that can
relations on a social network; accept the
contribute significantly to the quality of
student as an interaction partner; analyse
education are: fostering positive relationships
and compare ways of learning and the
among students and encompassing students’
knowledge achieved by students; develop
motivation and engagement; involving
knowledge and skills in order to perform
students in achieving the learning tasks and
efficient didactic activities.
Libby recieves critique on her work through facebook when no one is physically around.
The course selected for this research is
The course program is based on a strong
Environmental Quality System, which is
methodology, requiring participants to
an obligatory course in the last year of
turn their environmental and management
undergraduate studies at the Faculty of
knowledge and understanding into
Organizational Sciences, University of
appropriate environmental actions
Belgrade. This course consists of two hours
and behavior changes, as indicators
of lectures and two hours of exercises each
of the achievement levels in action-
week for a 13-week semester. The course
orientedenvironmental education with
has sections on ecology, environmental
observable and measurable results.
issues and protection, environmental
Facebook is being considered as an
management, eco management systems,
educational tool because of its beneficial
ISO 14000, sustainable development and
qualities such as enabling peer feedback,
practices of sustainability.
goodness of fit with social context, and
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Manuja takes her feedback to facebook through smartphone. It works just as well!
interaction tools. Because most Facebook
Thus, the valuable environmental information
users are between 18 and 25 years old, they
was easily accessible to all of the students,
mostly are university students. Hence, it can
their Facebook friends and the entire
easily be deduced that it can be a useful
Facebook community respectively.
educational tool, especially by providing active participation and collaboration.
Results of the Statistical Analysis During the winter semester of the 2011/2012
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In the course - Environmental Quality
academic year, 68 students attendedthese
System-- students were encouraged to
classes. After students successfully completed
create and moderate eco Facebook groups
the course and were graded, they took part in
that center on environmental issues.They
a survey (one month after the completion of
acquired interesting information concerning
their academic obligations). The survey was
environmental andenvironmental protection
conducted at the Faculty of Organizational
topics and posted them on the group’s wall.
Sciences, University of Belgrade. In order
“
“
Facebook is being considered as an educational tool because of its beneficial qualities such as enabling peer feedback, goodness of fit with social context, and interaction tools.
to evaluate the results of our survey, the
When we asked if this way of work increased
statistical software package SPSS 17 was
their environmental knowledge, we observed
used. In the survey, 68 students participated
no significant statistical difference among
(44 females and 24 males). Later on in our
these groups, but we observed that the
research this difference in numbers between
respondents in both groups believed that
genders wdidn’t show statistically relevant.
their environmental knowledge increased
Students completed the survey and results
at least at some level - 97.7% of them gave
for each student were calculated. The key
such an answer. Their perception is that
aim of this study has been to provide an
compared to other traditional methods of
idea of implementing Facebook as the
participating in the classroom this method is
contemporary educational tool. Our results
useful and has great social value.
pointed out that:
• 97.7% of students consider that
Based on our preliminary results, we would encourage others to explore the use
the use of eco Facebook groups
of Facebook groups as a supplement to
significantly increase their environmental
traditional e-learning. The data suggests
knowledge.
that students would use Facebook as a good medium not only for communication but for
• 90.9% of students have been encouraged to:
a broader engagement in learning. In fact,
change their environmental behaviour
many different colleges are successfully
patterns and participate in other future
using facebook for educational purposes.
environmental actions and other actions.
Any teacher is able to incorporate social media in meaningful ways.
• 94.7% of students were more motivated to participate in the process of learning and successfully gaining knowledge at the Environmental Quality System course.
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USING TECHNOLOGY IN THE EARLY CHILDHOOD CLASSROOM Early Childhood Today interviewing Dr. Bruce Perry
Early Childhood Today: Are young children’s brains (ages three through six) well suited to the use of technology? (We define technology as children using cameras, computers, tape recorders and video cameras in classroom projects.) If so, how? Are some forms of technology better than others for these specific age levels?
Dr. Per r y: In order to answer that question we must consider some of the genetic biases of the human brain. For 99 percent of the time we have been on the planet, we lived in small hunter-gatherer groups of about 40 to 50 people. Our brains developed specialized capabilities for social affiliation, communication and various kinds of symbolic representation. Our cultures evolved through social interactions. The development of written language changed the way human beings developed, in large part by influencing brain development and expressed new brain-mediated capabilities that had previously been un-expressed. Modern technologies are very powerful because they rely on one of the most powerful genetic biases we do have the preference for visually presented information. The human brain has a tremendous bias for visually presented information. Television, movies, videos, and most computer programs are very visually oriented and therefore attract and maintain the attention of young children. The problem with this is that many of the modern technologies are very passive. Because of this they do not provide children with the quality and
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quantity of crucial emotional, social, cognitive, or physical experiences they require when they are young. The developing child requires the right combination of these experiences at the right times during development in order to develop optimally. This cannot happen if the child is sitting for hours passively watching television. Sitting young children in front of a television for hours also prevents that child from having hours of other developmental experiences. Children need real-time social interactions; technology such as television can prevent that from happening. On the other hand there are many positive qualities to modern technologies. The technologies that benefit young children the greatest are those that are interactive and allow the child to develop their curiosity, problem solving and independent thinking skills.
ECT: Do you see the use of specific things like computers as part of an early childhood curriculum as being powerful enough to change brain development the same way you’ve just described television?
DP: Absolutely. I think the difference between computers and television is that television tends to be quite passive. You sit and you are watching and things are happening in front of you but you don’t do anything. Children are natural “manipulators” of the world — they learn through controlling the movement and interactions between objects in their world — dolls, blocks, toy cars, their own bodies. With television, they watch and do not control anything.
A Chat With...
ECT: As you look at 3-, 4-, and 5-year-olds being offered opportunities like using cameras and tape recorders and video cameras in the classroom, do you think that based on your comments earlier on how children develop with real-time activities, do you think they have the capability of understanding and using those tools well?
and leave her for the afternoon, it’s not a good experience. It can actually be abusive. But, if you take the 14-year-old child and rather than having them spend the afternoon in school, you hold and rock them all afternoon, that is not the right experience at the right time for that child.
ECT: Your comments begin to DP: That’s actually a really good question. Preschool children are still having significant cognitive growth. In a very real sense, children think differently than adults. This is so because their brains have not yet completely developed. So to tape a conversation and replay it for an adult means something entirely different than when a three-year-old hears their voice on a tape. These experiences can be very positive and mindexpanding for a child — as long as they are done at the right time. Children need real-life experiences with real people to truly benefit from available technologies. Technologies should be used to enhance curriculum and experiences for children. Children have to have an integrated and well-balanced set of experiences to help them grow into capable adults that can handle social-emotional interactions as well as develop their intellectual abilities. I think that balance and timing are the keys to healthy development. Provide the right kinds of experiences at the right time. For example, if you take a newborn and do not hold that infant and put her in a seventh grade classroom
address an issue that’s important today. As we move into the 21st century with pressure to gain experiences in technology, specifically computers, would you address how parents and early childhood educators could specifically work together to create this balance for young children?
DP: While technology can help us teach children, in the end our children learn from us. Parents and teachers must act as facilitators in children’s learning. For example, sitting down together and using playing cards is a very cognitive experience. They can learn how to add, they can learn how to predict, they can laugh, and they can learn how to win. In their interaction with a parent they’re using this externalized object which is a playing card and a game.
and we are in the midst of a major sociocultural quantum shift. These technologies are revolutionizing the world our children will live in. So our task is to balance appropriate skilldevelopment with technologies with the core principles and experiences necessary to raise healthy children. We must keep the core principles of healthy development in mind as we incorporate these technology and tools. If we do that we’ll be fine. And at the heart of any healthy child is the opportunity for enriching and nurturing interactions with other human beings. I think the key to making technologies healthy is to make sure that we use them to enhance or even expand our social interactions and our view of the world as opposed to using them to isolate and create an artificial world. Unfortunately, technology is often used to replace social situations and I would rather see it used to enhance human interactions. And I think that can happen.
A very similar thing can happen with emerging technologies. I believe parents and teachers can take advantage of the interactive qualities of a computer to enhance the experiences available to children. As parents think about the future they need to realize two things: technology is not going to go away
11
12
CYBERBULLYING What Teachers and Schools Can Do By Caralee Adams and Illustrations By Kaitlyn Garfoot
They may not call it cyberbullying. Students may say they got “dissed” on
HOW TO RECOGNIZE IT A lot of innocent teasing happens
Facebook or that someone flooded
on Facebook and via text message.
their phone with mean texts. Even little
So when does a good joke go bad?
kids have been known to hack into
When someone “repeatedly harasses,
Club Penguin to sabotage each other’s
mistreats, or makes fun of another
games. While most of these incidents
person,” say Sameer Hinduja and
occur at home, the problems spill over
Justin Patchin, co-directors of the
to the classroom, making cyberbullying
Cyberbullying Research Center. In their
an issue teachers can’t ignore. The
research, the two academics found that
answer isn’t forbidding technology, say
approximately 20 percent of students
experts, so much as teaching kids right
admitted to having cyberbullied.
from wrong. As a teacher, you can be a
However, many more students reported
powerful force in promoting a climate of
incidents that fall under its definition.
respect. Educate yourself and be on the lookout for signs that cyberbullying is
Posting mean or hurtful comments and
taking place, because you may be the
spreading rumors online was the most
trusted adult a student turns to for help.
common complaint in their random
13
survey of 4,400 students ages 10 to 18
the pain inflicted on the target. Middle
environment and explain what won’t be
in February 2010. Not surprisingly, it is
school kids who are just learning to
tolerated.
most prevalent among middle schoolers,
navigate the social scene may not
and adolescent girls are more likely to
realize how hurtful online comments
You have an ally in the school counselor,
have experienced cyberbullying than
can be. “It emboldens some kids to
suggests Rosemary Kelly, director of
bully who wouldn’t otherwise, because
guidance and counseling at Round
boys-25.8 percent versus 16 percent. Girls are more likely to spread rumors,
they can hide behind a computer
Rock Independent District Schools in
screen,” says Patchin. Most disturbing
Texas. Counselors have experience
is the lasting impact of cyberbullying.
teaching kids what it means to be kind,
Once something goes viral, the
responsible, and respectful, and that
relational aggression and rumors that
harassment is continuous because
translates to their behavior online. They
girls typically engage in,” says Patchin,
it is shared, repeated, and nearly
may need to hear the message that if
associate professor of criminal justice at
impossible to erase.
you aren’t going to say it to someone’s
while boys are more likely to post hurtful pictures or videos. “Cyberbullying is tailor-made for the
face, don’t do it online, adds Linda
the University of Wisconsin-Eau Claire and co-author with Hinduja of Bullying
THE FIRST STEP
Criddle, president of LookBothWays,
Beyond the Schoolyard: Preventing and
Take the situation seriously, says
a nonprofit that provides information
Responding to Cyberbullying. While
Michelle Boykins, director of
on Internet safety. Perhaps the most
research shows that cyberbullying
communications and marketing for the
important thing you can do is give kids
makes both boys and girls feel angry,
National Crime Prevention Council. “It’s
sad, and embarrassed, girls are more
ways to avoid victimization. Remind
not just kids being kids. We have to
likely to react with frustration-”Why
them to “never put anything sensitive
make sure cyberbullying is not a rite of
into an electronic format and send it
passage. If we don’t change the culture
to someone,” says Willard. “The more
“
doesn’t anyone like me?”-while boys are more often scared, perhaps of back alley retribution. And as we all know from recent headlines, in the most extreme cases, cyberbullying can trigger violence or suicide.
then we are helping young people be
embarrassing or damaging the material
victimized.” Go online, get familiar with
you send electronically, the more likely
the social networking sites, slang, and
it will become public.”
terms, says Vicki Davis, a teacher and IT director at Westwood Schools in
Finally, let kids know you care and want
Camilla, Georgia. “This is a world where
to help. If there is a problem, you will
bullying in challenging ways. The bully
they are and we aren’t,” she says. It’s
advocate for them, not just punish them
can remain anonymous and unaware of
important to emphasize a positive
and take away technology. Experts
It’s also different from traditional
“
In some extreme cases, cyberbullying can trigger violence or even suicide.
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suggest having an anonymous way to
prevention coordinator for the School
around the classroom?” Schools are
report, such as a drop box, hotline, or
District of Palm Beach County (Florida).
an important place to connect with
e-mail, and tell students that reporting
Listen to them and validate their
parents and disseminate information
a cyberbullying incident isn’t squealing.
feelings. Then, let the student know
about online safety. Invite parents to
“It’s a misperception that wimps tattle,”
what’s not right and guide them to
says Criddle. “Actually, kids who come
another alternative and solution.
forward and tell are kids who said, ‘I can’t solve the problem myself but I
PARENT INVOLVEMENT
deserve better.’ “
1. Listen to the students and let the target be part of the solution, suggests
RECOGNIZING SIGNS Keep your finger on the emotional state of students. Does a student seem depressed? Withdrawn? Are his grades suddenly dropping? Hang out in the hallways and lunchroom to look for changes in relationships, such as a student cast out from her usual lunch
Willard. Often, restorative justice techniques-where students talk with each other to understand the impact of the incident-are effective. 2. Separate the behavior from the student, says Shapiro. “We try to take the criminalization out of it,” she says. “It’s a matter of teaching right
table. With younger kids, it may be
from wrong and teaching them proper
that they have a stomachache or
behavior, rather than branding them a
want to stay home. In middle school,
criminal forever.”
teachers may witness a spat erupting in the back of class.
3. Many states are attempting to
workshops about cyberbullying and share the school’s policy. “Teachers have to encourage parents to be involved in their kids’ online lives,” says Hinduja. “They’re already involved in cheerleading or football. We have to be similarly passionate about what kids are doing online.” Just as parents wouldn’t let their kids run around an amusement park, they shouldn’t let kids surf online unsupervised, says Kelly. “I hear parents say, ‘I don’t know how to do this on the computer, but my child knows everything.’ That’s dangerous territory.” Balkam adds, “It’s a work of a generation; it will take our kids from now until they are parents and teachers themselves to overcome this divide.”
pass laws that dictate punishment Once you ask the students what
for cyberbullying, but Balkam urges
happened, you may learn that the
caution. “State legislatures have to
aggression started the night before online. Know how to intervene when kids make social mistakes, says Kimberly Mazauskas, bullying
be careful not to criminalize what is a form of playground misbehavior,” he says. “Do we really want our kids to do time for stuff we did as kids but we put on notes and passed
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Cyber bullying by Victoria Segura information by bullyingstatistics.org
Cyber bullying can be very damaging to adolescents and teens. It can lead to anxiety, depression, and even suicide. Also, once things are circulated on the Internet, they may never disappear, resurfacing at later times to renew the pain of cyber bullying. What’s more, the parents are very unaware that cyberbullying is even a problem. A good idea for teachers is to share this information by bullyingstatistics.org with both parents and students.
why do teens bully online? According to recent studies, many teenagers cyberbully because it is not direct confrontation. The people that don’t have the heart to do it in person take their bullying to a person online. Here are some of the results:
81%
How many youth agree that bullying online is easier to get away with than bullying in person?
80%
How many think it is easier to hide online bullying from their parents than in-person bullying
one million
In 2011, children were harassed, threatened or subjected to other forms of cyberbullying on Facebook during the past year.
59% boys
16
20 15 10 5
other teens
41%
40 35 30 25
teen cyberbullies
girls
cyberbullies vs. other online time
amount of hrs online
which gender cyberbullies the most?
Just the Facts
Only 1 in 10 teens tell their parents if they have ever been a cyberbully victim
Over 80 percent of teens
use a cell phone regularly, making it the most popular form of technology and a common medium for cyber bullying (more than computers)
1adolescents in 10
have had embarrassing or damaging pictures taken of themselves without permission, often
More than 1 in 3 adolescents and teens
have experienced cyberthreats
using cell phone cameras
About half of young people have experienced some form
Fewer than 1 in 5 cyber bullying incidents are reported law officials.
of cyberbullying whether mobile or on the computer, and
10 to 20%
experience it regularly
Five Websites Teachers and Parents Should Watch Out For 1. Formspring
Formspring users anonymously post comments about other people. In essence, it is an open invitation for insults and gossip, and has been linked to the suicide of 17-year-old Alexis Pilkington.
2. Chat Roulette
Users are randomly matched with strangers around the world to engage in webcam-based conversations. According to a March 2010 survey conducted by RJMetrics, 13 percent of users are either nude or appear to be engaging in a lewd act.
3. Stickam
Stickam features live streaming video, audio, images, and video chat. With more than 4 million members and content from networks like MTV, G4,
and CBS, the site seems to be reputable. However, the New York Times reported three predator arrests linked to the site.
4. Foursquare
A location-based app in which users identify where they're located in return for virtual badges like "Mayor" and "Super Mayor." It can be used to broadcast exclusion and could be dangerous since kids could be revealing their locations to strangers.
5. 4chan
4chan is an anonymous digital bulletin board mostly used for the posting of manga and anime. It's "norules" policies have provoked media attention.
17
Her change of perspective from a teacher’s caring attitude and volunteering experience.
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Leslie When it comes to defining “service”, I
society and community to function,
think it’s pretty simple. Someone needs
but what this class is asking of us is
something and someone else provides.
more of an experience than anything
I suppose it gets complicated when it
else. Another push outside the comfort
comes down to who’s doing what, who’s
zone. Learn about other people other
paying for that what and the difference
than ourselves and our friends in
between getting paid to give a service
college. And while knowing oneself and
or having to pay to receive one. Free
learning from friends is very important,
“service” like community service that
I can still see value in volunteering time
is required or volunteering out of the
for someone else’s benefit. But for the
so-called goodness of one’s heart is a
sake of a more solid definition, I’d say
little different. Services are everywhere
service is basically supplying help for
and in use all of the time in order for our
someone who needs it.
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I’ve never had much experience with
helping young people it was helping
common assumptions about service, I
kids and even as a kid I never had
those that have regressed backwards
consider every job I’ve had to be service
much time to be one. So I’ve babysat
to an almost child-like state of mind.
as well as an experience. I don’t think
a few times, but I would never call
When I was sixteen I began working
being a waitress wasn’t a service. It
it something that I “do”. And when I
there and spent most weekends
was actually something that a lot of
did babysit when I was younger I was
watching people who used to have lives
people took for granted, but someone
usually afraid of breaking the kids or
decay. I talked to them, helped them
had to do it.
hoping they wouldn’t notice I had no
pick out what they wanted for each
idea what I was doing. In high school I
meal of the day, led simple games and
Now flipping the scenario, there have
used to help my friend’s little sister with
did door-to-door snack/reading-material
been some services that have helped
her math homework a lot, but when I
deliveries. A lot of the time I felt like I
or attempted to help me throughout my
was about fifteen, my friend and her
wasn’t truly helping anyone and that I
life so far. What first comes to mind I
mother and I volunteered at a nursing
smelt like urine after work for no reason,
suppose would be counselors at my
home a town over from ours. My
but sometimes a resident might throw a
middle school and high school. When
friend’s grandmother was the Activity
smile or a thank you in my direction, so
I was in seventh grade I remember my
Director of the nursing home and it was
I guess that was nice.
guidance counselor approaching me
her that sought us out for help.
about a group she wanted me to join Besides the nursing home, also with
for kids that had come from families
We did relatively simple things like run
my friend and her mother, we went
with divorced parents. I reluctantly
the holiday bake sale to earn money for
back to my old elementary school to
agreed after everyone saying it would
the facility and get supplies for crafts.
help out with donations and sorting
be a good thing to do. I don’t know it
Yeah, I was one of those people that
for the homeless, a portion of the
was just a place for kids with odd living
made those really awesome wreaths
homeless anyways, downtown
situations to talk about their stepfamilies
made out of leaves and fake stuff that
Chicago. We sorted clothing by type
and anger and whatnot. A good idea
only people over sixty think would look
and size and weeded out toiletries to
in theory, but I don’t remember feeling
nice in their homes. But that was the
another section. Then with a bunch of
better about anything or closer to
point, someone wanted those tacky
other people and all these boxes, we
anyone from that.
things and by selling them we raised
drove downtown and set everything up.
more money for the activity department
When people started lining up for
Once I was a freshman in high school
to keep doing its thing. The department
supplies we handed out what they
I ended up needing my guidance
wasn’t exactly top-notch and I swear the
needed. And while volunteering here
counselor more. Things had gotten
break room was haunted, but we did
and at the nursing home are I think
pretty bad at home and my mother’s
what we could. And while this wasn’t
what is more typically associated with
drinking was out of control. I turned to
20
my counselor for help because I didn’t
to do something creative to my father
know where else to go. The Department
once before and received a well-what-
of Child and Family Services (DCFS) had
are-you-going-to-do-with-that. My father
to get involved because of what I had
tried talking me out of studying fine art in
told him about my stepfather and mother,
college, but it’s not like I respected him
which I hated, but it was his job and it
enough to listen.
happened. Before long I was living with my father and I have those people to
I spent all of my time working on my
thank for contacting him and talking to
art assignments thinking it was my only
my teachers about certain absences.
way out, the only way I was ever going
My senior year in high school I was
to do anything. Some nights I would keep
helped a lot by my art teachers who
working until I had to go to class the next
noticed I was the only one who actually
morning. Once I had enough work to
cared about what I was making. They
barely scrape together a portfolio, my
helped me with everything from finding
one teacher helped me document
a school to putting together my portfolio.
everything and met with me during lunch
Without their help, there’s no way I’d be
and after school to edit the final portfolio
a student here today.
CD. Once I had it all together, my friend drove me to the post office so I could
Most important to me though was the
send it off to MIAD (I still have no driver’s
help from of my high school art teachers.
license to this day, just wonderful). After
They had never heard of me or knew I
a month of waiting to see if I had worked
was interested in art before my senior
for nothing or for something, I received
year, but they still took time to get to
an acceptance letter from MIAD and
know me and work with me. I would meet
a scholarship opportunity.
with them after school and they would work with me in class. I suppose these
I remember the day I told my teacher I
people were so important to me because
had received a scholarship he looked like
they were the first people to tell me I
he was going to cry, he got down on his
had a shot at this, that it was possible to
knees and grabbed my hands. Not only
study art and that I was worth the time
was everyone else in the class looking
they were spending to help me figure
at us in a really strange way, but I also
everything out. I had mentioned wanting
couldn’t believe someone else was so
21
I remember the day I told my teacher I had received a scholarship he looked like he was going to cry, he got on his knees and grabbed my hands. 22
happy for me to get in, so proud of
get a lot of their parents time to really
community; you can start helping
what I’m might be able to do. My other
be able to develop as a healthy child
people around you right here and now.
art teacher was actually in my second
or adult. It is difficult to take enough
period class waiting for me to show
time to slow down and spent time with
This semester I’m going to be serving at
up once he had found out I got in. I
a person’s family (& friends) - which is
a food pantry called The Gathering that
strolled in a minute or two late, but he
really one of the most important things.
feeds the homeless and the starving.
still waited. I heard from the hallway,
Having recently met with one of the
“Where is that girl!” Slow to realize I
I feel like it is important to have a job
heads of the group to take care of my
was that girl, I entered the room greeted
that allows you to support your family
contract, I have a better idea of what
by him with a huge smile and a huge
and if possible make a positive impact
I’m going to be doing now. While I don’t
congratulation. I wasn’t used to that
on society - but after that point a person
know if there is a better fit out there
much attention, but it was always
should focus on helping their immediate
for me, I think this place is going to be
important to me that they thought I
and extended family to make sure
interesting. I’m going to be starting
was good enough.
that they are healthy and growing.
to help on Friday mornings with their
Then if a person can make a positive
breakfast program.
Over the past couple years I’ve gotten
impact on society - and the lives of
to know my cousin and her family pretty
people who are misdirected or hurting
A lot of people will be helping and there
well, so I decided to ask her what she
I think it is good. There are lots of kids
will also be other students my own age
thought “service” was. I also knew she
who are very sad and hurting for so
working, so I won’t feel too out of the
has always been quite the do-gooder
many reasons and helping them have
loop at first. The woman I met with,
so she would definitely have something
something positive in their lives can
Virginia, admitted to me that she would
to say. While she has volunteered with
make a big impact.”
be a terrible homeless person. She
many programs that work with young
said so many people that come in are
girls who are interested in engineering
I agree, it’s incredibly important to
so determined to keep going and give
and science, church camps and
start small and to start with what’s
back to the people that help them. If
community clean up groups, I think her
around you. If you neglect your friends,
she were to be homeless she said she
comments on the connection between
yourself and your work, but think going
know she’d be stealing whatever she
this service and the children of the
out into the community is going to make
could to get by, but not these people.
future was most interesting. She said:
a bigger difference, then you’re wrong.
I’m looking forward to potentially
I think what she points out is also very
meeting people who have a much
“What I would say is that the world is
important is that children everywhere
harder time scraping together essentials
so busy and fast these days - for lots
are hurting, it’s not just those that are
of everyday life than myself and people
of different reasons. There are lots of
out of reach. You don’t have to go
that appreciate whatever they are lucky
broken homes and often even if a child
somewhere twenty-five minutes away
enough to receive.
lives with both parents they may not
and work with strangers to help your
23
Ask a Tech Teacher
What technology questions do you have? I am doing Movie Maker with my Grade 6 girls. (age 12) How would you suggest I assess this? Tracy, South Africa It depends upon your needs, Tracy. Tech ed is at times expected to be assessed quantitatively and other times, on a qualitative, effortbased platform. If your school requires the former of you, you might want to create a rubric that includes the Movie Maker features you expect to be included (i.e., storyboard, transitions, images, length, integrated sound), make that available as a checklist to students prior to completion, and then let them grade each other. However, if what you’re trying to teach has more to do with working in groups, mixing media, research, using internet materials wisely (such as images they might find for the movie), then you might want to adopt one of the approaches called anecdotal observation; their ability to transfer knowledge from skills already learned and their ability to teach others what they know about movie making.
24
I would love some information on differentiating lessons using technology. I struggle with that the most. Ali, Callfornia If what you’re trying to teach has more to do with working in groups, mixing media, research, using internet materials wisely (such as images they might find for the movie), then you might want to adopt one of the approaches in this post– anecdotal observation, their ability to transfer knowledge from skills already learned, their ability to teach others what they know about movie making, an oral presentation. Here is one idea for differentiating instruction in your classroom: Keep lots of activities going in your classroom, so students can work at their own pace and thus, self-manage their tech education. Keyboarding practice is great for that. While some students finish a project, others work on keyboarding. Sponge websites are another–have a collection of links on the class internet start page that support class inquiry.
I am having my kids create websites that will not be shared publicly, and I just want to know what are the copyright rules for such images? Is just providing the URL from the website that the image was on acceptable? Sarah, Wisconsin Maybe, if those images are copyright-free. If they aren’t, you just can’t use them. A rule of thumb is Google Images is fine if the images themselves don’t show copyright notices. Some do and those must be avoided. Others have easily-identifiable sources like NASA or Hubble. Many are copies of copies with no origination trail. I use images as introduction to copyright and privacy instruction. I explain what those are, demo how to use best practices to avoid infringing. Here’s a few of copyright-free image/clip art websites: Creative Commons Flikr Free Photo
Any Questions?
Jacqui Murray is the editor of a technology curriculum
reviewer, a columnist for examiner.com, Editorial
for K-sixth grade, creator of two technology training
Review Board member for Journal for Computing
books for middle school and three ebooks on
Teachers, IMS tech expert, and a weekly contributor
technology in education. She is the author of Building
to Write Anything. Currently, she’s editing a thriller for
a Midshipman, the story of her daughter ’s journey from
her agent that should be out to publishers this summer.
high school to United States Naval Academy. She is
Contact Jacqui at her writing office or her tech lab, and
webmaster for six blogs, an Amazon Vine Voice book
Ask a Tech Teacher online.
I know the difference between Power Point and Publisher. I focus on teaching Power Point, but maybe I should teach more of Publisher. My question is should I stop teaching Power Point and only focus on Publisher? Any suggestions?
It seems that my wellstructured primary tech classrooms fall apart when it is time to print. Some students just keep pushing Print & end up printing multiple copies, 25 students scramble to the printer to collect their printouts. Any ideas?
Alex, Italy
Cheryl, Indiana
Publisher provides more options for students who want to publish material in a more visual way. I get 2nd graders on it with greeting cards, 3rd graders with a simple magazine, 4th graders with a trifold, 5th graders with a newsletter.
Teach them how to print. I take lesson time to show them the print box, all the varied spots where things can be changed, and how to do it right. After that, I know it’s not lack of knowledge causing the problems.
Once created, projects are easily converted to pdf and added to class websites, emails, etc. I love it and haven’t found a free version or a widget that successfully accomplishes what it does. The downside is that Publisher is an expensive program that most students don’t have access to. If your school is okay with that, I’d say add one Publisher project each year that ties into a classroom theme.
I don’t let them go to the printer. First, it gets to be the lab water cooler–everyone hanging out back there, chatting, while they wait for the stuff to print. That’s no good. Second, I’ can’t monitor that everything printed is appropriate if they’re taking papers from the printer. Third, if they print more than one, I want to chat with them about it. Consistent offenders aren’t allowed to print. I’ll email it to parents/teacher, but they would then lose the privilege.
Do you know of any websites where teachers can create a free web page for their classroom? But I’d like to have my students maintain it, so they would need accounts and then I approve and publish the material. Laurie, Canada There are so many software programs and online tools that speak to a student’s individual interests–Word (for writing), Publisher (for multimedia), PowerPoint (for multimedia), Voki (for video/audio), Big Huge Labs (for lots of choices). For 5th grade and up, I have a unit I co-teach with the grade-level teacher. I introduce students to about 18 online tools, then they pick one for a class project (whatever inquiry is going on in the classroom at the time). Here’s a link to my collection. You will want to those that suit your group. Favorites are Voki, Poll Daddy, Animoto, Photostory, a mind mapper. In all the years I’ve taught this unit, I am constantly amazed at student choices. those I would have predicted loved writing pick video tools, and vice versa.
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