Questions from Dr. Fritz

• What is the quality of my learning networks: diversity, depth; and, How connected am I?

This is a tough question because of the constant evolution of the learning network. Currently, I am connected to several Diigo groups, follow blogs, produce and receive tweets, and have a constant flow of information that is fresh, engaging, and consumes more time than I am able to dedicate! I feel connected enough to engage students in connections as well. Before this course, I felt as though I was only an "end unit" of a connection. Now I manage my network and make an effort to connect others.

• How has what you learned in this course changed/altered your view of the process of learning?

I see the process of learning as connections with people, information, and life. I have come away from this course with a greater commitment to connecting students with practical applications of information - in other words, connecting students with life instead of just teaching them about it. For example, as a Spanish instructor, instead of teaching students how to interact with Spanish speakers, connect them with the Spanish-speaking world; use social networks to connect and live. After all, with such a connected and Internet dependent world, does a true language immersion still exist? Teaching them how to connect to a bilingual network may soon be an important element of L2 language instruction.

• What questions are still outstanding?

Not really sure. I am anxious to implement the Latino Leadership social networking project with my students and put much of what I experience to work with my students. I am also looking forward to the new connections and challenges.

Planning and Implementation - Teachers, Students, and Curriculum

“Efficient people do things right, effective people do the right thing.” Dr. Juan Baughn

During a visit to Penn State Great Valley last summer, Dr. Baughn talked about his experiences in making difficult decision that were right for the students but not efficient for the school. Efficient makes life easy for the institution and the instructor, but it does not always translate into the right thing for the student. When considering the topic of planning and implementation of instruction with technology, I believe that the instruction and technology we implement must achieve what is right for the student.

When it comes to choosing a web 2.0 technology (that is not blocked by a school) as a tool for instruction, many of the decisions related to the technology are left to the individual teacher. For instance, the choice of what tool should be implemented, what students should be expected to do with the technology, how they should interact with the technology, and how their experience with the technology should be evaluated, are primarily left up to the instructor. Unlike curriculum, web 2.0 tools are at the discretion of the teacher and the configuration of the network. This creates a great responsibility for the instructor. If an instructor chooses a web 2.0 tool that does not align with a curriculum, the possibility exists for reducing the validity and effectiveness of the curriculum. This current state of free choice leads me to wonder if the implementation of web 2.0 instructional tools should be under the supervision of the committee (or persons) responsible for curriculum? As web 2.0 tools become more robust and capable, instructors must consider the effect of “cognitive outsourcing” on curriculum, instructional methodology and the student.

Overall, planning and implementation must be effective for the student. Efficiency, although it is desirable, should not be the guiding factor in planning and implementing technology. The risk of efficiency as a goal is the use of technology for the sake of technology. Student instruction must be developed and implemented for their growth and development. Of course, one also needs to find a balance that reflects reality.

Latino Leadership - Social Networking and affinity group work

Latino Leadership Online is an initiative that transforms a face-to-face affinity group into a blended experience with the purpose of cultivating a larger group through the use of social networking tools. I have chosen the Latino Leadership group to serve as a model for the possibility of a socially networked high school diversity group. The Voicethread below discusses the overall mission of the project.

Safe practices with Web 2.0 : Personal safety and homework

There are so many issues to consider with the internet and student safety. Lately, I have been reflecting on the differences between the internet at school and the internet at home. I believe there is a significant difference between the two environments that relate directly to the personal safety of students. Based on compliance by most schools with the Children's Internet Protection Act (CIPA), internet access at school is generally safer than internet access at home. CIPA requires internet filtering or blocking on EVERY connected computer and a comprehensive internet safety policy. (Solomon & Schrum) Schools also log all websites and monitor behavior. These measure are greater than what can be found in the typical home internet environment. With that in mind, teachers need to consider the internet environment students will access when completing an assignment that require learners to go online. Teachers must be aware that there is a difference between the two and ensure a safer process for the students.

Here are a few considerations that come to mind:

• Do your homework - It may sound like hyper-supervision, but go through the assignment yourself. Even commonplace exercises like a Google search can go awry. Think of keywords that are relevant to your topic and search the way your students would - check the resulting pages and images and ensure that the websites are what you intended. If not, consider providing your own keywords or creating a customized search engine for your students.
  

• Be a presence - One of the best practices in online and blended learning is for the instructor to be an active participant. For example, when your students are posting/writing to blog or forums, take the time to respond immediately to their posts. This lets your students know that you are partners in their experience and are an active member of the learning environment. Take that step from supervising to facilitating.

• Create a private space - Do not assign any tool that you are unfamiliar using or unfamiliar with the connected community. Learn the tool and learn how to create a private and safe space. If a private space is necessary but not possible, move on to a new tool. After all, the web 2.0 facilitates the experience, it doesn't define it – find another site or tool that helps you achieve your goal.

There is obviously a lot more when it comes to keeping students safe on the internet, but it is important to realize that not all internet environments are equal. When teachers assign internet-based assignments for homework, they must take into consideration the differences between the school and home internet environments.


Reference:

Schrum, L., & Solomon, G. (2007). Web 2.0: New Tools, New Schools. NY: Intl Society For Technology In.

Research and the reflective practitioner: The F2F Experience

Last week I attended a face to face (F2F) workshop called Teachers Teaching Teachers (TTT). It was organized by the Multicultural Resource Center . Ironically, I specifically attended this F2F workshop as part of my research for my Web 2.0 Social Networking class! I looked forward to this workshop because, Gene Batiste - the vice president of Leadership Education and Diversity at the NAIS , was offering a session on the benefits and challenges of implementing an affinity group for an independent school community. The social networking project that I am researching for social networking class is along the lines of affinity group support via a Web 2.0 infrastructure.

So why attend a F2F when there are so many online options? In class we have researched tools and their implementation through sound methodology, but I believe that the practitioner needs to bring their social network to life with some F2F time. We use Diigo, blogs, virtual conferences, etc... to research and reflect but I believe that there needs to be a balance. Personally, I found great value in taking the time to disconnect and meet people, not avatars or user names. And even though I sat through the TTT workshops thinking that this would be more efficient online, I found value in seeing people, shaking hands, and having "real" F2F conversations. Although it may feel as though the primary source of research nowadays is the web, the reality is that behind these sources of research are people. In my case, I tend to forget that the tool or information I am accessing may have another person involved. There is someone, some group, and/or some network of people we are accessing through the web.

No matter how inefficient and limiting a F2F session may be, there is value in a blended approach to social networking. The session I attended with Gene Batiste was fantastic! He had a great welcoming manner, spoke with encouraging confidence, and motivated his participants to believe that affinity group work is possible in even the most conservative environments. The presence he radiated cannot be mined through the Internet. Imagine Obama's election victory speech at Grant Park in Chicago live versus on a screen. The content is the same but the feeling one gets from witnessing and sharing F2F is incomparable.

Overall, as I use the web to research and reflect, it is important to remember the emotional/motivational benefits of being involved in a network that can come to life (F2F) at some point.

Creating my social network - Response Blog #1

Defining my social network seems equivalent to defining part of my personal learning environment. I am networking resources and people I want to receive information from and provide information to. In this process, before considering a tool or network, I ask myself the following questions:

• Who do I want to connect with?
• How will I do it?
• Will I be able to contribute?
• Do I have the time?

Staying connected with a network has not been very easy. The tool must be transparent and not require too many steps to access. Some tools that have worked for me are Diigo, Facebook, Twitter, and CNN.com. CNN may have just raised an eyebrow but let me explain Diigo and Facebook first.

The Diigo user groups are a good way to find an instant network. For a while now, Dr. Fritz has recommended that we connect with Vicki Davis' CoolCatTeacher blog. As much as I respect her suggestions, I could never find the energy or enthusiasm to add another source to my reading. When I joined the Diigo network I decided to join the 'Educators' group - guess who started the group? Yep, Vicki Davis. As a member of that group, I get a weekly digest of links to the most relevant readings, blogs, tools, sites, etc… for educators. With the digest, I get the essence of her blog. I also follow Vicki Davis on twitter. Everything she posts into the 'Educators' group in Diigo she sends as a tweet as well. So, although I do not follow the blog closely, I am connected to her network in other ways; learning from the tools and readings she is recommending.

Now for the CNN.com clarification; CNN.com is a good example of a site that socially networks around topics in the news. After reading a news article, CNN.com gives the reader an opportunity to discuss the topic in an open forum with other readers. Also, the site connects you with blogs that are linking to the story you are reading and also to blogs that share similar tags. The benefit of incorporating a social network to the daily news has been great. There is reading the news, and then there is socially networking the news. Socially networking the news creates greater and more frequent opportunities to discuss issues with higher order thinking skills. For example, you read about the economy, then proceed to a discussion where you compare, contrast, explain, relate, debate, etc… Get the point? It is more than just the morning coffee and a paper!

Finally, I try to make my social network a little more than just educational - I need some fun! I have had a great and rewarding time reconnecting with friends through Facebook. FB has provided me with an opportunity to grow a network of friends and colleagues that I can call on to share, reflect and collaborate with when the opportunity arises. We talk, share pictures, and form part of a network.

New course, new challenge

I am excited for the assignment/challenge of creating a social network. One of the ideas that I have been thinking about for this assignment is diversity/affinity group support. I am going to try to create a social environment that facilitates discussions based on the topic of multi-cultural inclusion for high school students. In previous projects, I have dealt with topics directly related to my academic instruction - this time I want to focus on students' social well-being.