Click Home
Social Media for
Educators
Lesson
Three: Assessing Our Info-diets.
http://lone-eagles.com/social-lesson3.html
Return to Social Media
Educators Home Page
http://lone-eagles.com/social.html
1. VIEW this video. IPAD
Classroom Application Videos and APPS Skip Via's one transformed classroom video on
Ipads for K-5 http://www.youtube.com/watch?v=oYLirypK_Yo - Assess the volume of related videos at SkipÕs youtube channel
related videos: http://www.youtube.com/user/skipvia See other related IPad videos on the right
sidebar. 2. Search for and
contribute a minimum of the three best resources you can find Try not to duplicate what others have already found. Add your contributions to the Social Media for Educators Resources wiki page on our class wiki http://socialwikialaska.pbworks.com Email the links in a private message to your instructor along with any questions. (You have full ÒwriteÓ permissions.) (one hour) No
one knows as much as all of us. 3. Conduct the following short activity: Info-Diet Self-assessment Survey (one
hour) |
Required Submissions Checklist:
____ Contribute a minimum of three great resources to the Social Media for Educators wiki page on our class wiki.
___ Email the links in a private message to your instructor along with any questions.
Creating a New Digital
Culture
Culture
is our means of creating individual and group identity and meaning. New digital
cultures are being created along with an emerging global culture and sense of
global citizenship where appreciate and tolerance for difference cultures and
worldviews is becoming understood as necessary as we are all part of the one
human family. Combining caring and connectivity with common sense Ð makes
sense. We can now encourage, mentor, and help educate anyone, anywhere,
anytime.
Alaskan
youth suicide is many times higher than the national average. Youth need to
understand that they do indeed have many opportunities for a happy life, even
in a world of accelerating change. How we mentally frame our personal
self-image and opportunities for success is very much one of how we choose to
look at things.
Throughout
this lesson, think about how your online activities can bring encouragement and
HOPE to those who really could use your support. Social networking has a lot to
do with establishing a peer group for essential social support, particularly
for the first digital generation in history. There is nothing sadder than a
young life full of potential lost to hopelessness.
Freaky Rats
As
you may know, research has been conducted wiring electrodes to the pleasure
centers in the brains of rats such that they will push a button to receive
pleasure to the point they will not even eat, and will die. This is the same as
meth addictions, isnÕt it? Meth burns out the connections between brain
cells so one cannot feel content and happy without more and more meth. The
great risk is not knowing this can happen until it is too late.
Did
you know one in ten youth in China is addicted to the Internet games like World
of Warcraft? They have special camps for these youth in China who spend 10-12
hours a day playing games on the Internet. One in ten Internet users are
also addicted to Internet pornography.
Moderation in all things is good advice.
Seek balance.
Balance in our lifestyle choices is necessary for wellness. Too much of
anything can be considered an addiction. But, you can be addicted to exercise,
to get the good feelings from brain hormones that result, and isnÕt this a good
addiction? Or addicted to helping others for the satisfaction it brings?
Perhaps ÒaddictionÓ is the wrong term, but the words we choose to use are often
important.
The
Thinkquest competition gives cash prizes to youth and teachers from all over
the world who compete creating instructional web sites collaborating with peers
in other countries, here is one example:
Mind Prison: Internet
Addiction Disorder
Spending
too much time online is something that currently affects many people and
families. This website is great for teaching students about what Internet
addiction is, signs to look for, and what to do about it. Watch for early
warning signs in your students (particularly the middle schoolers who take
their school laptops home in the evenings). Many parents find their kids
hiding under their blankets with their laptops at night to play online games,
who may lie to their parents saying they were doing homework when they were
really spending hours chatting with friends, etc.
Make
sure students know that this can become a problem, and it is something they
need to be aware of and monitor. There is a self-assessment quiz at this
website that will be really helpful in allowing the students to privately take
a look at how they are doing. http://library.thinkquest.org/06aug/02049/home.htm
What is YOUR Info-Diet?
You ARE what you feed your head?
You
have perhaps heard ÒYou are what you eat?Ó And physically this makes sense. You
ARE what you know and think, mentally, depending on what you feed your mind.
And the mind is like a muscle. You can let it go flabby, or muscle it up. Your
Choices are Important. They determine what you will become. Becoming is
superior to being. True or False?
Please do the following
short activity:
Info-Diet Self-assessment Survey
http://lone-eagles.com/academy-info-diet.htm
Modify it to include all your info-tools, average time routinely spent by day
and by week/month. Include your self-assessment as to your current goals for an
ideal info-diet regarding new tools and better Òbest practices.Ó
Email your instructor your responses to
this simple survey.
SHARE your Info-Diet survey in the Google Groups discussion
area. (using cut and paste)
From Roz Goodman
Accessing Educational Resources at http://www.pbworks.com/education.html for
educators, librarians, district
technologies.
This
ALA book is available from the Alaska State Library office in Anchorage.
Contact Jacque Petersen 1-800-776-6566.
Solomon,
Laura. Doing Social Media So It Matters: A Librarian's Guide. American
Library Association, 2011.
In seven concise chapters the author suggests that libraries need a social
media presence to connect, engage and converse with their library community. To
be successful in this effort the library needs a social media plan. What are
the goals for using social media? What are the expected outcomes? Who will be
responsible for implementing the social media plan? Which social media tools
best serve the library's social media goals? The author clearly explains the
important role of social media in communicating with library users, the value
of acquiring and utilizing social capital by broadcasting and listening, how to
measure engagement quantitatively and qualitatively, the importance of buy-in
from the entire library staff, and how to evaluate and improve the
success of the library's social media plan.
The Core
Rules of Netiquette
are excerpted from the book Netiquette
by Virginia Shea.
Click on each rule for elaboration.
Rule 2: Adhere to the same standards of behavior online
that you follow in real life
Rule 3: Know where you are in cyberspace
Rule 4: Respect other people's time and bandwidth
Rule 5: Make yourself look good online
Rule 6: Share expert knowledge
Rule 7: Help keep flame wars under control
Rule 8: Respect other people's privacy
Rule 9: Don't abuse your power
Rule 10: Be forgiving of other people's mistakes
Social
Bookmarking: With the rate of change accelerating, and the volume of new
information being generated growing exponentially, the issue of being armed
with the best tools and collaborative support peer communities will only grow
in importance. This lesson is intended as an introduction. View the short video
below on social bookmarking which demonstrates a new tool integrating browsers,
search engines, bookmarks and more under the collaborative umbrella of social
networking and peer sharing. DonÕt feel you have to install this tool, simply
acknowledge the potential utility of such a tool if you were to take the time
to learn to use it well.
Optional; Advanced tools like Diigo exist, but are also evolving as better and easier tools are continually being created;
View Social bookmarking In Plain English
http://commoncraft.com/bookmarking-plain-english
View Diigo Social Bookmarking browser add-on short video overview
(advanced)
http://www.youtube.com/watch?v=kcecBgRd3ig
EXPLORE:
A. Your Very Serious
Homework!
VIEW K12 Essential Resources, http://lone-eagles.com/k12.htm
and the Parenting Webtour at http://lone-eagles.com/webtours.htmNOTE:
Don't click on every link, as many have changed, but note the
categories of the issues K12 educators have to be aware of. This is an
area of dynamic change and evolution so your ability to find the latest
updated resources is a skill to develop, as is your ability to
collaborate with your peers to help each other stay
current. One site created by George Lucas, of Star Wars
fame, is http://www.edutopia.org
and is kept current, and there are many others. Often websites listing
topical resources are created by teachers, but quickly become dated and
are not meticulously maintained.
Your knowledge of these issues is vitally important to the welfare of your
students, and to legally protect yourself. One
example of a final project might be completing the six-hour online Internet
Safety certification program at www.isafe.org
or www.wiredsafety.org and training
other educators locally.
Study how others have
resolved these dilemmas, knowing there are grey areas between right and wrong
on many issues. It is recommended you document your sources in case you have to
defend your decisions in the future. You're asked to find additional sites on
these seven key topics to practice your searching skills and to make sure
you're able to find all the information on these issues you'll need to deal
adequately with them. If you've not used multiple keywords in searches before,
you'll find this presents the perfect opportunity. A popular search engine allowing
natural language phrases is http://askjeeves.com
. You can simply type in full sentence questions. Try it!
B. On Hate and Bullies
An Educator's Guide to Cyberbullying and Cyberthreats
www.scaet.org/csafety/cbcteducator.pdf
Cyberbullying Info-graphic
www.edtechmagazine.com/k12/article/2012/07/cyberbully-takedown-infographic
25 eye-opening statistics on Cyberbullying
42% of teenagers with tech access report being bullied over the past year.
Family Guidebook
http://www.familyguidebook.com
ParentÕs Guide to the Internet
www.familyguidebook.com/aboutbooksbindex.html
The Alaska Circle of
Internet Safety
http://www.akla.org/safety/
Cyberbullying - comprehensive article with many great links from the NY Times!
http://www.nytimes.com/2010/06/28/style/28bully.html
Hate sites on the
Internet
http://www.bcpl.net/~rfrankli/hate.htm
More offensive than any of the above.
Nancy Wellard's
Cyberbully Site
http://www.cyberbully.org/
C. Copyrights
Have you seen the sign in
the library that says it is illegal to xerox copyrighted print materials? It is
behind the line of students and teachers xeroxing copyrighted materials as part
of their daily routine. Did you know it is illegal to use your VCR to copy TV
programs if you keep them beyond 45 days? There are grey areas between what the
law says, and what common practice is, even for responsible citizens.
Where you draw the line
between right and wrong for yourself and your students can help be defined by
reading the suggestions of others at Stanford UniversityÕs Educational Fairuse
site. http://fairuse.stanford.edu
VIEW a handy chart summarizing copyright issues for educators:
http://www.halldavidson.net/copyright_chart.pdf
(You'll need Adobe Acrobat reader to view .pdf files. Available free at http://adobe.com )
A concise website for information on copyrights:
www.teachlearning.com.
A good tool for the kids; cool interactive
websites that deal with ethical issues like http://www.cyberbee.com/cb_copyright.swf
This article is recommended for a summary of current issues:
http://www.boutell.com/newfaq/browser/protectkids.html
Microsoft has a series of web pages addressing protecting kids
from inappropriate information http://www.microsoft.com/athome/security/children/childrenonline.mspx
This copyright wiki created by Joyce Valenza, a teacher librarian,
has some wonderful links to copyright friendly resources that can be used in
multimedia presentations. http://copyrightfriendly.wikispaces.com/
When students create a web
page with their own pictures, words and ideas, they need to understand what intellectual
property rights they hold and how to similarly respect the intellectual
property rights of others.
When your students save
images off the web for use in their own web pages, are they stealing? Many
copyright-free image, and animation archives exist on the web.
Explore: http://plagiarism.org is a service where for
.50 cents per paper a supercomputer will colorcode a student's paper with all
the plagiarized material and document the sources. It will get your student's
attention that you know this is possible! See also http://plagiarism.com
Book Recommendation: "Student
Cheating and Plagiarism in the Internet Era: a Wake-up
Call" Search for it at http://amazon.com or by the full
title in quotes.
D. Authenticity
Authenticity Example
There are many humorous sites designed to make
key points about Internet resource authenticity, here is one example. http://www.dhmo.org/
Eventually readers will realize they are talking about banning water.
Students today tend to
accept information from the Internet as valid, but need to become much more
skeptical information consumers. Students need to learn to cite resources in
ALA and MLA formats and to understand how to authenticate information by noting
the sponsor of the web site from which they obtained information, validating
the information by finding references to the same facts in three different
places, and so on
E. Privacy and Child Safety
Child Safety
http://www.onguardonline.gov/
Facebook Safety
http://www.facebook.com/safety
"Predators" seek
to befriend minors via email and entice them to private meetings without their
parents knowledge. Since free email accounts are available to anyone, easily,
on the web, what can you do to protect your students?
Posting pictures of
students with contact information such as home addresses, names, and phone
numbers is considered an unwise practice.
You will find many
concerned parents and teachers have posted extensive resources related to your
options dealing with these issues. Explore the resources in the Parenting
webtour, http://lone-eagles.com/webtours.htm
, K12 Essential Resources, http://lone-eagles.com/k12.htm
and http://www.childrenspartnership.org
F. Inappropriate Internet
Resources (pornography)
Our students represent the
first generation to grow up with the Internet and digital technology. They are
growing up in a world with unlimited information access. There is no way you
can protect students from the information that's out there, particularly when
their hormones are driving their curiosity. Ultimately, this will be a moral
'values' and 'character education' issue. You will find many excellent
character education curriculum links by searching. Have your students decide
what they believe and what's right and what's wrong.
As if incorrect information
isnÕt bad enough, hate literature and resources on how to make drugs and bombs
are readily available on the Internet. Because the first amendment to the
constitution guarantees free speech, pornography also exists on the Internet.
Pornography of every description and rating is readily available on the Internet.
G. AUPS (authorized usage
policies)
AUPs are legal waivers students
and parents must sign to protect your school from law suits should the student
intentionally or unintentionally view pornography via a school-owned computer. See the K12 Essential resources
http://lone-eagles.com/k12.htm for AUP resources.
H. Blocking programs
Blocking programs, also called ÒfiltersÓ exist which can inhibit
unintentional access to inappropriate web sites, but most people find them more
trouble than they are worth because they also block access to information that
is desirable and can be circumvented by determined students. Sites for blocking
programs are listed in the K12 Essential resources section http://lone-eagles.com/k12.htm.
With students you can't
trust, supervision is the only solution, or restricting them to captured,
appropriate sections of the Internet using an offline browser.
I. Citing Internet Resources
in ALA (American Library Association) and MLA style
Consultant David Warlick
has a popular citation generator that will allow kids to email the owner of a
website and ask permission for using certain things. It's at http://citationmachine.net/. Two places
that are terrific for citing information are http://www.bedfordstmartins.com/online/citex.html
and several different tools at http://landmark-project.com/index.php.
J. Help on Internet Spam, Scams, Hoaxes, and Viruses
Scams are email
messages and web sites with insincere intents. Learn more at
Scambusters.org http://scambusters.org
Hoaxes are often
emailed warnings based on rumors that are untrue. Learn more at Hoaxbusters http://hoaxbusters.ciac.org/
A Listing of Common Hoaxes
http://www.symantec.com/business/security_response/threatexplorer/risks/hoaxes.jsp
See what else you can find at http://symantec.com.
Viruses are often sent hidden in unwanted email and can wipe out
your hard drive, or worse!
Find out how computer viruses and worms
work
http://www.howstuffworks.com/virus.htm
You should have a
virus protection program running on your computer. You should know to never
open an attachment from someone you don't know. Some viruses will automatically
send messages to every email address on a personÕs computer without their
knowledge, so even opening an attachment from someone you DO know might contain
a virus. Free anti-virus programs exist and will be easy to find with a simple
search. Ask those at your school what they prefer. Norton Anti-Virus is one of
the best, and costs $40+ a year.
Lesson Feedback: Optional, but much appreciated.
You're invited to privately email your
instructor:
1. What areas, if any, did you have
trouble with during this lesson?
2.
What questions remain now that you've finished this lesson?
3. Approximately how much time did
you devote to this lesson?
4.
What improvements would you like to suggest?