For this week’s assignment we were asked to work with our PLN group to create a checklist of fifteen to twenty criteria that will serve as a tool for assessing the quality and value of an education related curated topic. In order to complete this assignment it was necessary to use many of the steps contained within the checklist we were creating.
In the research section of our checklist we determine that it is important that sources are diverse, reliable, up to date, and contain sources that are cited. These are basics you would expect in any professional writing and help build trust when people are looking at your curation. Imagine if somebody pulls up your information and sees that everything you have included is twenty years old and unsourced. Education has changed a lot in the last twenty years, which means your information is not very useful to current educators. I think it is important for these items to be included if you want your curations to be taken serious regardless of the topic. This will also help build your credibility within the professional community. I think if you are going to create curations, you need to make sure you are fully committed to their creation or it may be difficult to gain followers and to be considered a source of quality information.
Our next section was directed towards the accessibility of your curation to other people. I especially liked how we included whether the curation is a benefit or of value to other people. If you don’t make your curation easily available to other people, why are you making it at all? Using a quality tool that is user friendly is one of the most important first steps. Choosing the appropriate tool can also impact the impact your curation has.
Lastly we covered the presentation of our curation which I like to think of as the visual appeal of the curation. The curation should be organized with categories, sub categories, and brief commentary. People don’t want to have to read everything in order to figure out if the information is what they are looking for. Organized chaos may work in your own personal life, but it has no place in a curation. Users want to find the information they are looking for quickly and easily.
In the end a quality online curation is the same as a museum display or an art show in a gallery. Your online curation needs to grab the attention of your intended audience and guide them through the information you are presenting. The summaries and commentary should be short and to the point so the reader knows whether they want to dig deeper. If users continually see you are providing quality work they will keep coming back for more as they begin to trust you and view you as a source of quality information and ideas.
Living in a modern society requires you to have a digital footprint to a certain extent. Even if you don’t use a smartphone, credit or debits cards, drive a car, use a computer, or use a Fitbit or any other electronic device; you still will likely have a digital footprint even if it is very small. Because even if you are not using any of these devices, other people are using them and you can end up showing up in places you didn’t expect. So many devices are being used by so many people that it is very hard to be digitally invisible. This isn’t necessarily a bad thing, but it does mean that you need to knowledgeable and proactive in the management of your digital footprint. As an adult in my thirties I am very happy that social media was not around when I was a kid. There is not a digital record of all of the mistakes and bad choices that I made when I was younger. Kids today who participate in social media are typically not mature enough to understand the consequences of poor social media exposure. They often learn the lesson the hard way when they get rejected from their first college choice or when they get fired from a job because of something they posted about their boss on social media. Adults are only somewhat better at managing their social media exposure as the ways in which people use social and online mediums is continuing to change. People need to understand that the groups they belong to, the activities they participate in, their preferences in music, literature, hobbies, and everything else is available online. Even if the group you belong to only meets in person, they likely have a Facebook page, Twitter account, or even an online newsletter that will link them with that group. All of the things found online about us make up our digital reputation. We should do our best to ensure our online reputation reflects our real life reputation. Unlike our real life reputation, the online representation of us is visible to anybody in the world who takes the time to look and is often lacking context to explain it.
To get an idea of my own digital footprint I started out with just a basic Google search of my name. What I found was mostly what I expected to find, one things I had forgotten, and one I never expected to find. All of these things I feel represent the main ideas people need to keep in mind when interacting online and even in real life. First there are the things I expected to find. These include my Facebook, Twitter, Pinterest, WordPress, EdTech website, and YouTube account. These are all resources that I currently use in my personal, educational, and professional life. I try to keep these sites up to date and I make conscious decision about what I post to all of them. Looking at my social media accounts would only give a personal a small chunk of understand who I am and what I believe and this is a personal choice. The item I forgot about was an old MySpace account. If you don’t know what MySpace is you are probably younger than 30. There isn’t much that is able to be viewed on this account as I haven’t used it in over a decade. There are some pictures though that I would prefer to not have out there. This site is a good reminder that the internet is forever. It’s important to remember the things you do online are always there, even long after you have forgotten about them. Lastly I found a court document that is linked to because of the poor choices of a family member. A person who doesn’t read it may think I have a criminal past, but I don’t. This document wasn’t online a few years ago. It appears the courts are trying to make more information available online by digitizing older court cases. While I can understand why they would do this, I’m not happy at having this come up when I search for myself. This finding reminds me that the people you are related to or associate with can give you a footprint that you are not happy about, but also cannot do anything about it.
This week we were asked to follow at least five new hashtags on twitter in an effort to better understand the role Twitter can play in our ongoing professional development. For this project I chose to follow #edchat, #math, #K12, #dojochat, @middleschool. In addition to following the five new hashtags, we were also asked to discuss three new things, resources, or ideas we learned by following the new hashtags. Lastly, we were asked to discuss our thoughts about using twitter for just-in-time professional development.
Through #edchat I found an additional list of 50 popular educational hashtags. While some of these are the same as the ones provided in the course resources, there are many additional resources available. I’m a firm believer in having as many resources as possible so you can select the most appropriate resources to fit your needs. I was especially excited about finding #HourOfCode, which had a lot of great coding resources. Coding is popular among students and is a great skill for 21at century learners to acquire. If you would like to check out the additional list, visit https://ictevangelist.com/50-popular-hashtags-to-help-develop-your-professional-learning/.
At #middleschool I found this great blog that discussed different end of year topics. This included end of year classroom management tips, end of year assignments and lesson plans, special end of year activities, and end of year teacher reflection. The end of year teacher reflections was what I found most interesting from this resource. Not only did it discuss a format for the reflection, but it also gives an example so you can see how it’s intended to work. I also found it useful that this resource has additional links to blogs for different content areas and different aspect of middle school life.
Lastly, I found #dojochat to be extremely helpful to find new ways to utilize the Class Dojo app/website to keep students engaged both in school and out of school. Class Dojo is a continually evolving program. This hashtag provides educators a way to share new ways they are using Class Dojo in their classrooms. They also hold chat sessions on different specific topics related to using Class Dojo.
After getting just a small taste of the type of resources and information available on Twitter I’m very excited to see what else I can discover and how I can use it to become a more effective educator. From what I have seen so far there a lot of great opportunities to find resources, participate in discussions, and connect with other educators. The amount of resources available is amazing and I know as I become more proficient in their use I will be able to maximize the impact of using Twitter for my own professional development.
Creating a nonlinguistic representation of depicting communities of practice, connectivism, and personal learning networks was more difficult than I initially thought it would be. The reason for this is that they are very closely related and interconnected. This makes it logical to study them together in one unit.
“Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly (Wenger-(Trayner,” n.d.) I represented this with different groups of people to represent that communities of practice can be made up of different types of people with different degrees of experience and that people may belong to multiple communities. In order for a group to be considered a community of practice it must meet three characteristic. These include domain, community, and practice. This means that they share a common interest, they participate in activities together, and build relationships with each other. Lastly, they create shared resources and protocols for solving problem.
“Connectivism is a learning theory that explains how Internet technologies have created new opportunities for people to learn and share information across the World Wide Web and among themselves (“Connectivism (Siemens, Downes),” 2015). Social media is the tool most commonly used when sharing information across the internet, which is why I chose an image of a smartphone with Facebook showing. Facebook is one of the most popular platforms world- wide for sharing information.
Lastly, we have personal learning networks commonly referred to as a PLN. “A personal learning network is an informal learning network that consists of the people a learner interacts with and derives knowledge from in a personal learning environment (“Personal learning network,” 2016). Personal learning networks can be much less formal than communities of practice as well as being a lot smaller. Personal learning networks are any connections with other people in which a person learns from. This can be one teacher sharing a lesson plan with another teacher or two teachers working out a problem.
Communities of practice, connectivism, and personal learning networks are completely interconnected in that CoP’s and PLN’s are similar in that they are both geared towards learning and sharing information between people. They are able to function in large part because of internet technologies that allow for people to interact on a global scale. This is the reason I overlapped all of the pictures. Connectivism is common among all of the images while CoP’s and PLN’s are similar in nature, but enough different that they are separate.
Connectivism (Siemens, Downes). (2015, June 1). Retrieved June 13, 2017, from https://www.learning-theories.com/connectivism-siemens-downes.html
Introduction to communities of practice | Wenger-Trayner. (n.d.). Retrieved June 13, 2017, from http://wenger-trayner.com/introduction-to-communities-of-practice/
Personal learning network. (2016, June 12). In Wikipedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Personal_learning_network&oldid=724857969
Hello and welcome to my initial thoughts as I begin my adventure of learning how to integrate social networking into the classroom environment. Our world is rapidly changing as social networking websites/apps are becoming to primary source of communication between individuals and groups of people. Whether it’s through the sharing of a video, picture, internet meme, or live broadcast social networking sites are having a major impact on how society sends and receives information. In 140 characters or less millions of people across the world can engage in discussion about anything and everything and large political/social movements can be born. Social networking may be one of the most impactful tools to ever be developed. Given this powerful tool it is logical for us to look at ways to leverage social networking tools to enhance the education of our students. This is what will be the first of many blog posts about social network learning, which focuses on initial reactions to being required to joining social networks for use in this class, my experience in using social media in my own professional development, my experience in using social media as an instructional strategy in my learning environment, and my expectations for this course.
My initial reaction to joining these social networks for use in the course was excitement as it makes me feel we will to a certain extent be able to see what using social media might look like. I have already used most of the social media required for the class. This makes me feel confident I will be able to navigate the sites/apps I will need to use for the class allowing me time to focus on theory, application, and experimentation in the use of social media in a learning environment. I was also comforted to see that it doesn’t appear that any of my privacy settings will need to be changed to fully participate which leaves me I control of what I choose to make visible online.
I have absolutely no experience in using social media for my own professional development, but I hope that will be change as I progress through this class. I imagine there are a lot of valuable resources available through social media that I am simply not aware of that could be of great benefit.
I also have no experience using social media as an instructional strategy as I have only taught second grade where you don’t have students engaged in social media, but as I am hoping to be in a middle school setting starting the next school year many of my students will be engaged in social media and I would love to be able to integrate its use into my classroom.
My expectations for this class is that I will learn the theory and best practices for using social media in my classroom effectively and responsibly so that it has the greatest impact possible. Increasing student engagement is always a focus for teachers and I can see how social media could play a large role in putting content into a real world context that will increase engagement. I do have concerns about some potential pitfalls of using social media as well and I hope that this class will provide me with solutions to avoid these pitfalls and avoid any negative outcomes. For example, how do you setup expectations to ensure positive learning experiences for both experienced social media users and novice users? How do you address parental concerns about allowing students access to social media when they would otherwise not have access to it? Are there any legal concerns that I need to be aware of as a teacher? Many schools block access to social media when connecting to the school’s WIFI network, how do I work to make this access available if it is not already available? I am very excited to find answers to these questions along with the other questions I haven’t thought of yet as the class session progresses.