Only the cool kids are invited…
Like many people, I didn’t really feel the need to jump on the Pinterest bandwagon; but then I had to do a presentation on how to use social networking in the classroom. Pinterest is the third most popular social networking site behind Facebook and Twitter, and so, for the sake of research, I joined Pinterest. But here’s the thing: you can’t just join Pinterest because you want to join Pinterest. You have to be invited. I was slightly annoyed that I had to wait to start pinning stuff, especially because I had to wait only two weeks after requesting an invite. Good grief.
While setting up my Pinterest account I was pleased to see that I could link the account to either my Facebook or Twitter account. One less username and password combination to remember sounded great to me (although I usually use the same ones over and over again. Shh, don’t tell). I decided to go with my Facebook account since I am still getting used to Twitter, but Facebook and Pinterest must be in cahoots with one another, because that dang Pinterest tricked me into getting Facebook’s timeline profile. Grumble grumble.
Regardless of the initial inconveniences, Pinterest is my new addiction. Before joining Pinterest I had seen an eCard that mentioned drinking wine while looking at Pinterest all day, so for the sake of research, I decided to pour myself a glass of Pinot Noir before diving into the world of Pinterest. Two hours and three glasses of wine later, I realized I had to stop wasting time on Pinterest and take care of my big girl responsibilities like doing the dishes and feeding the cat.
How it works
Basically, Pinterest gives people the ability to “pin” things they find on the internet to different boards. Think of these Pinterest boards as being digital bulletin boards, and you can have multiple boards to help you to organize your pins. Initially, I didn’t know what the topics of my boards should be, but Pinterest is nice enough to give you some ideas as soon as you sign up.
I now have a board for classroom stuff, a board for workout ideas, a board for literary references (this is currently my largest board, full of entertaining images referring to Harry Potter, The Hunger Games Trilogy, and The Outlander Series. I also have a few random book covers in there for good measure), and a board that I call “Bumper Stickers”. You may or may not remember when Facebook had a bumper sticker application about three years ago; this is basically the same idea. The great thing about boards is that you can do whatever you want with them. Get creative!
Stalk me on Pinterest!
Like Twitter you “follow” people on Pinterest instead of “friend” them. I had no clue as to whom l should follow when I signed up, but Pinterest was nice enough to suggest people to follow based on what I marked as my interests. This made my initial pinning experience a bit worldlier since I could see the pins of people I had never met. Soon after, I learned that since my Pinterest account was linked with my Facebook account, I could automatically follow all of my Facebook friends who also had a Pinterest account.
If you follow someone on Pinterest, their pins automatically pop up on your home screen, much like posts on a wall on Facebook. You can “like” someone’s pin, or you can leave a comment on someone’s pin, however I’ve noticed that simply re-pinning a pin is the most common method of recognition.
So…what’s the point?
The purpose of Pinterest is not to share witty thoughts about everyday occurrences, nor is its purpose to share photos and news articles to document the events of an individual’s life. Instead, Pinterest aims to share various types of media such as photos, videos, websites, infographics, and more, with people who have similar interests. And I wonder, sometimes, if Pinterest aims to take over the world by distracting its users from their personal responsibilities in life…kind of like this Hulu commercial.
TeachersCanUse Pinterest for the Classroom
While I just sold Pinterest as an entertaining way to spend uneventful evenings, it does hold some potential for education. Teachers are using it to find ideas for their classrooms, but students are also using it as an instructional scaffold or as a form of assessment. As a language arts teacher, I am particularly interested in using Pinterest while teaching a novel. I imagine my students creating boards for the protagonist and the antagonist(s) of a novel and a board for the setting. Perhaps we could have a class board for the different books my students are reading independently, or a board for atrocious grammar mistakes the students see around town. The possibilities are only as limited as your creativity. To help inspire some new ideas, I have included this great infographic about how other teachers are using Pinterest.
As you may already know, my school district has recently adopted a web-based program called My Big Campus, which is essentially a social networking site for the classroom. You can read more about in my earlier post, Teacher, Meet Technology. Since incorporating the program into my classroom, I’ve began to realize the value of social networking to education. Below are eleven quotes about social networking that I would like to share with fellow educators.
Why teachers need to embrace social networking in the classroom and why administrators should embrace social networking as a professional development tool
1) “More companies are discovering that an über-connected workplace is not just about implementing a new set of tools – it is also about embracing a cultural shift to create an open environment where employees are encouraged to share, innovate, and collaborate virtually.” – Karie Willyerd & Jeanne C. Meister, Harvardbusiness.org
2) “It’s natural online to go to the place where people are already consuming media. It’s less effort than to ask people to leave an environment they’re already in.” – Cheryl Calverley, U.K.’s Senior Global Manager for Axe Skin
5) “To ignore social networking would be like early man ignoring fire.” – Barry Ross
Social networking and professionalism
6) “You can be professional while also ‘keeping it real’ with your customers. By interacting with customers in a less formal way, you’ll build a strong human connection that helps build brand loyalty.” – David Hauser
7) “How can you squander even one more day not taking advantage of the greatest shifts of our generation? How dare you settle for less when the world has made it so easy for you to be remarkable?” – Seth Godin, Seth’s Blog
How social networking can help you (and your students) succeed
8) “In the long history of humankind, those who learned to collaborate and improvise most effectively have prevailed.” – Charles Darwin
9) “Twitter represents a collective collaboration that manifests our ability to unconsciously connect kindred voices though the experiences that move us. As such, Twitter is a human seismograph.” – Brian Solis, Principal of FutureWorks
Why social networking isn’t a “quick fix” – you need to know how to use it
10) “Social Media can be an enabler and an accelerator of existing core capabilities, values, attributes, and plans. It can even be a catalyst for change. But it can’t magically create what doesn’t exist.” – Denise Zimmerman, President of NetPlus Marketing
11) “Social media is just a buzzword until you come up with a plan.” – Zach Dunn
Posted in Misc...
Tags: Advertising, Brian Solis, Charles Darwin, computers, Digital Discussions, Digital Literacy, Digital native, Ditigal Immigrant, Education, Educational Technology, Educators, Facebook, Instructional technology, K through 12, Knowledge, Marketing, My Big Campus, Professional Development, Professional Learning Communities, Seth Godin, Social media, Social network, Social Networking, Social networking service, Student, Teacher, Technology, Twitter, Virtual campus
I love YouTube. I am not the type of person who uses it every day or spends hours watching different videos, but I love how easy it is to find great videos and share them with my friends. Usually, I will get to YouTube videos through Facebook or Google, but once I am there I will watch a few of the recommended videos and post them to my Facebook page. I do, however, try to be selective with what I share.
According to Zwiers and Crawford in Academic Conversations, “popular modes of communication, such as video, podcasts, written texts, music, and images are mostly ‘one-way.’” (2011) They argue that these types of videos have a static message that cannot be adjusted after conversations, so to speak, with their viewers. I originally expressed my disagreement with this statement in my blog, which you can read here.
Needless to say, I was thrilled when I read Prensky’s article, which states “Perhaps the thing about You Tube that is least understood by people who do not use it regularly is that it is not just one way, or one-to-many, communication; it is designed to be, and very much is, two-way…Many users post ideas and opinions, looking for feedback, and many get large numbers of responses to their clips.”
Well, well, well! Take that Zwiers and Crawford!
One trendy video topic is Sh*t (Social Groups) Say. I first saw one of these videos, “Sh*t Girls Say”, when visiting a couple of my friends. They could not stop laughing and joking about it, so they showed me the video. I thought it was funny, but I wasn’t as amused by it as they were. I didn’t think about it again until earlier this week when a friend from college posted “Sh*t Burqueños Say” on her Facebook wall. As a “Burqueña” I decided to watch the video.
I watched the video on Tuesday, and I loved it – not only because my students say this stuff all the time, but because I say it too. I linked the video to my Facebook wall, and by the next day the video had over 150,000 hits and forty-eight pages of comments. When I had first watched the video, it had less than one hundred hits. Now, according to my super-secret source, part two is in the works.
I think that one of the fallacies in Zwiers and Crawford’s argument is that they are looking at communication as being between two or more people, with one of the communicators being the original creator of the content. Their argument, simply put, is that the person who created the video, podcast, or blog must be engaged in the subsequent conversations – but this isn’t actually what happens.
Instead, the subsequent conversations occur between completely different people. The content creator (or facilitator) may chime in occasionally by responding to comments or posting a follow-up video, but most of the communication happens between the viewers. In the world of YouTube, the viewer’s respond through published means such as comments, similar videos, Facebook and Twitter shares, blog mentions, and more, but they also respond through unpublished means such as face-to-face conversations with friends, family, and co-workers.
Isn’t this what we want to happen both in and out of the classroom? The students, sparked by the teacher, drive the conversations while the teacher sits back and listens and silently assesses, only intervening when beneficial to the students. The important thing is that the students are talking about and responding to information that is read, heard, and viewed (and yes, that is a direct quote from the New Mexico ELA Content Standards).
Perhaps now I need to make a video titled “Sh*t Teachers Say.”Oh, never-mind, it already exists.
I am not suggesting that we show these particular videos in schools. I am merely thinking about the sociological and educational implications of these videos. That said, it would be interesting to have students create a video of this nature about what characters say in a novel or story as a lesson on characterization.
You can watch some of these videos below (but keep in mind, some of them are stereotypical and offensive).
Sh*t Brides Say: http://www.youtube.com/watch?v=Ut8kwaKvZc0
Sh*t New Yorkers Say: http://www.youtube.com/watch?v=yRvJylbSg7o
Sh*t People Say on Facebook: http://www.youtube.com/watch?v=cVQeB_LlmRI
Sh*t Burqueños Say: http://www.youtube.com/watch?v=IucBp1yrr7A&feature=share
Sh*t New Mexicans Don’t Say: http://www.youtube.com/watch?v=ndbjEvN8AtM&feature=related
Sh*t Teachers Say: http://www.youtube.com/watch?v=yLXfwvaBXLc
Posted in Reflection
Tags: Academic Conversations, computers, Conversation, Digital Literacy, Education, Educational Technology, Educators, Entertainment, Facebook, Google, Groupthink, High school, Instructional technology, K through 12, Knowledge, Language arts, My Big Campus, Online Communities, Social Networking, Student, Teacher, Technology, Virtual campus, YouTube
I completed my student teaching experience at a low-income inner city high school. The school had a bad reputation for having a high gang population and “bad” kids. So, when I first announced my student teaching placement on Facebook, I was not surprised that most of my friends’ comments revolved around the reputation. One friend even joked that I should buy a bullet proof vest.
They were wrong. That school had some of the nicest kids. When I walked down the hall carrying a heavy box of books, a student I didn’t know offered to carry it to class for me. This happened on multiple occasions, with multiple students.
Needless to say, I had a fabulous student teaching year. My CT (cooperating teacher) was excellent, and taught me a lot about the importance of setting high expectations for all students. Most of our kids were English Language Learners (a.k.a. ELL’s) and were of low socioeconomic backgrounds. There have been many studies done on students who grow up in a low-income household, which you can read about here.
We required the students to create a poetry portfolio early in the second semester. I expected the final draft of the portfolio to be typed, so we spent a week in the computer lab. Many of the students did not finish typing their portfolios during the allotted class time, and as a result the final scores for the portfolios were lower than I would have liked.
While reflecting on the unit in one of my seminar classes, one of my peers suggested that by requiring the portfolio to be typed, I set the students up for failure. He pointed out that because most of my students are of a low socioeconomic background, I should not expect them to use the computers at school – especially if they do not have computers at home. After all, how could they finish the assignment without a home computer?
His response reinforced my belief that bringing computers into the classroom is vital to student success. If the students do not have computers at home, then where else will they develop the technological skills they will need as adults?
The middle school I work at now has a very similar population to the high school I just described. While I have had to spend more time teaching basic computer skills (such as how to save files to a USB drive, how to copy and paste, and how to use Google), the students are much more motivated when using the computers.
Besides, the public library provides free internet access after school and on the weekends. Since when has it become inappropriate to expect students to do something or go somewhere educational outside of school?
First, allow me to explain what My Big Campus is.
My Big Campus is a social networking site for school. It has all of the basic social networking features such as walls and profiles and private messaging, but it also allows teachers to create groups for each of their classes, assign quizzes, facilitate online discussions, and even more that I am not going to explain right now. While My Big Campus is a great motivational tool for the students, it will be most effective if every teacher uses it to some degree.
One of the reasons I love my school is because the staff is open to experimenting in the classroom…for the most part. If you have ever spent time in the education world you may know that it can be difficult to get teachers to adopt new methods into their classroom, especially if those teachers have been teaching for a long time. Now throw in computers and technology and it can be damn near impossible – depending on the teacher, that is.
So, because I am such an eager beaver teacher I wiggled my way into piloting My Big Campus for my school. I love My Big Campus, so naturally I think everyone else should too – but when I talked to other teachers about it I realized that they were not as eager to use it as I was. In fact, many of them were worried that they would get into trouble for using it given the recent headlines regarding teachers and Facebook. Others didn’t see how it could work in their classroom because they only have four or five computers, not thirty-two.
These are perfectly reasonable concerns. My solution: lead a My Big Campus workshop to clear up confusion and to help get teachers acquainted with the possibilities of the site. I talked to administration and they agreed that the February 1st early release day would be a good time to hold the workshop.
The workshop went well, but not as I had planned. First of all a handful of teachers were gone due to AVID responsibilities and the Special Ed. Department was pulled away for professional development. A few other teachers had to leave early for one reason or another, so I only had about sixteen show up.
Each teacher retrieved a netbook upon walking into the classroom. I showed them a Prezi on My Big Campus before launching into the details of the site. Most of the teachers were engaged, but one teacher, let’s call him Mr. Lee, was too busy writing on a post-it note to participate in the workshop. He did have a computer open in front of him though, so I just ignored him. A few minutes later I noticed that he hadn’t looked up from his post-it note, so I decided to look at his computer screen – perhaps he needed help.
The computer was turned off. This ticked me off a bit. I mean, I was volunteering my time and energy to help him out. He didn’t seem to notice my presence, so I got his attention.
Me: “Well, Mr. Lee, you won’t be able to set up My Big Campus if your computer is turned off!” I gave him a friendly smile and turned on his computer.
Mr. Lee: “Oh, well I was just working on this…”
Me: “Well we are working on My Big Campus.”
Mr. Lee: “Yes, I know, but we had talked about it already the other day so…”
Me: “So now we are setting it up!” I said with a smile. “Let me know when you’ve caught up.” I walked away.
I turned around and saw one of the other teachers shaking her head and laughing. She caught my eye and winked at me. Golly.
At first, I was annoyed with Mr. Lee for his rude behavior, but then I decided not to spend my energy dwelling on it. Instead, I decided to think about the reasons behind his actions and came up with the following ideas:
1. Mr. Lee has been teaching for about fifteen years(ish).
2. Mr. Lee is from a different cultural group than I am.
3. Mr. Lee is a digital immigrant.
Now, Mr. Lee’s behavior makes a bit more sense to me. When I think back to my job selling wedding dresses, I never liked it when a newer sales consultant tried to give me sales advice. I was meeting my sales goals perfectly fine on my own, thank you very much. I preferred to be the one doling out advice to the newbies.
Educational Psychology 310 pointed out that different cultural groups have different standards of socially acceptable behavior. Perhaps according to Mr. Lee’s culture he was giving support by simply showing up. Any participation thereafter was optional.
Finally, and I think this is the most important point, Mr. Lee is a digital immigrant (someone born before the cultural integration of modern technology). Digital immigrants are naturally more cautious and resistant towards new technology than digital natives (someone born after the cultural integration of modern technology), who embrace new technology and are able to master it much more efficiently.
I consider myself to be a digital native, even though some of my peers consider themselves to be digital immigrants. My family was always very up-to-date with new computers when I was growing up, and my dad now owns his own computer support business in North Carolina. My point is that I was given multiple digital learning opportunities during the critical period for language acquisition. Mr. Lee (I am assuming) was not.
So, the simple facts are: I am very comfortable with computers and the internet. Mr. Lee is not. I am a new teacher. Mr. Lee is not. I am excited about incorporating technology into my classroom. Mr. Lee is not.
Now I feel much better.