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Eleven Quotes About Social Networking For Educators

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

3) “Social media is about sociology and psychology more than technology.” – Brian Solis, Principal of FutureWorks

4) “Innovation needs to be part of your culture. Consumers are transforming faster than we are, and if we don’t catch up, we’re in trouble.” – Ian Schafer, CEO of Deep Focus

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

 

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iTube? No…YouTube!

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.

*Disclaimer*

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

Teacher, Meet Technology

So, February 1st is Digital Literacy Day. It was also the day I led a My Big Campus workshop for the other teachers at my school. This was completely coincidental.

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.

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