ECOMP 6012: Who are the targets?

What makes someone a possible target to be bullied and/or cyberbullied?

ECOMP 6012: What Does The Research Tell Us?

Directions: Post a summary and general commentary on one academic source and one popular source on a topic of your choice relating to cyberbullying, Your popular and academic source should be on the same topic and focus on a group that is often targeted. 

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Academic: Cyberbullying Among Adolescents: The Role of Affective and Cognitive Empathy, and Gender

I was searching for information on Cyberbullying and Gender when I came across this academic article by Rebecca P. Ang and Dion H. Goh. While they do discuss the differences in gender an underlying theme emerged from their research: that of affective and cognitive empathy. As they look at how boys and girls were able to experience the emotions of others (affective) and also their ability to understand the emotions of others (cognitive) they noticed that these two variables did not behave the same between the two genders with respect to likelihood of perpetrating or being victims of cyberbullying. In their results, Ang and Goh stressed the need for students to undergo empathy training in addition to discussions about Internet etiquette and social behavior online. It would appear that the age old adage of taking the time to “walk in another man (or woman)’s shoes” hasn’t diminished in importance with the advent of the Internet. In fact, it may be more important now then ever considering how easy the Internet makes it for us to see others online as just a screen name, avatar, or profile picture instead of a real person.

[for access to the full article on EBSCO Host, click on Google Scholar Search, find the fifth item listed from the top, and click on the Full-Text @ My Library link.]

Popular: Empathy in the Information Age: Catalyst For Cyber-Bullying?

From Change.org, this article asks the question as to whether the Internet itself is a possible cause for anti-social behavior and the “diminishing a key component of our humanity: empathy.” The article continues by looking at how the Internet affects, for better or worse, the development of the human brain and in particular the anterior cingulate, a region believed to be where empathy and decision-making skills develop. Because the Internet makes it easier for us to dehumanize others based on interactions with usernames, avatars, and digital communication then we are also reducing our empathy “muscle” to spending out energy in other areas of the brain.

I think the big question being asked here is how do we use the Internet to communicate and interact while maintaining the part of ourselves that gives us our humanity, which used to be strengthened and honed through interactions made in-person? Is it simply a matter of taking the time to stop and remind ourselves that behind that words that make up that YouTube comment, tweet, or wall posting is another living, breathing, thinking human being with dreams, desires, and emotions not so dissimilar from our own?

ECOMP 6012: 5 Portraits Reflection

Assignment: Given the 5 portraits, what are the similarities or differences that you find in the 5 cases? What generalizations, if any can you make on cyberbullying based on these 5 cases?


5 Portraits:

• Megan Meier
• Ryan Halligan
• Phoebe Prince
• Tyler Clementi
• Carl Joseph Walker-Hoover

Reflection:

In reading these five portraits, it is easy to become discouraged and even angry when you see the similarities among them and ask, “Why couldn’t we see this coming?” Of course, each of the five portraits has their differences as well, but the same signs are present in each case, although they can often be elusive.

Cyberbullying is a complex issue, much more so than more traditional bullying because for one, it can easily extend beyond any one physical location like a school, playground, or hangout spot. And for every new advancement in technology, regardless of how good the original intentions were, there is the potential for it to be used to further advance the reach and damage that cyberbullying can cause. An example of this became apparent in my school with the introduction of Skype. We had thought of Skype as a great way for students to collaborate on group projects and communicate with experts outside of the classroom walls on topics they were learning about. We weren’t prepared for how easily this technology could be misused and abused to commit acts of cyberbullying.

One similarity I observed across the five portraits is that we as adults tend to fall into the trap of wrongly assuming that these teenagers and pre-teens think and rationalize the same way we do. As the complicated saga of Phoebe Prince illustrates, students say and do things without the benefit of fully understanding the consequences of their words, tones, and actions. Their perceptions are often one-sided and fail to acknowledge the possibility that what they’ve done could be interpreted differently from their original intensions.

Another similarity in the five cases is the role that we as adults play in these unfortunate circumstances. Let’s face it, it’s not easy for adults to gain access to the communication and culture that is student life. In many of the cases the student victim was strong in academics, into athletics and/or extra curricular activities, and a student who we would enjoy having in our classrooms. And yet behind these rosy pictures were stories unfolding that contained fear, despair, and hopelessness that would eventually conclude in a horrific event.

The mission that lies before us as educators is being able to identify the warning signs of bullying, and now cyberbullying, and developing an intervention strategy that involves the school, the home, and law enforcement.

ECOMP 6101: Reflection Essay

Assignment: As you reach the conclusion of the core and required coursework for your Master's degree in Education, it is appropriate to consider what has been achieved and what that achievement means for you as a professional.  This paper is to be an articulation of the major THEMES which have emerged for you over the course of your Master's degree program and a consideration of the implications they have for you as you plan your professional future.

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ECOMP 6101: Grant Proposal

Fill-in the answers related to the "purpose or concept" questions of a proposal:  

a. My proposed project is equipping classrooms with an iPad2, HDMI-equipped television, and Apple TV unit as an alternative to interactive whiteboard technology.

b. Technology will be integrated as students (and/or teachers) will be able to use this setup to interactive with digital content equally and from anywhere within the classroom.
   
c. I will be able to show that this project is effective by:

1. Scheduling regular feedback sessions with teachers to share success stories with their peers and problem-solve frustrations and/or mistakes in implementation. 
2. Using online surveys to ask for student feedback on their integration into the classroom and their favorite apps. to use in class. 
3. Provide training for students and staff with the goal of using this setup to present digital portfolios during scheduled student-led conferences.

If you have a grant source identified let me know:
     The EFKA (Educational Foundation of the Kennebunks and Arundel)

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ECOMP 6101: Impact Issues Group Seminar Project

Investigation, Activity, and Leadership

• With the other members of your Issues Seminar Project team, you will investigate a topic and prepare a hands-on activity (or set of activities) on one impact issue. 
• Prepare a one-page overview of the key points on your selected topic (one for the whole group). 
• Submit a single annotated bibliography (from the group) with 3-5 sentence descriptions for each and dated no earlier than 2001.

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Social Networking in Educational Settings

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Overview:

Social networking has fast become a staple of communication for our emerging generation of students. For them, communicating through services such as Facebook, Twitter, and Skype are the preferred modes over services such as email. To this end, it is the responsibility of educators to not only be mindful of the role that this technology plays in our students everyday lives but also to teach them how to use it safely, securely, and in a fashion that is considered a positive contribution to the Internet and shows an understanding of digital citizenship.

A key point to social networking in educational settings is the potential to engage students on the topic of Internet safety. By using a social networking site, students are interacting with and contributing content to a location that is potentially “live” and accessible to anyone. Some educators may take issue with this depending on their grade level, school policies regarding posting student content online, and respecting the wishes of parents. As a result, some services have emerged, such as Edmodo, that offer teachers the look and feel of a traditional social networking service but with the added security and administrative control that can put teachers, administrators, and parents at ease.

Along with Edmodo, many educators have found useful ways in integrating social media into the classroom.  In New Jersey administration and educators are using facebook as the school homepage, cell phones to take quizzes, and twitter to update classroom assignments.  In Tucson, an educator is using Facebook to have his students educate local politicians and farmers on issues in the community.  Nikki Morrell in Florida is having her students use Twitter to analyze the Shakespearean play Hamlet.  All of these educators see the benefits in using social media in the classroom.  Morrell writes that it is time to accept the fact that we are living in a world where classrooms have no walls, and it is time for all educators to embrace this concept.  

Bibliography:

• “Top Tech Buzzwords You Use But Can’t Define”

Fox, Z. (2012, March 16). [Web log message]. Retrieved from http://mashable.com/2012/03/16/confusing-tech-buzzwords/

“Top Tech Buzzwords Everyone Uses but Don’t Quite Understand (2012)”

Payack, P. (2012, March 15). [Web log message]. Retrieved from http://www.languagemonitor.com/global-english/top-tech-buzzwords-everyone-uses-but-dont-quite-understand-2012/

The two articles above address the issue of the constant emergence of vocabulary and “buzz words” that appear in social networking circles. Teachers need to be aware of the terminology that is being used within social networking systems so that they can educate students on their meaning and when to use them appropriately. This is an opportunity to integrate social networking with language arts.

• “Mapping social media trends around the world”

Arno, C. (2012, March 16). [Web log message]. Retrieved from http://socialmediatoday.com/christian-arno/470898/mapping-social-media-trends-around-world

The article above could help introduce students and staff to the idea that there are many different types of social networking services based on geographic locations. Contrary to what students in the United States may think, Facebook is not the “go-to” social networking service in places like China, where they use a service called QZone. This article can act as a branching off point to talk about different types of social networks and highlight niche services like LinkedIn.

• “10 Tips for Improved Security while using Social Media”

Mamidipudi, G. (2012, March 16). [Web log message]. Retrieved from http://socialmediatoday.com/gopykryshna/470740/10-tips-improved-security-while-using-social-media

The article above addressed a critical requirement to entering the social networking world: that of security and safety. The article proceeds to list ten tips that every social networking participant should be aware of, from password security to being selective about friend requests and even something as simply as logging out of the service when done. One of the goals of using social networking in the classroom is to teach students the skills and know-how to be safe and secure when they are on other services such as Twitter, Friendster, etc.

• “63% of High School Students Want Textbooks that Communicate with Classmates”

Vidyarthi, N. (2012, March 15). [Web log message]. Retrieved from http://socialtimes.com/63-of-high-school-students-want-textbooks-that-communicate-with-classmates-infographic_b91711

This article discusses the trend being observed among students where they are asking for resources that are not only digital but have built-in opportunities to collaborate and socialize with classmates. If you look at the infographic included with the article, there is data ranging from how social networking is being used by younger and younger students, social networks are become a go-to place for college admissions to help them weed out applicants, and the estimated prevalence of bullying online. These statistics can be a branching off point for a variety of topics for classroom conversation and/or debate.

• “18 Amazing Examples of G+ Hangouts in Education”

Marquis, J. (2012, March 12). [Web log message]. Retrieved from http://www.onlineuniversities.com/blog/2012/03/18-amazing-examples-of-g-hangouts-in-education/

This article addresses another type of social networking service built-in to Google’s service Google Plus. Called “hangouts” this service acts like a virtual coffee shot of sorts where individuals can gather and have virtual conversations. What really makes the article worthwhile is that it provides 18 examples of how this could be employed in the classroom from conducting Q&A sessions with a guest speaker to creating office hours for college students to speak with their professor to even conducting a conversation with the President (see #3). A common mantra for technology teachers and support staff is to not “reinvent the wheel.” This article follows this point of view by providing examples for teachers to either try or to help them construct their own ideas for integration.

• “Ten Ways Schools Are Using Social Media Effectively”

Stansbury, M. (2011, October 21). Retrieved from http://www.eschoolnews.com/2011/10/21/ten-ways-schools-are-using-social-media-effectively/

This article discusses the results from a poll that eSchool News took of its readers. They posed the question “Name one way you use social networking your school/district. Or, if you can’t/don’t currently use social networking, how would you like to?” A sampling of the responses include social networking for professional development, assignments, communication, and assessments.

• “Social Networking in Schools: Incentives for Participation”

Deubel, P. (2009, September 16). Retrieved from http://thejournal.com/articles/2009/09/16/social-networking-in-schools-incentives-for-participation.aspx

This article bases its research on the results of three surveys conducted by the National School Board Association.  The surveys were issued to students, parents, and school district leaders in charge of Internet policy.  The results indicate that those surveyed expect that social networking could have a positive effect on student learning, however it is still not a prevalent tool that is used in schools. This article discusses the various reasons why its use is still not a reality in schools.

• “Social Networking Goes to School”

Davis, M.  (2010, June 16).  Retrieved from

http://www.edweek.org/dd/articles/2010/06/16/03networking.ho3.html?print=1

This article highlights the ways that educators are using social networking to positively impact student and teacher learning.  From social networking sites and tools such as Ning, Voicethread, Second Life, Skpe, Facebook and Twitter, schools are finding ways to engage 21st century thinkers and learners through social networking sites that foster group collaboration, global awareness and professional development.

• “A Social Society:  The Positive Effects of Communicating through Social Networking Sites”

Wheeldon, E. (2010, April 25) Retrieved from

http://networkconference.netstudies.org/2010/04/a-social-society-the-positive-effects-of-communicating-through-social-networking-sites/

In this digital age, everything in our lives is spread out across as much media as possible, shaped by anyone and everyone.  This articles summarizes ways that social networking sites enhance communication in all aspects of life, from allowing people to form groups of similar interest, sharing ideas in a way where mobility is often a barrier to social interaction, to promoting education and news in a timely fashion.  

• “Edmodo:  The Total Classroom Solution”

Byrne, R.  (2011, May 1)  Retrieved from

http://www.freetech4teachers.com/2011/05/edmodothe-total-classroom-solution.html?utm_source=feedburner&utm_medium=twitter&utm_campaign=Feed%3A+freetech4teachers%2FcGEY+%28Free+Technology+for+Teachers%29

Come learn how safe social networking can be in an educational setting through Edmodo.  This facebook-like platform is a one stop shopping place for a teacher’s digital needs, including a place for teachers to assign and receive work, calendars to assist students with important dates, a digital library that serves as a “digital backpack” for teacher/ student files, a place to post messages and foster group collaboration, and parent connection features.  This Web 2.0 app also allows students to post educational videos or online projects to be commented on by their teachers and peers.

• “Social Media in Education: The Power of Facebook”

Wolpert-Gawron., H. (2010, May 7). Retrieved from http://www.edutopia.org/social-media-education-examples-facebook 

This article looks at utilizing Facebook in the classroom to get the word out about the extinction of Bufflegrass.  Wolpert examines the multiple methods other educators have used to bring Facebook into their classrooms.  The article centers around the positive way Brien Kievit used Facebook to create an online learning community to spread the word about Bufflegrass.  The article ends with a plea from Wolpert to educators to use social media, especially Facebook to get a voice in society.  

• “Social Media Find Place in Classroom”

Toppo, G. (2011, July 25) Retrieved from http://www.usatoday.com/news/education/2011-07-24-schools-social-media_n.htm

Aurthor Eric Sheninger discusses a school in New Jersey making use of multiple social media tools in this article.  The teachers in this school in New Jersey use cell phones to answer questions.  Facebook has replaced the school website and twitter has become very popular for teachers to update class assignments.  The article discusses the fact that many students are coming to teachers bored and disconnected.  The article ends with the author stating that educators must incorporate social media, but it is also the educator’s responsibility to warn students of the dangers.  

• “To Tweet or Not to Tweet”

Morrell, N. (2012, March 12) [web log message] Retrieved from http://www.edsocialmedia.com/2012/03/to-tweet-or-not-to-tweet/

This article/blog looks at an educator’s efforts to meet the needs of her students by embracing the concept “classroom with no walls.”  The blog describes Morrell’s effort to teach Hamlet using twitter to understand multiple themes.  The article states that twitter was used because Morrell wanted the students using higher order thinking skills, only being allowed to use 140 characters in twitter would allow for that.  Morrell ends by stating that her lessons were a success. Not only do her students “understand Hamlet, they love it”.

ECOMP 6101: Read/Watch/Think

We continue our tour of the landscape of the impact of technology on our culture, including our schools, by way of articles, talks, radio stories, and online videos. There are so many sources which means you should be able to find some things that particularly interest you. Select TWO articles (ONE of which is a TED Talk) from the link READ/WATCH/THINK list to read, watch, or listen to. Write up a short commentary on each of your selections.

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Article #1: TED Talk: Sir Ken Robinson, “Schools Kill Creativity”

Ken Robinson talks about creativity and how we are educating our students out of it and as a result are doing both them and our future a huge disservice. As examples, he refers to several stories about how young children have used creativity to help make sense of their world, from the 4-year-old who tried to understand what frankincense was to the little girl who was drawing a picture of God. If you look on YouTube, you will find dozens, if not thousands of other examples of children being similarly creative because, as Robinson puts forward, they not afraid to be wrong and take risks.

I see a lot what is talked about in this video resonating within my own sphere of education. The idea that taking risks is okay has become so foreign to our students at the middle school level, that the “risk-taker” component of our IB Learner Profile is constantly promoted and referred back to in our lessons and activities in an attempt to help them unlearn this fear of being wrong. At lunch, a common them I hear from the two 6th grade math teachers is that the Everyday Math program is so structured, so spelled out, so tight in its plan that it doesn’t leave any room for them to be creative. When I introduce to them an interactive math website that I think students would appreciate, their response is too often, “Thanks, this looks great, but I don’t have any room in the EM program to integrate it so that it will do any good.”

I think one of the reasons why education has shunned creativity is because it is not something that can be easily quantified or measured using some form of a standardized test. And, if something can’t be measured on a test then it get put on the back burner, shoved into the corner, or thrown out altogether with the bath water. How sad is that?

Finally, Robinson talks about several people who became quite famous as adults and asks us to think about them as children (e.g. Shakespeare at age 7). This part of the discussion caused me to ask the question, “What would the teachers of famous scholars, performers, innovators, etc. say about them as students?” It makes me wonder if, within the 22 students of my Day 4, Block 5 class there sits the next Albert Einstein or Amelia Earhart? And then I think, am I doing right by them as a teacher, as a guide to help them realize their talents? Obviously, there is no way for us to know what the future holds for our students. However, I think it is important for all of us to constantly ask the questions that Robinson asks in his presentation.

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 Article #2: A Vision of K-12 Students Today

My first thought as I starting watching this video was, if these students are “digital natives” of the 21st century then why are they using dry-erase boards for their messages, a technology from the 20th century? Why are they using iPads? Granted, the iPad/eReader technology explosion hadn’t happened yet when this video was produced, but tablet technology did exist in 2007. I guess what I’m getting at is, I wonder what these students would have come up with had they been asked how they should communicate these words and phrases to the audience?

One of the slides in the presentation I have to take issue with. At approximately 3:13, the students ask us to let them use the World Wide Web Whatever, Whenever, Wherever. Having just completed a curriculum unit in our previous Lesley course on Internet Safety, I can’t say that I agree with this concept. Just because a student is a digital native or 21st century learner or “plugged in” doesn’t mean they know how to use technology and the Internet safely. I mean, we have adults who are apparently still lacking in some of these skills. Just look at the number of adults who have gotten themselves into trouble because of the choices they’ve made about posting content onto Facebook. Then again, perhaps these concerns were not as apparent in 2007 as I believe they are today.

In the end, I think this video shares a similar message with that of Ken Robinson’s presentation about the death of creativity. Students need to be free to be creative, take risks, and explore their potential. Teachers need to act as guides and help students nurture these skills in a safe and supportive environment, not to mention being allowed to be creative and take risks themselves. And administrators need to see the value in this approach and provide support to both students and teachers so that they can be successful, and one way they can achieve this is by being creative themselves.