Diigo

Please click here for the link to my new Diigo library.

My Website

Hola, Y'all!

Click here to check out the website that I created for my middle school Spanish classes.

Only say nice things now ...

Digital Story

Please click here to provide feedback on our video. Thank you!

Me, You, and Social Media

After spending time with this week's selection of readings, I have reconsidered my online presence and the importance of social media. Even still, I continue to stew in indecision, and I look forward to reading more from my peers.

These readings coincide with a conversation I recently had with students who are part of my informal classes at the JCC. One of my students attends a local public high school whose teachers use Twitter to announce assignments, changes in quiz and tests, as well as extra credit assignments. Upon hearing this, I was compelled to wonder about the lines that may be crossed when technology tied with personal lives suddenly becomes a way for teachers and students to communicate. While I adore the idea of instant communication with my subscribing students, it would involve a complete shift on my current (puritanical) attitudes and practices about social media.

Another way social media could be implemented would be to "tweet" suggestions to students as I grade, providing both positive and negative reinforcement. I can imagine what it would be like if I could tweet at eight in the evening something like: "Yay! Writing students appear to have used the rubric. Thanks, y'all!" Or, it would be great to tweet, "Spanish students: Por favor remember to insert all accents in your typed homework!" Might students be more ready to "hear" what teachers have to say if we do it the cool way? Isn't this the second point that Kessler makes in her second point in her "Case for Social Media?"

With class time so limited, I have often thought of forwarding articles and videos of great value for outside consideration. Such posts on blogs, Facebook, or Twitter, could work as enrichment, pre-teaching, or ice breakers for a variety of different lessons. It could also serve to relay homework sent in the least traditional way yet experienced. Again, it might make the task more tempting to check out.

As a middle school, I have heeded the ominous tales of the first few readings this week. I have a no Facebook policy with my (mostly former) students until they are 18. I prefer to grant personal access to my students once they (theoretically) become adults. What's been harder is their parents. How do I remain politically wise while navigating a world of adults who choose to forge a personal tie once their child is in high school (or even sooner)? I am still not convinced that I want my personal, outspoken (read: hilarious) life to come close to mingling with the world I inhabit as a professional role model, appropriate guide, and approachable teacher.

I am, however, intrigued by the notion of a "professional profile." What if schools insisted that we have a censored, educational online persona? The issue, then, would be keeping a strict separation of the personal and professional profiles.

Inspiration for Storyboard Assignment

Tonight, our group watched this video to inspire us toward a message and larger theme for our storyboard assignment. We all loved it.

Home for the Holidays!

New Literacies and the NETS

As a teacher, I naturally feel compelled to be on one side of “literacy” while my students occupy the other. This means that I ma knowledgeable and they are still learning. After this week’s readings, I have become increasingly convinced that both my students and I are standing on the same side of emerging literacies. Such new literacies are not limited to the Internet for the sake of research. Literacy in newer media means achieving a particular savvy through efficient use of social networking. Literacy means effective sharing of resources, whether these are poignant (albeit hilarious) viral videos or simply information on the best resources for the more traditional pieces of our curricula that will always be in style. In short, “literacy” is the savvy of sharing.

The National Education Technology Standards (NETS) for Teachers and Students are measures against which we assess whether our approaches to technology remain meaningful and efficient. These standards remind us that simply sitting in front of a computer or assigning an Internet-research paper are not necessarily effective uses of technology. The standards remind us of the larger goals and responsibilities that accompany the integration of technology in the classroom.

Not too long ago, I remember when graphic novels became educationally embraced forms of legitimate reading for students. While I have never felt an affinity to such literature, I have seen how inclusive the movement has become, how it has created readers from a pool of students already unlikely to read. The natural consequence, I feel, must be the use of technology by which students create and/or illustrate their own writing and ideas. Even the shortest comics can contain the most salient of messages. Take a look here.

Incorporating the NETS can be as simple as developing a rubric by which both students and teachers cling faithfully, a rubric consulted regularly to ensure effective use of time and talents.