Trust in education

Trust in the school context, especially around the use of technology.

Archive for the tag “digital citizenship”

Trusting that students will say something nice

The school that my children attend prides itself on its community “feel” and the character of its students.  On the whole I agree.

Happy students from another school.

      Happy students from another school

A couple of the most telling examples from over the years:

  • The applause that went on and on and on and on for the senior student who was given an award for having achieved despite difficult circumstances.  This student’s father had died during his senior year.
  •  The guest’s at my son’s 16th birthday party, sitting around a fire pit and singing.  A 16th birthday party could have been a lot worse…
  • The time I chanced upon a group of students on campus at the end of an open day.  Most visitors had left.  One of the students had his back to me and didn’t know I was nearing the group on my way out.  He was describing something which had happened and his description included some swearing. I don’t think the students recognised me as a current parent of the school and his comments were intended for his peers’ ears only.  The students who could see me gave him meaningful looks and he turned in some confusion and noticed me and realised that I had heard his words.  Maybe I should have been offended.  I don’t enjoy listening to “f words” but what had the most impact on me was the look on his face which clearly showed his disappointment in himself.  If he had said it in words, I don’t think he could have any more clearly expressed the sense that he had let down himself, his peers and his school.

I do understand why schools ban students from discussing or posting about school happenings on social media.  They fear for their reputations if a bad impression is given and we all know that a social media post can have a wide reach.

The trouble is that the good things happening often go unnoticed for fear of the bad things that might get too much notice.

Yesterday my daughter, along with her classmates, worked to put together birthing kits.

Image courtesy of adrielbooker.com

Image courtesy of adrielbooker.com

She told me that she thought it was possibly the “coolest thing she had ever done”.  She was touched by having been able to do something which would help someone so directly.  I’m sure some of her friends felt the same.  Wouldn’t it have been cool if she could have snapchatted or Facebooked it.

The students’ characters, the school’s values and the cause they’re working for would all have got some great publicity.

If we teach digital citizenship, can we trust our students to say positive things?

Dig Cit 2

 

 

 

 

Dig cit

Photo credits:

Prinnie Stevens, Mahalia Barnes

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Trusting technology to build relationships

Thanks to George Couros for this infographic.This infographic comes from George Couros, thePrincipal of Change.

Trusting your 9 year old to use Snapchat?

Seen recently on Facebook:

Just found out that my daughter has a Snapchat account? Apparently for about a year now!!! How did I not know this??? I knew about the Twitter, YouTube and Instagram but not Snapchat!!! Yep mother of the year!!

Should a 9 year old have Snapchat? Probably not.  Like most social media apps, Snapchat is not inherently good or bad.  It’s how it’s used that’s significant.

Snapchat posts "disappear" after 10 seconds

Snapchat posts “disappear” after 10 seconds

Snapchat has a bad reputation.  The idea of it is that you send a picture with or without an associated line of text to a “friend” or “friends”.  The picture only lasts on their screen for between 1 and 10 seconds and then it is gone unless the friend screenshots it.

Of course it’s not really gone as nothing on the internet is ever gone but it’s not easy to get your hands on a Snapchat once the 10 seconds is up.

The bad reputation comes from its early use as a sexting app.  Some people are perhaps more willing to send compromising photos of themselves if they think they are not permanent. No doubt it is still used by some for sexting but for others it’s just another means of communication.

According to one teenager I interviewed, the attraction is that it’s quick to compose and it doesn’t have to be perfectly crafted because its existence is fleeting.

Nobody’s going to go back and critique your camera angles or your word choice.

By photographing your expression, emotion is conveyed which may not be obvious from the use of words only.

A selection of Snapchats sent to and by one teenager

A selection of Snapchats sent to and by one teenager

As usual, it’s all about digital citizenship.  If Snapchat were banned, people would find another way to achieve their purpose, whether it’s sexting or sending silly faces.

It’s definitely hard for parents to keep up with the latest popular app.

What parents and teachers need to do is keep having conversations with young people who are old enough to make wise choices about who to “friend” or not to “friend” on social media and how to make good decisions about what they post.

Trusting parents not to do children’s homework

I’m sure all teachers have been in the position where you suspect that a child’s homework has not been completed by that child.  It can be hard to understand the thinking of the parent (presumably) who did the homework.  In one case I remember I think the mother did it for the sake of a quiet life.  She certainly didn’t gain her son any academic advantages because her spelling was worse than his!

Should parents help children with homework?

Should parents help children with homework?

However, I am often surprised at the vehemence with which some primary school teachers insist that assessment pieces should not be done at home.  Their reasoning is that parents might end up doing the assessment for the child or significantly assisting them to do the assessment and that’s not a fair judgement of the child’s ability.

I don’t agree with that position for lots of reasons.  Here are some of them:

  • I know that as a classroom teacher, as hard as I try, there is no way I can give every one of my students the same amount of support and scaffolding and helping them at the point where they really need help as a willing and competent parent can give.  There just aren’t enough hours in the school day.
  • It’s common for secondary school and tertiary level assessments to be completed in unsupervised conditions. (Yes, some tasks are supervised but not all.)
  • In “real life” we can usually ask for help or access resources to help us complete whatever it is we need to complete.
  • Collaboration and critical thinking are skills we talk about as essential for 21st century learners.
  • Some assessment tasks can still be done at school to give a “balanced” view of what a student can do under different conditions.  Some children perform well under exam conditions.  Is it not giving them an unfair advantage if all assessment is done that way?
  • A parent does not do their child any favours if they do the child’s assignment for them.  It may gain advantages for them in the short term but in the long term that child is not equipped with the necessary skills to approach tasks in study or in working life.  Helping your child to learn how to research and apply critical judgement, to summarise and analyse is not the same as doing their assignment for them.

Yes, some parents are more equipped than others to help their children with schoolwork but there are a lot of factors which predict academic achievement, including parental expectations but also

  • teacher effectiveness
  • curriculum quality
  • school environment
  • prior student ability and motivation, and
  • socio-economic status.

I still think my major job role is to help children to learn, not to help them to ace tests.

I am a partner in children’s learning – along with their parents.

I teach them for a year.

Their parents teach them for a lifetime.

 

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Teach children to be trustworthy

Two articles about digital citizenship caught my attention today.

The first was on the Mindshift blog and asked how schools and parents should be involved in kids’ online lives.

The author, Matt Levinson, acknowledges the blurred lines between home and school information when that information is online.  He asks whether schools should be involved in what students do online when they are not at school and concludes that there is enough overlap between the school and home online worlds that it is reasonable for schools to involve themselves.

His focus in that post is on open social media sites.

He advises that instead of instilling a stranger-danger-type fear into children, schools and parents should encourage children to ask themselves some questions about what sort of contact with strangers is appropriate and what sort of response to make if contacted online by a stranger.

What can we do to stop cyber-bullying?

What can we do to stop cyber-bullying?

The second article came from the Sunday Mail.  Cyber bullies turn web into the superhighway to hell by Kylie Lang explores three disturbing cases of teenage suicide after cyber-bullying.

Ms Lang concludes that there is valuable advice to be found on protecting children through the use of filters and monitoring but asks whether there is a bigger question that we are not asking…

doesn’t our children’s use of technology also come down to how they are taught in the first place to respect themselves and others?

Ms Lang goes on:

Social media might be a new form of communication but the old rules apply: treat others as you’d like to be treated; if you wouldn’t say something to a person’s face, don’t say it at all.

The best way to deal with a bully is to ignore them, and if you can’t, report them.

Cyber-bullying expert Associate Professor Marilyn Campbell, of Queensland University of Technology, says it is essential for teachers, parents and students to “create a culture of reporting”.

In other words, let’s teach them to be good digital citizens.

We can’t assume that children will act in a trustworthy and respectful way if we haven’t taught them how to do so.

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