I remember the day that I walked into an elementary art classroom and saw that the students were hard a work learning how to sculpt and manipulate clay. But the teacher was not at the front of the classroom leading the students in the lesson, rather it was a video from YouTube. While the “virtual” teacher continued with the lesson, the “real” was free to make the rounds in her classroom and provide students with 1-on-1 individualized support and direction.
YouTube continues to grow at an amazing pace with videos on a wide variety of topics. Common Sense Education has put together a list of their Top YouTube Channels to Boost Classroom Lessons that teachers could use both in and outside of the classroom.
In addition to their list, here are a couple of channels that I’ve used to support my Digital Citizenship lessons:
Brooke Gibbs – Author/speaker and authority on bullying in the schoolyard and workplace.
Bystander Revolution – Simple acts of kindness, courage, and inclusion anyone can use to take the power out of bullying.
AirDrop is a feature built-in to most Apple devices that allows users to easily transfer files from one device to another. I use these service all the time to quickly and easily transfer photos I’ve taken on my iPhone to my Apple laptop or even larger video files from the schools’ tripod-mounted iPad. However, with any file sharing service there is the potential for misuse and abuse. Being aware of the positive and negative uses is part of what it means to be a good digital citizen.
Common Sense Media has put together a parent’s guide to using AirDrop and the things to look out for when it comes to its use by kids. As a Digital Citizenship teacher, I am a firm advocate of educating students on the positive ways to use technology instead of denying them access. However there are situations where this action may be warranted and the article includes directions on how to “turn off” AirDrop on a kid’s device. For me personally, I have set up AirDrop so that I can use it but that only users who are listed in my Contacts can see my device.
Internet Safer Day was last week on Tuesday, February 5th. To celebrate, Google spent the entire week covering a variety of topics relating to being safe online (you can check out their series of articles here). For users who have Google accounts, one thing that you can and should do on a regular basis is perform a Security Checkup on all of your Google accounts.
Google’s Security Checkup is a three-step process where you will be asked to check on three important areas of your account safety:
Third-party access: This is the list of sites, apps, and services that have access to some of the personal information found in your account. Sources that you haven’t used in a while may no longer need access and can be removed, and if you see an entry you don’t recognize or don’t remember giving permission to access your account should most definitely have their access revoked.
Recent security events: This drop-down list will show any recent requests to connect to your account. Again, if you don’t recognize a request then your account may be at risk.
It is a good idea to perform a Security Checkup on your Google account about once a month, and if you have more than one account (e.g. a professional account for work and a personal account) then don’t forget to run the Security Checkup on each one. For other web accounts, it would be a good idea to familiarize yourself with the security options that they provide:
It is a frenzy that shows no sign of slowing down. Many of my students are not only swept up in playing the game “Fortnite” but are also watching video after video of others playing the game. While some of these games can involve intense strategic planning and a sense of teamwork as players work together toward a common goal, they are also places where screen time can get out of control, excessive violence encouraged, and cyberbullying run rampant.
Both teachers and parents need to make the effort to at least be aware of the games that our students and children are engaging in, so that we can help them to recognize their positive contributions to learning and caution them about their potential dangers and pitfalls. Common Sense Media has put together a nice resource about the game Fortnite and, while their target audience is parents, teachers can benefit from this awareness too.
Watch the short video below, then follow this link to their website for more in-depth information including different versions of the game, game vocabulary, and some of its other social features.
Social media is an ever-present part of our lives, and even more so for our students and children. As a result, teachers and parents need to take the time to investigate strategies on how to balance the consumption of social media with the other aspects of our lives. Common Sense Media as put together 5 Simple Steps to help you, your students, and your children achieve this balance.
Follow this link to access the full article from the Common Sense Media website.
If you’d like to learn more, then use this link to access additional videos relating to this topic including Common Sense Media’s #DeviceFreeDinner series.
Back in December I shared a post on How to Spot Fake News, citing an article from Common Sense Media as a good read for this topic. The timing of this was a handy coincidence as I was in the process of teaching my 5th graders about plagiarism and finding trustworthy sources. Fast-forward to February, a new semester, and a new group of 6th graders to teach. As I get ready to teach my lesson on Copyright, Creative Commons and Citations, yet another article has surfaced connecting the process of citing the source with being able to spot fake news.
In an article from EasyBib on 10 Ways to Spot a Fake News Article, author Michele Kirschenbaum entertains the idea that the credibility of a news article can be determined in part by the ease with which we can build a proper citation for it. The success or failure to answer the questions that Kirschenbaum lists can give us an idea of how trustworthy the source may be. For example, if the article includes citations and references to where it got its facts from then that’s a good sign. However, if you have to hunt to identify who the author of the article is then this could be a red flag.
Constructing a proper citation from online sources is not always easy, even when you employ citation tools such as EasyBib, Citation Machine, or the Explore Tool inside of Google Docs. However, if a source is proving to be particularly difficult to cite then that might be a sign that its credibility should be questioned and that more scrutiny of the source be undertaken before you incorporate any of its information into your own research.
In today’s world where many people rely on social media just as much, if not more, for their daily dose of news it is becoming essential that we know how to tell the difference between ‘real’ news stories and ‘fake’ ones. With the hand-held technologies we have today news stories of every kind can easily be posted and shared, spreading like digital wildfire. As a result, it is our responsibility to educate our students as they grow up in this environment on how to find the truth among all of the opinions, biases, and all out fake information that’s out there. But, where do we begin?
Check out this article from Common Sense Media on How to Spot Fake News (and Teach Kids to Be Media-Savvy). In this article, author Sierra Filucci discusses how to look at news stories critically and ask questions to help determine their validity. These questions can also be applied to research skills when using online sources. Too often, when my 5th grade students research something online for me and I ask them, “What’s your source?” they often answer with: “Google.” I feel like they’re not taking the time to verify who is giving them the answer. So that is why we are taking the time to really focus on taking those old “W” questions (Who?, When?, Where?, etc.) and applying them to our online research, as well as developing a list of trusted primary sources who we can go to first with our questions.
Upon reflection of my discussions with my students about the role that media plays in our lives, I realized that my treatment of traditional media was perhaps too harsh. I mean, as digital media began to grow in popularity it wasn’t like television, newspapers, and radio simply rolled over and waited for the end to come. In fact, they have put forth a lot of effort to compete and even embrace the power of digital media and I wanted to see if my students were aware of this.
Some of their efforts students were very much aware of, especially when it comes to reality TV shows where audiences can affect the outcome of the show by sending in their votes via text message. They also weren’t surprised that newspapers and magazines have published their content on the web as well as in print (although many were surprised when I pointed out then even their local town paper published online). Others such as social media #hashtags in the bottom corners of TV shows and bonus material on their websites students did not readily think of. But enough of all that. The real question was how to illustrate this transformation of traditional media into the digital world?
Last week I talked about the role that media plays in our daily lives and specifically about illustrating how traditional types of media (e.g. television, newspapers, radio) were one-way conduits of information. Continuing that discussion, I then talked with my students about digital media, which they were of course A LOT more familiar with. Our discussions focused on the many ways that digital media allows us to contribute to the conversation; that information can flow in more than just one direction.
I know, I know, how did I illustrate the concept of digital media in an way that was comparable to the “Kids React to Technology” videos. Can you say, “Parents React to Technology?”
With the new year came “the changing of the guard” or, rather the changing of what the guard is guarding. For me, that meant transitioning from teaching a population of fifth graders to students in grade six. The first lesson that I chose to explore with them was My Digital Life: a look at different types of media and their effect on our daily lives.
In preparation to discuss the concept of traditional media (the idea that this type of media moves in one direction/way from producer to consumer), I needed to come up with an example to jumpstart our conversation. Then I thought, what better way than to show a video of their generation interacting with technology from my generation. Come to find out, The Fine Brothers have created a series of videos on this very topic! The hardest part was deciding on which video to show: