Who AM I When EVERYONE is Looking??

Posted on August 16, 2013

ED 714 Online Brands, Reputation Management, Digital Footprint and Digital Identity

Wow. First let me say what a mind blowing experience these first 3 courses have been.  I had no idea how much I didn’t know.  I thought I was pretty technologically savvy…until I met Ian and my peers at UNH. I have learned so much, so quickly, that sometimes I have to sit and be still so I can sort though it all to complete a task, or assignment.

So, I can Tweet now. Not with my kids. They won’t have me. They moved to Twitter, Snap Chat and Pinterest a year ago, because I was communicating with them through Facebook. I guess that was uncool, so they changed their accounts so I cannot post on their walls. I can only Message them. I now have a LinkedIn account…I’m not sure why.

I have had a Facebook account for years.  I make sure all pictures are G-Rated. I have un-friended people who post r- and x-rated pics and posts, because there is nothing quite so special as opening your Facebook account in school and having a mostly naked fireman or Adam Levine picture jumping off the screen.  I make sure all of my pictures are private, especially pictures of my children. And I never post anything about work, my supervisors, teachers, or children.  Though our school system does not have a social media policy, I do not allow teachers or staff to post any pictures of children on any social media. In a previous post I discussed in length the session at Endicott College my daughter and I attended about Digital Footprints. The message definitely hit home for both of us.  I have shared the information with my other kids too.

Online Identity

Educator, Leader, Advocate online and offline – Module 5

Posted on August 17, 2013

Reflection: How can I effectively use my online identity to support my offline teacher identity in the classroom?

This summer I have been bombarded with messages about digital identity, social media safety and propriety and a new term, “digital footprint.”  I have always been somewhat aware that sharing too much personal information is not in my best interest. I have an inner guidance system based on my mother who would often say “Never put anything in writing you might regret. If you say it you can retract or deny.  If it’s in writing it is hard evidence.” My uncle once told me “There is no such thing as an innocent question. People always have motives for asking, and an innocent reply can open a can of worms.”  He taught me to reply with “Why do you ask?”  So I have been pretty careful about what I post on social media over the years, and have advised my daughters as well. My son doesn’t use his own name on YouTube, and does not give out any personal information. His FB account says he lives in Canada.

Last month I took my daughter to her college orientation. There were two mandatory presentations. The fist was the official welcome by the president. The second mandatory session was about online identity and how what you post can effect your life in either positive or negative ways. The attorney that presented this information works mostly with college athletes, and had a plethora of real life scenarios where what students posted cost them their scholarships, got them expelled, arrested or unemployable. A lot of what she showed were “innocent” pranks, or jokes, funny semi-naked dances, drunken pictures, offensive posts, etc.  It was a very powerful presentation. When our ITD&ML classes started I heard very similar messages and really began thinking about how I appeared to others online. This class gave me the courage to begin posting articles, petitions and ideas on Facebook to inform people about Education Issues, Early Childhood, Brain Development, Technology, and Political Issues that effect ECE and college students. Each time I posted an Education article it was met with intelligent comments from friends who are in education or are parents.

Pedagogy - Understanding by Design ED722

This week's readings and resources were focused on deeper learning and critical thinking. This has been timely as we are forming a pilot for teachers on Reggio Emilia inspired/Project Based curriculum for our pre-k program. Teachers assess students in authentic ways through anecdotals, checklists and children's work samples. The 4 year olds are assessed 3 times per year on pre-literacy skills such as Phonemic Awareness (rhyming, beginning and ending sounds and segmenting words), oral language, letter ID, and letter sound.

With the focus on Early Childhood education, teachers may be pushing these skills through drilling children. We want to use our current curriculum and the PreSchool Assessment Framework from the SDE, along with the project based concepts to create a more authentic arena for assessing children in this age group. The project based curriculum is one that promotes creativity, deeper learning and critical thinking as the teacher provides opportunities for children to participate in a learning experience over time with authentic materials. Paper and pencil assessments are never used in pre-k, and choice time (free play) occurs for 1/3 of the day.

The project approach will tie concepts from one center (subject area) to another rather than each center having it's own objective. For example if we are studying animals, the dramatic play area becomes a Vet Office or Pet shop; table games includes small plastic dogs whose characteristics can be compared and contrasted, and can be sorted or counted. Animal prints are discovered in the sand table, and story time books are based on animal stories or non-fiction animal books. The important concept for teachers as planners and facilitators lies in the questioning. We emphasize the importance of open ended questions, but the resources this week really shed anew light on the process.

Gary Wiggins' video of Understanding by Design was eye opening. It is true that often teachers' plans revolve around the short term goal, or worse...the skill to be taught. Turning the question around at the planning stage will alter the outcome, but will take some practice at this level, since we are focused on state standards AND child interests. Sometimes bridging the two is problematic. Ron Berger's work on Deeper Learning, and this week's assignment to look at student's work for deeper learning gave me an excellent perspective to inspire our teachers. Giving them exact examples of our goals for the pilot.

e-portfolios in education

Early Childhood Educators have been using child portfolios as formative assessment tools for many years. Visual artists use portfolios to present their body of work to schools and potential employers. Organizations who require accreditation also use portfolios as a testament to their quality.  As a Project Site Director to several pre-k programs, I have assessed and created portfolios in both paper and digital forms. Our entire NHPS School Readiness Program Portfolio is maintained online through School Chapters. 

Now it is time for me to develop an online portfolio or  e-portfolio, for my graduate coursework in IT&DML at the university of New Haven.  I have read several articles and seen samples of e-portfolios and have determined the type I think best suits my needs as a Showcase Portfolio.

In his article, Authentic Assessment Toolbox, Jon Mueller describes three types of e-portfolios as such: 

1. Growth Portfolios

a. to show growth or change over time
b. to help develop process skills such as self-evaluation and goal-setting
c. to identify strengths and weaknesses
d. to track the development of one more products/performances

2. Showcase Portfolios

a. to showcase end-of-year/semester accomplishments
b. to prepare a sample of best work for employment or college admission
c. to showcase student perceptions of favorite, best or most important work
d. to communicate a student's current aptitudes to future teachers

3. Evaluation Portfolios

a. to document achievement for grading purposes
b. to document progress towards standards
c. to place students appropriately

Mueller states that before beginning, one must decide on the PURPOSE, AUDIENCE and CONTENT of the portfolio. He also provides a rubric with ideas for specific items to include for each type of portfolio.
I am interested in highlighting some the learning I was most excited about throughout this coursework. I know Sherry Turkle's book Alone Together, made me want to share my thoughts, and I found my voice in my blogs Gail's Musings.  I was also very excited by using Storify and Haiku Deck to document my learning, and will select some of my best work to present in my e-portfolio.  I have also developed a website that combines the IT&DML coursework and my work at New Haven Public Schools in Early Childhood Education: Mrs.D for ECE. I will be adding to and cleaning up the site to present. I enjoyed participating in the DLMOOC and earning my first online Badges, so may present the work I submitted for the badges. I am looking forward to curating and creating my e-portfolio.

Storyweaver 3 Writing Software

When I first read about using a story building software as an AT I was skeptical.  I couldn't imagine how this would help a student who struggles with writing. It seemed daunting. So many sections to complete. But after watching the tutorial I became intrigued. Not only would this be an excellent AT software, it could be used by all students, thus helping the students who need the tool as an AT feel more comfortable using it in the classroom, and not feeling singled out.

The software walks the user (author) through every step of the writing process,  breaking it down into very manageable pieces, from just getting started, to organizing thoughts, to blocking out main ideas, to adding details, dialogue, etc.

My 13 year old son has twice come to me with ideas for a book. He even started illustrating one. I kept telling him to keep a journal and write his ideas down. He'd return telling me it would be a two-chapter, 10 page book. So of course I told him to "add details."  He wasn't comfortable with me reading it..."until it was better." so they both lie unfinished. Recently my 19 year old daughter fresh home from her Freshman year at College and a trip to Ireland told me of a dream she had and how she thought it would be a great book. None of us are writers by trade, so Storyweaver3 would be an ideal tool for them to get started developing thier stories. If I were a classroom teacher grade 2 and above I would definitely implement Storyweaver 3 in my classroom for a writers workshop process, allowing any student the option of using it all year, as needed I'd also provide assistance and facilitate it's use.

Highlights:

• Over 200 Story Cards guide you through the entire story development process. Each question will open new creative avenues you've probably never considered before!
• StoryWeaver Automatically references your work on previous questions so you can build on what you've already created, every step of the way!
• Create chapters or scenes right in the software that lay out how your story will unfold event by event.
• Video Clips clarify every step in the story development process. Get insightful perspectives on storytelling from the creator of StoryWeaver!
• Web Links bring extra depth to your story. Discover new perspectives in storytelling!
• Export your work to your word processor at any point in the process for further development.
• Take creative notes from anywhere in the program and organize your existing story materials by adding your own folders, cards, and questions as you customize StoryWeaver to your personal writing style.
• Work on as many stories as you like simultaneously. Each story can be saved in its own file and takes up only 50 Kilobytes on your hard drive!
• Click and drag to rearrange your timeline. In fact, you can re-arrange any of your story materials with standard drag and drop.
• Hundreds of tips, tricks, & techniques! Each Story Card has a wealth of eye-opening approaches to story development and storytelling.

#YesAllWomen -Thoughts on Ariel Norling's ISTE blog

I read Ariel Norling's blog. I am deeply concerned about her judgement, AND support her posting her article.  It is sad that women cannot have conversations with men, or friendships with men, without being objectified. I have had enough experience with men+alcohol to know that no good will ever come from a meeting in a bar or restaurant if either party is consuming alcohol.  So women must always be wary, trust less, protect themselves... There is no equity. We cannot just go to a social, professional event and be treated like a compadre. We are either HOT or NOT. Hit on or ignored... Not allowed to be just another member of the group participating fully in the conversation.  

Having raised 2 beautiful, smart daughters, I recall the very many times I've told them: "Never go out alone. Stay in groups of 3 or more. Never put your drink down anywhere and if you do, leave it. Never leave any social event with any guy, even if he is the cutest, sweetest guy there...so was Ted Bundy...so they say. Have a pact with your gfs to never leave with a guy/thus leaving someone behind to fend for themselves. If your housemate has a guy over, lock your bedroom door." The list goes on and on. I also have a son. The line we say the most to him is: "Don't be THAT guy." Often stated when we see some jackass being disrespectful to a woman, whether it's his mother, sister, girlfriend, wife, daughter or a stranger. Don't be THAT guy. Be our son, brother, friend, champion.  So far so good.  What are you telling your sons?

Yes All Women and Ed-Tech

A Response to Ariel Norling's Story

"How can teachers best meet the needs of students with mild disabilities?"

"How can teachers best meet the needs of students with mild disabilities?"

The readings and discussions this week were enlightening, and addressed issues in meeting the needs of students with mild or high incidence disabilities. Beard, Carpenter and Johnston (2011), as well as Alper and Raharinirina identify the increase in public awareness around disabilities, and individual's with disabilities rights, since the passing of the Disabilities Act of 1988, as well as The Assistive Technology Act of 1998; the progress that has been made and the barriers that often get in the way of ATs being implemented to best meet identified student's needs.

In order to best meet the needs of students with disabilities, more information and training is needed among all stakeholders, including administrators, teachers, special education professionals, parents and the community. Technologies are constantly changing, and an IEP that was written for an AT one year could possibly be obsolete the next.

Mindset is often the barrier to students getting the much needed Assistive Technology. Teachers can intimidated by the technology, uninformed about what technology is available, or how to assist the student in it's use. Quite often teachers may not understand how to fully implement the AT into the curriculum for the student who needs it.  Administrators and PPT Teams could be concerned with prohibitive costs to the school if they are held responsible for obtaining the AT for a student. Parents may not know how to best advocate for their child's needs. Other challenges may be how to assess a student's progress while using an AT.

Some steps that can be taken to best to avoid these barriers are:

• Keep student and family members in the loop when deciding on a device,
• Allow for a trial period with coaching and mentoring,
• Include Student, Parent/Guardian, classroom teacher, SpEd Team and Assistant Teachers in training
• In school and in home technical support to ensure proper use of device,
• Ongoing communication between student, student's family, teachers and PPT Team about successes and challenges around the device.

As always, teachers must scaffold for all students, including using strategies, methods and tools that ensure each individual success at any given task/project. This may mean breaking larger assignments down into smaller pieces so a student with a disability can feel the same sense of accomplishment as they meet each benchmark. Using rubrics, graphic organizers, calendars and other organizational tools is advisable as well.