Virtual Worlds

These two videos provide an insight to MUVEs
This video was apparently created for another course, but the context still fits.

Although I enjoyed learning about MUVEs this week, I'm having a difficult time determining how I could utilize this media in a 3rd Grade context. First, I am not sure this type of media would be permitted. I believe MUVEs provide an opportunity for certain groups of students to practice skills in a context that is engaging and innovative, however I do not feel it would be benefical for all learners. As a teacher, I appreciate the level of communication needed from users to navigate through the media while practicing and developing a mastery of the skills included. Developing social communication is an important skill for young learners.

Relating this weeks readings to previous readings, MUVEs do allow students to create an online identity through the creation and use of Avatars. This component is helpful for the development of an online identity, but could also contribute to the idea of creating a virtual identity which does not compare to the "real" you.
 

Two MUVEs I found that might work in my context are:

http://educationarcade.org/labyrinth On-line puzzle adventure game, designed to promote math and literacy learning for Middle School Age Students. This one is a little high for my 3rd graders, but it might be a great way to challenge my high learners while helping to keep them actively engaged in learning.

http://www.mendeley.com/catalog/gaming-3d-multiuser-virtual-environment-engaging-students-science-lessons/ For students ages 10-11 3D Science MUVE Lessons. This site is a little more on my level, but still a little high for my learners.

NY Times Article on Online Identity

 

There is a great post in the New York Times regarding who we are online; our online identity! The article can be found by clicking here.

Online Identity & Professionalism

Growing up in a digital nation it is important to learn how to determine credibility of online resources. This weeks readings provided an insight to the importance of being able to determine online credibility as well as developing an online identity that you are comfortable living with.

Flanagin & Metzger stated, "Enhanced connectivity and information availability have changed not only what people know, but how they know what they know" (Flanagin & Metzger, 2008, p.5). This statement is very true and also changes the complexity of determining credibility of sources as they also state, "on the internet, anyone can be an author" (Flanagin & Metzger, 2008, p.13). As teachers it is important to recognize this and help teach our young learners how to appropriately determine credibility of sources. "Children's relative lack of life experience as compared to adults may also out them at greater risk for falsely accepting a source's self-asserted credibility since such assessments are based on accumulated personal experience, knowledge, reputation, and examination of competing resources so they lack skepticism" (Flanagin & Metzger, 2008, p.15). For this reason, teaching a standard of determining credibility is important. We shape our ability to critically evaluate the credibility of information available online through practice, experience, research, and evaluation of online findings. Checking online sources is increasingly important as digital natives are possibly over trusting to online sources as these media are a norm to this generation.

Susannah Stern discusses how "personal sites can serve as symbols to others and themselves that they belong to and in the public culture" (Stern, 2008, p.95). Social media popularity is ever increasing. As children grow and develop through social media it is important for them to realize the permanence of online content. Stern describes the cultural value of self-promotion as social media "appear meaningful during adolescence, when young people consciously search for a sense of who they are and how they fit in within their social worlds" (Stern, 2008, p.95). Through the use of social media over time they are able to find themselves, so to say. They determine their voice, their sense of self. This phenomenon takes reflection, honesty, and time. In order to do so young adults, "express themselves online (which) becomes a way for them to explore their beliefs, values, and self-perceptions, and thereby to help them grapple with their sense of identity" (Stern, 2008, p.96). This self-reflection is important for their growth and ability to establish an online identity, however it is important to also censor this self-expression at times to assure privacy. As Solove states, "Privacy is not about hiding a wrong" it's about determining what you chose to share with others. (Solove, 2011). Not all information needs to be shared with the online world and often times people do not consider the vast audience available to "see" these status updates, or shared information. This censorship is important not only for developing an online identity for your peers to see, but also for potential career choices one might make.

The web-based source that I have chosen to share this week is a YouTube video titled Discovering the Internet: Credibility



This web-based source directly ties to this weeks readings on determining online credibility and is a valuable source not only for students or young adults, but to educators as well! As adults learning to determine credibility of online sources is imperative so that we can effectively teach our youth this key skill as well.

References:
Flanagin, Andrew J., and Miriam Metzger. “Digital Media and Youth: Unparalleled Opportunity and Unprecedented Responsibility." Digital Media, Youth, and Credibility. Edited by Miriam J. Metzger and Andrew J. Flanagin. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. 5–28.

Available at  http://mitpress.mit.edu/sites/default/files/titles/free_download/9780262562324_Digital_Media_Youth_and_Credibility.pdf 

Lankes, R. David. “Trusting the Internet: New Approaches to Credibility Tools." DigitalMedia, Youth, and Credibility. Edited by Miriam J. Metzger and Andrew J. Flanagin. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. 101–122.

Available at      http://mitpress.mit.edu/sites/default/files/titles/free_download/9780262562324_Digital_Media_Youth_and_Credibility.pdf

Heverly, Robert A. “Growing Up Digital: Control and the Pieces of a Digital Life." Digital Youth, Innovation, and the Unexpected. Edited by Tara McPherson. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. 199–218.

Available at     http://mitpress.mit.edu/sites/default/files/titles/free_download/9780262633598_Digital_Youth_Innovation_and_the_Unexpected.pdf

Stern, Susannah. “Producing Sites, Exploring Identities: Youth Online Authorship." Youth, Identity, and Digital Media. Edited by David Buckingham. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. 95–118.

Available at    http://mitpress.mit.edu/sites/default/files/titles/free_download/9780262524834_Youth_Identity_and_Digital_Media.pdf

Buckingham, David. “Introducing Identity." Youth, Identity, and Digital Media. Edited by David Buckingham. The John D.and Catherine T. MacArthur Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press, 2008. 1–24.

Available at    http://mitpress.mit.edu/sites/default/files/titles/free_download/9780262524834_Youth_Identity_and_Digital_Media.pdf

Solove, D. J. (2011). Why privacy matters even if you have 'nothing to hide', Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Why-Privacy-Matters-Even-if/127461/

Edmodo

Edmodo is my choice for SNS in Elementary Education.

Social Networking

To some degree, I do believe we self-select our social networks. From Facebook to MySpace, Google+ and LinkedIn, there are quite a few options when considering a social network site to be a part of. I believe individuals decide which SNS is appropriate for them based on their needs or what they desire to gain from the SNS. If networking with friends and family is the primary goal one might choose Facebook or MySpace. If the goal is to network professionally, one may aim more towards LinkedIn or one alike. It is possible to even have multiple accounts to satisfy multiple needs or desires both personal and professional. "The popularity of these sites translates into vibrant communities with strong communications networks, especially through the use of tools such as instant messengers, chatrooms, Weblogs, and discussion boards that, among other things, increase the rapidity of discursive exchange. On the other hand, there are the commercial interests and the efforts to appeal to the broadest base of participants" (Byrne, 2007, p.20).

From what I gathered from the readings, for teenagers, the desire to be a part of a SNS is more about finding their identity and finding an escape from their structured life to express themselves freely. "The power that adults hold over youth explains more than just complications in identity performance; it is the root of why teenagers are on MySpace in the first place. In the United States, the lives of youth – and particularly high school teenagers – are highly structured" (Boyd, 2007,p.18) "Regardless of whether teens in the United States have the time to engage in public life, there are huge structural and social barriers to them doing so. First, there is an issue of mobility" (Boyd, 2007,p.18)

Byrne made a good point in her writings that "On social networking sites, community members serve both as producers and consumers, and have an equal ability to influence and to be heard" (Byrne, 2007, p.20). I feel that for teenagers this is a powerful idea! So often, teenagers feel they are not being heard or are unable to express themselves to give their opinion. These sites allow them to take their ideas and share them with whomever they choose.

Which brings me to privacy settings. I feel they are an important aspect to any SNS especially for teenagers. Having the right privacy settings is key to being able to express yourself comfortably and safely. Boyd states that, "Those who are more engaged on Facebook are more likely to modify their privacy settings more frequently. This makes sense given that those who regularly post content may be more conscious of their audience, i.e., who might see the content they are publishing and also how this content might be perceived." (Boyd, 2010).

I hold a personal Facebook account which is separate from my professional life. However, when I think about Social Networking, I have a hard time not thinking about it's use and it's opportunity in the classroom. Rheingold couldn’t have said it better when he stated, “no matter what we think of them (SNS), they aren’t going away. Now, we need to start empowering ourselves to use social media well.” (Blankenship, 2011, p.42). “Web 2.0 tools such as social network sites now shape how young people connect, socialize, and learn” (Ahn et al., 2011, p.1). Like it or not, we are a part of a digital nation and I feel it is my responsibility as a teacher to not only provide learning experiences which utilize these new media resources, but also teach my students proper ways to operate these media. “For example, youths utilize Facebook for information sharing, access YouTube videos to learn new concepts for school, and participate in online communities that further their interests” (Ito et al. as cited Ahn et al., 2011, p.1).

There are many benefits to the use of social media in education. “Social networking media engages the user in the content and allows them to be included as an active participant as they construct a learning landscape rooted in social interaction, knowledge exchange, and optimum cognitive development with peers” (Baird & Fisher, 2006, p.24). Howard Rheingold muses that the benefits of social media to students is, “Plenty: greater engagement, greater interest, students taking more control and responsibility for their education” (Blankenship, 2011, p.40). Social media “inspires new creativity in the way that subjects are taught” (Blankenship, 2011, p.40). Mark Blankenship describes social media as, “so dominant in the classroom that it’s hard to imagine any professor or student making it through a week without them” (Blankenship, 2011, p.39).

While I do agree that it is possible to not participate in social networking both personally and professionally depending on your job and situation, I also believe there are great opportunities afforded to us all if we embrace them fully!

References:

 Byrne, D. N. (2007). The future of (the)“race”: Identity, discourse, and the rise of computer-mediated public spheres. The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning, 15-38.

Boyd, D., & Hargittai, E. (2010). Facebook privacy settings: Who cares. First Monday, 15(8), 2.

Boyd, D.(2007). Why youth (heart) social network sites: The role of networked publics in teenage social life. MacArthur Foundation Series on Digital Learning – Youth, Identity, and Digital Media Volume (ed. David Buckingham). Cambridge, MA: MIT Press.

 Blankenship, M. (2011). How social media can and should impact higher education. Education Digest, 76(7), 39-42.

Ahn, J. Bivona, L. DiScala, J. (2011). Social media access in k-12 schools: intractable policy controversies in an evolving world. Proceedings of the American Society for Information Science and Technology, 48(1), 1-10.

Media Ecology & SMARTboards

During this weeks reading the topic of media ecology made me think about interactive whiteboards in the classroom. I  have a SMARTboard in my classroom. This video describes the ease of use of a SMARTboard. SMARTboards have transformed classroom learning by adding an interactive approach to learning and actively engaging learners in lessons. The first SMARTboard was introduced in 1991. By the late 90's there were many improvements made to the SMARTboard which transformed teaching in many ways.

Marshall McLuhan discusses "all at onceness" in his writings which simply means that everyone can be connected at the same time. With SMART notebook and SMART response systems, the SMARTboard effectively creates this environment of "all at onceness". Through the SMARTboard you can connect and interact with people all over the world adding a first hand interactive approach to teaching and learning.

This graphic provides great examples of why a SMARTboard should be used in a classroom.

We all know that each student is unique in their own way and their learning styles vary. SMARTboards help all learners! They help teachers differentiate their instruction to reach all students on multiple learning levels and with a variety of learning styles. It adds a kinesthetic approach to lessons by engaging learners through touch and activities on the SMARTboard.

This comic comes to mind whenever I talk to or train teachers on the use of a SMARTboard. I must admit, if nothing less, it is humerous! :) hehe

Reference:

Fiore, Q. (1967). The medium is the massage. New York: Bantam Books.

Ito, M., Sonja B., Matteo B., Boyd, D. Cody, R., Herr, B., Horst, H.A., Lange, P.G., Mahendran, D., Martinez, K., Pascoe, C.J., Perkel, D., Robinson, L., Sims, C., & Tripp, L.(2009). Hanging Out, Messing Around, Geeking Out: Living and Learning with New Media. Cambridge: MIT Press

Media Ecology Word Cloud