iTeach180 Day 24-26

This week students will be breaking down social media sites and building a comprehensive guide on our classroom wikispace. This project is designed to engage students by highlighting the positive and negative aspects of social media. Students will present positive ways in which social media can help them showcase their talents and connect with a vast audience. On the other hand, students will also present ways in which social media, if used inappropriately and irresponsibly can hurt their online identity.

Objectives:
Students will be able to compare and contrast the differences between positive and negative uses of social media.
Students will be able to analyze the positive and negative attributes of social media
Students will be able to present the positive and negative attributes of social media

The Process:
1. You may assign or have students choose the social media they want to analyze. I would suggest presenting each group with one social media platform to save time.

2. Once students are arranged in their groups, they must create a pro a con list for the social media they will be analyzing. Have each group open a Google Doc and share it with the teacher and all group members.

3. Once you have your wikispace up and running, have one member of each group create a link for their social media in navigation frame of the wikispace (left-hand side).

4. Either on the wikispace or a handout, have students address the following questions:

A. Imagine that our school blocked your site. How would you present an argument to the administration to unblock this site? Why does the school need it? How will the students’ learning benefit from having this site open? NOTE: Keep in mind counter arguments to your points as you present.

B. Interview one teacher and one administrator in the building. Ask him or her how they would use this site in the school and why we should have access to it throughout the building. NOTE: Please present a list of interview questions beyond the prompt I suggested in the previous sentence. Also, follow the MLA guidelines for citing an interview.

C. Interview a guidance counselor and if you have the opportunity, a college representative. Ask them how students can use social media to increase their chances for college admission. Also, consider how students can hurt their admission chances if social media is used inappropriately. NOTE: Please present a list of interview questions beyond the prompt I suggested in the previous sentence. Also, follow the MLA guidelines for citing an interview.

D. Interview two students and ask them how they use social media. Also, ask if they think their use of social media will help or hurt their digital identity. NOTE: Please present a list of interview questions beyond the prompt I suggested in the previous sentence. Also, follow the MLA guidelines for citing an interview.

*** If you record any of your interviews, make sure you seek permission with your candidate before start filming or recording his or her voice***

5. I would like each group to set up a shared Google Doc folder that all members can access. In this folder you will house all of the files your group is using for this project.

6. One member of each group (or a different member each day) must compose a daily reflection blog chronicling the progress of the group’s progress.

This project will take several days and in the end we will have a valuable resource made by students for students, teachers, parents, and administrators. This wikispace can become a sustainable document that future classes can learn from and add to as social media continues to evolve. In short, the class will be creating a digital textbook for digital citizenship in a high school classroom.
If you decide to try this lesson with your class, please share a link to your wiki in the comment box below.

iTeach180 Project Day 23

Today’s lesson will introduce students to the term digital footprint. In the beginning of this lesson, simply write this term on the board. Have students come up to the board and write what they think the term means. Allow a few minutes for writing and then follow up with a discussion about what students wrote. 

1. Transition this conversation into a discussion about identity. Ask students to answer these questions:

• ·      How would you describe your face-to-face identity (how people see you every day)?
• ·      How would you describe your virtual identity (how people view you online)?

2. Using yourself as an example, ask students how they perceive you as a teacher? Write down their responses on the board.

3. Google yourself and ask students to describe your digital identity. Watch the video below. 

4. Continue the discussion by comparing the two identities. Do they match up? Are they vastly different? What are some of the differences between digital and face-to-face identities? Depending on time, these questions may be used to continue the discussion in class, or you could have students write a blog post comparing the two identities. 

iTeach180 Project Day 22

Yesterday I introduced the concept of digital citizenship. I presented digital and social media in a positive light rather than explaining the negative elements that usually sensationalized and over dramatized by the news. However, every teacher should present the negative, dark side of social media and empower their students with lessons to prevent these abuses from happening.

Today we will be doing just that. Depending on your class time from yesterday, your presentations on social and digital media tools may have leaked over into two class periods. If this is the case simply push back one day. Today's lesson will similarly model yesterday's lesson, but focus on the negative side of technology use.

Objectives:

Students will be able to define the negative impact of digital and social media

Students will be able to demonstrate the negative impact of digital and social media

Process:

1. Have students arrange in groups of 2-3 (depending on your class size and structure)

2. Present each group a social and digital media tool

• Twitter
• Facebook
• Skype
• Flickr
• iPhone or iPod Touch
• YouTube

3. Once each group has their tool, briefly explain what each tool is and its function. Most of the tools are common knowledge, but provide some background information in case students are unaware. 

4. Have students work together on a Google Doc that is shared with you. In their groups, they must address the following questions when they present their findings to each other and on their blogs: 

• How can my tool be used to distract or impede learning in my high school classes? 
• How can my tool hurt my image and my talents to a college admissions board?
• How can my tool hurt my chances of landing a job?
• How can my tool hurt the reputation of one of my peers? 

Once you have presented these questions, allow students some time to work together researching the tool they have been given and developing their ideas. Depending on your class time you may wish to have them work on this project for more than one day or if you have the luxury of a block schedule, you can easily finish this task in one period. Again, this lesson is simply the antithesis of yesterday's lesson on positive impacts of social and digital media. You may chose a different method of presenting these contrasting ideas, but make sure you cover both sides of these new learning tools and platforms. Allow your students to see different perspectives on how these tools can be used to both empower and hurt themselves and their peers. 

5. The final part of this project will be to have students present their tool to the class. They may use any method or form of presentation. As an exit slip or homework assignment, have students write a reflection blog on the tool they presented and one of the tools that was presented by another group. 

iTeach180 Project Day 21

Today my class will begin strand 2.0, Digital Citizenship. Some may argue that this strand should be the first covered in the span of a school year, however, it is better to observe students behavior in cyberspace before giving them a list of things they cannot do. Plus, it provides a mutual trust with student and teacher.

Today's lesson will begin by talking about the positive impacts of using digital and social media in high school. Again, before telling students all of the negative stories of digital and social media,  put a positive spin on what you will be teaching for the next few weeks. It is easy to present social and digital media as negative entities, however, show your students that you believe in this powerful medium and that you trust they will use it in a responsible manner.

Objectives:

Students will be able to define the positive impact of digital and social media
Students will be able to demonstrate the positive impact of digital and social media

Process:

1. Have students arrange in groups of 2-3 (depending on your class size and structure)

2. Present each group a social and digital media tool

• Twitter
• Facebook
• Skype
• Flickr
• iPhone or iPod Touch
• iPad

3. Once each group has their tool, briefly explain what each tool is and its function. Most of the tools are common knowledge, but provide some background information in case students are unaware. 

4. Have students work together on a Google Doc that is shared with you. In their groups, they must address the following questions when they present their findings to each other and on their blogs: 

• How can my tool be used to enhance my high school classes? 
• How can my tool be used to promote my talents to a college admissions board?
• How can my tool be used to find me a job?
• How can my tool be used to make positive change in my community, school club, or organization?

Once you have presented these questions, allow students some time to work together researching the tool they have been given and developing their ideas. Depending on your class time you may wish to have them work on this project for more than one day or if you have the luxury of a block schedule, you can easily finish this task in one period. 

5. The final part of this project will be to have students present their tool to the class. They may use any method or form of presentation. As an exit slip or homework assignment, have students write a reflection blog on the tool they presented and one of the tools that was presented by another group.