Category: social media

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iTeach180 Project Days 29-30

Shouting fire in a crowded theatre is bad. Similarly, tweeting about blowing up an airport is just as bad. Last week you may have stumbled upon this story reported first by The Guardian. I found it via Mashable under the title “#IamSpartacus”. The writer’s of Masable pose an interesting question at the end of their adapted article,

Was Paul Chambers really breaking the law when he joked about “blowing the airport” on Twitter? Subsequently, are all the Twitter users who have repeated the message breaking the law, too?

The easy answer is yes, however it strikes up a good debate. This is how I will start my class today. This article raises many good lessons about using social media responsibly and understanding your audience. It also presents students with the realities of how using social media irresponsibly can result in serious consequences. 
Objectives:
Students will be able to explain how to use social media responsibly
Students will be able to analyze how to use social media responsibly
Process:
Depending on your class size split the room in half. One side will argue for Mr. Chambers and the other side will argue against Mr. Chambers.
Allow each group a day or two (again, depending on class size and time) to research the story and construct their argument. Each group must share a google doc with their group members and the teacher. This document will house the minutes from group meetings, links to secondary sources, and each member of the groups’ role.
During the debate one member from each group will backchannel the debate proceedings with the hashtag #chamberdebate (or what ever hashtag you decide to use) NOTE: Later on we will analyze the thread of the backchannel and use it to evaluate the debate and reflect on the effectiveness of each groups’ argument.
Another option for this exercise is to use USTREAM.com to broadcast your debate to your personal learning network or possibly the school. I have done this before and it really gives the students an audience and produces excellent feedback. Make sure you consult with administration, parents, and your academic technologist before going through with this. 

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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.