Social Media

I am new to the whole concept of social media.  My friends and relatives pick on me endlessly, saying that I am a 20 something with the mind of an eighty year old, but that even their grandparents use Facebook.  Be that as it may, I have still refused to join the dark side.  Personally I would rather have a live face-to-face conversation with someone rather than type my thoughts, actions, and facial expressions (emoticons?) on a screen.  I guess I am old fashioned… 

This is not a problem in and of itself for my personal life, however it seems to be an increasingly larger issue in my professional one.  I have been subbing at local public schools along with teaching a fifth grade Math and seventh grade Tech course at a small private school.  In the public schools I have noticed that just about everyone is talking about social media.  Students want to Facebook chat when they get home, tweet about what they did over the weekend, or text every waking minute.  Teachers are also being drawn in.  Educationally blogs and wikis are popping up in classrooms, but there are also the personal Facebook pages that teachers are using to keep in touch with other teachers, or to play Mafia Wars (yes, really).  The stark contrast is the private school where I work.  Some of the older students may drop the occasional Twitter reference, but on the whole most students don’t even know what tweets or Facebook pages are. 

I have heard both sides of the argument several times and in several venues.  I am of the opinion that social media if fine for personal use, but should be limited to that.  I am not all that interested in bringing texting, tweets, chats, or wall postings into my classroom.  I can see how it is matter of personal preference, but it seems to me like we are trying so hard to “meet students where they are” that we are losing sight of the basics in the process.  In a few years I will probably be that teacher who doesn’t allow students to use cell phones, iPods, or laptops in the classroom, but I do believe that I will bring a unique, if perhaps more traditional, approach to learning. 

Sustainable Agriculture

A few weeks ago I got the weekly newsletter from my daughter’s teacher and there were pictures of the students working on something.  When I asked her more about the pictures she excitedly told me that the whole school (don’t get excited, it is a very small school) was working on a raised bed garden project.  I was somewhat interested, and decided to talk to the other teachers about it (I had been out with my other daughter who was sick, so wasn’t a part of that weeks activities like I normally am).  I was informed that there was an individual in the community who had contacted the school about being a guinea pig for a project she wanted to start.  The pitch: she is interested in selling products to businesses and schools that would help them become more sustainable via growing some of their own fruits and vegetables.  For us she would provide all the supplies and materials to build a raised bed vegetable garden for free, and in return the school would allow her to use the information she gathered for future presentations (pictures, pros, cons, etc.).  I thought that this was a unique opportunity, and was glad that the school had agreed to go for it.  Although I have not been directly involved yet, I’m eager to see how much the school invests, and what we will do with the garden over the summer months.

It was even more interesting that after hearing about this small garden we were asked to sit in on the showing of “The Greenhorns” video.  I have to admit that it is a big leap from a 4x6 foot garden to a hundred acre farm, but the idea behind each is not so very different; grow healthy, organic food for the local population.  Sounds good, right?  Well at first I thought so, and I am still on board with the school garden, but the thought of becoming even a part time farmer is not something that particularly interests me.  Just like there are some people who should not be teachers, I believe there are some people not cut out to be farmers.  Allergies aside (and I have a horrible time in the spring and fall as it is), I am not the kind of person who enjoys planting anything.  I can’t even keep flowers alive.  The idea of spending my summers hunched over while planting, watering, weeding, and finally harvesting food is not something I want to dwell on for long. 

So why not look into animals, you ask?  Well I have several personal reasons that I stay away from farms, not the least of which being the allergies I mentioned earlier.  I am allergic to any animal that sheds, hay, pollen, dust, and more.  Not exactly a winning combination for a farm hand.  Another reason is that I do not own any property, and have limited resources to be able to find and then get to people who do.  There is a history of farming in my family, but other branches of the family tree have been more productive in that avenue than mine.

My great grandparents used to have dairy cows (my very rough estimate would put it at about 60 to 100 heads), horses, a few dogs, and lots of cats.  Now my great uncle owns the property and the only thing he keeps in the dairy barn is his antique Mercedes and some other old cars.  He and his wife sold the cattle about five to ten years ago because the cost was outweighing the profit.  Smart economically for them, but kind of sad to think about, and I’m sure they aren’t the only ones who went that route.  While I do not plan to follow in grandparents footsteps like some of their children and grandchildren have, I do know that if I ever had a question about the farm there would be no end to the stories and knowledge that have been saved from over the generations.  When I heard the video talking about mentors it brought that side of my family into mind.  Not many of them are still farming, but they could pass along what they know to another generation (as long as it isn’t me).  I appreciate all the hard work that they have done in the past, and that people my age are taking up now, I just don’t see myself being among them.  Some people might say that I have an advantage being so close to relatives who have been in agriculture for generations.  I say that I am happy for the people who feel it is their calling to become farmers with a new vision for sustainability. 

GarageBand meets PhotoBooth

I never thought that I would be able to create my own audibook complete with pictures using the computer.  I had done some book readings and recorded them on tapes (do students even know what those are anymore), but this is much more involved and interesting.  Using GarageBand I was able to create a podcast where I read the words to a story and recorded as I read.  Using PhotoBooth I was able to take pictures of the illustrations, then go back to GarageBand and insert the pictures at the right intervals, so that the page I was reading showed up on the screen.

The best part?  I got to test it out on a group of Pre-K through second graders.  They loved it!  I was able to share the story in large groups, small groups, and one-on-one to see how easily it was integrated into different classroom dynamics.  The format and availability of computers made small or one student groups the most advantageous.  As the group size grew so did the complaints (“I can’t see”; “I can’t hear”; “This is boring”; When is snack?”).  Interestingly, when those same students who were complaining were given a chance to see the program by themselves or with a smaller group, especially during free times, the interest level was much higher. 

While I am amazed that I was able to get even this far, I am being inspired to do more.  My daughters used to love to play with a game that was based around characters from Mercer Meyer books.  As they read through the story they were also able to interact with it (highlighting words/sentences, clicking hot spots that animated different areas, etc.).  I have seen how enthusiastically my own children have been when playing these games after reading the books the traditional way, and it makes me want to learn how to bring that spark into the classroom.

One of my peers has figured out a unique, if not somewhat dated, way of getting the students more involved in the books they are reading.  She has her students read the book and she records it.  When they are finished with a chapter book they can then go back and listen to their own voices reading it back to them.  Using a tape recorder is what the school had readily available, but other programs such as Garage Band would take the same idea and transform it into something that the class could share on a much larger scale. 

While the possibilities are stretching out before me, I am excited but also a little nervous to see where technology will lead us.

Podcasts

This past week was dedicated towards podcasts.  While I am not a huge fan of listening to myself talk, I was excited to think about the possibilities for my current and future students.  I can definitely see kids being interested in talking with friends, or even teachers and parents, about varying topics.  From homework to cafeteria food, students can voice their opinions in a format that allows for them to add their own personal touches and share their thoughts with a larger audience.  While teachers may not want to broadcast sessions all over the web, there are ways of sharing podcasts via e-mail, which could then go to individual teachers for their class to listen and respond to.

This type of discussion could also take some of the anxiety out of oral reports.  A student may be given the option to do a podcast about their topic where they would have the opportunity of editing and perfecting their presentation before sharing it with the class.  In this format students would still be required to share their information with the class, but they may not be as prone to getting stage fright.  I have see students who can articulate ideas very clearly to one or two peers, but in front of a large group they freeze up and forget what they are going to say.  A podcast would eliminate the large crowd feel, with just a friend or two listening in/giving comments or opinions/ asking questions, and the teacher or a parent going over the finished product and making suggestions.

Teachers could also use podcasts to bring disappearing subjects, such as arts and languages, into the classroom.  During free time, with students who master content quickly, or as a reward system podcasts could be an option to students.  A teacher could have a pre-approved selection of podcasts downloaded to a computer or mp3 player, including items such as music, foreign language introductions, and how-to’s for painting/sculpture/drawing etc.  For example, if an elementary student has finished his/her ELA assignment, they could be given the option of listening to a podcast on introductory Spanish. 

Alternately teachers could present a podcast series to the entire class.  In this way, even though specials may be disappearing from the school day, students can still get exposure to these programs.  Allowing the whole class to participate in listening to a podcast gets everyone involved, rather than just a few students on a given day.  Even though teachers are facing continually restrictive curriculum guidelines and time commitments to the “base” content areas, finding podcasts that teach students about multiculturalism in five minute sessions (as an example) can add a dimension to your classroom that would otherwise be lacking.

In short… podcasts offer a lot of possibilities to teachers and students.

GarageBand

GarageBand, an Apple product, is a very fun tool that could have several applications.  Teachers could keep music in schools on a different level than in the past.  This would not be a substitute to the hours of practice that children log trying to perfect the art of playing an instrument, however it would offer at least some exposure to classes that may otherwise not have any at all.  With all the cuts being made we are seeing more and more programs being lost in the name of funding, budget, and the like.  It may even offer students who would not normally be musically inclined to enjoy, or at least appreciate, making music.

On the flip side, being an Apple product comes with its own set of issues.  Sure, once you have the technology everything is inexpensive, and in some cases free.  Most of the school in my district cannot afford the upfront cost of outfitting the computer lab, or even a single classroom, with Apple computers.  So, as great as the program is where does it leave the rest of the PC users?  I understand that there are some other programs out there for PC that are inherently the same, but lack the trademark innovations that are associated with Apple.  In short, the vast majority of teachers that I know or have come in contact with will be left with very few options when the band room doors close for good.   

What the Frack?

The presentation about hydro fracking was informative, concise, and heavily biased.  Now, I do agree that the dangers and negative aspects of hydro fracking far outweigh any possible benefit, but the monetary gain was only briefly mentioned.  Am I to assume that money is the only benefit to such technologies?  I don’t know, yet I think not.  Having family who have leased their land for other reasons and are considering the implications for hydro fracking I am interested to hear both sides of the argument equally, and that was not the case here.

In terms of classroom application I would hope that both sides of an idea would be thoroughly explored before students, or myself, jump to hasty conclusions.  In light of the imminent possibility of hydro fracking coming to New York, and specifically the Cortland area, I would suggest that students interested in the topic do their own background check.  This could mean writing to other students in states where hydro fracking has been in practice, calling state and local leaders to give their opinions, and talking or writing to pro and anti fracking agencies, citizens, and even other students within their school or district.  After hearing both sides there could be a debate (with rules and parameters) in which the proponents and opponents discuss their points, and a panel of peers decides who has the better argument.

This type of fact finding and democratic decision making could have several potential advantages, and link into several curricular areas.  There are also many more options that would vary based on age/grade level, appropriateness, and interest.  While initially I believe I fall on the anti-fracking side of the argument, I think it would be interesting to see what the students could find out and how they would present their ideas (without me just presenting mine).

Virtual vs. Reality

After watching the segment of the video dedicated to the World of Warcraft and Call of Duty games I was more than a little disturbed.  I knew that these games existed, and some of the extent to which they draw someone into the virtual world, but I had no idea of the magnitude both in terms of people playing the game and people making a living off of catering to the game players. 

First, the concept of “meeting” people through a video game is so obscure to me that it is hard to wrap my mind around it.  I grew up with an old Atari gaming system that was monopolized by my two older brothers most of the time.  The fact that people are connecting, and bonding, through a fantasy game world seems odd and unnatural to me.  When I saw the one girl say that she considered her first date to be when her boyfriend broke into a castle to get to her, I didn’t know how to react.  Part of me wanted to laugh, but at the same time it sounded sad and almost pathetic.  I realize that I am not into gaming like several million other people are, and I would be ridiculed for my lack of understanding or acceptance, but honestly I just can’t (okay, and don’t want to) comprehend the thought process behind deciding to “live” more of one’s life in a fantasy world than in a real one.  I guess I feel like there are still more pros to the physical world than the virtual one.

Some people may share this idea, yet still be enthralled by the gaming revolution.  I have known people who would openly mock World of Warcraft and then spend uninterrupted hours playing Call of Duty.  Aside from the aesthetic differences, I don’t see how these two games are all that different, but then again I am not a gaming connoisseur.  I do know that the graphics that Call of Duty portrays represent more realistic characters and places.  This may seem harmless enough, but it is disturbing to see young teenagers, especially boys, being passively recruited into the Army based on their virtual combat skills.  Even more frightening is the prospect that the line between what is real and what is a game is being blurred. 

This became even more apparent to me when the video showed that some pilots controlling drones are exhibiting PTSD.  These men were trained by the Army to see what they were doing as real and having real consequences.  What they are doing with boys more than half the age of these pilots is less honorable.  The Army first released COD to the public, and it has quickly spread along with the message that it is okay to shoot and even kill friends because it is just a game.  The problem is that while children may be able to say all the right things, there is evidence showing that violent video games are having an adverse effect on adolescence (Gentile et al., 2004). 

Not all games are bad, and I do not want to give that impression.  Wii gaming systems are being used to get students more active, as well as the new Kinect by Xbox (where you are the remote).  What I do believe is that we need to find a balance between new technologies and reality.  I would argue that we are living in both worlds at once, but not doing a very good job of it.  I was sitting in a class once when the statistic was announced that some six hundred students had been killed in car accidents in the United States due to texting.  One student who was in the class commented that it wasn’t that many, why should it be such a big deal?  This response floored me.  As a parent I cannot imagine losing a child, let alone being okay with a relatively low death rate for something so stupid an avoidable as texting while driving (especially if the victims were not the ones texting, but just happened to be in the wrong place at the wrong time).  But I am getting off topic… The balance between the virtual and the real has been steadily shifting.  If we don’t get back to equilibrium I believe that we are going to be diving down the rabbit hole.  We need to keep at least one foot in reality in order to remind ourselves, and our students, that what happens here is real and cannot be undone.  Actions have consequences.

Gentile, D., Lynch, P., Linder, J., & Walsh, D. (2004). The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance. Journal of Adolescence, 27.