Talk, Don't Block

"How do you make sure that all of your students are using your class set of computers appropriately? I don't know that I could trust my students to do that!" 

The short answer?  We constantly have conversations about appropriate use.

This was not always the case. In my former position, I was in a district that made it difficult to have these important conversations in a real context. I taught digital citizenship lessons, discussing appropriate use of technology, but it didn't have as much meaning as it could have. 

Technologies like the chat feature in Google Apps, Thinglink, YouTube, they were all blocked. I get it. It's easy. If students are blocked from using technology that they can potentially use inappropriately, then there will be no instances of students using the technology inappropriately. AT SCHOOL.

The reality is that students are using these same technologies at home, outside of the school environment. When will students learn how to appropriately use these tools? From parents, is the hope. But when we, educators, are charged with teaching children the skills needed to live in our ever changing society, we can't hope someone else is doing the teaching.

When technologies are opened for students, within the parameters of laws, students and teachers can learn appropriate use through the actual use of the technologies. In my first 10 weeks of school in my new position, where the very same technologies are open, my students and I have had such rich conversation about appropriate use.

When students downloaded current Top 40 music from YouTube for a class project, it gave me the perfect opportunity to discuss copyright and ethical use of media. We discussed how we could purchase the same music in iTunes, but if we wanted to use it in published projects we would have to get permission. We also talked about why a song you would have to purchase, is on YouTube for free. And, just because there is a website that helps you convert YouTube URLs into downloadable files, doesn't necessarily mean it is legal.  Do you realize the learning that happened for my students because it was within a real context?

Currently, I have students who are using the chat feature in Google Apps to chat with students in other classes. This can be considered off task behavior of both students. Some may say to turn that feature off, but I love using that feature when working with students in their Google Apps. The answer? Talk about how when they are chatting with students from other classes, it is an inappropriate use of the tool. Explain why they should use it appropriately. This sets the expectation and solidifies the learning, which is how I have handled this situation.

We need to talk, not block. Give students real contexts for learning appropriate use of technology.

Give Students a Voice...Literally

I am so thrilled to be in a new teaching position, at a new school, in a new district, with a new philosophy. It has afforded me the autonomy to design learning experiences for my students that empower them to tell their stories. I have also had the pleasure of designing these experiences with my new colleagues.

Imagine 3 teachers (me - the tech teacher, the language arts teacher and the art teacher) sitting around a table waiting for a staff meeting to start in early August.
     "So in October I usually do an immigration writing project that coincides with the Dias de los Muertos art unit in the art class," says Cary, the language arts teacher, "but I want to change my project up this year to teach my kids how to write a biographical narrative using an interview as the planning piece. Would you be willing---"
      "Could we podcast the narratives!" I almost scream out excitedly.
      "That would be totally cool," Cary agrees.

Four weeks ago my 7th graders began their podcast project that coincided with creating Dias de los Muertos skull art, alters, etc. and writing biographical narratives and poems about family members in language arts. Students chose which family member they wanted to podcast about and created a list of interview questions in language arts. At the same time we started a genre study on podcasting in my technology class. We listened to podcasts from Storycorp and Radiolab and analyzed them for audience, purpose, content, context, and structure using this form. We especially paid close attention to structure because we needed ideas for how to structure our own podcasts. We also used these KWHLAQ charts (idea from Silvia Tolisano) to keep track of our learning. Next we explored Garageband for a few days to learn how to import audio tracks, create original music, and edit tracks. We then launched into putting together our podcasts about our family members, following these instructions.

I am so excited to share some of my students' work. Through the course of designing a learning experience that encompassed multiple disciplines and the learning of new tech tools, students were given a voice to share their stories. It is through their storytelling that you learn about who they are and where they come from. These podcasts will now be shared via QR codes within the Dias de los Muertos Art Exhibit in our multipurpose room in a few weeks. 

This project made me laugh, cry, and allowed me to get some perspective on my students and their families. Not only did my students learn some valuable academic lessons, I learned about my students. I call that a win-win!

Literally giving my students a voice in this project allowed them to learn on so many levels, gave their families a role in the learning, and gave the opportunity to create a keep sake to cherish for a very long time.