Social Networking

I joined a diigo group called technoLanguages. I decided to join this group because it combines, as the name implies, technology and language teaching and learning. On first look, the results seemed quite varied and overwhelming. Within two clicks, I was able to find links specific to the teaching of Spanish. The variety and quantity of resources continues to amaze me. I found links for iPhone apps, teacher blogs, culture and travel information as well as creative games. At times, I become frustrated when conducting a search because of the volume of materials available. It remains to be seen if I end up directly contacting other group members, but I like having that option. I appreciate the combination of electronic resources and the ability of connecting with the people behind them. Finding so many items in one place, and being able to locate them again is a benefit of diigo that I truly appreciate.

Connecting with family and friends and networking with new acquaintances are all appealing aspects of social networking. Sharing photos, discovering new interests because someone recommended something and becoming informed about any topic are also appealing benefits. For younger people, connecting electronically is second nature. Social networks are they way they make plans and share news and photos.  For older generations, social networks provide opportunities to develop professional contacts or promote a business. It offers a convenient way to find and reconnect with old friends and communicate with family who might live far away. In addition to Facebook, the Wikipedia page lists networks for every interest and age group.

Managing, storing and incorporating educational resources can be facilitated through social networks. We have learned that collaborative work is a growing trend, and social networking certainly supports this. Adding resources that until recently had been unavailable, enriches the classroom experience. A possible negative could be the temptation to plagiarize or even unintentionally  using someone else’s idea without proper acknowledgment. Students have become accustomed to having information available at no cost and often think that because they find music or video online, it is theirs for the taking. In collaborative work, it can be difficult to evaluate who is directly responsible for the contributions. Another negative is that the limits of what is private and what is public seem to be in flux. Is it possible to completely separate professional, classroom and personal information?

I have yet to join Facebook and probably would not have joined Twitter, diigo or Trello if not for this class. Many people have recommended Linkedin and I realize it is a reliable, professional resource. Our assignments have truly opened my mind to establishing an online presence. The majority of my family and friends use Facebook and I have visited their pages. In my case, I can see myself joining in the near future for social interaction with others. I have become a fan of diigo and am confident I will continue to add to what I already have. I know many teachers who have also share information through Pinterest – something else for me to explore. 

http://en.wikipedia.org/wiki/List_of_social_networking_websites

Gaming

Given the number and variety of technological devices we are surrounded with, it is no surprise that gaming is now considered a valuable teaching tool. This generation of students is accustomed to electronic game playing. Using an interest and skill they already have to provide learning opportunities is a logical result. It was interesting to read in the NMC Horizon Report: 2011 K-12 Edition that on average gamers are in their mid-thirties and that 64% of parents view electronic games are a “positive force in their children’s lives” (p 18). Furthermore, Arne Duncan, the US Secretary of Education, cites that games offer feedback to the player, can be used to assess comprehension and provide problem solving opportunities (Johnson, Adams and Haywood p 18).

The 2011 Horizon Report describes many advantages of using games for learning such as the ones mentioned above, but also offers a subtle caveat. The potential exists for meaningful learning, but it can be difficult to find games that have been well-designed. I found this in some of the links I explored. For example, in Games for Change, I clicked a game called, “The Great Piggy Bank Adventure.” The objective seems to relate to saving and spending money wisely. The game took a relatively long time to load, and did not offer clear directions. There are other games available on the site, but I was not enticed to explore further. In Game Classroom, I found a game called “Monkey Business” designed for early readers. In constructing complete sentences, the player builds a bridge which allows a monkey to reach his goal, a bunch of bananas. I can see where this might be used as a supplement to a lesson, but did not seem sufficient by itself.

MindSnacks is an app available through iTunes and is a foreign language game. It is compatible with iPhones, iPads and iPods. Six languages are available as well as ESL support for learners of English. There many engaging activities, but are meant for individuals; it is not collaborative or multi-player.

Food Force is just one of the games offered through the World Food 

Programme. This week happens to coincide with World Freerice Week. This initiative encourages individuals to recruit six others to sign up, and each of them recruits six others in order to raise awareness of issues of world hunger. Groups participate in learning activities and their success results in a donation of rice. The site offers lesson plans geared toward either teaching about or fighting hunger. In one particular activity, students identify flags of the world and complete facts sheets regarding population, climate, language, life expectancy and threats to food supply of each country. In doing so, students are acquiring map skills, critical thinking skills and are researching. Knowing their success contributes to those in need is a powerful motivator. One could debate the merits of making a “game” out of feeding the hungry, but if we broaden our view of what a game is we can understand the value of such an activity. Food is getting to those who most need it and students are gaining knowledge while simultaneously becoming aware of a serious global issue. The Horizon Report mentions that Global Kids Gaming Initiative is a model which provides “digital literacy skills, global awareness and citizenship among young people; ” Food Force does the same(Johnson, Adams and Haywood p 18).

Johnson, L., Adams, S., and Haywood, K., (2011). The NMC Horizon Report: 2011 K-12 Edition. Austin, Texas: The New Media Consortium.

Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The 2011 Horizon Report.

Austin, Texas: The New Media Consortium.

http://www.wfp.org/

http://www.mindsnacks.com/

Open Content and Ethics

The trend toward increased collaborative work has been present is each of the previous assignments. We explored many new and creative resources to facilitate collaboration as well as ways to manage, store and access information. The ethics of sharing is a crucial issue to consider as we move forward. 

The Horizon K12 Report (2011) discusses Open Content and its relevance to current educational trends. Rather than presenting fixed or traditional content to students, education includes teaching students how to find and evaluate information. To achieve this through the use of Open Content, teachers are sharing not only academic materials; they are sharing their expertise and creative ways to deliver content to students. Access to Open Content accommodates this by permitting materials to be easily distributed and customized to meet local needs. The use of Open Content offers creative and economic advantages. Many resources are available at a lower cost or even no cost and are maintained in the cloud. Sharing or re-purposing existing materials is less time consuming for teachers. The Horizon K12 Report (2011) identifies “the ability to find, evaluate and put new information to use” as a critical skill (p 23). The use of Open Content, with its constantly developing resources, accommodates this.

As electronic books evolve they will further support education. E-books are available via many devices and are moving beyond simply a digital version of printed material (Johnson, Smith, Willis, & Levine, 2011). The potential exists to develop more interactive opportunities, customized by either the teacher or student. The 2011 Horizon Report suggests collaboration and multimedia will provide more “richly visual interfaces” (Johnson et  al., 2011, p 8). A search for e-books indicates that many titles are already available at no cost. Publishers, such as FlatWorld, are pioneering new avenues for writers and scholars to publish and share their knowledge while still being fairly compensated and having their intellectual property rights protected (http://www.flatworldknowledge.com/authors).

While sharing and collaborating may be the wave of the future, the ethics of protecting creative and intellectual property must be considered. Creative Commons addresses this by providing, at no cost, varying levels of copyright protection. The creator of the work of art, photo, film, written work or any original piece can determine to what extent that work can be shared or altered. This allows the property to be credited properly, but also permits commercial or non-commercial uses of the original or re-worked piece. This approach toward protecting rights while encouraging sharing and creativity shows how technology has presented new opportunities (http://creativecommons.org/).

Johnson, L., Adams, S., and Haywood K., (2011). The NMC Horizon Report: 2011 K-12 Edition.

                Austin, Texas: The New Media Consortium.

Johnson L., Smith, R., Willis, H., Levine A., and Haywood, K., (2011). The 2011 Horizon Report.

                Austin, Texas: The New Media Consortium.