Category Archives: Social Media
Unless you have been living under a rock, the last several months in the U.S. has meant an onslaught of news stories around our election and the political aftermath that followed a Trump presidency. As someone who works closely with students and teachers, I’ve been traveling to various schools both in and out of my district to talk about a great many things surrounding social media. Lately, many of these talks have turned towards “fake news” and the premise of what is real and what isn’t.
As kids learn and grow up in the 21st century, they quickly realize that information is cheap. Unlike hundreds of years ago, where only the literate could relay information (sometimes with their own spin), now we have everyone, including the leader of our country sending messages directly to the masses in 140-characters or less. While this level of direct communication may seem like a great way to filter out the “fake news” types, it also means that news is not being vetted as it reaches our inbox or Twitter feed. Students (and adults) today now need to take every post, tweet, or website with a grain of salt. Kids may be able to get information freely and instantly, but it takes work to determine what is real and what isn’t.
“Fake news” isn’t new
In 1938, Orson Welles decided to get behind the microphone of his radio show and realistically re-enact an invasion from aliens in a show he called “The War of the Worlds”. As people believed that anything from the radio was true, hearing this tale of aliens taking over the planet created a state of mass-hysteria. Back then, as the radio was the only means of mass communication, it meant that intermingling news with entertainment happened from time to time. People not privy to this fact were indeed sent into hysterics as they ran outside their homes looking up for the UFOs that would surely be landing at any moment. Making it seem real was what made it so believable.
Images drive historical and modern media
Thousands of years ago, ancient civilizations told their stories by drawing pictures on walls in the form of hieroglyphics. We are now experiencing a revitalization of that image-driven movement on the web. Memes, animated gifs, and infographics now clog most of our social media feeds as an eye-catching way to get a click. Look on most major websites and you’ll see links to several stories with sensational titles and an image to make us click. Headlines like “What happened next will shock you” with an image of a man with a shark behind him seem to crowd my “recommended stories” section of most websites I visit. This too, isn’t a new thing with mass media. The National Enquirer in some ways was the original “click bait” before the internet even existed on a wide scale. Grocery store shoppers standing in the check-out isle would see the headline about batboy or the latest from Brad-gelina and be tempted to purchase just to see more details inside.
Most sources have a spin
Between the direct messages we can receive on social media, there are also professionally published news stories that reach our stream one way or another. A couple of months ago this image went viral as it broke down various news agencies based on range of complex to sensationalist vertically and liberal to conservative viewpoints horizontally. This is a great image to share with students because it shows that while all of these websites, newspapers and broadcast shows are technically “news” they do come with their own biases. Vanessa Otero actually created the original infographic and has a great breakdown of the Reasoning and Methodology Behind the Chart that really is worth the read. She even points out that she created the graphic because we are in a day and age where we don’t read everything and that we are more and more visually driven (see previous point).
So how do we teach kids about all of this?
Teaching kids to think critically about all of this can seem like a monumental task. During my talks with 4th and 5th graders this month, I’ll show them a series of websites and images and ask them to determine if they are fake or real. One of the best recent resources I’ve discovered comes out of a study taken last year from Stanford University. The study (executive summary here), shows a variety of activities shared with high school students to determine whether or not a news story is real or not. One example that I’ve used from the study is the Fukushima nuclear flower picture and post below:
Many students immediately say the picture is fake or photoshopped. When I reveal to them that it is actually a real photograph, most claim that it must be a true photo and probably happened new Fukushima, Japan. However, when I ask them how they know it was near Fukushima, they realize that they poster of the image could have made that up, especially given that the site imgur lets anyone upload and comment on images without vetting the sources.
Having these sort of activities with students can cause them to pause and be skeptical of sources and not just take them at face value. And while sites like Snopes are essential in the critical thinking tool kit, students should still check multiple sources before validating and image or resource. Need help getting the conversation started in your class or school? Check out this 2:10 video on how to quickly fact check fake news sites via Channel 4 FactCheck to help kick off discussion.
As I’ve shared, this isn’t a new phenomenon, but now the variety of channels of mass media and a contentious presidential election has brought this issue to the forefront and it’s time we started having these discussions with our students. Seriously. Let’s get real.
Other resources on this topic:
My slides from my Elementary “Tech Talks” with 4th and 5th graders
The Problem with Fake News (and how our students can solve it) – (video via John Spencer @spencerideas)
I’m not a Millennial, but I work with them. I’m not a Baby Boomer, but I work with them too. As a member of “Generation X”, I remember living through some of the turmoil that seems to be plaguing our Millennial generation today. We were labeled as unmotivated slackers that would rather spend our time in record shops wearing grunge clothing while having meaningless pop-culture conversations. There are any numbers of movies out there showing our cynicism and slacker-ness from Reality Bites to Empire Records to Singles.
“Why don’t you have ambition?” the older generations would ask. “Do you just want to work at a coffee shop your whole life?”
Fast forward a couple of decades and now many of my Gen-X counterparts find ourselves in a unique position of being caught in the middle of the two largest generations in our country. And, much like two decades ago, the older generations are at it again (with some Gen-Xers adding to the mix), this time turning their ire toward those under the age of 30.
“You can’t all be CEOs.” we say. “You think you are entitled to everything. You should go to college, get a job, and own a house like we do. Do that before you change the world.”
Over the last couple of months, I’ve spoken with many different people of retirement age and it’s almost like an itch they can’t help but scratch. “Look at that kid with their face in their phone. These Millennials are so disconnected. Why can’t they just talk to each other!?”
Recently, Simon Sinek (@simonsinek), a man I’ve come to respect and who’s work I’ve studied and even quoted in my books, released his own video slamming Millennials in the workplace and in life. Sinek paints a bleak picture of the kids today and the jobs they are heading into. He makes them out to be helpless kids that are addicted to their phones. He even claims that phones should be treated like addictive drugs and alcohol because they release dopamine. You know what else releases dopamine Simon?
Should we get rid of those too?
I’ve been guilty lately of feeling like an old fogey when I start saying “these kids today…” and then I stop and think. What’s the point of what follows that statement? Is it to make me feel smarter and more superior than the generation that follows me? Is it to make them feel inferior or deficient? What is the point?
Here are just a few common quotes I hear from older generations quite a bit regarding Millennials.
Warning: Sweeping generalizations to follow!
“This generation is way too ambitious”
In Sinek’s video he blames the parents for their blind ambition. I don’t know if that’s necessarily true, but if you juxtapose the differences between Gen-X as “slackers” and Millennials as “wild, entitled dreamers” it’s almost like every generation has to be one extreme of this argument. If they have ambition and hope to aspire to be CEO of their own company one day, they are considered un-realistic for not “putting in the time.” The whole idea of “getting a job at the coffee shop” was considered a negative towards my generation (as we lacked ambition) and amazingly now turned into a suggestion for the current generation (which has too much ambition). You can’t win Millennials.
“This group is so self-centered and selfish”
This criticism is largely a perception around the way Millennials use social media and as Cathy Hunt (@art_cathyhunt) calls it, “selfie-shaming.” Older generations see tons of kids taking pictures of themselves and quickly assume it is self-centeredness. While I can’t dismiss what that looks like on the surface level, I will say that I’ve come to know more and more kids from this generation that are extremely generous with their time and energy. They are being raised in a globally-connected world unlike the previous generations and they are seeing that they have to do something about to keep us all from self-destructing under melted ice caps.
“They just need to learn cursive and how to balance a checkbook”
I love how we want younger generations to go through and learn the things that we were taught, almost like a right of passage (or sufferance). But let me ask you a question: When was the last time you balanced a checkbook? When was the last time you wrote in cursive? Was it when you signed the checkbook? There’s any number of these types of remarks when it comes to the current state of education. The truth is, they should be learning how to balance a budget and save for their future, since the previous generations will soak up anything left from that old savings account known as “social security.” (remember, you were warned about sweeping generalizations)
“But if they can’t do cursive how will they read historical documents? Plus, I hear it helps with their brain development.”
Why isolate historical documents written in English here? Because it fits YOUR narrative. There are also historical documents written in Hebrew, but I don’t see older generations bemoaning that they should learn Hebrew. The second part of this statement is dripping with some truth. I do agree that there are positive connections between brain development and physical fine-motor movement, but why stop at cursive? I love the sketch-noting movement for this very reason. I’m sure somewhere in 39 A.D. there was a Gen-A person complaining about how the “millennials” at that time weren’t learning sanskrit and calligraphy any more.
“They are on their phones way too much”
When I was a kid growing up in the 80’s, I heard this EXACT same argument for when my sister would spend hours on the phone talking to her boyfriend. In actually though, it wasn’t talking. It was more like listening to each other breathe. Back then, you were limited by a cord that confined you to a room, now you can move anywhere and actually exercise, shop, and many other things while talking (i.e. texting) on the phone. Our phones are also alarm clocks, flashlights, radios, computers, cameras, and many other things. If you combine all the time you are on all those other devices, it would probably equate to the amount of time they are on their phone. At least now they are moving, right?
“…but it makes them anti-social”
Yes, we do need to teach kids AND adults about appropriate times to have face to face conversation and when to be on your phone. I’ve seen this photo on the right making the rounds on social media the past couple of years showing that antisocial behavior is not new. It’s been happening for decades, except now the news is on our phones not on a giant piece of highly flammable carbon. That said, I do not think this is an accurate side-by-side comparison as newspapers don’t make beeping or vibrating sounds or notify you to look at them. As with anything in life, balance is the key.
“They just need to learn how to boil an egg and hammer a nail.”
Do you remember Home Ec? I remember learning how to sew a pillow and how to make a wooden race car for boy scouts. I enjoyed the hands-on aspect of this, but have no earthly clue how to do that again. At least, not without the help of YouTube. I once heard Brian Smith (@1to1Brian) speak and he said the greatest teachers in the United States are Google and YouTube. While there’s something to be said about the experience of trying, do we really need to spend an entire year learning how to boil an egg? Is that really preparing our kids for their future? If we are going to complain about them not doing enough hands on things in school, we should push for more robotics programs as that’s where their future lies.
Sometimes, Millennials do fight back. Like the time someone started the hashtag #Howtoconfuseamillennial on twitter, and they came back in full force like the examples below: (full Mashable post here)
Or this one:
I could go on and on, but you get the point. I think it’s time for the sport of Millennial-bashing to stop. It’s just not productive.
Rather than bash them, take a moment to be empathic and see the world they are inheriting from their point of view.
The next time you catch yourself saying, “these kids today….” stop and actually think. Rather than criticizing how they don’t do things that emulate your childhood, think about all the great things they will do to help you in your senior years.
Because like it or not, they are going to be the ones to take care of us in the decades to come.
In honor of the return of the hit TV show The Walking Dead and my general love of zombie lore, I thought I would post this somewhat tongue-in-cheek “A Zombie’s Survival Guide to Schools.”
As a zombie limping through the world looking for a good meal, a school may seem like a good place to start. Lots of people trapped in a building for an entire day sounds very appetizing, but you might need to beware of some traps. Follow these tips and you might be able to survive.
Tip #1 – All-in-One desks are traps!
I’ve written an obituary for these pieces of common classroom furniture in the past, but as a zombie, you might want to be aware. These devices are meant for restraint and order, so if you should stumble into a classroom and make your way into one of these desks, you might never get out. Try and find some classrooms with more flexible and mobile furniture. Not only will the brains be more engaged and tasty, you won’t fall into any of those old deathtraps known as the all-in-one desk.
Tip #2 – Brains taste better after movement
Like I said above, any zombie looking for good brain always knows that they have a fresher taste after the bodies that accompany them have some sort of movement. In a traditional classroom with those all-in-one desks, this might be hard to find, but with recent research about the positive effects of movement and the brain, more and more classrooms are integrating #brainbreaks into their daily routine. Look for these classrooms as you groan your way through the halls of the school.
Tip #3 – Watch out for No. 2 pencils
One of the best ways to kill a zombie is a sharp stick or knife to the skull. As weapons aren’t allowed in schools, this means there are fertile feeding grounds to safely roam and moan through the halls. Except for one time of year…standardized testing season. Not only are the brains less tasty then (see above comment) but the students come armed with super sharp No. 2 pencils to bubble in their scantrons. Sure there are other times throughout the school year where kids use pencils for learning, writing, sketching and creating, but during this time of year, with the brains pretty well drained, it might be best to avoid visiting a school during testing season. Don’t believe me? Watch my mini-keynote about #Undeadlearning.
Tip #4 – Avoid the bathrooms
This survival tip is actually the same for the living as it is for the dead. I don’t know what happens in there, but it’s almost impossible to leave without some sort of combo-stench of urine and lysol. Don’t be an embarrassment to your other undead friends by dragging through the halls with a piece of toilet paper stuck to your gnarled foot.
Tip #5 – Technology in the Classroom can be good (or bad) depending on your viewpoint
More and more classrooms are putting mobile devices in the hands of their students. This can be a great thing for students, but sometimes the way the devices are used can make them more powerful (and dangerous for zombies). In classrooms where they are only used for consumptive tasks, you can venture safely. However, if the students are using them for research and creative pursuits….beware. They may discover a ways to survive the zombie apocalypse which would mean the end for you. A student with an open mind, a problem to solve, and a piece of mobile technology can be a dangerous thing for zombies.
Tip #6 – Stay off of social media
While you might think it’s cute to take a “Zelfie” with your latest victim, remember, what you post online sticks with you long after you have died, even a second time. Best to just keep focused on your prey. Besides, there are clowns on there now and they are even more creepy than zombies.
Tip #7 – Beware of the copy/break room
Most schools come equipped with rooms that contain a large number of paper (which can either cause multiple paper cuts or set fire to you) or worse, the dreaded paper cutter – a large machete essentially secured to a piece of wood. Some even have pots of two-to-three day old scalding hot black liquid that humans like to drink called “coffee” (and they make fun of us eating brains). Luckily most modern copy rooms no longer contain the deadly odor of Risograph ink (unfortunate for the teachers that liked the smell, but good for you), but you’ll still need to proceed with caution. Teachers can get moody waiting for their copies or their coffee, so you’ll want to steer clear of many of these rooms while in school.
Tip #8 – There’s an app for that
Of course, technology can help you during your visit into schools. A couple of the most popular apps out there amongst the zombie youth. If you are looking to lose a little weight after your latest meal, why not download the Zombies, Run! app for your smartphone (assuming the battery isn’t DEAD). Or if you really want to fit in, try something that combines augmented reality with the latest robotic/STEM movement and download the “Rolling Dead” by Sphero. It’s entertaining and you might learn a thing or two about coding while you are at it. Who ever said a dead brain can’t learn?
These tips are intended to help you survive your stay in the schools today.
Ultimately, it’s up to you whether you take my advice.
Best of luck and break another leg.
It’s interesting what we think of when the words “Social Media” are mentioned. For parents, our minds drift to a couple of different places mainly; Facebook and bad things with teens. For kids, it’s actually a very different experience. Looking at the definitions above (courtesy Merriam-Webster), the technical definition of social media is “Spending time together interacting and communicating(social) through a system which can be spread to a large number of people(media).”
This past month, I had multiple opportunities to host discussions with students of all ages when it comes to social media and technology. The first opportunity was with my very own Westlake High School students. The second was with the students of Casady School in Oklahoma City, OK (home of EdTech guru Wes Fryer @wfryer. Here’s a link to his post about my visit). I wanted to use these opportunities as a chance to not only have conversations with kids about social media, but also pick their brain about what they think is happening online and better yet, what they think adults think about their use of social media.
Given this dedicated time with students who live and breathe in this world, I wanted to make the most of it. Here’s a break down of some of the challenges I did with students during our time together.
In teams of 3 or 4, I challenged the students to name as many social media platforms as they could in 2 minutes. While I knew this would bring about some silly answers, I also knew that the competitiveness would kick in at some point. Many of the teams had more than 25 different responses, including 32 from one team of middle school students. I did my best to collect these quickly and have students explain the ones I didn’t get.
Here are a couple of the lists from the Westlake group (excuse my bad handwriting):
Some of the usual suspects were shared by both groups:
Facebook, Twitter, Instagram, Snapchat, YouTube, Hangouts, Skype,Vine, Reddit and Tumblr
Some of the messaging faves:
Kik, WhatsApp, GroupMe, Text Free
Some not so usual suspects:
Google+, Pinterest, LinkedIn, Omegle, Soundcloud, MySpace, Weibo, 4Chan
There were some mentions of dating sites as social media:
FarmersOnly, Tinder, Christian Mingle
There were some sites I have never heard of:
And some we warn our kids about:
Yik Yak, Brighten, AfterSchool
Then things got interesting.
One of the students stood up and said “Amazon”. I went to write it down and paused….”You mean, like the place you go to buy stuff?”
Yes. The student began to explain his thinking. He says that if you recommend something you can actually use that space to interact with customers and companies. Therefore making it “social” in nature. Looking at our definition of social media stated above, I would say he’s actually on to something here. At that point students began to mention many other platforms and places where they are social online.
Social media sites we don’t consider as social media:
Amazon, NES (Nintendo Entertainment System), Google Docs, XBox Connect, Yelp, Text Messaging
This left me somewhat floored. Not only were these lists growing, but now EVERYTHING could be social media? It actually reminded me this video that Wes had shared with me a month ago:
(Note: This is satire…not everything on the internet is real)
Using comment sections on any site instantly turn it into a social media site. I don’t know about you, but I want to check out this new “Happy Fast Kitchen” site.
The second activity we participated in was a game I call “Love/Hate” or “Agree/Disagree”. In this case, I asked students to stand or move to one side of the room if they agreed with the statement. If they disagreed, I asked them to stay seated or move to the other side of the room. Here are the questions and some of the results:
Statement 1: Cyberbullying is getting worse.
At Casady school, as it was done in a large performance hall, I used my CatchBox to elicit audience response. It’s always a dangerous thing to give a teenager a microphone in a large crowd, but the kids at Casady were honest and respectful when answering. Here’s what it looked like: (thanks again to Wes Fryer for capturing this)
Responses: Many of the students agreed with the statement with the rationale that because there are so many more social media sites out there, there must be more cyberbullying. Some students mentioned the ease with which you could be anonymous now on many of these platforms, which makes it easier to cyberbully. Those that disagreed said that they felt their generation is much more aware of the permanence of their actions online and how everything has a trace, even if you think it’s anonymous. According to this report by U.S. News, it’s actually been on a steady decline since 2005.
Statement 2: You can post a photo, then delete it and it will be gone forever.
Apparently students at both campuses have heard this loud and clear. Not a single student even stood up as a joke. They know that if it’s online it could be accessed. However, when I relayed my story about my niece Jordan and her first run in with SnapChat, it made some of them squirm in their seats. I told Jordan that I could hack the SnapChat server (like this guy) and access all the user accounts, including their photos. Her face began to turn pale as did the faces of many of the kids in the audience when I relayed that story. So while they believe in this statement, their actions may not necessarily follow suit when it comes to posting “temporary” photos.
Statement 3: Adults don’t understand what teens do on social media.
This one and the next statement had the groups the most divisive. Those that agreed with the statement mentioned in some cases that parents hear a negative story about an app or a kid on social media and assume that means only terrible things are happening online. Another mentioned that his parents just don’t take the time to ask and understand what an app is and how he is using it. One student summed it up by saying, “Imagine if their (adults) parents told them to stay off the phone because someone could potentially prank call them. That’s how we feel sometimes when it comes to social media and our parents.” For those that disagreed, they mentioned that parents are much more tech-savvy these days. They have smartphones, access to other parents easily (via social media ironically) and can Google search just about anything.
Statement 4: I think my social media use could help me get into college or land my first job.
Another statement that had the groups split right down the middle. In fact, it was almost corollary with the previous statement in terms of who agreed and who disagreed. Those that disagreed with the statement claimed that it depends on the type of job, which might make this statement false. They also said that they had been made so scared to get on social media that they hoped it didn’t hurt them in the future. Many of the students that agreed mentioned how it could help build their online profile and make connections with them that would help in the future. One precocious 12-year old girl shared that “more and more colleges and businesses are looking at your online profile everyday. That means their is a great opportunity to use that profile to help you land a job or get into college.”
I relayed my own story of how I screen our Ed Tech applicants through social media. While it doesn’t hurt the applicants not to have anything online, it doesn’t help them either. This CareerBuilder.com press release goes into great detail about how many companies are looking at social media profiles and what they are finding that is either helping or hurting prospective employees.
Google Yourself Challenge
For the final challenge, I asked the students if they have ever “Googled Themselves”? Most of the students raised their hands. When I asked some of the students to share what they discovered, there were some amazing and hilarious stories. One of the students mentioned that his name comes up as a local car dealership for Mini-Coopers. Another shared that he shares the name (and look) of a famous soccer player. When I asked them how many had googled their teachers, about half the hands were raised (along with some snickers and giggles). About the same amount admitted to Google searching their parents, where one teen mentioned that she discovered that her dad had been part of a pretty famous rock band before her time.
As part of their “homework”, I asked the kids to consider things they could do to improve their online profile and also ways that they could use social media for good. I also asked those kids that were sitting during the statement about parents “not understanding” about social media that they use this as an opportunity to have a discussion with mom and dad about all the good things they are doing online. (I asked the parents to do the same at a parent talk later in the evening)
I’m sharing all of this because I think schools need to be having these conversations with kids and parents. We can bring in an Assistant DA to scare kids and parents away from social media, but the reality is, we need to work together on ways to understand these new methods of interacting, communicating and well, being social. That doesn’t happen when you tell kids what they should be doing. It happens when you ask kids what they think they should be doing. I’m hoping that if you’ve read this far, that you will try something similar with the kids in your school or neighborhood. Please post comments below and share your social media story.
When we share, we learn!
When students have access to mobile devices in school, either in a 1:1 or BYOD environment, much of what happens in their school lives cross over into their personal lives. Here at Eanes ISD, over 80% of our secondary students have smartphones that they bring with them to school on top of the school-issued iPad they are given. While we have some say about the activity on the school device, students’ use of their phones for inappropriate activity is an issue both in and out of school. Last year, I wrote this post about the app YikYak and this one about Secret photo-sharing apps. I wrote these (and accompanying letter to district parents) not to scare adults into taking away kids’ phones, but instead to spark a conversation between child and parent.
Today, I sent home the following letter about sexting and cyberbullying via a couple of different apps that we’ve become privy to here. I share this letter with the rest of the world in the hopes that other schools and communities will also start having this conversation, no matter how uncomfortable it might be.
The following is a letter sent to all parents of secondary school-aged children at Eanes ISD on January 11, 2016:
Parents of Secondary Students,
Adolescents today have access to knowledge and learning right at their fingertips. They are accessing and creating content on their school-issued iPads and on school computers. More and more of our students also have their own smartphones to access the web and social media. With that access comes greater responsibility and education about the appropriate use of technology and social media. This letter is intended to help raise awareness with families about some trends around the country and possibly among our own students.
There have been several recent instances at high schools around the country of teenagers transmitting illicit images of themselves to other students (also known as “sexting”). Here’s a recent case at a Colorado High School – http://www.cnn.com/2015/11/07/us/colorado-sexting-scandal-canon-city/
In the case of the school in Colorado, many students used a photo vault app like the one we shared last year that looks like a calculator. Students exchange these photos like trading cards, and in some cases, students feel pressured to share inappropriate photos with other students. Once these photos are shared, they can be shared with others and even posted on the web.
Cyberbullying via apps like Brighten and After School
Bullying is not a new occurrence in schools, unfortunately. With technology and social media, there are now new venues for this same bad behavior. Two particular apps that have been brought to our attention as pathways for cyberbullying are the Brighten app and the After School app. Brighten was originally intended as a way for people to send random compliments to each other to “brighten” their day; however, students have used this platform to anonymously bully, make racial slurs, and post other inappropriate comments about other students. Brighten has a way to issue a “time out” if inappropriate behavior is pointed out, but they are not actively monitoring posts. When I reached out to them, they responded with this: “If you are seeing specific instances of bullying, please send people to email@example.com and I can personally take care of it.”
The After School app is promoted as a way to anonymously post messages about your school or those in your school. According to After School data, currently 363 Westlake students are listed as users of this app. When I reached out to them, they responded with the following: “We are very, very sorry about the experience some of your students are having on After School. Our moderators and I are keeping an extra close eye on Eanes Independent School District . We added extra moderators. We are launching an investigation.” They also shared this link: 5 Tips for Parents on Monitoring Their Child’s Social Media Use, which contains some good nuggets of information.
Why are you telling me about this?
We are sharing this news with you to both raise awareness and also to encourage you to have conversations with your child about these apps and sexting. While we can monitor school-issued devices, we can not directly monitor what students are doing on their personal devices. However, if we suspect a student is doing something inappropriate with their personal device, we will confiscate the item and contact parents.
What do I do if my child receives an inappropriate photo or is cyberbullied?
Many students are afraid to turn in other students or afraid that they themselves will get in trouble when it comes to having sexting-like messages on their personal devices. Some students actually feel pressured to take illicit images of themselves as a form of cyberbullying. If a student receives an image and reports it immediately, there will be no punishment as the infraction is being reported. However, if there is intent to possess or promote inappropriate or illicit images, there will be disciplinary action.
What does the law say about this in regards to sexting?
While there are some differences in terms of age (18 years old being the line between minor and adult), the possession or promotion of illicit content of a minor via sexting is similar to being in possession or promotion of child pornography. According to Texas SB 407 – (http://beforeyoutext.com/modules/3.html) A student in “possession” (having illicit content for an unreasonable amount of time) or “promoting” (sending/sharing illicit content with others) can be charged with anything from a Class C misdemeanor to a second degree felony.
What is the district doing to help this?
Our counselors and administration are aware of the situation and ready to help any students that come forward with information around this topic. In addition, we are holding “social media talks” with student groups at the high school as well as discussing digital citizenship and online safety at all levels. For parents, we will continue to host parent talks during booster club meetings and also send out information on our Digital Parent Newsletter (you can sign up here). Starting in the spring, we will hold our 4th “Digital Parenting” course (for more information go to http://eanesisd.net/leap/parents). We have formally requested, as we did with YikYak last year, the app developers put up a ‘geofence’ around our schools. A geofence would block use of the app even on personal phones. However, these companies are not required to comply with this request and even if they do, the geofence is only active around the school, not at home.
What can I do as a parent?
Again, we think it’s important that you have repeated critical conversations with your child about their use of personal technology. Talk to them about the risks of inappropriate use when it comes to sexting and cyberbullying, including breaking the law. Also, most smartphones have ways of checking which apps are being used. For instance, on an iPhone, owned by over 70% of our students, there is a way to check battery usage in settings (with iOS9). Through this check, you can see what apps your child has accessed in the last 24 hours and last 7 days. (see below)
Please report any situations that you are aware of to either the local authorities or school administration. We want to make sure our students know that we are having common conversations between home and school when it comes to sexting and cyberbullying.
Thank you for your support, and please let us know if you have any questions or concerns.
“How are you leveraging the power of social media?”
I hear this question a lot in the educational world but even more in the marketing world. It always seemed like such a nebulous thing to me. I mean, let’s look at the first definition of the word POWER: (courtesy dictionary.com)
- The ability to do or act; capability of doing or accomplishing something
So in theory, if you are “doing or accomplishing something” with social media you are leveraging the power behind it. Again, a very nebulous explanation to me. I spend many days out of my year speaking to parents and students in our local community about social media. While most of those talks center unfortunately center on cautionary tales and things to watch out for like this Yik Yak post from last year, I also try and mix in some good things about social media.
I’ve seen first hand the power of connecting with people via Google Hangouts when it comes to solving a problem or working on a project together. I’ve used Pinterest to help communicate ideas with community parents (and my wife). The past couple of years I’ve utilized Facebook groups to host Weight-Loss challenges with my friends across the country. These are very useful ways to utilize social media, but I never really viewed them as all that powerful.
At some point in the late summer I really started to “see” what potential power social media has for all of us. Here are five personal examples of how I’ve experienced first-hand the power of social media. I’ll start with a fairly innocuous example:
Getting free coffee:
While attending iPadpaloozaSouthTx this August, one of the vendors there had a booth set up with a task for those that visited. Simply take a selfie with their product and use the conference hashtag to post on Instagram or Twitter and they would give you a Starbucks gift card. While this may seem like a shallow way to leverage social media for caffeine, it does have its perks. (get it?)
A new customer service hotline:
During two summer trips I had bad experiences with both Delta and United airlines. Flight delays happen, but these were extremely frustrating in the sense that neither were due to weather. In the case of United, I even got to watch my connecting plane sit at the gate while I stared (and recorded) my plea out the window.
I continued to pester both companies on social media. There was no response from United, but Delta replied right away:
Through a series of DMs that I’ll keep private, Delta reached out and actually granted me a credit for the next time I fly with them. Talk about instant power!
I attempted the same with United, but for some reason their social media account was pretty anti-social so I took to good ol’ fashioned email to get my refund. What I gained from this is that industries have a social image to maintain and when we take to social media to vent about their service, it could potentially hold more power than an email. It means me and my 9,963 followers (maybe I’ll hit 10K after this) also get to weigh-in and see the experience I am having. This isn’t a post about “get as many followers as possible” but I do think having the support of a large group helps with leverage when it comes to customer service issues like these.
Fixing errors in the local newspaper:
I follow a lot of local news on Twitter and some of the local news follows me back (which is scary to think I have anything newsworthy to share). The Westlake Picayune (@picayunenews) recently posted an article about our upcoming Digital Learning Symposiums but had a couple of errors. Rather than call and spend time on hold or leave a voice mail, I took to twitter and got an immediate response and correction.
(Thanks to the Picayune for your help and support!)
Answering an age-old debate:
I have a wide variety of friends on Facebook that share various political and religious beliefs. I keep myself fairly private on Facebook except for the requisite picture of the girls or something tasty my wife I get to eat on the rare occasion we go out without kids and have an adult conversation. However, this summer, I sparked a monumental debate on my Facebook page. My controversial post would reveal a lot about my friends and family as well as shake the very ground of their core beliefs with this question:
When showing the Star Wars films to your kids for the first time, which film should you start with first? Episode 1 or New Hope?
The amount of advice, links and argument lasted for several days and 40 plus comments. The responses ranged from Adam Bellow’s very to the point response:
Regardless of outcome, I thought this was a great way to get a wide array of opinions from people you trust. (Editor’s note: We decided to start with New Hope (Episode IV) as it made the Vader reveal [SPOILER ALERT] more powerful)
Getting out of a Traffic Ticket (ok, maybe not):
Having had so many powerful and successful examples of using social media to help me through life, I headed into the school year feeling cocksure and ready to take on the world.
A couple of days before school started, I was utilizing my “pick-up truck” skills to help iVenger Jennifer Flood move from one campus to the other. With Westalke High School under some major construction this summer, my parking options close to the back door in the 100 degree heat were limited to a handicap spot or a fire lane. Thinking I would only be 15 minutes, I opted for the fire lane. When I returned to my truck, I had a souvenir from the Travis County Sheriff’s office waiting on my windshield.
My head was spinning. This is what I get for helping someone? Why are sheriffs waiting in the weeds to write tickets to educators? I immediately took to twitter and Instagram:
Their response: ——–
My follow up to their lack of response:
So apparently the power of social media does not mean you can break laws and ultimately, despite my frustration and social media back-and-forth with the sheriff’s office, I did send in my fine (reluctantly) as ultimately I do obey and respect the law. However, I did rest a little easier knowing that my refund from Delta covered the exact cost of the ticket. 🙂
I know that sharing these personal examples can be very ego-centric, but showing real-world examples from my life versus some I found online I felt packed a bigger punch. Do you have similar stories? I would love to hear them! Comment below, tweet me, Instagram me, or write me an old fashioned letter and share your experiences (both positive and negative) with social media.
Until then, please continue to leverage this power for good rather than evil and remember kids….don’t park in fire lanes!
I’ve always been a fan of sharing openly. I sometimes tell people that my life is an open book that no one wants to read. The nature of my job and my position is one that interacts regularly with social media as both a way of learning and a means of sharing.
Recently, I’ve been captivated by the phenomena of Meerkat and Periscope. As I’ve seen throughout my many years in Ed Tech, whenever a new tool hits the market there are usually a slew of early adopters running out to grab it, figure out what it does, then figure out how we can use it for education. I’m usually one of those first-adopters, but I’ve purposefully taken a more measured approach to the world of mobile live video streaming and becoming a “Digital Broadcaster”.
I have been to countless presentations where people have stood up during a certain slide to snap a photo of an amazing graphic or quote. I’ve also seen people take photos of the presenter on stage with a poignant slide in the background. I’m lucky enough to be able to present and entertain educators from all over the country and have no problem sharing my slides, my resources, and the occasional selfie.
However, this recent trend of live video streaming has me flummoxed. On one hand I love the concept of free-flowing information to the masses. On the other hand, the digital citizen in me feels like there should be some level of permission asked or granted prior to filming an entire event. It makes me wonder:
When is it ok to live stream someone without permission?
At a recent event this summer, I was in the middle of a presentation and noticed someone standing off to the side with their phone in vertical video mode (which itself is annoying). When I asked the attendee what she was doing she told me she was “periscoping” my entire talk. Figuring that this is sort of a new tool and I think it’s important that everyone has access to learning, I dismissed the lack of permission in this instance for the betterment of education.
However, that moment stuck with me and when thinking about the protocols for filming someone’s talk, I tried to relate to the music and film industry. They have some pretty clear guidelines about when it’s ok or not ok to film. Despite these guidelines, if you go to any rock concert you’ll see tons of phones up and recording video. (presumably for personal use although many of these are texted and posted on social media) When thinking of recording movies, I’m reminded of the Brody and the “Death Blow Bootleg” episode of Seinfeld. I’m not saying this crosses into the “bootlegging” realm, but there are some similarities in the narrative of when is it ok and not ok to record an event without permission.
So what exactly does the law say? Well, in less you are getting undressed or are naked on stage, photographers and videographers can capture you without permission. (see Video Voyeurism Prevention Act of 2004) That leaves a lot of grey area when it comes to what can and can’t be captured without permission though. And while you may not be arrested for doing such things, there are now some precedents set about being sued for capturing someone with out their permission and posting it on social media. (See Heigl vs. Duane Ready)
So with all these thoughts swirling around in my head, let’s flash forward to last weekend. While Todd Nesloney and I gave our opening keynote for iPadpaloozaSouthTx, someone actually periscoped the entire talk. Later, we learned that hundreds were able to see us that couldn’t attend the event because of this new app. I was both honored and also slightly concerned…
Where do we draw the line between sharing and permission? It’s a question that’s been churning in my brain for the last few weeks. Since I don’t want to be someone that bashes a tool without trying it, I created my Periscope account and actually streamed a minute of the closing keynote that afternoon (the appropriately titled, “SHARE, it’s human” by Felix Jacomino).
I have to admit, it’s a pretty cool concept. You record an event happening that you want to share with your followers (but not necessarily archive) and BOOM! It’s instantly out there with no tape delay or filter. Eric Sheninger recently wrote this post on the power of video in schools where he dissects the various video tools out there and some resources for how they can be used in schools. Tony Vincent also shared a great post of how he utilized Periscope at ISTE 2015. While I think the digital broadcasting movement has a lot of potential, let me go back to the original question: When is it ok to live stream someone without permission?
As someone who has benefited from the power of social media and also encourages sharing, I’d be a hypocrite to say you shouldn’t live-stream someone. But I do think that as we are discovering new ways to use these tools in education, we should perhaps develop some “Rules of Etiquette for Digital Broadcasters.”
So here goes nothing:
Rules of Etiquette for Digital Broadcasters
1. Asking for permission
While it’s great to watch an entire presentation and not actually be there, many events and speakers actually have contracts written that state who can and can’t record. We deal with this often with our keynote speakers at iPadpalooza. Most contracts allow for internal use of video, but not external (especially not the entire talk). Looking at YouTube and their guide to “fair use” I like their set of “4 questions to ask”. The fourth question “Will you work serve as a substitute for the original” is where filming presentations may cause trouble.
Solution: Ask for permission prior to capturing any part of a talk but ESPECIALLY if you are planning on streaming the entire talk.
2. Consider the length
As I stated before, there seems to be some social norms that make it ok to take photos of poignant slides. While this could potentially be a copyright violation, most presenters share their slides and materials so that others may learn from them. As a presenter it not only spreads the message, it drives interest in who the speaker is and the message they are trying to convey. The same can be said about Periscoping someone’s talk in that sharing a snippet of someones talk allows the end-user to experience a bit of what the audience is seeing, almost like a sneak preview. The question is when do you cross the line between a sneak preview and recording an entire talk.
Solution: If you are going to capture someone’s talk or presentation, keep it to under 1-2 minutes. This way those you share with will get to see some of the amazing things shared without sharing a “substitute for the original”.
3. Check your surroundings
Live-streaming someone in a public place means that bystanders around the recording device may be captured. While holding up your phone may give them the clue that you are in fact recording, they may not be as aware when it comes to their own under-the-breath comments. A snarky remark shared lived by someone in the audience is instantly playable to everyone in the world even if it was only intended for their neighbor.
Solution: Let those around you know you are capturing the talk (and warn them what they say may be inadvertently captured) or move to a more isolated location to capture the brief recording.
4. Live Stream vs. Capture?
With both Meerkat and Periscope, there are time limits to how long the videos are posted. Which means that only a few will get the opportunity to see it if they are following along. Capturing and editing a video to put onto YouTube or some other platform is done with the intent of sharing over the course of time.
Solution: If you are just sharing a snippet of a talk or presentation to share where you are and what you are watching with friends, stick to Meerkat or Periscope. However, if you are hoping to capture the entire talk for distribution elsewhere, you’ll want to do so with permission from the speaker.
If you are at a large event like ISTE or a smaller conference, it’s likely that all featured speakers have some sort of exclusivity clause with the event organizers. Filming without permission of the event, could result in getting you thrown out.
Solution: Find the organizers of the event and ask for permission. While that may seem cumbersome, it’s possible that the event will give you access to their own stream or even ask you to post it to their social media feed for cross-promotion. At worse they will tell you “No” and you’ll be able to sit back and enjoy the talk while it’s being captured by someone else.
So there you have it. Nothing too Earth-shattering but I’m hoping we can start to have the conversation around this topic of digital broadcasting. I think it’s important that we have this conversation with colleagues and students around the rules above to determine what is right and what isn’t.
What did I leave out? Please comment below and let’s have a discussion about this. Or better yet, periscope your thoughts to me @mrhooker. 🙂
Let’s figure out this dilemma before people start using the voyeurism prevention act and give talks while disrobing. No one wants to see that!!
Update: Literally 10 minutes after making this post I got to experience a “private Periscope” with Felix. He shared some thoughts on a workshop he was giving and some other ideas he had. I can definitely see some educational benefits to that! Thanks for sharing Felix!
Much like the Yik Yak incident of last fall, I’ve recently been asked to communicate to our local community about another trend with our students. These particular apps an element of “secrecy” and some social sharing involved. I also have to admit, some of them are very clever in terms of how they can be disguised. In light of some recent incidents with our high school students, I created a letter as both a source of awareness but also a resource for tools. What follows is the letter that was sent out to all Eanes ISD secondary school parents on the afternoon of February 10, 2015:
This past week we discovered a new trend among teens with their personal use of technology. While seemingly innocent on the surface, the latest in hidden photo-sharing apps could potentially cause trouble with our youth down the road, especially in the area of “sexting.” While the Eanes ISD staff have taken the necessary precautions to block/restrict these types of apps on our network and devices, students still can engage in misbehavior on their own personal devices which can lead to serious distraction and, even more severely, possible prosecution.
Similar to last semester’s issues with the Yik Yak app, we are once again asking for parents to keep an eye out for the following apps (or similar ones) that might be making the rounds on your child’s phone.
We are sharing these tools and resources with parents in order to promote discussion around responsible decision making, to correct poor choices, and open up a dialogue between parent and teen about their digital lives. What follows is information about some specific hidden photo-sharing apps, next steps to take, and where to go for help and support as a parent.
Keep Safe Private Photo Vault is one of many new “secret vault” type apps making their way through the app stores of Apple and Android. This app is advertised as a way to keep photos and videos safe behind a private PIN and not post them on your public photo roll.
The app is easy enough to identify (see icon here) however, if you share iCloud accounts or check your child’s photo roll regularly, you won’t notice it as photos don’t appear there. While hiding photos is one issue, our concern is with the “Invite friends” premium feature. With this enabled, kids can potentially share photos privately without anyone knowing. One additional premium feature is called “Secret Door”. This allows you to make the app look like another app. Pressing and holding down on the “fake” app enables the PIN pad.
Next steps –
If your child is a Keep Safe Private Photo Vault user, (or a user of other “private vault” type app) a conversation should happen with him/her about why they feel the need to hide their photos and share them privately. If you don’t see the app, but suspect it may have been downloaded, you can also check in the Updates section of the App Store under “Purchased” on your child’s phone. Any apps ever downloaded are stored in there.
Additionally, there are new apps that are disguised as a calculator or a folder on the device, so it’s becoming harder to find these. Two such apps include Fake Calculator and Best Secret Folder (Both pictured here)
These apps look innocent and most of the calculator apps actually are real WORKING calculators. However, if you punch in a secret combination of numbers and symbols, you can “unlock” the secret photo compartment hidden behind the calculator.
Rather than checking every single app on your child’s device, one quick way to check on an iOS device is to go to Settings->Privacy->Camera. There is a list of every app that uses or has used the camera at one time or another.
While deleting the app takes care of the immediate issue, there may be a larger issue at hand when it comes to the use of private photo sharing by your child. Please take this opportunity to have that conversation about how NOTHING on the internet is truly anonymous or temporary.
So….Why should I worry about this?
Much like with Yik Yak in the fall, it is likely that many students will learn about these apps from friends and be curious to try them. Teens have a certain level of curiosity and experimentation anyway, but with the added peer pressure, it could lead to a more serious issue like “Sexting.” Texas Attorney General Ken Paxton goes into the details of sexting laws in the state on this site. While the majority of these cases are tied to state courts, here is some more information on the federal side of things.
What else is out there?
Besides those stated above, there are many other apps being made that provide the same service. Here is a Mashable.com post that describes 7 different apps for iOS and Android that are out there to hide photos and videos. Much like social media and kids, the best method of avoiding any type of negative behavior with this technology is openness, awareness and communication with your child.
Where Can I Get Help and Support?
Eanes ISD also provides multiple resources and platforms for parents to get assistance or to report any issues that may be discovered down the road. On February 25th we’ll hold our second annual “Parent University” at Riverbend church to discuss these and many other issues with raising kids in the digital age. Click here for more information on Parent University. I also send out a monthly “Digital Parent Gazette” to interested parents to alert them of any concerns and showcase some great examples of how technology is being used in the classroom. To receive this newsletter, sign up here.
Finally, I’m offering another “Digital Parenting 101” iTunesU course this semester. This is a free 12-week online course offered to the public that covers a variety of topics such as social media, screen time, gaming, and helping your child make a positive digital footprint. The course has already started but it’s not too late to sign up. It officially runs from February 2nd through May 1st.
(note: download the free iTunesU app before enrolling)
Thank you for taking the time to not only review all this information but also to talk with your child. We know that it may be difficult, but it is important to have an ongoing conversation about social media and digital footprints. If you have any other questions or concerns, please contact either your campus administrators, counselors, or me.
It takes a village to raise a child. The more we communicate, the better the learning experience for our kids.
This is the second year in a row I’ve made some predictions about the upcoming calendar year. (Here are my 2013 prediction reviews) I do this for a couple of reasons. One is to stimulate my own thinking on what’s possible in education with technology. The other reason is to force myself to try something new in the upcoming year. These predictions are in fact “bold” and somewhat unlikely, but with the pace of change in technology you never know what is possible. Let’s take a look and see how my predictions turned out.
1. MOOCs rebound
Outcome – A little
In the end of 2013, there was a lot of fervor around the quality of learning in Massive Open Online Courses (MOOCs) and the amount of students that actually complete the course. I actually took a MOOC (on the Walking Dead of course) last year just to see what it was like. Like many of my 5000+ classmates, I didn’t finish the course. That said, I don’t hear quite as much fuss about these as I did a year ago so there seems to be a little bit of leveling in the Ed Tech community about these courses. This next year, I’m going to step it up and actually offer my own MOOC on Digital Parenting. (link here if you’d like to sign-up for free) I have some predictions for how that will go, but we’ll save that for my 2015 prediction post.
2. Textbooks become obsolete –
Outcome – Not yet
This one was really trying (and hoping) to step out there and change the way we think about textbooks in schools. The internet is our new textbook, but that is going to take time to change that traditional mindset in schools. This year we’ll be working with our teachers to build their own “textbook” and I’m hoping that’s the tipping point to ridding ourselves of the overpriced “Big 3” textbook providers out there.
3. A new social media platform will take off with teens –
Outcome – Yes….unfortunately
This prediction is not really that bold in retrospect. Kids have been social media platform hoping for the better part of 3 years now thanks to us “old people” getting on Facebook. Last year it was SnapChat and Instagram. This year it was YikYak and Whisper. Next year? Who knows. We’ve had a personal experience with YikYak here in our district this year and I’m hopeful that wherever they go next, it will at least be for a positive experience.
4. Wearable tech makes its way into the classroom –
Outcome – On track
Google Glass was supposed to be a harbinger of things to come in technology (and education). However, I still haven’t see the tipping point with this one. The fine folks over at Edudemic are doing their part releasing this “Teacher’s Guide to Google Glass in the Classroom” and here’s a handy infographic from TeachThought, but for the most part, it’s still too expensive to be used in everyday classrooms. With the release of the Apple Watch in 2015, the wearable tech space just got a little more crowded. That said, I’d be shocked to see a 1:1 Apple Watch school, though I’m sure it will happen. (imagine typing up your papers on that!)
5. Augmented Reality becomes reality
Outcome – True
I think with expansion of uses of Augmented Reality in learning (from NASA’s Mars Rover app to teacher fave Aurasma), this is an area of significant growth in education. And why not? With augmented reality you could take those boring textbook that has yet left the classroom and put a layer of augmented reality on top of it to make it interactive!
6. My SXSW presentation on “Surviving the Digital Zombie Apocalypse” will make someone sick
Outcome – False, but…
Someone did almost shoot me in the streets of Austin. Note to self: Next time you dress up like a zombie, make sure you aren’t in an open-carry state like Texas.
7. The classroom desk will truly die –
Outcome – Not yet
After being a #Student4aDay a few weeks ago, I really think we need to rethink what we are doing to students. I know what adults will say – “I sat in those desks when I went to school, so why can’t they?”. The truth of the matter is, these things are just a notch above being a torture device. It really makes you think…where are the most comfortable chairs in your district? Who do they belong to? I’m hopeful this will change in my lifetime, or at least before my kids hit middle school.
8. My “Giving Up Google” for lent experiment will be the stuff of legends
Outcome – WRONG
Unlike my giving up email for lent experiment in 2013, I only lasted 3 days without a search engine of any type. I ended up asking people for help on social media or calling people whenever I had a question I couldn’t find the answer too. (essentially outsourcing my Google search) Realizing I couldn’t lean on my friends and colleagues for 40 days (and have them remain friends and colleagues) I gave it up after the third day.
So that wraps up 2014. Some interesting outcomes there and I already have a few in mind for 2015. What are some things you predict for the next year? Comment below and if I use it I’ll give you full credit!
Our focus in education has always (or at least should always) been on the kids. They are the reasons the school building exists. However, we’ve blurred the lines in modern education between school and home. Once you start inviting technology into your school (via BYOD) or you start supplying the technology (via 1:1) you instantly put some pressure on parents to not only comply but be on board.
Where most districts fail (and where we failed initially) is that thinking a “parent night” type meeting or newsletter would be enough to notify parents of this disruptive change. I use the word “disruptive” here not as hyperbole, but to really drive home the point that many parents are not ready for the digital world that lies ahead for their teens. Whether you are doing any type of mobile device initiative or not, there NEEDS to be conversations taking place on your campuses about this from elementary through high school.
I feel like as a district, we’ve improved from the unidirectional communication methods to more of a collaborative conversation with our parents around technology usage and their kids. I’ve written in the past about our Digital Parenting 101 course. This semester’s 6-week course had over 130 parents involved and one of the best parts of the course is the discussion forums. As an administrator it’s such a blessing to be able to have insight on the struggles of the community with screen time, gaming addiction and social media troubles. It helps me stay informed as well as finding resources to help parents in this digital era.
Yesterday, we took the discussion a step further.
With the help of a parent (Jeff Brantley – father of 3 boys and a guru at facilitating discussion) and a couple of my team members (Tim Yenca and Kacy Mitchell), we started our first of many parent-led collaborative workshops. In the spirit of sharing, here’s just a few highlights and a fabulous infographic that Kacy designed to summarize the meeting.
Sticker Dot Activity (before the meeting begins) –
As parents walked into the meeting they were presented with some sticker dots. Around the room, we had posted the top 5 biggest issues for parents (based on the discussions in the iTunesU course and informal discussions with community members). Those 5 issues were:
We gave every parent 5 stickers and told them they could place as many as they wanted on the posters. In retrospect I would have only given them 3, which would have forced them to decide on just their top three topics. Doing this tells the facilitators which topics are the most pressing for the parents.
Following some brief introductions, we asked parents to line-up based on how “Social Media Savvy” they felt they were. I first saw this done by Tim Lauer at iPadpalooza last summer. Once the line was successfully flattened (they tend to group in the middle) we folded the line in half so that the least savvy person was paired up with the most savvy person. Once in partners, they discussed their views on social media both with themselves and their kids. After a few minutes, we had the pairs group into quads and continue the discussion. This served a couple of purposes:
1. It forced the parents to be in groups with people other than their friends, thus avoiding the “echo chamber effect.”
2. It opened up discussion amongst each other around ideas and strategies when it comes to social media.
Staying in their teams of 4, the groups then went to one of the 5 topic posters around the room. It worked out that there were 5 teams in the room, but you could have them combine if there are more. Once at their poster they were given three different color post-it notes to relay either strategies, problems, or quotes they hear around their house about these topics.
The discussions within these groups were incredible! After rotating every 5 minutes and insuring that every group had time in front of a station, we had them come back and regroup for a final activity.
Final Report Out:
Now that parents had spent time in at a station, we let them choose the one that they were most concerned with and regroup with “like-troubled” parents. The final group’s job was to discuss the problems and report out some final strategies that parents can use to solve the challenges presented. While we didn’t solve everything we did open up several connections within the community and came away with a wealth of discussion and resources.
Here’s an amazing infographic that Kacy Mitchell captured and created to synthesize the day’s activities:
I’m looking forward to continuing these parent-led collaborative workshops throughout the year and the data that they will yield. One word of caution is that it may be necessary to frame the day for parents prior to starting. Mentioning the goals of the workshop are to find solutions rather than ranting about issues would be a good thing. It could be easy for one or two parents to turn this from a positive experience to a negative one if they have an axe to grind so going over norms would be good.