I think I will ask you to do the Stop and Think activity out of the Deeper Learning book. Each of us should post one STOP that we learned. That is one or two sentences that struck you as particularly thoughtful. So here's mine which was actually in the Introduction-Stop #1-A lot of the things we are worried about --bullying, stalking, copyright violations-are things we've handled for decades. We can continue to handle these things "without hysteria." I would have liked to underline those words but I don't know how. Even if the medium has changed, we can still teach the proper behavior associated with these improper actions.
I had 2 stops during the introduction. My first stop was when the authors suggested that we let digital natives "be the guides" in the new technological way of living and presented the cocentric circles to be used as a guide. The digital native is at the center, with family and friends in the first surrounding circle. I would assume that this would mean that the families and friends are the first to work with the digital natives on guiding them through the threats and opportunities available. But what happens when the digital natives aren't surrounded with that circle of friends and family members that want or know how to guide them and work openly with them? I think that puts more emphasis on the work of the next circle, which is teachers, coaches, etc. I think that in our world today, this image underscores our role as teachers to help students navigate, understand, and utilize these technologies.
My second stop was at the end of the introduction when the authors pointed out that digital natives are more prevelant in wealthy countries like the U.S. and how there is a divide in the participation in emerging technologies due to where one lives. It makes me aware of how we are preparing our students not only to navigate these technologies, but to be competitive in a world where some will have more than them and to be empathetic to those who do not possess the same skills and resources as them.
I was reading chapter one about the identify of digital natives and had another stop. I am part of the participation gap. I have access and knowledge of how to use all of these emerging technologies but choose not to. For example, I don't have a Facebook account, MySpace account, text, etc. because there is a part of me that wants to have my identities remain seperate. I still want that buffer between social, family, and professional lives. If I create a virtual identify, then I feel as if I will never have that "winding down" period between work life and home life. So, I am creating a participation gap. And, the authors said that we are creating digital footprints and that sometimes, others create them for us. So, even if I don't create my own digital footprint, others are doing it for me. I know that friends have put pictures of me on their Facebook pages (like from trips or something) and so, even though I try to create that seperation, it won't exist!
The first stop for me was how ch 1 dealt with the identities of Digital Natives. They are less likely to be able to run from the identity they create because of the digital footprint they make. But it also hit me this way... kids today are totally in charge of their own "brand". They can experiment with who they want to be by posting/reposting pictures, profile information, blog posts, etc I have found myself doing this often. So what do we do with this Identity chapter in terms of teaching and learning in MCPS?
My stop #1 was "how to balance caution with encouragement" as we have always attempted to provide our students with a safe and orderly environment and want to continue to do this in an online environment as well. This will have to be a community effort starting with our students themselves.
I definitely agree that folks are unable to leave behind identities as in past generations. However, I don't agree that the multiple identities formed and experimented with online actually merge into one identity as in the past. I believe that a person could have many identities using various social and gaming networks and keep them separated. Adults using social networking tend to use them for bragging grounds - whether it's to brag positively or brag about their indiscretions. Adults tend to use online games and avatars to escape the realities they face.
I've seen middle school students use Facebook for homework help! But they also use it for wasting time building farms and aquariums.
I don't think they realize the long-term digital footprints they are creating. I don't want someone to judge me as the silly middle school student I was, so we must help our students to understand the implications of posting information and (especially)photos.
My first stop was also in the introduction when the authors were discussing how digital natives don't see their "digital identity and their real space identity" as seperate identities. The authors further state that teens view the digital environment as an extension of the physical world. Their friends and ways of communicating with their friends have, for the most part, always been a combination of both real space and a virtual world. They befriend individuals they have never met or may never meet sharing personal information with little thought to the possible repercussions. I agree with the others who have stated that our students do not realize the digital footprints they are creating and the impact it can have on their life both in the present and in the future. And as Brenda stated, "How do we balance caution with encouragement?"
Hey Friends! I'm so sorry I haven't commented yet...I will before lunch time today! I have really enjoyed reading all of your thoughts..it has made me think differently about some of things I read in the chapter this weekend. I love to see what you all think about these topics! I should have a minute to get my thoughts down next hour! ;)
PS I can't figure out how to get my library picture off, or change my name to Jill. I have another google account for my library blog...really I just want yall to call me Mrs. Vessels..;) He He
Sorry to get into this conversation late. OK I know that I am the oldest of the old but this chapter scares me. My first stop was page 20. I can't imagine having the opportunity when I was sixteen to create multiple personal and social identities. Also glad to see that page 21 gave us permission to be concerned about online engagement. I am really looking forward to our study of this book.
My stop that I want to share is something I underlined on page 21 of the text. It reminds me of some of your comments, but the text discusses that the possiblility of more exploration for young people in identity offers more possiblities for personal development. To me this is a great thing, but then it goes on to talk about the risks. There are just so many risks to be aware of and to teach our kids about as they come through our schools. These "social" changes to their identity should be taken more seriously than most parents and teachers realize (as stated in the text). I have learned so much from Pam Sloan, from the KY Delta Project. She comes to talk to our library to talk to students and the stories she has told me are unbelieveable...and have happened within miles of MccCracken County.
Because of the content in Chapter 2, I am going with the Stop and Think Strategy that we used for Chapter 1. My 1st Stop – “. . . those who are born digital will have a large number of digital files kept about them, whether they like it or not,
These digital natives online dossier began with the first picture posted online whether at the hospital where they were born or with the ultrasound picture shared by a parent on a social network or emailed to loved ones. Imagine all that information being shared about you with no control over it whatsoever. While this information is relatively safe to be shared, it is still mind-boggling to me, “a digital immigrant”, that so much information is out there for others to view.
2nd Stop - I had several more before this one, but on page 52 it was stated, “. . . we are failing to prepare our children for what their current lifestyle already means for them, for their friends, and for the way they relate to one another and to society. “ This one really caused me to think about our students and how many of them spend hours and hours unsupervised on the internet with little thought to how what they share could be exploited. To assume we can make them fearful about what they share would be naïve, but can't we teach them to be more cautious. Do we spend enough time teaching our children and students how to make wise decisions about what they share? If not, then how can we make them aware of what the future implications of posting such personal information on the net?
Continuing with the Stop and Think Strategy for Chapter 3: "Digital Natives are growing up in the midst of a massive transition when it comes to privacy. Some things can be changed to protect them and other things probably cannot." What can we, as educators and parents, do about privacy in a digital era? And, how do we protect the Digital Native's identity and their digital dossiers?
So much to think about and very frightening. I believe that we must be diligent in our efforts to inform students and parents about the potential dangers that exist for Digital Natives. I certainly agree with the author that teaching young people to use social networking sites and other interactive platforms safely is not the responsibility of "the state". Teaching children right from wrong has always been the responsibility of parents and often schools. But, I believe that the popularity of these systems has grown so rapidly that we are fearful of the unknown. How can a young person really understand the possible repercussions of revealing personal information about themself? It is so easy for them to think, "That won't happen to me." Another alarming reality is that the danger may not be immediate. Something that is revealed today may come back to damage someone months or years later. I'm just sayin...
After reading these chapters, it reminded me of this email I received this year called Ordering pizza in the future. It's on youtube and it's worth watching. I tried to add the link to this wiki but it wouldn't let me copy/paste. It shows how a young man tries to order a pizza over the phone and the clerk knows way too much info about him. It's scary.
My Stop and Think for Chapter 4 on Safety The authors pointed out "But there is no data to suggest that there's more bullying now than in the past. Nor is there data to support the assertion that young people are tormenting one another more than in the past because the Internet makes it possible." This book was published in 2008 when MySpace was all the rage, now in 2010 FaceBook has surpassed MySpace. I wonder if cyber bulling is also something that has become more of a problem then in 2008?
My stop was that I had a text-to-text connection about digital identities and digital dossiers. One of my favorite authors is thriller writer Harlan Coben. In 2008, he released a book entitled Hold Tight. In the book, a teenager, due to his online activities, becomes caught up in a murderer's suspicions. And, his parents, along with the parents of a deceased teenager, use their children's online websites, games, and photos from Facebook to piece together parts of the mystery to try to save the teenager. At the time, it was scary as a fiction book on how online data can be used for harm or good. But after reading this chapter, it is scarier on how much information about us is gathered and available to others, even as young people who don't have a say in the matter.
My other stop is that I'm glad that I'm not a teenager in today's world. After reading about the privacy and bullying issues of technologies, it made me grateful that those teenagers years are well behind me and I can tackle those issues as an adult. It also makes me more aware of how critical it is that as teachers, we teach and help our students deal with those issues.
My first stop in these three chapters is that the whole idea of privacy is changing-some for the good. It is kind of like that new commercial that has the guy sitting on the doctor's table and the audience is filled with doctors who have treated him in the past. Having all our medical records in one place will be helpful when the doctor is prescribing our care. I do remember thinking, when I first heard about RFID, that it would be a perfect way to keep up with kids at school. Someone's suspected of smoking in the bathroom? Check the RFID and find out who was in there! I never realized that it was actually going on until I read the chapter where a school had actually instituted it. Should we RFID sexual predators? We could keep track of their whereabouts and keep children safe. When do our civil rights become less important than the needs of society?
It really creeps me out to think that we might put tags under our skin -it seems so much like something we've read in a science fiction book. I wonder how fall our society will go before we stop these kinds of intrusions. I was also very surprised that the US is known to be less restrictive of privacy than other countries. I know that the Patriot Act did take many of our rights away and wonder how technology could prevent another terrorist attack. It seems to me that it isn't working very well since the kid who attempted the bombing on Christmas slipped through the cracks. I think we would be more likely to accept the lack of privacy if we saw something positive out of it.
My second stop is that I know that students need more education about this but I don't know that they will listen. I am pretty sure that I wouldn't have. It is just another thing where "they (us) don't know what they are talking about". Even if we do educate them, what will they stop? They won't stop sharing pictures--I won't either--they won't stop sharing things on social networking sites--I probably won't either--and so what will change? What they share should be discussed and the implications of those personal things that are shared should be discussed. I just don't like the idea of the 'don't talk to strangers' mentality because strangers aren't who we need to be afraid of. We have to make sense and we can't use scare tactics to get the message across.
Hello everyone! I'm home sick...sorry I'm a little late on this, but better late than never! One passage that I found very thought-provoking in chapter 3 on privacy was the section talking about "Natalie" and her health issues vs. her privacy issues. I put myself in the parents' shoes, and I agreed with them. When I think about my young boys, I am so thankful that we have these digital devices available. I would have to also "trump" her worry for privacy for our health concerns for the child. I took a "mom's" perspective on that one...
Another stop that I want to include is one that I had when reading chapter 4 on "Safety". One of the key points of the book is stated on pg. 109 in this chapter..."There's an unnecessary technology gap between young people and many of their parents and teachers." I completely agree with this statement. This is why, as educators, we need to do the best job that we can in helping to minimize this gap. We have talked about this before, but I do not feel that most parent are worried about what their children do online, because they don't know that they need to be worried. We can help with this issue! :)
As I read these chapters I kept thinking about the disconnect between the digital natives and their teachers/parents. As Terri referenced . . .they don't think we have a clue what is going on. And the scary thing is a many of their parents think they know, and then many of their teachers (us) don't really think it is relavant to their educationsl experience so we don't spend the time to understand how this digital environment really works.
Thank you Terri for setting this up! I think this will be a fun way to communicate!
ReplyDeleteWOW! A Digital Book Club are we cool are what?
ReplyDeleteWhat a great way for us to become more like the digital natives that we work with each day. Thanks Terri!
ReplyDeleteThanks, Terri. Digital is as Digital does!
ReplyDeleteWe've got four posts so that means there's about 10 of us who haven't. Please try it so we can use this to do our book review on Born Digital.
ReplyDeleteI think I will ask you to do the Stop and Think activity out of the Deeper Learning book. Each of us should post one STOP that we learned. That is one or two sentences that struck you as particularly thoughtful. So here's mine which was actually in the Introduction-Stop #1-A lot of the things we are worried about --bullying, stalking, copyright violations-are things we've handled for decades. We can continue to handle these things "without hysteria." I would have liked to underline those words but I don't know how. Even if the medium has changed, we can still teach the proper behavior associated with these improper actions.
ReplyDeleteHey everybody...I'm excited about digital discussions!!!! I'll be back with my thoughts on the 1st chapter...Get ready, Here I COME :)
ReplyDeleteI had 2 stops during the introduction. My first stop was when the authors suggested that we let digital natives "be the guides" in the new technological way of living and presented the cocentric circles to be used as a guide. The digital native is at the center, with family and friends in the first surrounding circle. I would assume that this would mean that the families and friends are the first to work with the digital natives on guiding them through the threats and opportunities available. But what happens when the digital natives aren't surrounded with that circle of friends and family members that want or know how to guide them and work openly with them? I think that puts more emphasis on the work of the next circle, which is teachers, coaches, etc. I think that in our world today, this image underscores our role as teachers to help students navigate, understand, and utilize these technologies.
ReplyDeleteMy second stop was at the end of the introduction when the authors pointed out that digital natives are more prevelant in wealthy countries like the U.S. and how there is a divide in the participation in emerging technologies due to where one lives. It makes me aware of how we are preparing our students not only to navigate these technologies, but to be competitive in a world where some will have more than them and to be empathetic to those who do not possess the same skills and resources as them.
I was reading chapter one about the identify of digital natives and had another stop. I am part of the participation gap. I have access and knowledge of how to use all of these emerging technologies but choose not to. For example, I don't have a Facebook account, MySpace account, text, etc. because there is a part of me that wants to have my identities remain seperate. I still want that buffer between social, family, and professional lives. If I create a virtual identify, then I feel as if I will never have that "winding down" period between work life and home life. So, I am creating a participation gap. And, the authors said that we are creating digital footprints and that sometimes, others create them for us. So, even if I don't create my own digital footprint, others are doing it for me. I know that friends have put pictures of me on their Facebook pages (like from trips or something) and so, even though I try to create that seperation, it won't exist!
ReplyDeleteThe first stop for me was how ch 1 dealt with the identities of Digital Natives. They are less likely to be able to run from the identity they create because of the digital footprint they make. But it also hit me this way... kids today are totally in charge of their own "brand". They can experiment with who they want to be by posting/reposting pictures, profile information, blog posts, etc I have found myself doing this often. So what do we do with this Identity chapter in terms of teaching and learning in MCPS?
ReplyDeleteBy the way...I hope you can start to learn a little of my personality by my profile pic on here.
ReplyDeleteMy stop #1 was "how to balance caution with encouragement" as we have always attempted to provide our students with a safe and orderly environment and want to continue to do this in an online environment as well. This will have to be a community effort starting with our students themselves.
ReplyDeleteI definitely agree that folks are unable to leave behind identities as in past generations. However, I don't agree that the multiple identities formed and experimented with online actually merge into one identity as in the past. I believe that a person could have many identities using various social and gaming networks and keep them separated. Adults using social networking tend to use them for bragging grounds - whether it's to brag positively or brag about their indiscretions. Adults tend to use online games and avatars to escape the realities they face.
ReplyDeleteI've seen middle school students use Facebook for homework help! But they also use it for wasting time building farms and aquariums.
I don't think they realize the long-term digital footprints they are creating. I don't want someone to judge me as the silly middle school student I was, so we must help our students to understand the implications of posting information and (especially)photos.
My first stop was also in the introduction when the authors were discussing how digital natives don't see their "digital identity and their real space identity" as seperate identities. The authors further state that teens view the digital environment as an extension of the physical world. Their friends and ways of communicating with their friends have, for the most part, always been a combination of both real space and a virtual world. They befriend individuals they have never met or may never meet sharing personal information with little thought to the possible repercussions. I agree with the others who have stated that our students do not realize the digital footprints they are creating and the impact it can have on their life both in the present and in the future. And as Brenda stated, "How do we balance caution with encouragement?"
ReplyDeleteHey Friends! I'm so sorry I haven't commented yet...I will before lunch time today! I have really enjoyed reading all of your thoughts..it has made me think differently about some of things I read in the chapter this weekend. I love to see what you all think about these topics! I should have a minute to get my thoughts down next hour! ;)
ReplyDeletePS I can't figure out how to get my library picture off, or change my name to Jill. I have another google account for my library blog...really I just want yall to call me Mrs. Vessels..;) He He
ReplyDeleteSorry to get into this conversation late. OK I know that I am the oldest of the old but this chapter scares me. My first stop was page 20. I can't imagine having the opportunity when I was sixteen to create multiple personal and social identities. Also glad to see that page 21 gave us permission to be concerned about online engagement. I am really looking forward to our study of this book.
ReplyDeleteMy stop that I want to share is something I underlined on page 21 of the text. It reminds me of some of your comments, but the text discusses that the possiblility of more exploration for young people in identity offers more possiblities for personal development. To me this is a great thing, but then it goes on to talk about the risks. There are just so many risks to be aware of and to teach our kids about as they come through our schools. These "social" changes to their identity should be taken more seriously than most parents and teachers realize (as stated in the text). I have learned so much from Pam Sloan, from the KY Delta Project. She comes to talk to our library to talk to students and the stories she has told me are unbelieveable...and have happened within miles of MccCracken County.
ReplyDeleteBecause of the content in Chapter 2, I am going with the Stop and Think Strategy that we used for Chapter 1.
ReplyDeleteMy 1st Stop – “. . . those who are born digital will have a large number of digital files kept about them, whether they like it or not,
These digital natives online dossier began with the first picture posted online whether at the hospital where they were born or with the ultrasound picture shared by a parent on a social network or emailed to loved ones. Imagine all that information being shared about you with no control over it whatsoever. While this information is relatively safe to be shared, it is still mind-boggling to me, “a digital immigrant”, that so much information is out there for others to view.
2nd Stop - I had several more before this one, but on page 52 it was stated, “. . . we are failing to prepare our children for what their current lifestyle already means for them, for their friends, and for the way they relate to one another and to society. “ This one really caused me to think about our students and how many of them spend hours and hours unsupervised on the internet with little thought to how what they share could be exploited. To assume we can make them fearful about what they share would be naïve, but can't we teach them to be more cautious. Do we spend enough time teaching our children and students how to make wise decisions about what they share? If not, then how can we make them aware of what the future implications of posting such personal information on the net?
Continuing with the Stop and Think Strategy for Chapter 3: "Digital Natives are growing up in the midst of a massive transition when it comes to privacy. Some things can be changed to protect them and other things probably cannot." What can we, as educators and parents, do about privacy in a digital era? And, how do we protect the Digital Native's identity and their digital dossiers?
ReplyDeleteSo much to think about and very frightening. I believe that we must be diligent in our efforts to inform students and parents about the potential dangers that exist for Digital Natives. I certainly agree with the author that teaching young people to use social networking sites and other interactive platforms safely is not the responsibility of "the state". Teaching children right from wrong has always been the responsibility of parents and often schools. But, I believe that the popularity of these systems has grown so rapidly that we are fearful of the unknown. How can a young person really understand the possible repercussions of revealing personal information about themself? It is so easy for them to think, "That won't happen to me." Another alarming reality is that the danger may not be immediate. Something that is revealed today may come back to damage someone months or years later. I'm just sayin...
ReplyDeleteAfter reading these chapters, it reminded me of this email I received this year called Ordering pizza in the future. It's on youtube and it's worth watching. I tried to add the link to this wiki but it wouldn't let me copy/paste. It shows how a young man tries to order a pizza over the phone and the clerk knows way too much info about him. It's scary.
ReplyDeleteMy Stop and Think for Chapter 4 on Safety
The authors pointed out "But there is no data to suggest that there's more bullying now than in the past. Nor is there data to support the assertion that young people are tormenting one another more than in the past because the Internet makes it possible." This book was published in 2008 when MySpace was all the rage, now in 2010 FaceBook has surpassed MySpace. I wonder if cyber bulling is also something that has become more of a problem then in 2008?
In case you didn't know - hatestoblog is Lisa Hughes FYI
ReplyDeleteMy stop was that I had a text-to-text connection about digital identities and digital dossiers. One of my favorite authors is thriller writer Harlan Coben. In 2008, he released a book entitled Hold Tight. In the book, a teenager, due to his online activities, becomes caught up in a murderer's suspicions. And, his parents, along with the parents of a deceased teenager, use their children's online websites, games, and photos from Facebook to piece together parts of the mystery to try to save the teenager. At the time, it was scary as a fiction book on how online data can be used for harm or good. But after reading this chapter, it is scarier on how much information about us is gathered and available to others, even as young people who don't have a say in the matter.
ReplyDeleteMy other stop is that I'm glad that I'm not a teenager in today's world. After reading about the privacy and bullying issues of technologies, it made me grateful that those teenagers years are well behind me and I can tackle those issues as an adult. It also makes me more aware of how critical it is that as teachers, we teach and help our students deal with those issues.
ReplyDeleteMy first stop in these three chapters is that the whole idea of privacy is changing-some for the good. It is kind of like that new commercial that has the guy sitting on the doctor's table and the audience is filled with doctors who have treated him in the past. Having all our medical records in one place will be helpful when the doctor is prescribing our care. I do remember thinking, when I first heard about RFID, that it would be a perfect way to keep up with kids at school. Someone's suspected of smoking in the bathroom? Check the RFID and find out who was in there! I never realized that it was actually going on until I read the chapter where a school had actually instituted it. Should we RFID sexual predators? We could keep track of their whereabouts and keep children safe. When do our civil rights become less important than the needs of society?
ReplyDeleteIt really creeps me out to think that we might put tags under our skin -it seems so much like something we've read in a science fiction book. I wonder how fall our society will go before we stop these kinds of intrusions. I was also very surprised that the US is known to be less restrictive of privacy than other countries. I know that the Patriot Act did take many of our rights away and wonder how technology could prevent another terrorist attack. It seems to me that it isn't working very well since the kid who attempted the bombing on Christmas slipped through the cracks. I think we would be more likely to accept the lack of privacy if we saw something positive out of it.
My second stop is that I know that students need more education about this but I don't know that they will listen. I am pretty sure that I wouldn't have. It is just another thing where "they (us) don't know what they are talking about". Even if we do educate them, what will they stop? They won't stop sharing pictures--I won't either--they won't stop sharing things on social networking sites--I probably won't either--and so what will change? What they share should be discussed and the implications of those personal things that are shared should be discussed. I just don't like the idea of the 'don't talk to strangers' mentality because strangers aren't who we need to be afraid of. We have to make sense and we can't use scare tactics to get the message across.
ReplyDeleteCheck out this website in School Library Journal about bulling, it goes right along with our book.
ReplyDeletehttp://www.schoollibraryjournal.com/article/CA6718514.html
Hello everyone! I'm home sick...sorry I'm a little late on this, but better late than never! One passage that I found very thought-provoking in chapter 3 on privacy was the section talking about "Natalie" and her health issues vs. her privacy issues. I put myself in the parents' shoes, and I agreed with them. When I think about my young boys, I am so thankful that we have these digital devices available. I would have to also "trump" her worry for privacy for our health concerns for the child. I took a "mom's" perspective on that one...
ReplyDeleteFebruary 22, 2010 11:32 AM
Another stop that I want to include is one that I had when reading chapter 4 on "Safety". One of the key points of the book is stated on pg. 109 in this chapter..."There's an unnecessary technology gap between young people and many of their parents and teachers." I completely agree with this statement. This is why, as educators, we need to do the best job that we can in helping to minimize this gap. We have talked about this before, but I do not feel that most parent are worried about what their children do online, because they don't know that they need to be worried. We can help with this issue! :)
ReplyDeleteAs I read these chapters I kept thinking about the disconnect between the digital natives and their teachers/parents. As Terri referenced . . .they don't think we have a clue what is going on. And the scary thing is a many of their parents think they know, and then many of their teachers (us) don't really think it is relavant to their educationsl experience so we don't spend the time to understand how this digital environment really works.
ReplyDeleteAll of you have to watch the link to this video. It is fabulous.
ReplyDeletehttp://www.youtube.com/watch?v=7_zzPBbXjWs