Global educators – new accredited professional development opportunity

TIGed logo

Join the fine folks at TakingITGlobal for some exciting professional development on global education and project-based learning. Starting this month, TIGed is offering two accredited e-courses in technology-enabled global education for teachers around the world!

TakingITGlobal is a youth community site with over 140,000 members worldwide. The site tools allow members to create or join global projects, with community and sharing features. To support teachers, they offer TIGed, a community with resources and shared space to plan or learn more about how to support global education.

Starting September 14, 2011: TIGed is offering two e-courses: “Introduction to Global Education” and “Introduction to Global Project-Based Learning.” The first course familiarizes participants with the driving pedagogies behind global education and guides them in exploring practical strategies for globalizing their curricula. The second course builds on the first by exploring how global education can best merge with project-based learning strategies, including how to use online tools to effectively collaborate with international partners. You can learn more about what is covered in each course by visiting the TakingITGlobal Professional Development homepage.

The first e-course starts September 14th, so don’t delay! Register today to secure your spot by visiting the TIGed Professional Development site.

Sounds fun! Don’t miss out –

Sylvia

Cyberbullying event in Seattle

Next week I’ll be in Seattle presenting as part of a day-long pre-conference panel on Youth Risk Online: Issues and Solutions at the International Bullying Prevention Association (IBPA) November 15-17 in Seattle, Washington. This is a in-depth look at a topic that’s both timely and important for everyone, not just technology using educators.

Last week I posted the details and the list of participants (I’m totally honored to be in this nationally known all-star lineup!).

If you are in the Seattle area, this is a must-attend event for anyone involved with school technology. The issue is timely and the answers aren’t simple. There is no “one size fits all” solution for building the solid policies and practices that reduce risk and expand opportunities for students in the 21st century.

Please consider attending – and if you do, say hi!

Sylvia

Youth risk online: International Bullying Prevention Conference – Seattle

I’ve been invited to participate in a day-long pre-conference panel on Youth Risk Online: Issues and Solutions at the International Bullying Prevention Association (IBPA) November 15-17 in Seattle, Washington. This is a in-depth look at a topic that’s both timely and important. But I’m most excited about getting to meet the other panelists. These are some of the most respected names in this area, people who are on the front lines of making schools (and the world) a safer, better place for kids. (List below)

The focus will be on positive action and clear information – not scare tactics. Cyberbullying has become a hot topic with media and there is a lot of conflicting information for parents and educators to sift through. We hope to sort some of this out and release a document afterwards that summarizes the event.

The day will be broken up into sections covering:

  • The Challenges. The presentation of current research and on-the-ground insight into the risks being faced by young people online.
  • Positive School and Online Climate. Developing an all-school approach to interpersonal relationships that will support both a positive school climate and enhance positive online interactions.
  • Engaging Youth. Strategies to engage youth in developing the understanding and skills to ensure their competence in the online world and enlisting their assistance to others.
  • Investigations and Interventions. Addressing the specific concerns of investigating and intervening in youth risk online issues that are impacting schools.
  • The Larger Cyberworld. Expanding the discussion to include necessary insight on what is happening in other arenas including government, non-governmental organizations, initiatives addressing universal literacy, and the efforts of industry.

If you are a person responsible for your school or district’s policies in this area, this is a MUST ATTEND event.

The participants
I apologize for not linking all these names up, but it’s just too much work and they are all easily found!

Andrew Agatston is an attorney in private practice in Marietta, Georgia, whose civil trial practice includes representing crime victims, victims of bullying and other acts of aggression, and those who are otherwise intentionally harmed by others. He has also attempted to advise and assist those who have been targets of cyber bullying, encouraging non-litigation and dispute resolution as potential solutions.

Patricia Agatston is co-author of the book, Cyber Bullying: Bullying in the Digital Age with Robin Kowalski, Ph.D., and Susan Limber, Ph.D. that was recently published by Wiley – Blackwell Publishers. She is also co-author of the Cyber Bullying Curriculum for Grades 6 – 12 and the Cyber Bullying Prevention Curriculum for Grades 3 – 5. Patti is a certified trainer and technical assistance consultant for the Olweus Bullying Prevention Program and a Licensed Professional Counselor and Prevention Specialist with the Cobb County School District’s Prevention/ Intervention Center in Marietta, Georgia. She is also on the board of the International Bullying Prevention Association.

Warren J. Blumenfeld, Ed.D., is Associate Professor in the Department of Curriculum and Instruction at Iowa State University in Ames, Iowa specializing in Multicultural and International Curriculum Studies; & Lesbian, Gay, Bisexual, Transgender, and Queer Studies. He is co-editor of Readings for Diversity and Social Justice; Co-Editor of Investigating Christian Privilege and Religious Oppression in the United States; Editor of Homophobia: How We All Pay the Price; and Co-author of Looking at Gay and Lesbian Life.

Linda Burch leads Common Sense Media’s education, program and strategy development efforts and has been the architect of the organization’s digital media strategy. In this role, she is coordinating the efforts of researchers and risk prevention professionals, along with professionals in instructional design and parent education to create new resources to support universal education for students and parents on digital media literacy. Linda received her MBA from Stanford University and her bachelor’s degree from Yale University.

Anne Collier is editor of NetFamilyNews.org, co-director of ConnectSafely.org, and founder and executive director of Net Family News. She co-authored with SafeKids.com’s Larry Magid the first parents’ guide to teen social networking, MySpace Unraveled (Peachpit Press, 2006). She served as co-chair of the Obama administration’s Online Safety & Technology Working Group, which sent its report to Congress in June 2010; on the Harvard Berkman Center’s 2008 Internet Safety Technical Task Force; and currently serves on the advisory boards of several national and international nonprofit child advocacy organizations.

Det. Frank Dannahey is a 29 year veteran of Law Enforcement; assigned to the Youth Division of the Rocky Hill, Connecticut Police Department for the past 20 years. Frank holds a BS Degree and received numerous State/Federal training in Child Computer Crimes & Exploitation. He has done numerous trainings on Internet safety topics for the past 11 years; both locally and nationally. His expertise resulted in him being featured on several National TV Broadcasts and National Publications.

Stan Davis worked with abused and grieving children and trained Child Protective Workers. He designed and implemented training for rape crisis centers and collaborated with police to develop interventions for domestic abuse. Since 1985 he has worked as a school counselor at all grade levels. Since the mid-1990s, he has worked to prevent bullying. He has written two books: Schools Where Everyone Belongs and Empowering Bystanders in Bullying Prevention. In 1985 he became a school counselor. After working in High School and Middle School he moved to the James H. Bean elementary school in Sidney, Maine, where he continues to work three days a week. With Dr. Charisse Nixon, Stan is co-leading the Youth Voice Research Project, which has collected information from more than 11,000 young people in the United States about what works and what doesn’t work in bullying prevention.

Mike Donlin has been involved in education for over 30 years, having taught all grade levels from kindergarten through university courses. Mike was with Seattle Public Schools from 1980 until 2010. He taught in classrooms and supervised a variety of programs throughout the District. He was a Program Administrator with Seattle Public Schools, with the job title of “Senior Program Consultant.” His position was split between the Learning and Teaching and the Operations/Tech Services sides of the district. In that capacity, Mike managed Federal Title IID Enhancing Education Through Technology programs and worked in Prevention-Intervention bully prevention programs, with an emphasis on internet safety and cyberbullying. Mike has shifted his activities into research, consulting, and professional development related to youth risk online and educational technology concerns.

Elizabeth Englander is a professor of Psychology & the founder & Director of the Massachusetts Aggression Reduction Center at Bridgewater State College, which delivers free anti-bullying programs, resources, & research for the state of Massachusetts. A National Merit Scholar & Phi Beta Kappan, she is a nationally recognized expert in the area of bullying & cyberbullying & the author of “Understanding Violence” & more than 3 dozen articles.

Dr. Lance Gibbon is a 19-year public school educator in Washington State. Dr. Gibbon is a former music teacher in the Lake Washington School District, where he also served as assistant principal and technology staff developer. He moved to Anacortes in 2000, where he worked as an elementary principal for 7 years. Dr. Gibbon earned his doctorate in education from Seattle Pacific University in 2007 and has taught School Law for administrators as an SPU adjunct professor. Since 2007, Dr. Gibbon has been the Assistant Superintendent in the Oak Harbor School District.

Sameer Hinduja is an Associate Professor in the School of Criminology and Criminal Justice at Florida Atlantic University and Co-Director of the Cyberbullying Research Center (www.cyberbullying.us). He works nationally and internationally with the private and public sector to reduce online victimization and its real-world consequences. His research has been featured in hundreds of print and online articles around the world, as well as on radio and TV. Sameer has written two books, his latest entitled Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying (co-authored with Justin W. Patchin), and his interdisciplinary research is widely published in a number of peer-reviewed academic journals.

Lisa Jones is a Research Assistant Professor of Psychology at UNH. She has over 10 years experience conducting research on child victimization and evaluating national, state, and community-level responses to youth. Lisa recently received a grant from NIJ to conduct a process evaluation of Internet safety prevention education programs. She is author or co-author on several papers on Internet crimes against children as well as numerous papers on other aspects of child victimization.

Rebekah Sills Lamm is a Youth Education Specialist at Texas School Safety Center. She trains a variety of community stakeholders including parents, educators, administrators, counselors, law enforcement, and students on the issues surrounding Internet safety, cyberbullying, and the importance of cultural inclusion. Rebekah believes that every student deserves safe, quality, equitable education, and has dedicated her career to making that a reality for Texas children. In order for our youth to do their absolute best, they need the healthiest, safest schools possible. Rebekah has worked with youth in some capacity since 2002. She received her M.A. in American Studies from Baylor University in 2007 and taught at the college level prior to joining TxSSC in 2008.

Larry Magid. Ed.D., is a technology journalist and an Internet safety advocate. He serves as onair technology analyst for CBS News, is co-director of ConnectSafely.org and founder of SafeKids.com. He writes columns that appear on CNET News, CBSNews.com, Huffington Post and the San Jose Mercury News. Larry has written or co-written numerous books including MySpace Unraveled: A parents guide to teen social networking. He’s a board member of the National Center for Missing & Exploited Children and a member of the of the Obama administration’s Online Safety & Technology Working Group, where he chairs the education sub-committee.

Sylvia Martinez is President of Generation YES, evangelizing student involvement in education reform through technology integration and service learning. GenYES students use their digital age knowledge to make their schools better places for learning by helping teachers, peer mentoring, and doing tech support. Prior to joining Generation YES, Sylvia developed video and educational games and was an aerospace engineer. She holds a Master’s in Educational Technology from Pepperdine and a bachelor’s degree in electrical engineering from UCLA.

Donnel Nunes is a behavioral health specialist in Hawaii. His focus is exploring ways to incorporate technology and media into mental health practice. He regularly uses film, music, and other creative software to foster engagement, increase disclosure, and collect data. Recently, he published a paper titled, “Technology and the Adolescent: Pairing Modern Media and Technology with Mental Health Practice.” He is currently a PhD candidate in Educational Psychology at the University of Hawai‘i.

Justin Patchin is an Associate Professor of Criminal Justice in the Department of Political Science at the University of Wisconsin-Eau Claire. He has presented on various topics relating to juvenile justice, school violence, policy and program evaluation, and adolescent Internet use and misuse at academic conferences and training seminars across the United States. His most recent book Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying (coauthored with Sameer Hinduja), examines the ways adolescents use technology to cause harm to their peers (and what adults can do about it).

Kim P. Sanchez, Sr. Audience Marketing Manager, Microsoft Corporation. Kim Sanchez is a Senior Audience Marketing Manager in the Trustworthy Computing group at Microsoft Corporation. She is responsible for strategic communications to worldwide consumer and government audiences on Microsoft’s work in computer privacy, security and online safety.

Robin Sax is a former LA County Prosecutor. Robin authored six books, including “Predators and Child Molesters.” Robin is a sought after speaker on child & internet safety, cyberbullying, and the criminal justice system – to name a few topics. Robin has appeared on dozens of national shows, including: Dr. Phil show, Tyra Banks, CNN Larry King, HLN Nancy Grace, Today Show and many others! Robin is now an NBC Legal Analyst.

Nancy Willard has degrees in special education and law. She taught “at risk” children, practiced computer law, and was an educational technology consultant before focusing her professional attention on issues of youth risk online and effective management of student Internet use. Nancy is author of two books: Cyberbullying and Cyberthreats and Cyber-Safe Kids, Cyber-Savvy Teens, numerous articles, and professional development videos.

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This is going to be one amazing and informative day!

If you are a person responsible for your school or district’s policies in this area, this is a MUST ATTEND event. Hope to see you there!

Sylvia

Online safety report discourages scare tactics

A new, really important report has just come out about children and online safety. It is sensible and research-based, with excellent recommendations. The strongest recommendation is that scare tactics DON’T WORK to keep children safe online. I hate to sound surprised, but it is really a breath of fresh air. Educators and parents should read it!

Although unwanted online solicitations can have an alarming impact, recent studies have shown that “the statistical probability of a young person being physically assaulted by an adult who they first met online is extremely low,” the working group noted.

And young people’s use of social networking sites does not increase their risk of victimization, according to a 2008 report that appeared in American Psychologists.

via Online safety report discourages scare tactics | Featured SAFE | eSchoolNews.com

And kudos to eSchoolNews for an excellent report on a complex and highly charged subject.

Sylvia

Free technology and education conference – C3 2010

CRSTE logoThe Capitol Region ISTE affiliate (CRSTE) is hosting a free online conference on education and technology called C3 – CRSTE Cyber Conference 2010 every evening from Feb 21 – March 5, 2010 . You don’t have to be from the mid-Atlantic region (Pennsylvania, New Jersey, Virginia, DC, West Virginia, North Carolina, Maryland, and Delaware) to participate in this conference, and you don’t even have to show up!

The conference is a combination of asynchronous and synchronous events, and everything will be archived so you can check back in at any time. I was honored to be asked to participate and I’ll be presenting a session live.

Student Leadership ‐ Building Authentic 21st Century Skills
Date: February 27, 2010 Saturday
Time: 5:00 PM EST

Session Description:  This session will present 4 models of student leadership focused on improving technology integration in real schools around the world. Having tech-savvy students help solve the authentic problems of 21st century education builds future leaders, learners, and citizens.

You can download the conference schedule here (PDF)

To register for the conference, you simply check off the sessions you are interested in. Online conferences are great ways to participate without a huge committment of time or money! And yes, although the sessions will be permanently archived, it’s more fun to be in the “action” online. You’ll be able to chat and interact as the session goes on.

Hope you’ll stop by!

Sylvia

Online safety means empowering AND protecting

The online-safety messages most Americans are getting are still pretty much one-size-fits-all and focused largely on adult-to-child crime, rather than on what the growing bodies of both Net-safety and social-media research have found.

… still focuses on technology not behavior as the primary risk and characterizes youth almost without exception as potential victims.

… fails to recognize youth agency: young people as participants, stakeholders, and leaders in an increasingly participatory environment online and offline.

… is still negative, lacks context, and is largely irrelevant to youth.

To be relevant to young people, its intended beneficiaries, Net safety needs to respect youth agency, embrace the technologies they love, use social media in the instruction process, and address the positive reasons for safe use of social technology.

On ConnectSafely.org,  co-directors Larry Magid and Anne Collier offer insightful (and sane!) resources for educators and parents about being safe in the digital world.

  • Safety Tips & Advice
  • News & Views
  • Slideshows & Handouts

Resources like this can help educators and parents move beyond the hysteria about children and the digital world. It’s crucial that adults find ways to include and guide youth in positive exploration and use of these new tools and technologies. Demonizing and criminalizing normal behavior won’t solve anything and creates a climate of fear that alienates people and stifles discussion.

Resources like ConnectSafely.org make me hopeful that the climate is changing and a new maturity is emerging about youth and digital technology.

New Report Says Adults Need to Get Involved in Teens’ Online Activities

New Report Says Adults Need to Get Involved in Teens’ Online Activities

Yeah, this one is kind of from the “DUH” files, but it’s something worth repeating. We know that teens need adult guidance to navigate new worlds, digital or not. Just because teens feel more comfortable in digital worlds than many adults doesn’t mean they don’t need the help.

When we talk about how “tech savvy” kids are, or how they are “digital natives”, it creates a false sense that adults aren’t needed. Worse, it’s an excuse to ignore the whole thing. (See my post Digital natives/immigrants – how much do we love this slogan?)

Adults bring wisdom and experience of the world, even if they feel a bit like a fish out of water trying to sort out new rules for new media.

But adults need kids too. The typical reaction of adults is to make rules and hand them down to children. This isn’t serving us well here. Adults need to collaborate and communicate with youth to figure out how we all need to navigate these new waters. Teens bring interest, passion, committment, and experience, as well as a different point of view.

In a real collaboration, both sides have things to learn and things to offer. This is certainly true here.

Sylvia

Children who use technology are ‘better writers’

From BBC News – Children who use technology are “better writers”.

“Our research suggests a strong correlation between kids using technology and wider patterns of reading and writing,” Jonathan Douglas, director of the National Literacy Trust, told BBC News.

“Engagement with online technology drives their enthusiasm for writing short stories, letters, song lyrics or diaries.”

Mr Douglas dismissed criticisms about the informal writing styles often adopted in online chat and “text speak”, both of which can lack grammar and dictionary-correct spelling.

“Does it damage literacy? Our research results are conclusive – the more forms of communications children use the stronger their core literary skills.(emphasis mine)

Sylvia

Community of interest or community of practice?

I’ve been seeing a lot of talk around the edu-blogs and at conference sessions about online learning communities, or building a personal learning network as part of a educator’s professional development. Often, these are referred to as “Communities of Practice” – a term coming into common use only a few years ago. Many educators were introduced to the term in grad school through the work of Jean Lave and Etienne Wenger, who wrote Situated Learning: Legitimate Peripheral Participation.Learning in Doing: Social, Cognitive and Computational Perspectives (Amazon link) in 1985.

Their book explored how natural learning that takes place in apprenticeship situations, and profiled several different Communities of Practice (CoPs) from around the world. The “practice” part of CoP is the work they do, and the learning takes place in context, or situated, in the common work. These groups of people learn to do their work not by lectures, but by everyone working together, from experts to newcomers, and most importantly, by talking about their work together.

The concept of “Legitimate Peripheral Participation” is key to the idea of communities of practice. This is when newcomers learn needed skills by doing work that is on the periphery of the community, and as they prove their competence, being invited into more important roles. The other part of legitimate peripheral participation is how newcomers move into the community through talk. The shared stories of the community, particularly war stories told by experts, are part of the experience. Newcomers learn to participate by learning the traditions and vocabulary of the group, first by listening, then by trying out their new verbal skills within the group, and if their words ring true, by moving from the periphery and becoming more central to the shared expertise of the group.

It’s obvious that this sounds similar to what happens to educators as they break down the walls of their classroom and use new technologies to find and participate in new communities.

I think, however, that we confuse different kinds of communities. Specifically, I think that educators who come together in online communities, or even temporary real life groups, are more often than not, communities of interest, not communities of practice.

I’m not just being picky about semantics here – the problem is that calling any community a “Community of Practice” presumes that it will have similar benefits and impact.

In Second Life, for example, a teacher may meet educators from around the world who are doing similar things in their classroom, have similar hopes about the future of ed tech, and share similar frustrations. They may find the interaction refreshing, educational, and maybe even inspiring. These professional collegial interactions are too often missing from teacher’s lives. And Second Life is just an example. This could be Twitter, or a social network, an online group created for a graduate school class, or even people you meet face to face at a conference.

However, just having similar work doesn’t mean that this is a community of practice. They really aren’t doing the same work. Once this interaction is over, they have to go back to their real place of practice, their classroom and school. The benefits of shared vocabulary, shared experiences, shared stories are all gone. Now these teachers have to sit in meetings where no one is on the same page, frustrated that everyone isn’t seeing the light.

In fact, these outside communities of interest may serve to pull teachers away from their local communities of practice, distancing them from the colleagues whose mindshare would be vital to real local change. It’s an all too convenient place to vent about everyone who “doesn’t get it.”

It’s hard for me to imagine any kind of educational change that doesn’t draw on the participants at the ground level, meaning the people in the school. That’s why I advocate for student participation in education technology initiatives. Changing a community means involving the stakeholders, all the stakeholders, in the process. Building a healthy community of practice in the place of the actual practice is a first step to change.