Social Media Policy

Currently, my school (and district) does not have a social media policy. We have a technology use plan and policies in place for technology, but they are from an outdated plan developed for 2009-2012 school years.

Below are the policies I have created for my classroom. I had a difficult time creating these policies because I wanted them to be stringent enough for a school setting, yet not too much to discourage participation.  I believe these policies can be adopted for any classroom at my school and could also possibly be a school-wide policy.

Social Media Policy for my high school classroom:

1. Have a plan – What’s the purpose of your social media presence?

2. Online profile is the real you –  Your online presence is an extension of the real you. Don’t misrepresent yourself.

3. Deal with conflict positively – It’s ok to disagree with others, but do so respectfully.

4. Be safe – Never post personal info including, but not limited to, last names, birth dates, address, and passwords.

5. Know your privacy settings – Know who can view your profile and post accordingly.

6. Lasting legacy – What you post online does not go away…even if you hit “delete”.

7. Give credit – If the work or words are not your own then cite your source.

8. Pause before you post – Remember that once you post it, it can’t be taken back. Think from another perspective if the content could be offensive.

9. Extension of the classroom – Same rules apply online as they do at school. Make sure you follow the district policies.

10. Report inappropriate content – This includes cyberbullying or any other content that makes you feel uncomfortable or not respected.

11. Post accurately – Make sure you fact-check before posting information.

12. Be professional – Your work doesn’t have to be perfect, but it should have proper grammar, punctuation, and spelling.

After discussing my classroom policies with my students, I would have them and their parents fill out the following form:

Resources

Social Media Guidelines. (n.d.). Drexel University. Retrieved July 19, 2014, from http://www.drexel.edu/ucomm/social-media/guidelines/

Student Guidelines. (n.d.). socialmediaguidelines /. Retrieved July 19, 2014, from http://socialmediaguidelines.pbworks.com/w/page/17050885/Student%20Guidelines

Student Social Media Guidelines. (2013, October 1). . Retrieved July 20, 2014, from http://schools.nyc.gov/NR/rdonlyres/9765B2DF-9BD5-42AA-8D85-005D0FC8AA23/0/Student_Social_MediaGuidelines_finalv3_20140128.pdf

 

 

 

PLE Diagram

A Professional Learning Environment is like a road. It is constantly under construction while being re-paved, re-routed, and added to.

PLE

 

As I viewed many of my classmates diagrams, I noticed many similarities and many differences. Because we are all in an EdTech program, we had very similar content such as Social Media and content creation sites. However, the way in which each diagram was constructed was very different. Some people drew theirs out on whiteboards or paper, while others used advanced photoshop skills to create theirs. When comparing mine to theirs, I find mine in the middle of the road. I used an infographic creator called easel.ly that had the theme of a road. I believe everyone has a different road to their current PLE, and this road is constantly being re-paved and re-routed. As I was creating my PLE, I only put in resources that I currently use (re-paved), even though I could have added resources from when I was younger.

Through the creation of my PLE Diagram, I learned that many different things make up my learning environment and that those things have changed over time. I have many different resources I currently use, but soon those may become obsolete and I will have to re-pave my road and add to it.

 

Developing and Maintaining a Positive Digital Footprint

Your online reputation is your new first impression. No longer are the days where a potential employer or new acquaintance first find out information about you in your initial face-to-face interaction. Your first impression is a Google search away.

A digital footprint is unlike any other footprint known to man. It can be accessed anywhere by anyone, and lasts a lifetime and beyond. One of the unfortunate things about a digital footprint is that the information about you is not always accurate and is often very hard to get rid of.

In order to develop and maintain a positive digital footprint, I recommend the following ten things:

1. Use a search engine such as Google to research information about yourself. Make sure you do multiple searches that includes information from each phase of your life (ie – name & hometown, name & employer, name & school) (Social Networking, n.d)

2. After a general search using Google, log-out of all Social Media sites and search the sites you have a profile on to view what is observable to the public. (Henry, 2012)

3. If you find any information that does not exude the reputation you are looking to have, see what you can do to fix it. This may mean contacting friends or internet sites to get information taken down. (Chandler, 2010)

4. Set strict privacy measures on your social media sites. Only allow your profile to be public if you are only sharing information you want anyone to see. Even if that anyone is an identity thief.  (Shah, 2012)

5. Keep private things private, but assume nothing online is fully private. (Adams, 2013)

6. The internet never forgets. Even though a website may no longer be in service, you can still view cached copies that Google stores long after. (Chandler, 2010)

7. In order for people to find you online, you need to be consistent. Use the same name, email and username in order to continue to build your brand.(Shah, 2012)

8. Buy your domain name. Even if you can’t get your exact name, you can get something close enough that will work. (Henry, 2012)

9. Blog anonymously and vent wisely. If you are going to write unprofessional information online, make sure you are using  (Social Networking & Online Image, n.d)

10. Use the internet to your advantage. Even though things can go wrong, the benefits greatly outweigh the consequences. (Hill, 2014)

Resources

Adams, S. (2013, March 14). 6 Steps To Managing Your Online Reputation. Forbes. Retrieved June 29, 2014, from http://www.forbes.com/sites/susanadams/2013/03/14/6-steps-to-managing-your-online-reputation/

Chandler, N. (2010, October 5). HowStuffWorks “10 Tips for Maintaining a Professional Image Online”. HowStuffWorks. Retrieved June 29, 2014, from http://money.howstuffworks.com/10-tips-for-maintaining-professional-image-online.htm

Henry, A. (2012, November 28). How to Clean Up Your Online Presence and Make a Great First Impression. Lifehacker. Retrieved June 29, 2014, from http://lifehacker.com/5963864/how-to-clean-up-your-online-presence-and-make-a-great-first-impression

Shah, S. (2012, November 8). Build a positive professional online presence – The Times of India. The Times of India. Retrieved June 29, 2014, from http://timesofindia.indiatimes.com/life-style/relationships/work/Build-a-positive-professional-online-presence/articleshow/11872412.cms

Social Networking. (n.d.). University of Minnesota. Retrieved June 29, 2014, from http://www.cehd.umn.edu/career/networking/social/

Social Networking & Online Image. (n.d.). . Retrieved June 29, 2014, from http://www.up.edu/showimage/show.aspx?file=23633

EdTech 543 Initial Post

EdTech 543 – Social Network Learning

One of the first things we had to do for this course is create profiles for Facebook, Twitter, and Diigo. This was not an issue for me, as I have already had personal accounts for Facebook and Twitter, and had to create a Diigo profile from a previous EdTech course. The only platform I do not use unless I have to is Diigo. I just have never been a big fan of it. Although that could be because I have not spent very much time trying to seek all the benefits of it.

Currently, I have a Facebook group for my Leadership class that I use on a weekly basis. This is great because Facebook is one of the few platforms to have a closed group (unlike Twitter). I am also in charge of the twitter feed of our high school baseball team.

In this course, I hope to enhance my use of Twitter in my teaching. I think it is a tool that 90% or more of my students have, and I need to utilize it more.

EdTech 503 Module 4 Reflection

This week we had the opportunity to complete the second phase of our case analysis. In the first phase, we conducted a case analysis of our desire and created a VoiceThread on our assessment. Classmates then responded to our assessments and gave us feedback from a key stakeholder’s perspective. For my case analysis, I chose a case that focuses on a high school setting where a technology coordinator received a $20,000 grant to improve teacher skills and knowledge in providing new environments for learning. The main problem is that not everyone is on the same page with how to use the funds.  Suzanne would like to use funds for teacher tech training for technology integration but her principal and curriculum coordinator would like funds focused on content areas and state-mandated tests.

After receiving feedback from classmates, it made me realize that I had not thought of all perspectives when conducting the case analysis. The main perspective I thought through things was from the technology coordinator (which is the perspective I can most relate to) and I forgot to see things from other people’s point of view. 
The one perspective I chose to give all of my feedback to classmates from was a principal. I believe this also gave me further insight into the perspective of another key stakeholder and allowed me to dive in deeper to this case analysis. 

Once again this week, I gained further perspective in the instructional design field. These assignments have challenged my default setting and have made me think outside the box. As the activities director at my school, I am given the task of helping coordinate all extra-curricular activities that take place. While doing this, part of my pre-activity checklist is to think about different perspectives (teachers, administration, students, community) and then evaluate if the activity we are putting on is in the best interest of those different perspectives. My goal is to first and foremost provide activities for students, but I must think about how it will affect the other key stakeholders as well. Through this case analysis, it has given me further wisdom and experience in this assessment.  

EdTech 541 Reflection and Final Evaluation

Part I – EdTech 541 Reflection

What have you learned?
This course has taught me a lot about technology integration in the classroom. It has opened my eyes to the relative advantage of choosing to integrate various technologies into your teaching while making sure they are accessible for all students. Through having to use the resources that were recommended and resources that I discovered, I now have a great list of tools I will be able to immediately use and share.

How the course work demonstrates mastery of the AECT standards:
Throughout EdTech 541, we created projects that centered around Design, Development, and Utilization. Below, you will find each project I completed throughout the course, and the corresponding AECT Standard.  The projects that we created not only met these standards, but they allowed us to create lessons, presentations, and projects that will empower our students to be evolving digital citizens. Even though my focus was mainly on high school business students, this course helped me to think as an educational technologist on how to create an effective classroom environment that incorporates technology utilization in the classroom. This course aligned with the EdTech Mission Statement and the College of Education’s Conceptual Framework.

How you have grown professionally?
This course has helped me think outside the box by thinking more as an an educational technologist and less as a business/leadership teacher. I was able to come up with many useful lessons, presentations, and projects that integrate technology for my business class, while simultaneously making me look at things through a broader lens.

How theory guided development of the projects and assignments you created?
This course has really solidified my belief that students and teachers alike learn best through doing. With technology, the best way to develop mastery is to actually use the tools rather than hear about them or see them being used. In the projects I created for my students, I centered them around using the technology tools to enhance their learning. 

Part II – Blogging Assessment

Overall – 118/140pts

Content (60/70)- In everything I posted, I tried to have some type of real-world connection. However, I could have been more detailed in these posts.

Readings and Resources (18/20) – I supported my blog comments with readings, but most of them were not from the textbook that was required of us.

Timeliness (10/20) – This is the one I struggled with the most. I completed all of the postings except one, but a lot of them were done Monday afternoon instead of early on in the week where other students could have commented on them.

Responses to Other Students (28/30) – I responded to other students quite often, but the content could have been more rich.

Computer Lab Accessibility

This past spring my high school just  updated our three computer labs with 35 new desktop computers in each lab. Each computer has a standard monitor, keyboard and mouse. Even though all of these accessories are great, we do not have any alternative accessories for students that have any sort of disability. Our labs do have enough room for wheelchair accessibility, but we do not have any tables that are height adjustable.

In order to provide computer access for all students, I believe each computer lab needs to designate 5 computers in each lab for students with disabilities. These 5 computers would sit on adjustable tables ($150) and have headphones ($18), ZoomText ($600), and WiVik ($400). ZoomText is a computer software that zooms in on screen text and will read specific text back to user. WiVik is a virtual keyboard software that predicts text and helps students who have difficulties with standard keyboards.

I believe that with the addition of the above items, our computer lab would be accessible for all students regardless of their disability. Even though this would be quite a financial investment, it would be worth it to ensure equal access for all students.

Resources

AI Squared. (2013). Retrieved from http://www.aisquared.com.

Department of Justice. (2010). 2010 ADA Standards for Accessible Design. Retrieved from http://www.ada.gov/regs2010/2010ADAStandards/2010ADAstandards.htm

School Outfitters. (2013). Retrieved from http://www.schooloutfitters.com.