Sunday, March 17, 2013

Defining who we are



  • Do we self-select our social networks?
  • Is it possible to choose not to be part of a social network in our personal and/or professional lives?

           When I first began thinking about my response this week, I was thinking in terms of how each of us as individuals define and shape ourselves via our social network profiles.  But as I read and researched, I began thinking of this in a more macro sense; how do we as a society shape our online identity.  While this is an inherently complicated endeavor for which any one answer is impossible, the ability to analyze macro-data across networks and demographics makes it possible to at least look at trends.
            Byrne (2008) looks almost exclusively at social networks created for racial sub-groups - specifically African-American, Asian, and Latino (though the case for Latino not being a racial group is made by one user quoted in the paper) (p. 18).  While she asserts that these sites are important because they allow the youth from these demographics to explore and enrich their cultural heritage thereby strengthening their own sense of self (p. 33), in the end she glossed over the fact that the number of youths actually involved in the sites was really minimal.  Though the overall total numbers in the millions, it is in the low millions and pales in comparison to participation in other forms of social media (i.e. MySpace, FaceBook, Twitter, etc.) (p. 16).  I also felt the author neglected to substantively investigate the type of users drawn to specifically racial social networks.  Many of the posts cited were very vitriolic.  While explaining some, in my opinion, she tended to lend too much merit to the ideas of a group of people who already self-identified as viewing their race as the number one characteristic which defines them (at least in the context of the network).  To bring this back to my original topic of macro-definitions of who we are online, I think this may very well be representative of how we might define ourselves offline; there are a small number of those who define themselves primarily by their race and spend a lot of time discussing and furthering that agenda while most of us participate in networks that are more holistic and not specifically defined by racial make-up (even if there isn’t much racial mixing).   Of course, as a thirty-something white male, I recognize that it is a lot easier for me to not think about my race than it is for others, so I never really know to react to research like this.
            It is also interesting to note that while the majority of online adults use Facebook, the number of users on other networking sites, such as Twitter, has a much more mixed group of users.  According to a Pew Research study, African-Americans use Twitter at almost double the rate of Whites (“The demographics of social media users, 2012).   The study does not get into analysis of how it is used, simply that the demographics of the users.  However, Dr. Melissa Harris-Perry attempts to explain this phenomenon in an interview on MSNBC:
I think what they represent is a kind of entrepreneurship in our public discourse.  So one way to think of this is that as these demographics are changing in the country, as you have a more majority-minority population, then these voices that haven’t had sort of the traditional routes into, for example, cable television news or radio, they use social media as a way to be entrepreneurial in news discussions, in arts and culture discussions.  It’s a way of being in control of one’s own media sources (“From minority to majority,” 2012, minute 1:15).


Visit NBCNews.com for breaking news, world news, and news about the economy
 

The Pew study (2012) also notes that women are much more likely to use social media across the board than men, a phenomenon that Dr. Harris-Perry explains is the result of moms having extra time on their hands when they are waiting for their children at sports practice, dance class, etc. (From minority to majority, 2012). Whether or not this is the actual reason is not supported by the study, but it is an interesting theory. 
            Although the data is inconclusive regarding why different demographic groups are online and on certain social networks, it does seem reasonable to note that those who have traditionally been left out of the larger mainstream conversation are carving out niches online where they can be part of the production of their own conversations rather than just consuming the conversations of others.   In this sense, these groups are defining their identity and continuing to shape it in the face of confrontation and new attitudes as we move forward in the human condition.  This doesn’t speak to generalizations about how we ALL as humans do create and shape our online identities, merely these specific groups.  And though the significance of any individual group may be questioned, I think it is worthy to note that group identity is being strengthened, not weakened as people can turn to online communities.

References



Byrne, D. N. (2008). “The Future of (the) ’Race’: Identity, Discourse, and the Rise of Computer-mediated Public Spheres." Learning Race and Ethnicity: Youth and Digital Media. Cambridge, MA: The MIT Press. 15–38.
Duggan, M., Brenner, J. (2013). The demographics of social media users – 2012. Retrieved from http://www.pewinternet.org/Reports/2013/Social-media-users/The-State-of-Social-Media-Users/Overview.aspx
Harris-Perry, M. (2011). From minority to majority. MSNBC. Retrieved from http://video.msnbc.msn.com/msnbc/44358621#44358621
Ito, M., Sonja B., Matteo B., Boyd, D. Cody, R., Herr, B., Horst, H.A., Lange, P.G.,Mahendran, D., Martinez, K., Pascoe, C.J., Perkel, D., Robinson, L., Sims, C., & Tripp, L. (2009). Hanging Out, Messing Around, Geeking Out: Living and Learning with New Media. Cambridge: MIT Press.

Saturday, March 9, 2013

Metacognition in a Digital World


How do we perceive ourselves (and others) in the real and digital worlds in which we live?

When we think and talk about our “online identity,” most of us think about our credit cards, our Facebook persona, and our internet browser history.  Thinking about our online identity in terms of how we interact with others is really not something I have ever given much thought to.  I don’t think that many others spend much time thinking about it in the same way as the authors have either.  I found it an interesting perspective to read about.

Becoming Metacognitive
For me, this concept is essentially an exercise in metacognition.  When we teach reading at PK Yonge, we don’t spend a lot of time reading stories and answering questions at the end; we don’t talk a lot about the “skills” drilled into students in most basal reading series.  Instead we focus on the underlying strategies that good readers use while they read (questioning, connecting, inferring, synthesizing, summarizing, etc.).  Along with explicitly teaching these strategies we work with students on becoming metacognitive about the entire process; helping them to notice when they are doing it and figuring out why.  Through this process they are able to understand themselves as a learner and become smarter in the way they utilize the strategies.  To me, this is the same kind of meta-structure that Ito et al. (2009) are using to categorize online usage.  Just like in reading one can be using multiple strategies simultaneously, using this framework one can be operating in different spheres online at the same time.  I can be on my phone “hanging out” via text messaging, Facebook, and Instagram while at the same time “geeking out” online by participating in a chatroom about a specialized topic that I’m really into (I’m not divulging my nerd tendencies here! J).

New wonderings
            There were a couple of points in the reading where I began wondering about some pieces of kids’ online lives.  I thought it was very interesting that, contrary to what many adults believe, teenagers would prefer to hang out in person (Ito et al., 2009; “Social media, social life: How teens view their digital lives,” 2012).  However, just like adults who are in a perpetual tether to their work via smart phones, teens find themselves in a constant state of connection with their peers.  I wonder if this is one reason why there has been a rise in reported bullying and other issues between kids online.  If you were truly able to disconnect and have a break from one another, oftentimes issues lessen and wounds heal.  But with 24/7 connectedness, many might find themselves in a destructive whirlpool that is crashing in on itself as rumors and gossip travel faster and warp into evermore destructive forms.  It doesn’t even matter if you are online or not, because everyone else is, so rumors will still spread.  I’m sure that as I progress through this course and degree I will be able to delve more into this, but at this point, it hasn’t gotten past the wondering stage.

Building an online identity
            When it comes to relating our readings to my context, I often find it difficult.  I teach fourth and fifth graders (9-11 year olds).  Most of the research and writing about kids online focus on 13-18 years olds because most social media sites don’t allow participation until you are 13.  As we all know, this doesn’t mean that there aren’t hundreds of thousands of 9-12 year olds online creating identities and bumping into the hard realities of online interactions.  It simply means that there aren’t many people looking at them.  However, I did find one video that does have an eleven year old discussing shaping her online identity and how she views online connections.


            While this isn’t specifically centered on the convergence of and movement between “hanging out,” “messing around,” and “geeking out” as discussed in the chapter, it does deal with how pre-teens are learning to move their “hanging out” from face-to-face to cyberspace.  I actually found it interesting that in contrast Ito et al., who talked about teens using technology primarily to arrange offline face-to-face time (p. 38), “Eva” discussed how chatting online allowed her to say things she wouldn’t say to someone in person, including the f-word, much to her mother’s horror.  This speaks to the thesis of Hanging Out, Messing Around, and Geeking Out by showcasing a seamless movement between multiple reasons to use the same technology.

Social Networks in Elementary School
            In my own context, my colleague and I are working to integrate Edmodo into our online community of learners (this colleague is Holly Wall who is also in this class with me).  When I saw the topics that we will be discussing and researching this semester, I got really excited because we have just recently begun this journey and are hoping to work on some mini-grants this summer to take it to the next level next year.  I am really looking forward to delving deeper into the idea of social networks and online identities as we introduce our students to these contexts.  Though it won’t be our primary purpose, helping them learn to navigate these waters is a very important secondary goal.  This idea of moving back and forth between tools and purposes online will be an important addition to how we approach our students.  Just as we teach them to be conscious of moving back and forth between reading strategies, we want them to be self-aware about their purpose and online persona as they are interacting with others online.  By recognizing the different purposes and therefore different types of interactions, hopefully students will become more successful in their online interactions.


References

Ito, M., Sonja B., Matteo B., Boyd, D. Cody, R., Herr, B., Horst, H.A., Lange, P.G.,Mahendran, D., Martinez, K., Pascoe, C.J., Perkel, D., Robinson, L., Sims, C., & Tripp, L.(2009). Hanging Out, Messing Around, Geeking Out: Living and Learning with New Media. Cambridge: MIT Press.

Self expression and identity online. 2012. Retrieved from http://on.aol.com/video/self-expression-and-identity-online-517371587?icid=video_related_thumb_2

Social media, social life: How teens view their digital lives. 2012. Retrieved from
http://www.commonsensemedia.org/research/social-media-social-life/key-finding-4%3A-teens-wish-they-could-disconnect-more-often

Monday, May 31, 2010

Frustrations with Technology

So I have decided to do the video for my project. I've been working on a video using One True Media. It is a free online video creator with a premium upgrade to get more features. Since it is relatively inexpensive for the upgrade per month, I decided to pay and then I can cancel afterwards depending upon my usage and how I like it. The project I've been working on is for our annual Peek Across the Creek ceremony. This is our annual "graduation" at PK. It isn't huge like other schools graduations, but it is fun for the kids to ceremoniously cross the Tumblin' Creek with all the sixth graders welcoming them. They then get the opportunity to visit sixth grade classes for a few minutes and sit with Dr. Froman and get their questions about middle school answered. Afterwards, they come back to the elementary side and find that the parents have put together a party for them. The last couple of years, I've put together a slide show for the party.

Last year I just used the "slideshow" option in the pictures folder and ran the music in the background using iTunes. This year I wanted to do something a little more sophisticated. I've used iMovie before, but I wanted something that was less time-consuming as I'm not actually editing a film. Initially, One True Media seemed pretty fool proof. And it wasn't too bad with uploading the media. The nice thing is that once everything was uploaded, all I had to do was pick at theme and the transitions and effects are done automatically. That is the part that takes so long with iMovie. Also on the plus side, moving the pictures around to get them in the right order wasn't too big of a deal. However, it was a pain to go back and edit in places where I didn't like the transition the theme chose for a picture. It was also very frustrating to try and upload the movie. Since I want to be able to show the movie "full-screen" I have to upload it to a service. YouTube seemed easiest, so I began there. I know that YouTube has a 10 minutes limit on its movies, so I made sure I was 7 seconds under that in case there were some buffering issues on each end. When I went to upload, however, it said that YouTube requires it to be no more than 9 min. and 40 sec. So I had to re-edit 5 times to get it down under the required time limit. By the way, in order for it to say I was under 9m/40s, the number on the actual slide show was 9m/30s - go figure. So I had to lose 30 seconds off my slide show - including re-editing the sound. Quite a pain I must say.

So as I continue to think through this process, I think I'd like to try at least one more piece of software. I'm not sure which one yet, but I'll investigate. It could make for an interesting project to do a compare and contrast kind of thing with all the different softwares. Well, not ALL the different softwares, but a few at least. This makes sense to me since I want to use them and see what I think so I can pick on or two to use for our travels.

Thursday, May 27, 2010

What is creativity anyway?

So I think that I've decided to go with the idea of learning a new movie maker software of some kind. I'm not sure which one, and I'm pretty sure I might have to purchase one to have a decent one. For now I'm trying out "One True Media," an online product. I'm going to use it to create the slideshow for my students "Peek Across the Creek" party on Tuesday. But the little I've used it, I don't think it is going to push me enough. I also don't know that I'm going to like the "restriction" it imposes (what? Me? Not like a rule?!?!). But I figure this whole process is what the project is supposed to be about, so I'm going to count this as part of my path toward a better, more user friendly movie maker product.


Sunday, May 23, 2010

Creativity

So am I taking a course on Creativity and I am tasked with undertaking a creative project. Along with this I have to journal about the process. So here I go...I'm having a hard time choosing what to do at this point. We are given pretty wide-open parameters. In one sense, I think they are too wide. This is something that I think we have to think about when constructing assignments for students as well. In some ways it seems like a cop out to have something completely wide open. What it is really saying is that I, as the teacher, don't want to take the time to really figure out what I'm looking for so I'm going to give you no direction. This seems unfair. On the other hand, it makes sense that you don't want to give too much direction because so many people follow the examples you give if you give any.

At any rate, for my project I have a lot and not much all at the same time. The one topic that I keep coming back around to is trying to find a new movie editing software to try out. Not for actual movies, but to make movies/slideshows out of pictures, videos, and other forms of media from trips and travel. I could also use it at school.

I am also interested in photography, but I don't think I can get that done in time for this class. But that roles right into my thoughts about the movie maker stuff, because the better pictures I have, the better my movies will be. So it sounds like this is where I'm leaning, but I'm not totally sure yet.

Saturday, December 5, 2009

Hat tip to you, Mr. Churchill

"No matter how beautiful the strategy, one must occasionally look at the results." -Winston Churchill

So I have begun to read "The Global Achievement Gap" by Tony Wagner.  Some of my same questions and frustrations are beginning to come back to the front of my mind.  First, why is it that we are willing to have a political class stand in the way of what everyone essentially agrees are what we need to teach students to be successful in the world of the future?  What I mean is that colleges and businesses alike agree that we need to be teaching students to be thinkers, to be problem-solvers, to be able to work collaboratively, and to be able to be flexible.  However, the political class essentially pushes all of those things OUT of the system by implementing huge amounts of standardized testing that results in bad teaching that results in the exact OPPOSITE of what we claim we want.

How do we turn a ship like this around?  And it gets even more complicated.  For example, all 50 states require students to complete courses in Advanced Math (Algebra, Geometry, Calculus, etc.) in order to graduate high school.  They do this because 95%+ of colleges require this for admission.  But if you actually look at the math that most people do in their adult lives it involves computation, statistics, and probability.  But statistics and probability aren't even really taught in most high schools and are very rarely required in college majors.  Colleges say that students are unprepared for math in college but then require courses that don't ask students to learn the type of mathematical thinking THEY want!  How messed up is that?!?!  And there is no research to link success in Algebra to success in college or life - all the statistics show are correlations, not causations.  But most students and/or people wouldn't know the difference because that is statistics - and they never had to learn it!  Of course, if some of the esteemed members of the House and Senate had taken statistics, they would probably know that having a goal of 100% of students "passing" is statistically unreasonable as well.

It just seems to me that so many people agree about what it is we want our students to know and be able to do, but we continue to have a system that is testing, and therefore mandating, the complete opposite.  These are some of those instances where it is mind-boggling to me that so many people refuse to look at results - they only want to talk about how they THINK their strategy is going to do something to make a difference (see the Churchill quote above).  Whether it does or not is meaningless.  If, in fact, it does the exact opposite of the intent, who cares?

I'm blessed to be working in a small school system where we can actually try to do something to course correct this problem, but we are still saddled with the ridiculous expectations by the state and NCLB.  It isn't that teacher accountability isn't important.  It is that we are holding teachers and students accountable to the wrong standards.  It is such a huge problem, I don't know how you could ever reasonably expect to make a dent in it.  I'll leave that to others for now, while I keep trying to help my school figure it out on our micro-level.  Until we can get schools out of the hands of people who are only looking for headlines and are trapped in a revolving door of elections, I don't see how we can really expect to move forward from this.  It still amazes me that we have a bunch of people who spend most of their lives OUT of the classroom (if they were ever in it to begin with) making the decisions about what should be going on INSIDE the classroom.  It becomes clearer and clearer that most politicians see teaching as a job and not a profession.

I'm not sure if all this makes sense.  My brain has so much swimming around in it, I don't know which way is up right now.  I'm mostly venting and trying to get it all out on paper so that I can try to figure out what I really think.