Journal 5 – I’m on Twitter... Now What? (NETS 3, 5)

Aclaro, M. (2008, December 23). I'm on twitter.. now what? [Web log message]. Retrieved from http://www.businesscasualblog.com/2008/12/im-on-twitter-now-what.html

Mel Aclaro dares to ask what we are all thinking, “I’m on Twitter... now what?”  In an informative and comprehensive blog post, Aclaro bridges the gap between surviving and thriving on Twitter.  He starts by providing external third-party sites that highlight specific characteristics of tweets (such as bit.ly, which shortens URLs to fit the 140 character tweet limit, or tweetworks.com, which threads conversations).  These external sites are just as important as Twitter itself because they connect tweets and promote the networking aspect of this web tool.

Next, Aclaro outlines the best practices for new users.  He recommends tweeting informative updates at least eight times per day.  Why eight?  No reason, other than that it gets your name out there.  He also suggests retweeting others’ posts to maximize collaboration and information sharing.  By retweeting, users essentially share a post with a new set of followers.

Aclaro offers readers an insider’s explanation of the Twitter terminology and common courtesies.  For example, he defines a direct tweet (a private tweet viewable only to the recipient) and gives a scenario of when such a tweet is appropriate.  He explains the custom of following your followers and contributing to networks that relate to personal interests.  Many of these unspoken rules are intimidating for new users, and Aclaro successfully introduces them to neutralize Twitter anxiety.

This blog post unlocks many of the beginning aspects of Twitter.  Aclaro clarifies how to move beyond creating an account and moves users toward effective and efficient networking.

Question 1:  How can a school effectively implement Twitter with the teaching staff?

As Aclaro mentions, once you understand the basics of Twitter, you graduate from novice to networker.  A school would need to provide Twitter 101 workshops to both ease the nerves and explain the benefits of a Twitter group.  Once the basics are understood, teachers can then create groups for different purposes - grade levels, school-wide information, content areas - all housed under school coded hash tags.  Thanks to widely used school community sites (such as Moodle or Blackboard), it would be simple to embed a Twitter box on the homepage of teachers’ private Moodle site.  Displaying a live scroll of tweets would keep teachers connected to the Twitter groups.  The more a school can explain and directly supply Twitter to teachers, the better chance it has of utilizing this web tool to enhance information sharing and collaboration on site.

Question 2:  Would it be appropriate to involve students in Twitter use?

My hesitation in bringing Twitter directly into the classroom is that there is very little control of account settings.  Students would have access to all Twitter users, even if teachers only told them about the class group.  There are certainly benefits (collaboration, research, interests), but the risks outweigh the rewards.  Ideally a student-safe version of Twitter will soon be developed so that students can enjoy the benefits of online networking.

School 2.0 Reflection Tool (NETS-T 5)

Here is my NETS-T survey reflection.  This assignment engaged me in personal growth by evaluating my current relationship with technology.  It is important, as a professional, to be objective and reflective about my abilities and how they play out in the classroom.

I chose to investigate NETS-T #2, which is about making data based decisions to change learning outcomes and content standards.  I interpret that to mean that, as a teacher, I need to analyze student progress and understanding using objective, technology-based assessments.  I know that there are many resources already available online that facilitate accurate assessments using technology, but I have a hard time connecting these resources to the actual standards and activities in my classroom.

Fortunately, the resources provided in the Reflection Tool suggested some bridges to close the gap between evaluation, content and technology.  Ruth Reynard’s article 21st Century Teaching and Learning: Assessing New Knowledge suggests that teachers can use technology in the process of learning, not just the assessment. Truthfully, that takes a lot of pressure off of assessing only the end result, since I can track student progress mid-assignment.

One way I could see using technology to assess the process is a group collaboration assignment using Google Docs. Changes can be tracked and documented to each group member, which helps me (the teacher) evaluate progress using technology. Another way to keep track of student progress is using a discussion board or blog where students check in with the instructor. This kind of non-threatening, regular feedback will likely encourage students to engage in the process because it makes the process the focus of the assignment.

These ideas, and others relating to NETS-T #2, would certainly improve my technology integration. I look forward to implementing them in my classroom!

Introducing Lisa Gilbertson (NETS-T 2)

This introduction letter enriched my learning environment using technology because it introduced me to my classmates.  Instead of a traditional "stand up and tell us about your summer" approach, this online letter (with pictures) established a lasting resource for facilitating peer friendships in class.

My name is Lisa Gilbertson and I am from the land of Disney – Anaheim, California.  I consider myself a So Cal girl since I’ve lived in either Orange or San Diego counties since I was seven, but I spent my first few years in the Midwest.  I was born in a small town in Ohio (go Buckeyes!) and lived just outside of Chicago until second grade.  My family moved to Anaheim for my dad’s job and that’s where I finished my elementary, junior high, and high school years.  I went to Juarez Elementary, South Junior High, and Katella High – all in Anaheim.  My undergraduate degree is in Liberal Studies from Point Loma Nazarene University in San Diego.  I continued in PLNU’s joint credential/masters program in teaching, but decided to pursue a career in speech pathology to work with students in a one-on-one setting.  (I’m so grateful for my training as a teacher, because I know it will help me be a better speech pathologist.)  Now I’m here at CSUSM in the Communicative Sciences and Disorders program.

As far as technology is concerned, I’d say I’m ‘fluent’ in computer use and all things internet.  I can find what I need online without difficulty and I’m able to use a wide variety of computers (handheld, PC, Mac).  While I can use most anything, my dad raised me right and I’m a Mac. :)  I even converted my husband to Mac and he’ll never go back!  There are other types of technology that I enjoy but am not as proficient using, like Adobe Illustrator and Final Cut Pro.  I use both programs fairly regularly and I can produce a decent product, but I don’t have the in depth knowledge of shortcuts or intricate functions.  I enjoy complex projects that require advanced software (like Final Cut) and once I’m done with my graduate degree, I’d like to take a class and learn more about programs like Photoshop or Illustrator.

After reading the College of Education’s mission, I noticed that the phrase “reflective teaching” jumped out at me the most.  I am a reflective person and I enjoy analyzing how things can be made better (often by just simple changes).  I’m glad that the COE is committed to reflection because it means the faculty and staff are committed to awareness of what they teach.  By looking inward and identifying the main goals of what we do, we can better assess if the methods and examples in class are properly reflecting that goal.  While I didn’t consider this mission when I applied to CSUSM, I’m lucky to be part of a college that values honest evaluation, student-centered instruction, and best practices even when that means transition… like shifting from webCT to Moodle. :)