I have been working with a colleague to create a social media website that aims to provide succinct advice to our pupils about the use of social networks, and what to do to get out of trouble. The site goes live in September and will form part of a wider social media campaign in boarding houses. The idea is to include the link on a series of posters Hannah created (embedded below). The aim is not to answer all the questions, but to provide accessible guidance on what to do if things go wrong, an overview of some of the main apps, and a few links to find out more. Continue reading “Social Media and Me”
What is YikYak?
YikYak is a geographically localised anonymous twitter-like app gaining popularity. It allows users to post, without identifying themselves, to up to 500 users in the local area. It is quite easy for offensive and abusive messages to reach users quickly. The messages can contain inflammatory or personal references which can be disruptive to a local community. This poses many potential issues for schools across the UK. Also, be aware of the Yak game. Users post messages and exchange their beloved banter of all sorts, never knowing if the message is legit or spoof, or who posted it. The appeal of YikYak is that it plays no part in your digital footprint; no care is required in what you post. The police, apparently, can identify who posted an update, should things escalate sufficiently to get them involved.
What can you do about it?
When we first applied for a geofence, via the YikYak site, it became apparent they are USA-based and the geofence service seemed to serve the other side of the Atlantic only. We heard nothing back from YikYak, but had not seen any usage in our area. Upon further investigation (using the app) in the new term, activity had began and some of it was particularly unpleasant and identifiable to our school. However, a geofence had been initiated, but it failed to cover all areas of our school. So, I have sent another request including grid references and postcodes of our most peripheral pupil occupied locations. Fingers crossed.
The geofence makes the app do this:
To do this for your school, enter the postcode for the building into Google maps, and the grid reference appears in the address bar, so you can copy and paste it. Below is an example for 10 Downing Street.
Disclaimer: Although the sketch of this plan was drawn up in collaboration, I have not yet cleared the detail with my school and they may well indeed suggest amendments or another approach entirely.
In two days I will be leading a workshop for all school prefects to help kickstart a Social Media Policy for our independent co-educational boarding school. Social media usage within such an organisation is not easy to measure or monitor. Pastoral teams all have incidents to recant about what happened when it all went wrong, but I am prepared to be told that we grown ups are making a fuss about something that is not of great concern to young people right now. That’s not to say I wouldn’t put a policy in place, only that I’m open to hearing what I, and others in the teaching body, perceive as potentially harmful is actually over-egging the pudding. Mostly I want to listen.
So, here is the plan…
The prefects will be having dinner in five tables of five whilst we work. I’m going to do an intro, throw in a curve ball or two about my own experiences, break the ice – I’m new so none of them know me – and hopefully raise a smile or two that might ease everyone into the evening. Also, I’ll be instigating the Chatham House Rule (as far as it is applicable in these circumstances, i.e. within safeguarding) and asking the participants to share their thoughts and experiences, including an invitation to contact me or another teacher if there is something they would like to discuss in private. Then there will be a mixture of discussion points and post-it activities. Post-it’s will be stuck onto categorised (categories TBD) oversized post-its stuck on the walls around the room.
Discussion point 1
Share with your table the last three times you used social media.
What four separate words best describe your experience of using social media? Write each word on a separate note. Pick two of your four to stick on the wall and discard the other two.
Discussion point 2
Do we need to provide social media guidance for our pupils?
Have you ever, or someone you know well, had a negative experience using social media?
To answer yes, use a yellow note and write one emotion you felt at that time on the note. To answer no, use a pink note, and use one of these words to explain why you think you haven’t: abstain, careful, private, carefree, or other.
Discussion point 3
Accidentally or deliberately, have you, or someone you know well, ever used technology to cause someone to get upset or feel bad about themselves?
Close your eyes. Think back to your first day in school and how you’ve changed and how you’ve stayed the same. What advice would you give your younger self? [open eyes]
If you could, would you let your 11 or 13 year old self know anything about how to behave online? Using as few words as possible, write this advice down on a note. One point per note. As many notes as you want.
Discussion point 4
What would you, as a senior pupil and a prefect, say to a younger pupil who approached you because they are worried about something that has happened online?
What do we need to do to support you in situations of this sort that you might face this academic year? One point per note but as many notes as you want from your table.
Discussion point 5
Do we need to stop skirting around the issue and talking to you and drafting policies and simply get a bit tough-love about all this and start enforcing some hard line rules?
Having spent the evening thinking and reflecting on the matter, where do we go from here?
Thank yous and goodbyes.
All post-it notes to be collected and assembled into a debrief document to be discussed by a pastoral development committee.
Hopefully this should fill the sixty to ninety minute window set aside for this event. Please let me know if you see a missed opportunity or I’m pitching something wrong from what you’ve read?
Summer is here! And so policies get reviewed. Next year my school will introduce two class sets of iPads, a class set of Microsoft Surface Pros and issue an iPod Touch to every teacher in the Junior School. Oh, and BYOD to 220 Sixth Form students with WiFI flooded throughout the site. More about why this combination of gadgets another time, but it’s probably enough to say we are trying on a number of strategies to see which fits best and what works in our context
So, ICT AUP review. Why?
- Technology use is changing (has changed!);
- Social media has been causing our pastoral team some headaches;
- We need to protect our pupils.
What are we aiming for?
- A document that can raise awareness of expectations and present a starting point for discussions between teachers and pupils when something goes wrong;
- Text that is accessible to all;
- To build on the sense of kindness and trust that is part of the fabric of our school.
Where are we now?
Currently we have a five page AUP of which one page is a bullet point checklist. Pupils and parents agree to abide by this policy by the pupil attending school. Pupils do not read the AUP unless they are directed to do so in ICT lessons but these no longer exist.
What do we want to change?
We want to write a policy that is as useful to all participants as possible. There are always going to be infringements and it is how these are handled that we want to make sure is effective. At the heart of the policy is the aim to protect our pupils from the potential dangers of the internet and related technologies. Five pages in inaccessible. It falls into the Terms of Service (TOS) trap whereby everyone agrees because they have to, and very few – it seems to me – feel like they have signed up to anything of, or with, meaning. So, the aim is to achieve something meaningful, simple and useful.
Thoughts and issues
The policy needs to be about people. Not about technology. It needs to help individuals self-check their behaviour, and provide a point of reference for others to use when behaviours have an undesirable consequence. I will run the draft past our very active school council to collate their opinion, as well as the various teacher committees it has to filter through. It will be included in pupil planners; should they sign it? It will be disseminated as part of the registration rota in the ICT rooms, and at staff INSET.
Me old edtechroundup mucker Doug Belshaw wrote this: http://dougbelshaw.com/blog/2009/06/19/acceptable-use-policy-feedback-required/, which is based on this: http://edorigami.wikispaces.com/Digital+Citizen+AUA and also refers to this aggregation of resources: http://landmark-project.com/aup20/pmwiki.php?n=Main.AUPGuides. Here is an AUP written by Mark Anderson of Clevedon School which is based partly on the same principles. The latter is interesting because it uses the respect and protect principles, but it is also four pages long which includes an etiquette image and a bullet point checklist. I’m thinking it might be prudent to have something that can be more iconographic (i.e. I can make memorable visual reference via a few icons that serve as a prompt without text). Therefore, is it viable to have a one sheet doc that refers to another more detailed doc? Here is another example of an ICT AUP from down under. It uses protect and respect but it lacks the simplicity of Doug’s adaptation:
1. Respect Yourself
I will show respect for myself through my actions. I will only use appropriate language and images both within the Learning Platform and on the Internet. I will not post inappropriate personal information about my life, experiences or relationships.
2. Protect Yourself
I will ensure that the information I post online will not put me at risk. I will not publish full contact details, a schedule of my activities or inappropriate personal details in public spaces. I will report any aggressive or inappropriate behaviour directed at me. I will not share my password or account details with anyone else.
3. Respect Others
I will show respect to others. I will not use electronic mediums to bully, harass or stalk other people. I will not visit sites that are degrading, pornographic, racist or that the Academy would deem inappropriate. I will not abuse my access privileges and I will not enter other people’s private spaces or work areas.
4. Protect Others
I will protect others by reporting abuse. I will not forward any materials (including emails and images) that the Academy would deem inappropriate.
5. Respect Copyright
I will request permission to use resources and suitably cite all use of websites, books, media etc. I will use and abide by the fair use rules. I will not install software on Academy machines without permission. I will not steal music or other media, and will refrain from distributing these in a manner that violates their licenses.
By signing this agreement, I agree to always act in a manner that is respectful to myself and others, in a way that will represent the Academy in a positive way. I understand that failing to follow the above will lead to appropriate sanctions being carried out.
It’s good but it remains prescriptive. EG: who am I to tell a pupil they cannot ‘steal music or other media’ with their own kit in their own time. School resources must not be used to do so. But in saying that, I’m drawn to another line of thought about swearing on social media sites. If a pupil swears on facebook, and their profile is traceable to the school, then this is akin to swearing at the bus stop in full school uniform on the way home. We have a zero tolerance on such behaviour. We do not trawl pupils activity online but when it does get brought to our attention we need to act to protect that pupil and the school. As I discussed with my esafety-guru mate up north Simon Finch recently, the laws governing esafety are immature and it will be a decade or more before they catch up.
So, what if we do publish a one sheet with reference to a back-up detail document with all the belt and braces on it. The latter is required for legal reasons. Should an exclusion be on the cards, the school is in legal territory and needs to be covered. For me though, this is not the main thrust of what we are trying to achieve. We want to protect participants from each other, from themselves, from strangers and dangers. We need a policy in place that actually helps young people understand these possibilities when they are using technology. Maybe we need two separate documents. An AUA and an AUP. The AUA is the forward facing easy-to-read one sheet and the AUP is the detailed document that is referred to in times of need. This is similar to the school code of conduct. We have a lengthy behaviour policy which is in all the handbooks, but it is based on the code of conduct, which was written by the pupils and teachers and is displayed in every classroom.
This AUP (or AUA and AUP) will be filtered through the school lawyers as part of the review process. It will need approval from the ICT Strategy Committee, the Senior Leadership Team and the governing body. I will publish any drafts I write on this blog. All comments on policy or process are welcome.
My notes for #TLAB13 presentation followed by the slides; all images from Google’s Stock Collection in Drive. NB: I have not edited the notes for this post.
Setting the scene:
- SMT made decision to teach ICT through other subjects. No more discrete timetabled ICT lessons.
- Moving to a two-week timetable and 30*50 minute lessons instead of 40*40 minutes per week.
- ICT teacher would manage which departments and when.
- Units of work would be decided upon collaboratively.
- A lot of work.
- Hard to choose a department.
- English were restricted by having two class sets of set texts.
- Maths by streamlining and classes following different POS.
- Science taught two units at the same time to half a year group each.
- ADT operate a carousel system.
- Good depts: Geog. History. RE. Music. Latin. MfL.
- One lesson per week from the partner subject.
- ICT rooms had to be booked because there is no timetable. Clash with CAs meant resource management very difficult. Bid for carry cases of mobile devices was rejected.
- A logistical nightmare. How was I going to protect the ICT curriculum?
But. A fantastic opportunity. As an evangelist of the use of education technology to enhance learning, here I was faced with a formal opportunity to prove it – to do it rather than talk about it. Game on!
Section One: content and activities, ICT curriculum
- Volcanoes and earthquakes. One term.
- Google Apps for Education. Google sites. Google docs. Frog.
- Y7. 120 pupils. Five classes. Four Geog teachers. Two ICT teachers.
- Recreate a case study of a natural hazard. Map skills.
- Groups of four. Pupils chose a partner and then teachers allocated two pairs together.
- Group management roles were given. More about that later.
- Pupils had to go through ICT admin of accounts for GAfE and school network, including ICT AUP. This allowed Geog teachers to get them started over the first two weeks. But Geog teachers found it hard having less lessons.
- ICT content: collaboration and teamwork, referencing sources, web searching, websites, writing for the web, google maps and web tools.
- The Covenant. Half term.
- Google Apps for Education. Google sites. Google docs. Voki. Prezi. Other web2.0 tools. Frog.
- Y8 120 pupils. Five classes. Four teachers. Two ICT teachers.
- Six sections. Meet with all participant teachers to discuss what we could do. Pupils to investigate an independent line of enquiry into one of the six areas and then share them with each other through a cycle of review or presentation. Similar to Geog projects.
- ICT content: collaboration and teamwork. Research. Referencing. Web tools: presenting/communicating information suitable to audience.
- Set text. Half term.
- Google Apps for Education. MS Word. Classtools fakebook. Frog.
- Y8. 48 pupils. Two classes. One teacher. One ICT teacher.
- Yellowcake Conspiracy – a novel.
- Annotating google maps.
- Fakebook profiles.
- Word processed reports.
- ICT content: web2.0 tools, social networking and esafety, word processor and templates, writing online, formal report writing, spell-checking etc.
- Fielding & striking techniques. Term.
- 12 flip cameras. Windows Movie Maker Live. PowerPoint. Frog.
- Y7. 120 pupils. Five classes. Three teachers. Two ICT teachers. Only one ICT lesson.
- ICT content: filming and editing video. Annotating still images.
- Composition for media. Term.
- Y8. 120 pupils. Five classes. Two teachers and two ICT teachers.
- CuBase. Scratch, Google presentations. Frog.
- ICT content: music composition with CuBase, Scratch programming language.
Overall the simpler individual work like that done in English or Music was much easier to achieve. For the collaborative projects – and scratch programming games – it was always striking a balance between ambition and achievement for each pupil.
Section Two: group work, pedagogy, assessment, management tools, evaluation
Time Manager: meeting deadlines, checking everyone is on task and getting their job done.
Content Manager: which sections are being done by whom. They should plan deadlines for content to be done by in consultation with Time Manager.
Layout Manager: design, colours, fonts should all be consistent throughout the site. References must be accurate.
Functionality Manager: when building websites it is necessary to check that everything works properly for visitors.
For the next project we added Project Manager to help co-ordinate everybody and to make a clear lead/person to talk to if you were worried about anything.
It was excellent to call all the managers of one type out of the room for a two minute briefing. For example, all the content managers could share how they were managing their role and making sure the content was being covered. Equally, in the RE project, we were able to do the same with all those across the groups within one class studying a particular line of enquiry. We could do this because there were two teachers present.
Team teaching can be great fun but sometimes it can be very hard.
And there are times when feel rather exposed and vulnerable in front of your colleagues.
To combat this I wanted to make sure I was teaching well. I investigated learning objectives, SOLO taxonomy, group work and project based learning. Most of this was done through blogs and books, some of the authors are presenting today.
Core principles of the classroom for ICT in Subjects
- Pupils knew what they doing next
- Every pupil to receive verbal feedback about their work every lesson (two teachers after all)
- Instructional material was always available through the VLE.
- Pupils struck a balance between ambition and achievement.
- Peer review, and improving work to achieve quality, was to be included wherever possible.
- Frog VLE was used where appropriate for pupils to upload files to be marked.
- Certain planning pieces (e.g. for Scratch game plans) would have to be signed off by a teacher.
- Comments were made on Google Docs where appropriate to help the pupil move on to the next step.
- Difficult for the ICT teachers because their class would change from project to project so hard to get to know the individuals and their work well.
- ICT teachers do not have to write reports or go to parents evenings or provide tracking data.
- There will be an ICT exhibition towards the end of the academic year, showcasing the work. Still planning this but ideally I would like the pupils to show their parents their work following an introduction where some pupils showcase their ICT experience for the year. Not sure the former part of this is viable so back to the drawing board. How do we present an ICT exhibition without WiFi?
To keep in touch with participant teachers, I used a google spreadsheet with a worksheet for each class/teacher. I would make a master copy which would then be copied out to each class. Problematic because of two-week timetable which meant the order of lessons could be different for each class between their ICT lesson (A) and their non-ICT lesson (B): ABBA, ABAB, BABA, BAAB. Therefore, a large degree of flexibility was necessary at all times.
It was a challenge to get participants to fill in the spreadsheets with the content of their (non-ICT) lessons.
Few responses to emails. I had to make sure that both me and my ICT colleague were following everything up face-to-face.
As research project for my MA I have used the evaluation process of ICT in Subjects to find out if the school is doing KS3 ICT the best way it can to inform future decisions about whether or not to continue or return to discrete lessons.
The research involved pupil questionnaires, teacher questionnaires and documentary evidence in the form of academic tracking data over four terms.
1. Comparing academic achievement in the participant subjects, 83% of pupils did better in the participant subject test after ICT in Subjects. [NB: this analysis requires further verification as there are many potentially influential factors]
2. Many participants felt that ICT benefitted their learning.
3. Some participants wanted to return to discrete ICT lessons where they learnt about computers.
4. Some liked the new way of learning ICT whilst in another subject.
5. Despite several opportunities, not one pupil said the use of ICT was a bad thing.