Facbook and Twitter Pages

I still remember when I was first introduced to the world of Facebook.  I was a freshman in college and it was the latest “thing.”  At this point, Facebook was only for college students.  It had only been around for one year.  I had ABSOLUTELY no clue, nor could I have predicted, what an impact that site would have on all aspects of my future life, personally and professionally.   As an Early Childhood Education major, I certainly never considered the role Facebook would play in my life as an teacher.  Soon after Facebook became a popular form of communication/socializing, Twitter came about.  Fast forward twelve years and Facebook and Twitter are ubiquitous terms that have even added to and changed words (i.e. “friend” became a verb- as is “I friended/defriended someone.” “defriend” became a word! “Wall” was not something that made up a building; and “tweet” is not just something birds do.) and they are available to anyone with internet connection.  I think it will be funny to explain to kids today, that there was actually a time when Facebook and Twitter couldn’t be accessed by a phone (back when you had to pay per text on phones! Ha!)  Social Media has become a huge part of daily lives for kids, parents, students, business professionals, and even grandparents. 

While social media has proven to be a great way to communicate and stay up-to-date with people, businesses, and entities, it is a double edge sword.  On one side, we have a quick way to access and share ideas, photos, ask questions, and learn new information.  On the other hand, just like with anything, the potential for abuse is obvious.  Anyone with an email address can create accounts and this allows for some room for anonymity.  People can make up fake accounts and share misinformation or slander.  There is also the ever-growing problem of cyber-bullying.  I love what The SAGE Encyclopedia of Educational Technology says about online safety, when considering social media- “While the socialization aspects are powerful, educators should strongly consider the online safety of young teens before venturing into social media.  If not supervised properly, social media can open students up to cyber bullying and leave a negative digital footprint, both of which could have strong, lasting effects.”  I think that using social media as a tool in the classroom is a fantastic idea and wonderful way to reach the students of the 21^st century.  Social media can be used in classrooms and libraries alike.  It truly is a great way to get students to collaborate and share.  It’s also a terrific way for educators to share information about the school and community with parents and students.  In addition, students and parents can communicate in return.  However, if teachers and librarians use social media, they must do so diligently.  I think it’s important for social media sites to be kept updated and monitored against abuse.  Teachers and librarians must also educate students on appropriate use of social media. 

In visiting various Facebook pages for libraries, I noticed many pages used as a form of communicating upcoming events, recent school news, and photos of students in action.  I particularly liked the Facebook pages that shared book reviews and suggestions.  One page in particular shared information about getting ebooks from the local public library, as a suggestion for parents.  Social media is a fabulous tool for communicating helpful information instantaneously, while providing a way for visitors to supply feedback or ask questions.  It’s also useful in the even that information needs to be shared immediately because of changes.  For instance, I saw on one library’s page where they shared how their family night changed to the night before the original date.  If parents and students are aware of Facebook pages being updated and used regularly, and librarians are diligent in updating the pages, it can be such a useful asset.  The advantages are clear.  Of course the disadvantages are still present.  Facebook pages must be monitored and updated.  If pages are not updated, patrons will cease to check them.  Also, sadly the potential for students, or even malicious outsiders, to post inappropriate comments, could be an issue, which is why daily monitoring would be necessary. 

Like Facebook, Twitter is another popular social media tool.  In fact, Twitter is probably even more popular for sharing thoughts, ideas, and opinions.  With a limited number of characters allowed for each post, Twitter is short and quick.  I know many teaching professionals who use Twitter with their students and classes.  Again, like with Facebook, Twitter accounts for classes and libraries need to be closely monitored.  Honestly, I have not been an avid Twitter user in the past.  Over the last few weeks, I have enjoyed following many different accounts in the library world.  There are extremely enlightening posts.  I especially like the posts that express opinions about the latest books and share articles and blogs about using technology in the classroom.  Kathy Schrock has shared some valuable information on her Twitter account, that I have already bookmarked for when I’m back in a school.  She is truly inspiring, when it comes to the use of technology!  I’ve also found School Library Journal to be a valuable account to follow.  This account shares a variety of information from book information to technology, as used in the library.  I particularly like this account because it relates directly to the library, which will greatly benefit me in the future.  I think the most valuable aspect of Twitter is how fluid, constant and “real time” it is.  Unlike with magazines and journals (used to keep abreast in the past), Twitter accounts can post and get information out to the world instantaneously, allowing followers to stay informed on the latest and most influential information out there.  We no longer have to wait for good ideas to trickle to us or to get our good ideas heard.  This kind of sharing and collaboration has, and will continue to, change the world.  Information is so readily available now, it truly is powerful!

Technology and Bloom's Revised Taxonomy

It is no secret that technology is a critical component of today’s education.  Some sort of technology can be found in every American classroom, to some degree.  There are schools that are much more “ahead” of the game, and many schools that are behind.  I believe that educators are not trying to drag their feet when it comes to using technology to be a 21^st century teacher, or when it comes to teaching 21^st century students, the way they need to be taught.  Consider the several challenges teachers face when it comes to educating the 21^st century student.  Lack of funding for technology or technological programs; lack of awareness or education of teachers about potential technological tools; and perhaps the biggest challenge- being forced to measure 20^th century learning via 20^th century methods (standardized testing).  Teachers are overwhelmed by the number of state or national standards (TEKS/Common Core) and therefore shackled to old ways of teaching.  I think that any good educator knows the importance of technology for today’s “digital natives” (Presnky, 2005) and does their best to embrace it in their classrooms.  Is there a gap between the natives and the immigrants?  Yes.  The students sitting in classrooms and filling schools have lived very different lives than that of their aged teachers.  I would not consider myself to be “old” but in reading Beloit College's Mindset List (Beloit, 2015)), I felt ancient.  But that doesn’t mean that I give less credit to technology or want less to do with it.  As times change, so do we, and any good educator is going to try their best to accept the changes, grow and perfect their trade.  There are definitely teachers in schools that are having to readjust their view of technology (or should be).  But there are also young teachers entering the profession, that relate much better to these “digital natives” and they are the hope for closing the gap and embracing the digital age.   

The point remains, technology is key to learning, which leads to the question, is technology a tool for learning or the foundation of learning?  This almost appears to be a trick question.  In today’s world, you can’t seem to have meaningful engaged learning without technology.  However, can you have technology without learning?  Prensky makes a valid point when he says that “prerequisites for learning are engagement and motivation,” (Prenksy. 2005) which come from technology, for today’s learners.  In that case, technology is the foundation of learning.  However, I deem technology to actually be more a tool for learning than the actual foundation.  Learning can, actually, happen without technology.  Is it good learning?  Is it engaged?  Will it get every kid in the room?  Probably not.  When listening to and reading Mark Prensky’s statements from "Listen to the Natives", he seems to refute that technology is a tool for education, which is opposite of Andrew Church and Kathy Schrock’s stance on the role of technology in education. (Church, 2009; Schrock, 2011)  Technology is looked as a tool for learning, when matched up to the Revised Bloom’s Taxonomy verbs listed in Churches' paper and on Schrock’s site.  Honestly, I think regardless of which view one sides with (technology being the foundation of learning or technology being a tool for learning) the point is that technology is essential for today’s learners to dig deep, really learn, and compete in the modern world.  Regardless of challenges, teachers must embrace the significance of technology and do their best to incorporate it into every facet of the day.  Looking at the Bloom’s Revised Taxonomy, it is apparent that technology can be significantly used in achieving higher order thinking skills.  The original Bloom’s Taxonomy verbiage was nouns.  The revised verbiage uses verbs, which is key for today’s learners.  We have transitioned to a “doing” world of education, and technology is the facet of “doing.”  If we want to really reach the “digital natives,” and truly get them to master higher order thinking, we need to use technology, hand in hand with Bloom’s verbs.  If teachers do not use technology as a tool for learning, they are simply not allowing students to reach their fullest potential.

As a Library Media Specialist in a school, we are assisting students in their learning endeavors.  This begins with getting them engaged.  I loved what Prensky said about talking with students and getting their input.  He said to ask them what they thought would work best for something, and then lobbying for that.  I think librarians (and educators) have to both learn what students want, and introduce them to new forms of technology to help them achieve higher order thinking and success in today’s world. 

If I had to explain why a certain app was necessary for my library, I would definitely frame the request in terms of Digital Taxonomy, as I believe this resonates more with administration.  I think that administration would want to see the benefit of an app and how it’s going to help students achieve learning.  I would point out Schrock’s site, http://www.schrockguide.net/bloomin-apps.html, namely the graphic that depicts how Bloom’s works with the SAMR model.  I would then point out where the app fit, in the SAMR model, or aspects of the app that fit in different parts of the SAMR model.  In addition, I would justify the purchase of the app by showing where it fit on the Bloom’s wheel and why it would be engaging for students.  

Works Cited:
Prensky, M. (2005). Listen to the natives. Learning in the Digital Age, 64(4), 8-13. Retrieved from https://shsu.blackboard.com/bbcswebdav/pid-1836281-dt-content-rid-9232574_1/courses/LSSL539101216/el200512_prensky.pdf

Churches, A. (2009). Bloom's digital taxonomy. Retrieved from https://shsu.blackboard.com/bbcswebdav/pid-1836281-dt-content-rid-9238178_1/courses/LSSL539101216/Bloom%27s%20Digital%20taxonomy%20v3.01.pdf

Schrock, K. (2011). Bloomin' apps - Kathy Schrock's guide to everything. Retrieved from http://www.schrockguide.net/bloomin-apps.html

Beloit Colloge. (2015). The mindset list: 2019 list. Retrieved from https://www.beloit.edu/mindset/2019/