Tag Archives: 506

Reflection 1.4 – OLTD 506

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I have had the opportunity to take coursework specifically examining the sociology of education and the assumptions educators may have. That course looked critically at the politics of teaching and has stayed with me over the years. My research for that course focused on ability grouping, students with disabilities and socio-economic status (SES) effects; though I would not claim to have a deep knowledge of those subjects.

When we accept that teaching is political by nature and begin to examine privilege and the hidden curriculum, the digital divide should come as no surprise. Consistently disadvantaged groups, like low SES students, will continue to face barriers to technology use (Hicks & Turner, 2013). I also believe using connectivity as a measure of the digital divide does not recognize the complex relationships learners, educators and communities have with technology utilization (Digital divide, n.d.; J. Hengstler, personal communication, September 18, 2014).

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1990 Computer Lab Sign by JD Hancock. Retrieved from https://flic.kr/p/68UvgF. CC BY 2.0.

I have had the opportunity to work with students who are taking blended or online courses for the first time, many of whom are nervous about their lack of comfort using technology. Occasionally my department will help walk a student through copying and pasting from a word processing program to another document, or give one-on-one tailored orientations to the learning management system. It is for those reasons I realize that connectivity is one thing, but effective use is completely different. I also realize for the handful of students we see, there are many, many others we do not see who need support using technology.

I believe that the digital divide in the context of Aboriginal perspectives and Indigenous ways of knowing is particularly challenging. I would not want to embark on a social media project with Aboriginal students without first seeking support from someone with a greater understanding of the culture and language, in order to be as respectful as possible to their context.

References

Digital divide. (n.d.). Retrieved September 16, 2014 from Wikipedia: http://en.wikipedia.org/wiki/Digital_divide

Hicks, T., & Turner, K. H. (2013). No longer a luxury: Digital literacy can’t wait. English Journal, 102(6). Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1026-jul2013/EJ1026Longer.pdf

Reflection 1.3 – OLTD 506

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Whomever coined the phrase “ignorance is bliss” has not yet read Hengstler (2014) where the author lays out a continuum of FIPPA compliance BC educators can fall under. Ignorance can be very damaging, especially when the privacy of students is in question.

Ignorance is a choice

“Ignorance is a choice Tony…no really it is…” by Jonathan Kellenberg. Retrieved from https://flic.kr/p/AVD1. CC BY 2.0. Adapted by Stephanie Boychuk.

The readings for this topic widened my view of what “damaging” could mean in relation to student privacy as well. For example, although I had considered risks associated with identifiability and data storage, I had not really considered the students’ copyright to their work being breached through online posting (Hengstler, 2013). When I post my own work, I usually take the time to add a creative commons license (if appropriate) but am now considering what would be the best course of action for students. In my context, working with faculty who teach adult learners, it would be the students’ choice to apply a licence or not – but they would need to be educated on what their intellectual property rights were and what it would mean to apply a different license to their work.

I also feel the having a specific, drawn out plan to handle potential incidents that occur is necessary, but is also something I had not thought of before (Hengstler, 2013). Even relatively isolated uses of social media – a faculty member using a Google Doc for a formative wiki project for instance – it would be prudent to lay out solutions to potential issues. I believe this is something that could be useful for the entire campus community, and perhaps increase the awareness of and comfort in using these tools.

References

Hengstler, J. (2013). A K-12 primer for British Columbia teachers posting students’ work online. Retrieved from http://jhengstler.wordpress.com/2013/05/17/a-k-12-primer-for-british-columbia-teachers-posting-students-work-online/

Hengstler, J. (2014). The compliance continuum: FIPPA & BC educators. Retrieved from http://jhengstler.wordpress.com/2014/04/24/the-compliance-continuum-fippa-bc-public-educators/

Reflection 1.2 – OLTD 506

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During my teacher training I was exposed to many social media “horror stories” including one where vacation photos of a teacher holding alcohol and another of her sipping where the cause of a forced resignation (Daily Mail Reporter, 2011). In fact, I vividly remember an assignment where my classmates and I were to search each other’s public Facebook pages and report to each other what we could see.

Before taking this course I was aware of my digital footprint because I had tried to lock it down – ostrich behaviour (Hengstler, 2011). During my last placement term of teacher training, students had found the Facebook page of someone with my name, who wasn’t me, and I had been put in an awkward position. This issue was eventually resolved; but provides a clear example of “no presence” online not being an option for teachers.

Ostrich by James Preston

Ostrich by James Preston. CC BY 2.0.
Retrieved from https://flic.kr/p/7XGJgW.

Hengstler (2012) talks about 3 types of digital footprints – passive, active and second-hand. I think the most important type of digital footprint for teachers is the second-hand digital footprint where others can curate your presence, with or without your knowledge. The best way to manage your digital footprint is actively, so the presence you have online is one of your own design – and one you can easily direct others to explore if there are questions about it.

I have taken more steps toward actively managing my digital presence in the last few years– including creating a professional account on Twitter and being more active on work and personal blogs. I am not sure I am an Eagle just yet, but I do feel I am at least an Ostrich that has taken their head out the sand.

References

Daily Mail Reporter. (2011, February 7). Teacher sacked for posting picture of herself holding glass of wine and mug of beer on Facebook. The Daily Mail Online. Retrieved from http://www.dailymail.co.uk/news/article-1354515/Teacher-sacked-posting-picture-holding-glass-wine-mug-beer-Facebook.html

Hengstler, J. (2011). Managing your digital footprint: Ostriches v. Eagles. In S. Hirtz & K. Kelly (Eds.), Education for a Digital World 2.0 (2nd ed.) (Vol. 1, Part One: Emerging technologies and practices). Open School/Crown Publications: Queen’s Printer for British Columbia, Canada. Retreived from http://www.viu.ca/education/faculty_publications/hengstler/EducationforDigitalWorld2.0_1_jh89.pdf

Hengstler, J. (April 2012). “Digital professionalism and digital footprints”. Document prepared for training session with Vancouver Island University’s Administrative Assistants, April 2012.Retrieved from https://d2l.viu.ca/content/enforced/56545-EDUC_OLTD506_W70_F2014/foundations_boundaries/Social%20Media%20Digital%20Footprints%202013_v3.pdf?_&d2lSessionVal=C1D6uwH0jYfN3u2OJmmAp9NBQ&ou=56545

 

Reflection 1.1 – OLTD 506

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For the prior learning survey, I defined social media from the context of my previous OLTD course on open educational resources. I spoke about social media as media created or shared in social contexts, but left out the big piece of social networking software and applications in relation to social media (“Social Media”, n.d.).

Throughout the readings on social networking services, there were references to the creation or development of trust systems within social networks, which was something I had not thought about previously (“Social Networking Systems”, n.d.). Social media and networking rely heavily on trust between those who are interacting online. In the context of educational use of these systems, there is an additional layer of trust as well – trust that the educator is protecting the interests of the students interacting online.

Trust in the social network itself and how it collects and uses personal data is another layer educators must be consider. As Hengstler (2013) explains, social media services are not free – you are trading your data (or your students’ data) for the service they provide. At this point in the course, I would have a difficult time deciding to what extent I would be willing to trade students’ data for services, but I hope to explore that further as the course continues.

References

J Hengstler. (2013, May 24). What Parents Should Know Part 1: Basic Understanding of Social Media & Digital Communications. [Blog Post]. Retrieved from http://jhengstler.wordpress.com/2013/05/27/what-parents-should-know-part-1-basic-understanding-of-social-media-digital-communications/

Social Media. (n.d.). Retrieved September 06, 2014 from Wikipedia: http://en.wikipedia.org/wiki/Social_media

Social Networking Service. (n.d.). Retrieved September 07, 2014 from Wikipedia: http://en.wikipedia.org/wiki/Social_networking_service