Category Archives: Digital skills

Truth, lies and the internet

The internet is undoubtedly the greatest origin of information today. The vast amount of information that is readily available is overwhelming. “I’ll Google it” is a phrase I think and use most days. It could be for absolutely anything from symptoms of a mystery illness, to finding out what movie an actor was in. Ultimately, I use the internet for absolutely anything and everything. The authenticity of the information that I come across is now a concern due to the number of spoof websites. Sharon suggested we search for Martin Luther King and the 5^th website on the first page is a complete spoof. Who knew!!? I am also guilty of looking at only source and believing that information. Sometimes, we come across inaccurate information and reiterate it. But because there is so much out there on the World Wide Web who is it say that it’s right or wrong, the internet says it so surely it must be right? If I am naïve to what I find on the internet, I can’t imagine how this impacts young impressionable children.

In Sharon’s input we found out using Boolean terms such as “and”, “or”, and “not” and using quotation marks can reduce the number of hits from that search quite drastically. By narrowing this search down, it is likely children will come across less accurate information. According to a survey in Truth, Lies and the Internet, 47% of teachers surveyed report having encountered arguments in lessons or homework containing inaccurate information that has been found on the internet containing misleading information i.e. denial of the holocaust!! This is quite unbelievable that this type of information is even allowed on the internet.

There are other search engines out there and some that are child friendly. Some examples of there are:

By showing children there are alternatives to Google and teaching them skills of using the Boolean searching they will come across less inaccurate information. This is not to say that every website they look on will be accurate so they still need to know how to tell the truth from the lies and always being safe in the digital world. There are many tools available on the internet to show demonstrate how to use the internet safely and to show just how easy it is to put anything on the internet.

I have created a Fakebook page using this link and it is so remarkable the likeness to a real Facebook page (obviously that is the point!!).

Using Fakebook, I have created a profile for Albert Einstein. Fakebook is really useful and a fun resource not only to consolidate learning from lessons and topics but to build on ICT skills such as searching, retrieving and uploading information and images . Creating this Fakebook involved using Boolean terms to find out information about Einstein, including his birthday, family members, photograph and associated people to add as Fakebook “friends”. To do this I had to save images to my desktop and upload them to the website. The experiences and outcomes associated with this task could be linked to – “I can access, retrieve and use information from electronic sources to support, enrich or extend learning in different contexts” TCH 1-03b. By doing a task like this, the children enhance and consolidate their learning through developing ICT skills.

Balancing personal and professional presence on social media

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What challenges/opportunities may you be faced with when marrying the personal vs professional presence on social media?

The main challenge is finding a balance on social media presence between my personal and professional life. I have been debating whether I should use separate accounts for social media. The platforms that I use frequently, I rarely post comments or information and use it more as a photo sharing tool. I confess that I am more of a social media ‘ghost’ who floats around observing what people are doing but not acknowledging what they are doing! I actually think that is called Facebook stalking! All of my settings are private so that only my friends can see what I post and I will not be tagged in something until I accept it. This allows me to monitor what I do and don’t want the outside world to see. The more you share the more vulnerable you are. Someone, no matter what you say, what you do, what picture you post, will scrutinise you. We need to be careful how we present ourselves to the outside world. So based on this I don’t see fit to separate my personal and professional social media accounts.

The GTCS has specific guidelines regarding appropriate use of social media. Social media is a valuable tool but as perspective teachers, we should never use it to put ourselves at a disadvantage. Timing on social media is everything. Posting something without considerable thought can lead to massive implications that are very easily preventable. As prospective teachers, not only are we representing ourselves but all teachers. How many times have you stereotyped a profession based on one person? Once a teacher has compromised their professional integrity, their reputation, as well as the school they work in, may forever be remembered.

How are the challenges/opportunities afforded by social media framed? How will you frame things – positive of deficit viewpoint?

I will frame social media in a positive way in my classroom. The story Derek shared with us about his daughter was a real eye opener. The innocence of children unfortunately is getting shorter and shorter and I am troubled that children are exposed to things at such a young age. However, the sites and resources that are available for teachers are brilliant and I think we need to utilise and embrace them. The GTCS website encourages social media as a way to deliver the curriculum in innovative and exciting ways. In order to do with we first need to use websites such as NCPCC and Share Aware to demonstrate safety in the online world; proactively teaching children how to use it positively and safely.

On the technology bus!

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As I’ve said in my previous posts I was not on the technology bus. I felt that social media was taking over people’s lives (including my own) for a few reasons. There’s been so many hours of my life lost on social media sites such as Facebook and Instagram. When I’m out for a meal with friends every single person uses their mobile at one point and has it sitting on the table!! When I walk down the street almost everyone is engrossed in their mobile phone! For me I think that people’s over use of social media is an unhealthy addiction.

After the social media input I feel so excited to use different platforms to enhance student engagement. I’ll be honest and say I didn’t know there were so many resources available for teachers to use in the classroom. In our first week, we were assigned the QR code hunt task which was so fantastic. Our group to work collaboratively, people were taking on leading ship roles, we were problem solving to work out ‘who dunnit’. I didn’t know such a thing existing but I have thoughts of how I can use this when I have my own class.

As mentioned Facebook and Instagram are the only social media sights that I use regularly. I have been reluctant to using Twitter mainly because I didn’t want to become addicted to another social media website. Even my mum has been telling me for a long time to get involved with Twitter. She uses this to keep informed of current events in the local community and with my siblings school announcements. With Derek’s recommendation I have now signed up to to Twitter but don’t think I’ll be tweeting just yet.

Having thought more and more about social media I can see the potential and central role in children’s education and certainly in my university education. Glow for example I believe will invaluable for sharing ideas and developing my writing skills. I do still think we need to find the right balance in using social media as an education tool to enhancing learning and using it safely.

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