Digital Parent Engagement

In her presentation, Digital Parent Engagement (http://k12onlineconference.org/?p=628), Lorna Costantini reminds us just how influential parents can be in the success of their children’s education.  When parents are supportive, students perform better, drop out less, and achieve higher grades.   Even with this knowledge, Costantini suggests that it is still difficult to get parents and schools on the same page when it comes to educating students.  This is where technology can be useful. 

Costantini differentiates between parental involvement and parental engagement.  When parents are involved in their children’s schools, it typically looks like staffing fundraising events, organizing meetings, attending field trips, or reading in the classroom.  These types of activities promote an agenda which the school has already set.  When parents engage with teachers and administrators of schools, they set the agenda and make decisions together.  Parents become more involved as they participate and that’s a good thing.

Throughout her presentation, Costantini provided examples of technology which can be used to engage parents .  These examples come from teachers and schools in the USA, Cananda, and England.  One school used a “Parent Portal” to provide parents with secure, online access to their child’s grades, courses, and resources.   This tool eliminated the need for paperwork, ensured quicker and more convenient access to information, and allowed parent to sit down with their kids when it was convenient for them to talk together.  Other teachers utilized Web 2.0 tools like Twitter, Voicethread, Youtube, and Facebook to engage parents.  One parent shared that Voicethread provided her a window into the classroom, allowing her to see what her daughter was learning and, importantly, allowing her to reinforce the classroom’s lesson at home using the same language as the teacher.  Clearly Web 2.0 tools can increase access and parental support at home.

Overall, this was a useful presentation that got me thinking about ways to engage parents in their children’s education.  It also provided useful links to other video’s and websites where I could further explore the topic.  I would be interested to learn about Web 2.0 tools gone “wrong.”  Is there such a thing as too much access and engagement from parents?    

I really like the access that the K12 Conference Online site provides.  If it is good, keep watching.  If it isn’t, move on.       

Digital Commonplace Texts

I just viewed Richard Beach’s presentation (http://k12onlineconference.org/?p=655) about constructing “Digital Commonplace Texts.” This is a phrase he coined which refers to the practice of making annotations on digital media with such tools as Diigo, Voicethread, VideoAnt, and YouTube Annotations.  Beach takes us through the steps of utilizing each tool and highlights specific ways in which teachers may incorporate them into their classrooms.  His intent is to modernize the old practice of sharing commonplace books in which individuals wrote notes and annotations in the margins.  There are multiple problems with this method.  It's a laborious process that involves handing a physical book to someone, waiting for them to read it, adding their own thoughts and, finally, returning it.  It's no wonder this process died out.  Annotating video and pictures on the web solves these issues. 

These are all pretty cool resources to use.  Diigo is a browser tool that allows students to share bookmarks, tags and sticky notes with one another.  Voicethread, which we’ve experienced in class already, allows students to comment on and actually doodle on images and video.  Video Ant provides the ability to annotate video; one side of the screen plays the video while the other displays your text.  And YouTube Annotations allows users to print text within their videos. 

Each of these tools presents opportunities for teachers and students to be in dialogue with one another.  Beach offers advice on how teachers can incorporate these tools into their classroom experiences as well as criteria by which teachers can evaluate student participation.  Were the student’s annotations relevant, specific, and interactive?

I found this video helpful and could see myself incorporating these tools into my classroom.  They present options for integrating technology into our students’ lives and studies that get them communicating with and teaching one another.  They also allow for some creativity on the part of students who can express themselves in innovative ways through voice, word, and doodle art. 

http://k12onlineconference.org.  Two thumbs up.          

It's a Book

After viewing Digital Nation, I couldn’t help thinking about a book I recently read.  “It’s a Book,” written by Lane Smith, humorously illustrates some of the differences between digital immigrants and digital natives as revealed in the Frontline video.  “It’s a Book” pits these two groups against each other.  There are three characters in Lane’s story, one of whom has never before seen a physical book with a cover and pages to turn (digital native).  Upon seeing the two individuals (the immigrants) looking at this oddity, the native asks a lot of questions.  What is it and how does it work?  Where do you plug it in?  How do you blog on it?  Can you text with it?  Clearly he doesn’t get it.  Although this is a picture book, its intended audience is not young children; the colorful name the immigrants call the “clueless” native at the end of the story gives that away.  It also suggests that the author prefers a good old fashion paper bound book to an electronic reader.   

Smith’s book pokes fun at the divide which exists between most digital natives and immigrants, a divide explored in Digital Nation.  I appreciate the differing opinions of students and educators as they address the ways in which our children, youth and adults engage one another and the world, especially in an educational setting.  This divide begs a lot of questions.  Do you integrate technology into the classroom and, if so, how?  Should teachers tailor their lessons to fit the multi-tasking, instant access, always plugged in and connected reality of their students?  Should students have to “power down” and focus their attention on just one task?  Can people who multi-task really engage a topic on a deep level? 

These questions were not as important when I was in school.  I entered college in 1993.  At the time, I was assigned my first e-mail address.  I brought along my state of the art Macintosh computer which had a 25 megahertz processor.  The internet, as we know it, did not exist.  Seven years would pass before I purchased my first mobile phone.  So much has changed in so little time.  I don’t recognize or, frankly, understand all of the ways in which today’s students utilize technology in their everyday lives.  And I must admit that my gut reaction is to echo the concerns of my fellow digital immigrants who worry that there will be tremendous fallout from this digital revolution.  And yet, I am drawn to the statement made by Professor Henry Jenkins of USC, when he addressed those who suggest there will be a heavy price to pay for all of our technological gain.  “This is not a new issue,” he said, rather “a period of evolution.  And at the end of the day, as a society we are better off if we approach this with a sense of open mindedness and exploration.” 

Every generation must address this reality.  The world is changing.  Perhaps it is changing at a faster rate than in generations past, but we still have to face facts.  Are we just going to get angry like the digital immigrants in Smith’s book or are we going to be open to the new possibilities this evolution has to offer?  And, just as importantly, if we are open, will we utilize these advances in ways that enhance how and what our students learn?  Today I’m hoping for the latter.