Facebook - To block or not to block - that is the question

Guest post by by Devin Schoening | Cross posted at The Way I See It

I have had numerous conversations recently with teachers and administrators (building and district level), as well as community and school board members, concerning student-use of Facebook during school.

The conversations have ranged from productive to contentious; from philosophical to policy-laden; and, from reaffirming to thought-provoking.

One thing the conversations have always been is necessary.

A little background.

We are in our first year of a 1:1 implementation with Google Chromebooks in grades 9-12. We have phased in our 1:1. The first year (thanks to an opportunity from Google) we tested 500 Google Cr-48s in some high school classrooms. Then, last November, we placed a cart of Chromebooks in each language arts and social studies classroom in our high schools. This all led to handing out a Chromebook to each high school student just a few weeks ago.

One additional important piece of information - we have always blocked Facebook for students in our schools.

But, as the new school year began, we started using a new web filter and we didn't block Facebook.

So...guess how long it took to get feedback on Facebook being open for students? You got it - no time at all.

I also have to mention that I have been a proponent (possibly our district's loudest proponent) of leaving Facebook - along with other social networking sites - open for our staff and students.

Here is some of the feedback I have heard:

• Students are on Facebook 'all the time.'
• Students are distracted in class.
• This was not the intended use of the devices we handed out to students.
• The students 'won't get off Facebook.'
• Facebook has no place in schools.

I am certainly of the thinking that it is our responsibility as educators to teach more than content. Of course, that has always been the case in schools. But it seems that schools have decided en masse to pass on responsible online behavior solely to the world outside of school.

In a 2010 eSchool News article - "November to Educators: Let students use online social tools" - Alan November was quoted saying something that has stuck with me ever since. He said that if educators don't teach students how to appropriately use these tools, they are 'shirking' a key responsibility.

More recently, Lisa Nielsen wrote in a the Journal article titled '7 Myths About BYOD Debunked':

"Instead of banning and blocking, schools need to work with students to create responsible digital citizens and have necessary consequences in place when there are violations, just as is the case in real life. When we address the problem, rather than blame the tools, we move toward creating responsible students."

I spent an entire day talking to 7th grade students about Facebook, and why Facebook (among other sites) is typically blocked at schools. My takeaway from those conversations is that students, for the most part, understand the reasons why schools block social media sites. They understand what it would take to make sure these sites stay open in schools. They understand it takes responsible use.

My overwhelming feeling was that they want us to teach them responsible use.

I know there are real challenges to leaving Facebook open. I also know there are real solutions.

Facebook, and other sites, become much less distracting in classrooms that have clear expectations, routines and procedures. And, more importantly, in classrooms where students are able to engage in authentic learning opportunities.

The amazing thing is when students are engaged in those kinds of learning opportunities, tools like Facebook become even more important. Students are able to learn real things, create real things and share real things.

I was amazed at how many of the 7th graders I had the opportunity to talk to had Facebook friends who live outside the United States. We talked about how cool it might be to discuss the book they are reading with their 'friends' in Russia (one of the countries a student mentioned).

That's the power. That's why we need to teach responsible use. That's why we need to educate ourselves.

That's why these conversations are so important.

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5 steps to building social media presence from scratch

Gone are the days when imparting knowledge was the primary work of a teacher. Today’s teachers need to be able to support their students in knowing how to effectively connect, communicate, collaborate, cooperate, and create. This means that to prepare today’s youth for success in the world, educators must become savvy users of social media. Opting out of online worlds which students can use to change the world, is no longer an acceptable option for teachers.  

But getting started can be scary.

The video below features my interview with Author Learning Center where I share ideas for how authors, and really anyone, can begin to build their social media presence.  Below the video are the ideas spelled out with a focus on education for innovative educators who are interested in developing a robust online presence and start connecting with others who share their ideas.
  
5 steps to building social media presence from scratch

1. Don’t be afraid of zero - We have to start somewhere and when it comes to social media, that means starting at zero. That’s okay. Take that first step and join the biggies like Facebook, Twitter, LinkedIn, and Google+. Start a blog and don’t worry about not having any followers. You’ll start at zero, but it won’t be long before your connections reach the double and triple digits.
2. Find your people - Who cares about what you care about? Each social media service has a way to connect with those who share your interests.  Do a search for groups or tags that relate to your areas of interest.
3. Look around - Once you find people who care about what you care about, look around. See what the norms are. This is called lurking. Read. Learn. Think. Reflect.
4. Join the conversation - Reply to tweets.  Respond to posts. Share ideas. Let people know what you are thinking. Build your network.
5. Collaborate and create - Invite your network to join you in the creation of great things using online collaboration resources. For example, find others who are interested in doing what you are doing and write an article together using Google Docs, make a presentation together using Prezi, create a book using Flickr, work on your school curriculum map with Google spreadsheets.

Following these five steps will not only help you find those who share your passions and interests, but it will also lead to you (or your students) establish yourself as a leader in the field.  The resume is a 20th century relic. Sure, you can have that one dimensional representation of who you are, but what will set you apart from the rest is the online persona you actively create and the connections you make in your network.

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Facebook finally considers opening up to the under 13 crowd

If you know kids under 13 you might also know that many of them have Facebook accounts and for good reasons like connecting with family and friends, sharing pictures, playing games, and finding others with similar interests.  For innovative educators the under 13 rule has been frustrating as Facebook can be used powerfully in middle school where you may have some pre-teens.  


Well, now Facebook is developing technology that would allow pre teens to use the site under parental supervision and I'm hoping that this could eventually be extended to educators as well.  Facebook is looking into connecting children's accounts to their parents' and using controls that would allow parents to decide whom their kids can "friend" and what applications they can use. 


Check out this video from the Wall Street Journal to learn more.

With Facebook's move to allow preteens access, schools will need to consider how to best support educators that want to integrate this into meaningful learning opportunities for students.  

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Not Letting Teachers “Friend” & “Follow” Kids Online? Think Twice!

Guest post from Michelle Luhtala | Cross posted at Bibliotech.Me

Editor's Note: This was written in response this post on The Innovative Educator blog.

flickr.com/photos/digitas

Almost 70% of 18-34 year-olds expect 2012 presidential candidates to have a social media presence (Digitas, 2011). A 2008 study by Cone’s, Business in Social Media Study,revealed that 93% of social media users expect companies to have a social media presence, and 85% expect the businesses to interact with their clients via social media – it is safe to say that that percentage has increased in the past four years. Almost 60% of Fortune 500 companies maintain active corporate Facebook and/or Twitter accounts (Sociable360.com). As a school librarian, when I want to check out a publisher or book distributor, I look them up on Facebook and Twitter. I skip the website, because I know that the content will probably be six months old, at best, whereas the social media profile will be current. For customer support, I will choose Twitter over a phone tree, any day.

Seventy percent of American colleges admit to factoring prospective students' Facebook profile into the college admissions process (Schools.com). My employer checks prospective candidates' Facebook profile before hiring them. Does yours? Ask.

What are we doing to prepare students to function in this landscape? It is imperative for them to understand that their digital profile matters - that it is, to a large extent, permanent, and that there are adults who can teach them how to use social media for productivity and learning. They need guides and mentors, and like everywhere else, they need supervision. We would never leave a cafeteria full of adolescents unsupervised. That doesn't mean that we monitor every conversation that occurs in that cafeteria. We just make sure that there are adults around. This helps youngsters keep their behavior in check. The same principle applies in virtual space. They need to know we are there.

On Facebook, we let people know we are there by “friending” them. Preventing teachers from“friending” students is shortsighted. For one thing, it reinforces the false notion that social media is exclusively social. As the above statistics indicate, it isn’t. It also denies students the chance to connect with vetted mentors, those who have expertise supervising and guiding children, and those before whom students are practiced at exhibiting their very best behavior. Interacting with teachers encourages students to learn how to use social media constructively – as tool for communication, collaboration, and productivity – as they will ultimately use it in the workplace.

Very often, students don’t want to be Facebook friends with teachers, parents, relatives and other adults. The most logical explanation for that is that they are doing things online they don’t want the adults in their lives to see. But digital profiles are increasingly looked at as resume extensions. Kids should not post what they don’t want the adults in their lives to see, and the best deterrent for irresponsible posting is to have a wide array of adults present in students’ online world.

So yes. Prohibiting teachers from “friending” students is a problem for students. It is also aproblem for teachers. Since when is it okay to impose policy and regulations that dictate whom adults can and cannot befriend - in real life or otherwise? Teachers are certified to work with children face-to-face for at least six hours per day, but for some reason, they are not qualified to interact with them online?

We are in the business of education. It is our job to facilitate, not impede learning. Encouraging teachers to engage learners supports that effort, regardless of the platform. Social media policies that prohibit online teacher/student interaction are presumably enacted to prevent misconduct from one, or even a handful of teachers. But they deny entire student communities excellent learning opportunities – learning communication, collaboration, contribution, and participation – all fundamental 21stCentury learning skills.  These policies embody the very opposite of what education stands for. Education should celebrate learning and preparing students for academic and professional advancement, not prevent it.

There are plenty of instances where misguided teachers behave inappropriately in face-to-face interactions with students. And truthfully the impact of that kind of misconduct can be far more traumatic than inappropriate online interaction. Yet I don’t see administrators and legislators drafting policies that prevent teachers from interacting with students face-to-face. Vilifying social media as a vehicle for misconduct perpetuates the myth that people behave badly there. This gives children license to do just that, whereas showing them how to use it responsibly debunks the myth and encourages appropriate use.

Restrictive social media policies in education – those aimed at avoiding potential scandal and litigation will ultimately fail. By trying to explicitly address all potential scenarios involving social media, districts increase their vulnerability. Lawyers, of course, will say otherwise. That’s how they generate business. In all likelihood, overly restrictive policies will beget more litigation than they avert. Better to omit the mention of social media and focus on general conduct – conduct that explicitly demands responsible and respectful behavior from teachers and students alike, whether it be in real life or online. Chances are, for every school in America, policies like that have been in place for decades.

You have read this article Facebook in education / social media / social media ban / social networks in education with the title Facebook in education. You can bookmark this page URL http://benncam.blogspot.com/2012/04/not-letting-teachers-friend-follow-kids.html. Thanks!

Not Everyone is Jumping on the Banned Wagon

There's been quite a bit of reaction in opposition to the Chancellor's proposed social media policy that could ban teacher / student interaction using social media spaces like Facebook and Twitter.  Soon after the announcement, The Wall Street Journal picked up the story here: NYC Schools Considering Social Media Policy. 


More and more, citizens are coming out against those who are trying to stifle educator and student freedom of speech. The comments from parents, students, educators, and librarians in response to my reaction  (School big rips teacher Facebook ‘ban’) are well worth the read and your own comment.
In reaction to the article I was sent a comic that the article inspired as well as an article and guide:



Article
Student Safety in the Age of Facebook 
THE Journal. My thoughts on this article are here.


Guide
Facebook Guide for Educators
I like the idea behind this guide. Education, not banning, is the answer to addressing use of technology by teachers and students. Unfortunately, policymakers often haven't taken the time to acquire the knowledge necessary to make smart decisions and just ban and block because that is a more simple solution. This guide provides helpful information that those that make policy should be aware of including the fact that hosting a group or page does not require teachers to friend all the students, privacy settings that help keep those under 18 safe, reasons that having educators in the online worlds of young people helps reduce cyberbullying, and a bunch of great ideas to harness the use of Facebook for real-world learning. 


Speaking out for what is right
Not only must educators not be afraid to exist in the worlds of their students, they also must empower their students to know how to use the very tools they'll need if they want to run for office, run a business, or change how things are run in their schools. Kudos to those parents, teachers, and students brave enough to speak on behalf of what is right for our children.

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Yes. Teachers & Students Should be Interacting - My New York Post Mention

If you're here because you saw my mention in the NY Post today, welcome. This is not a new topic for me. I've been talking for many years about the importance of social media in general, and Facebook in particular, when it comes to education. I have also written dozens of articles as well as been quoted and published in places like The New York Times and Tech & Learning on the topic.

If you want to run for office, run a business, or have a say in how your school is run you better be savvy in the use of social media. If you are, you not only have an opinion, you have a voice. A voice that matters and can make a difference. Unfortunately, more and more policymakers are putting restrictions on teachers and students when it comes to communicating online and in the end this hurts not only educators, but also our children.  

If you didn't see the article, it is here.
School big rips teacher Facebook ‘ban’


That article was written as a result of my comments in this article.
Less than ‘friends’ - Teachers told: Stay offline with students

If you want to read more about why I believe teachers and students interacting shouldn't result in everyone panicking, you can view what I've written about Facebook in education, by clicking here.

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10 "Do’s" & "Don’ts" for more interesting & engaging social media updates & comments

When people think of social media like Facebook, Google+, or Twitter they often turn to thoughts of the cliche update about what someone had for lunch. Fortunately, most of the people I associate with in real life don't write such updates.  If they do I unfollow, unsubscribe, etc. Such updates waste the time of everyone who accidentally stumbles upon them.   When participating in social media, engaging participants take on responsibility to contribute meaningfully to the conversation.  The next time you update your status or Tweet, keep this advice in mind.

Don’t

1. Forget to tell readers what you want them to do as a result of reading what you wrote.  
2. Be boring. If you can’t imagine someone really finding what you have to say interesting and valuable, keep it to yourself.
3. Share a link with no additional information.
4. Forget to tag others who could add value to the conversation.
5. Contribute to a hashtag, group, page or conversation unless you know their purpose and goals.
6. Share your wares without explicitly explaining why this would be of value to others.
7. Forget to include a link to what you are writing about if one exists.
8. Write something that is not worthy of a response.
9. Be afraid to be wrong. You’ll learn a lot if you are.  
10. Forget to show your appreciation for others by commenting on and sharing what they are saying.  

Do

1. Attract attention by being yourself. Know your brand.
2. Know your purpose. What do you want people to know, do, respond to? Include that in your update.
3. Ask a provocative question or make a statement that you know might be challenged in meaningful ways.
4. Embrace the ideas that social media makes us more real and transparent. As a result the lines between personal life and professional life are blurring. This makes us who we are. Own it. Share it.
5. Be the most of something people can come to expect. For example perhaps you are the most likeable, helpful, in the know, controversial.
6. Admit your weaknesses and insecurities and write an update that others might relate to. You’ll both feel better.
7. Share why you’re unsure about something. You’ll learn more about yourself and others when you do.
8. Make sure everything you write is interesting, funny, witty, or challenges the status quo.  
9. Tell others what you are hoping will be gained / learned from an update you share.
10. Know your audience. Develop relationships, just as you would in real life.

Following these Do’s and Don’ts will help make you someone worth listening to. It will also help to make social media are more interesting and valuable place for us all.

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An Alternative to High Stakes Testing. Facebook Stats - A More Effective Accountability Measure

Earlier this week I was reading a provocative thread in response to a terrific post from Joe Bowers on the topic of accountability in The Innovative Educator Group. Deborah Meier weighed in suggesting folks set up high stakes testing sites near state capitols, post testing times, publish which politician showed up and who didn't, then publish THEIR scores in the paper.   Awesome!

As I was fretting about the problem of accountability gone wrong and worthless high stakes tests, a notice came up informing me there were lots of other people who went to the same high school as I did. There was a link I could click on if I wanted to friend these people. With accountability on the mind, I clicked on the link and was struck by what I saw next.  I saw the careers of all my high school peers pop up with their names.  Interesting!  Not only that, but l could click on any of my fellow alums and see the college (if any) they attended as well as what they studied.

I got to thinking.  What do parents really want to know about their child’s school?  Would they rather know...
A) That their kids is really good at being compliant, memorizing, and regurgitating
OR
B) That this is a school that produces graduates that will have solid careers and, if necessary, attend the colleges that will lead to those careers?  

As I thought about it more, I realized that many non public schools boast of the accomplishments of their alumni such as what schools they attended and what careers they have. On the other hand many public schools are stuck on test scores which do little when it comes to telling parents where their children end up.

What if instead of the numbers, that tell us very little about the quality of the school, we focused on where these students are in the future at reasonable markers in time.  You don’t necessarily need to use Facebook for this, but, if schools can’t figure it out, Facebook has this info available. The technology and means to capture this information is there for taking for any school willing to share what really matters.

When I look through the first page of occupations of the Alumni at my high school I see the following careers.

• Waitress at Trevi Italian Resteraunt Ceasars Forum shops Las Vegas
• Casino Dealer at Margaritavile casino
• Manager at Costco Wholesale
• Operator at Ben's BBQ & Smokehouse
• Promotions Manager at HAZE Nightclub
• Bartender at Tilted Kilt
• Director General at Luxor Hotel and Casino
• Stand Up Comedian
• Showgirl Folies Bergère
• Owner at The Sushi Japanese Cuisine & Fish'N Chip

Not surprising from this sample, I went to high school in Las Vegas which is a town known for the hotel, retail, and restaurant business.  If schools began focusing on what careers their students were prepared for...well then, they could really focus on helping their students become successfully prepared for their future endeavors. If hotel, retail, restaurant didn’t seem the right path for a young person, there could be schools or schools within schools that had a focus on alternate programs.  

Even if we only used the data available on Facebook, we could easily see which high school students attended after middle school, if they graduated, then if they went to college along with what they studied and what kind of jobs they held after high school or college.  

This meaningful information would focus on what should be a primary goal of education which is producing adults who could have career success.  If we focused on what matters, rather than the test scores that we know have little meaning for students, some very interesting things would happen. For instance, we could:

• Engage businesses rather than test prep companies, in meaningful partnerships with schools. This could consist of their involvement in a focused curriculum and authentic assessment.  
• Connect students with apprenticeships / internships with business partners, rather than staying after school and on weekends engaged in test prep.
• Create business-aligned certifications rather than meaningless letters and numbers that assess out-of-context learning that shouldn’t happen at the same time for everyone.
• Develop onsite school / business partnerships. For instance, perhaps students could run an onsite food court in partnership with local restaurants. Perhaps the school could have an onsite store run by students with clothing and jewelry made by students. This in turn could become valuable on a students academic transcript or career resume.
• Connect students with mentors that held careers they may want to pursue.
• Employ students in rewarding part time jobs with pay rather than meaningless test preparation programs after school and on weekends.
• Stop forcing students to copy words off the blackboard and instead go out and do stuff that could earn them the attention of possible employers. For instance, business could put challenges out and students could compete in real-world ways.

This sort of shift would allow students to consider, explore, and pursue various career options. It would transform school from one size fits all, to each child finds what fits them. It would shift assessment from meaningless high stakes tests to meaningful real-work preparation and experience. It would transform a curriculum standardized for all to one customized for each child.  It would result in business having a real stake in the success of students. It would replace many traditional teachers who rarely have experience in the future career of students with experienced experts in the field assigned to implement top-notch training programs. It would refocus the role of the teacher from sit and git TO how can I help you get what you want. This would look more similar to the work of school guidance counselors.  

Finally, it would address the question that has arguably led to more drop outs and dissatisfaction with school to any other.  The answer to, “Why do we need to know this?” is built into what the students do everyday.  

There are few to no tests in real life.  At the very least, school life should prepare students for the requirements of the real life future. Such futures rarely require the out of context memorization and regurgitation that few parents or children would value as measures for child’s success.  

The billions of dollars spent on test prep and testing that testing companies profit from could be re-directed toward helping students find, discover, and develop their passions and careers. After all, isn’t that what school should really be about?

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Facebook Timeline: The 21st Century Resume - Available Now!

Educators who are up to the task of preparing our students with the essential tools for success today will want to know that starting now, Facebook Timeline is available to all, so if you haven't gotten it, now's the time to get it. Timeline provides an easy way to rediscover the things you shared, and collect all your best moments in a single place. It is a tremendous resource for any school admission counselor or human resource executive interested in seeing if a candidate is a good match. It's the job of today's innovative educator to ensure their students know how to create an online image that will lead to the school or job of their dreams.  

It is the job of the 21st century educator to ensure students have created a digital footprint that will lead to academic and career success. While controlling your digital footprint is as easy as 1-2-3, unfortunately, rather than prepare students with the tools they'll need to create and develop their online image, boneheads like this teachers' union spokesperson are advising teachers to leave students stuck in the past.

Of course to do that, you'll need to be familiar with Timeline yourself.  To do that, this video provides a useful overview of Timeline.
Once you've watched the video, joined Timeline, and become familiar with it, here are five things you can do to support your students.

5 Ideas for Getting Your Students Started with Facebook Timeline

1. Know your brand - Everything you post online says something about you.  Ensure that is a message you want to convey.  
2. Fix mistakes - Sometimes something is shared that does not represent our best selves to the world.  It this happens, Timeline will let you hide the story, post, or picture shared by you or someone else.  
3. Celebrate what you are proud of -Was there something that occurred that you are especially proud of and really represents the image you want to convey?  If so, Timeline let's you feature it and star your favorites to double their size.
4. Imagine yourself as a historical figure -We know that social media is tool necessary for success in many fields. For instance, if our students choose to run for office, they'll need social media savvyness and a respectable digital footprint.  It is reasonable in fact that any student today could become a historical figure in the future. Ask your students to think about themselves as future historical figures and contemplate what their timeline says about the young version of who they are to become.
5. Tell your story -Have your students think deliberately about their Timeline from the perspective of an autobiography that would be attractive to those considering them as candidates for college and career.  Have them actually write an autobiography selling themselves by pointing out important milestones on their timeline that would make them desirable to those considering them for employment or acceptance into their program.  You could extend this activity by having students write the biography of a classmate to students see how they are perceived by others.  
6. Fill in the blanks -
   As students think critically about their image, they may realize that important parts of their story aren't included on their Timeline. No problem. They can go back to when they happened and add them.

To get timeline, simply go to the Introducing Timeline page and click "Get It Now." Or you can wait until you see an announcement at the top of your profile.

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Teachers Union Advice Protects Teachers Rather Than Prepares Students to Use Real World Tools

In a recent story on NPR, New Jersey teachers union spokesman Steve Wollmer became the latest to completely miss the point and give bonehead advice suggesting a variety of policies for teachers to follow when using social media.

His advice:

"Don't ever friend or follow your students on Facebook or Twitter, never post during work hours or use  work materials such as a school computer, and certainly never post anything about your job online, especially about students," Wollmer says. "I think that's where some of these teachers have found themselves in difficult situations."

Ignorant advice!!!
Someone needs to educate Wollmer and the teachers he is advising that social media doesn’t cause inappropriate behavior; it catches it.  

The story, Friendly Advice For Teachers: Beware Of Facebook features teachers who were caught being inappropriate. Is the teacher’s union head really suggesting that we don’t want to catch irresponsible educators? Is he suggesting teachers can’t be trusted to act appropriately so they should just stay away from using 21st century communication tools?  

Here is what the teachers were caught doing:

• Union, N.J., high school teacher Viki Knox posted comments on her Facebook page about a gay history exhibit at the school suggesting it should be removed; she then urged her friends to pray and eventually called homosexuality a perverted sin.
• In the Paterson, N.J., case, a judge ruled that teacher Jennifer O'Brien can be fired for calling her students future criminals on Facebook.

Do we really want these people teaching our children? Is the answer really telling teachers not to use social media or is it that teachers, who are intolerant and make disparaging comments about their students, should leave the profession

This is another case of a union trying to protect teachers that are not best for our children. Wollmer is suggesting educators do what will make his job easier rather than doing what is right for students who will need to know how to effectively use social media to succeed in the world.  After all, it’s social media that enabled our president to be elected into office and Egypt to have a revolution.  Social media is the top source for information and current events. It is also one of the most effective learning tools available to young people and teachers. Policymakers and educational leaders must stop keeping students prisoners of the past by disconnecting them from the tools that are a part of their everyday world.

Instead of Wollmer’s moronic advice, how about this advice from The Innovative Educator:

“Your students need you to connect to them in their worlds whether online or face to face.  Accept their friend requests.  Teach your students how to develop an appropriate digital footprint that will lead to their professional and social success.  Use social media during school hours with your students. Work with them to think critically about the message they are conveying online.  Help them use social media to develop their personal learning networks and connect with those who share their passions.  Remember that as a teacher it is your responsibility to serve as a guide and a mentor.  Model appropriate use and behavior online and in life.”

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Thinking Outside the Ban Keeps Students Safe Online

Our student's digital footprints usually begin before they ever even start school, but once they're there, it is the job of the 21st century school to ensure parents and their children are developing a positive digital footprint that will result in future success. This does not mean banning, blocking, or scaring children about the dangers of the internet. It does not mean keeping children anonymous online.  It means teachers modeling safe and responsible online behavior.  It means helping students think about what the internet is saying about them and those they know and care about. It means talking to them about how to harness the power of the internet. It means empowering them to create an online persona representative of how they want the world to view them.

The below presentation outlines why it is important to move from banning and blocking social media to empowering students to use this resource. It features real ways this is being done in elementary and secondary school. It also provides ideas for analyzing what the internet says about us and suggests some food for thought around how educators will incorporate social media into their work with their students. 

Facebook in Education on Prezi

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50 Reasons to Invite Facebook Into Your Classroom

Over at Mindshift Tina Barseghian shares why we should integrate Facebook into the classroom for obvious reasons like it's fun, free, and students are already using it.  Other benefits are that it allows students to connect and easily share ideas with the world.  If you were on the fence about using Facebook for learning these 50 reasons should provide some motivation to leave the 20th century behind and join your students in their worlds.  Read all the reasons here.

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Using Facebook for Learning - Point Counter Point with Nancy Willard

In response to my Using Facebook in Learning Post, Nancy Willard said...

Trying to prepare students for their future without interactive Web 2.0 technologies in school would be like trying to teach a child to swim without a swimming pool. However, it is exceptionally important for schools to carefully consider what technologies they will embrace.

She encourages readers to review materials posted by Rita Oates and goes on to explain reasons Facebook should not be used for classroom instructional interactions. Not surprisingly, I disagree.  To follow are Nancy’s reasons Facebook should not be used followed by my responses explaining why I disagree. 

7 Reasons Facebook SHOULD/SHOULD NOT be used for classroom instruction

1. Facebook does not respect personal privacy. Educators have a legal obligation to protect student privacy. Keep FERPA in mind.

• FERPA is about schools not releasing student education records.  It is not about students choosing to celebrate their work.  There are no FERPA violations as long as test scores, report cards, and other data  aren’t posted.  To learn more read “The World’s Simplest Online Safety Policy.”  

2. Facebook is focused on profiling and marketing and to the best degree possible, we should keep these activities out of the educational environment.

• We should keep in education what we use in life. I have used Facebook in powerful ways.  It has never used me.  We use social media to run for office.  We use it to start a revolution.  We use it to connect. We need to teach students to use real-world social media (not be used by it) as well.

3. Facebook is only appropriate for high school age students. Schools need to establish a Web 2.0 environment that will support all student learning, as well as a vibrant environment for staff.

• There are many babies, preteens etc. with Facebook pages.  Social media is appropriate for parents, teachers, and students. It is the job of educators and parents to help those who choose to use it, to do so responsibly. To see how one primary school teacher has done this read

  8 Real Ways Facebook Enriched Ms. Schoening’s 1st Grade Class

4. Facebook is used by students and staff for socializing and therefore it would be more difficult to focus student attention on instructional activities.

• Facebook, like your mouth, your email, your text, your instant message, etc. can used for whatever purpose the user chooses.  Sometimes young people will want to focus on learning and other times on socializing.  Both are good and we should empower young people to do both responsibly.

5. There are no easy mechanisms within Facebook to ensure effective oversight of instructional activities by administrators.

• Innovative educators and responsible parents like to empower youth with the power of the oversight tool between the ears of young people.  This is also known as their minds.  Empower folks to do that and adults can be in their worlds like they are on a playground or mall. The result is responsible and safe users.

6. Facebook does not have the tools to effectively support the kind of high quality instruction necessary in an educational web 2.0 environment - such as wikis and blogs.

• Paper, audio, pens, etc. do not have the tools to effectively support high quality instruction. People use tools. People have power.  Facebook and other social media are tools that can be used powerfully depending on the purpose of the user.  It is for the user to decide which tool works best and for the adult to help guide and empower young people.

7. There would be a conflict over what policies govern activities - school policies or Facebook's policies.

• Responsible use should be tool and device independent.  It doesn’t matter whether you use your mouth, your phone, social media or your fists.  Policies and responsibility should be tool agnostic.

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