Tomorrow is Digital Learning Day – Don’t Miss It!

• January 31, 2012 by Cory Armes

Have you heard of Digital Learning Day yet?  It’s happening tomorrow—February 1, 2012—and will be a celebration of the innovative use of digital technologies in education to engage students in rich learning experiences.  Digital Learning Day is likely to contribute valuable insights into the projected continued expansion of digital technologies in schools throughout the US.

According to the ed tech experts, in 2012:

• Digital learning will help solve results and budget challenges. Digital learning will play a greater role in education as budgets continue to shrink.  Technology will help education improve results and lower expenses through blended learning models, with charter schools likely leading these efforts. 
• Technology & content will continue to come together for more personalized instruction. A student learning revolution is coming that will be led by the integration of technology and digital content, resulting in a greater shift toward data driven instruction that addresses each student’s needs.
• Teachers will build capacity to implement blended learning programs. In response to this student learning revolution, there will need to be a distinct change in teacher training and staff development to provide greater facility with blended learning models.
• Student voice will be amplified. Competency-based learning will create a global push for more personalization and deeper learning through innovative online delivery.  Blended and online learning also will play a part in engaging students by allowing them to control some aspects of their learning experience, giving students a voice and providing adults new ways to advocate and support their pupils.
• Gadgets and games that students love will play a greater role in teaching and learning. There will be more use of iPads and game-based learning programs in schools.
• Improvements to tech infrastructure and social media will deliver connections and content we can’t yet predict. With greater broadband access for students both in and out of school, we will find improved content and resources to support learning. Educational efforts also will gain additional support through both learning analytics and social networks that connect teachers and other professionals.

Given these predictions, why not check out what Digital Learning Day has to offer?  Visit the Digital Learning Day website to sign up for the webcast or town hall meeting, learn about contests you and your students can enter, download toolkits (there’s a kit for just about anyone – from parents and teachers to school district and state leaders), and more.  You can also search “digital learning month” to find out how your state is celebrating digital learning all February long.

And finally, be sure to subscribe to this blog if you haven’t already.  Because here, nearly every day is Digital Learning Day!

Reference:

See the full text of the experts’ predictions at: http://www.eschoolnews.com/2012/01/04/experts-share-their-ed-tech-predictions-for-the-new-year/

Related Reading:

10 Big Benefits of Using iPads in Schools

5 Ways to be a Better Teacher in Today's Classroom

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Categories: Education Trends, Reading & Learning

Tags: blended learning, creativity, digital natives, how children learn, learning environment, teacher effectiveness, technology in education

Helping Low-SES Students Thrive

• January 26, 2012 by Bill Jenkins, Ph.D.

Studies and statistics have clearly demonstrated the link between low achievement and low socioeconomic status or SES. Still, studies have also shown that given the right conditions, every student – including those from less fortunate circumstances – have the opportunity to succeed. Not only that, but the kinds of changes that can increase achievement are available to every household, regardless of SES.

Factors linked to low-SES have been shown to have an effect upon readiness for school and achievement once a child has entered school. Circumstances include a household’s lack of financial wherewithal to devote to learning resources such as books, supplies and computers. Other contributing factors include lack of parental involvement; only 36% of low SES parents read to their kindergartners, compared to 62% in the highest SES students (Coley, 2002). In addition, parents of low SES households tend to be dual-income or single parent families who have limited time and energy at home to devote to meaningful engagement with their children.

That said, many successful students do come from low-SES homes. While some of this success can be attributed to the simple innate resiliency and drive arising from within the student, research has been able to tease out a number of common factors in such homes, where certain practices are clearly contributing to student success. 

Factors for Success

In 2006, Allison Milne and Lee Plourde studied this population, selecting six second-grade students from a Central Washington elementary school who came from low-SES homes but were also high achievers. While the number of students in the study was limited, Milne and Plourde outline a number of common factors in their homes that likely contributed to their success:

• Educational content in the home: In all households, these students as early learners all had access to learning materials, such as books, writing material and structured time. All students attended preschool or Head Start.
• Placing value on education: All parents held having an education as an important value, and made efforts to ensure that their children understood this value. Of the participant families, all parents had completed at least through the 10th grade.
• Positive, supportive relationships: Regardless of family structure (single mother, guardian, two-parent, etc.), successful children’s families demonstrated patterns of support and open communication. Such parents expressed wanting open, respectful relationships with their children, and spent time with them having more adult-like conversations. They also indicated that they spent time together and had fun with one another. Finally, these families all had support systems of friends and family nearby to lean on in times of need.
• Understanding of the parental role: When it came to questions about their job as parents, all expressed “eerily similar” answers, such as providing support and guidance at home, and making sure their children understood the essential nature of a good education. They also made sure that they set examples through their own behaviors that communicated such values to their children.

Even though this study was limited in its sample size, the implications and the opportunities are far reaching. If low-SES children have the support and understanding that we see in these households, financial status does not have to be the ultimate determinant of academic achievement.

For further reading:

Factors of a low-SES household: what aids academic achievement?

Education and Socioeconomic Status, American Psychological Association

Related Reading:

Changing the Culture of Poverty by Doing Whatever it Takes

What Educators Can Do About Poverty in American Schools

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Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!

Categories: Education Trends, Family Focus, Reading & Learning

Tags: achievement gap, at-risk, early learning, elementary school learning, emotions in learning, how children learn, learning environment, motivating students, self-esteem, student growth, title i

Poverty in American Schools: What Educators Can Do

• January 17, 2012 by Norene Wiesen

 

Many children from poverty arrive in schools with a host disadvantages, including low self-esteem, unstable relationships, and brain differences.  But with support, encouragement and the right interventions, every child can maximize their ability to learn and succeed.

Learn more about "teaching with poverty in mind" in our on-demand webinar by Eric Jensen, full of actionable ideas for getting the most from learning time with students, building learning capacity, accelerating the learning process, and getting better buy-in from educators and students.

Related Reading:

Changing the Culture of Poverty by Doing Whatever It Takes

Building a Foundation for School Readiness for Low Income Children

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Categories: Brain Fitness, Education Trends, Reading & Learning

Tags: achievement gap, at-risk, brain development, brain plasticity, cognitive skills, elementary school learning, emotions in learning, learning environment, self-esteem, student growth, teacher impact, title i

School District Technology: Plan or Blueprint?

• January 12, 2012 by Joseph DuLaney

You are looking to make changes to your school district’s technology infrastructure or offerings. You have a plan for what you would like.  But is it a blueprint?

Many times our school systems are put in the very difficult position of “expanding technology” or “finding online solutions” because funding becomes available on short notice or parents of students are putting pressure on the school system to buy more technology.  We get excited to go out and execute a plan.

Immediately talks happen to purchase tablets, desktops, interactive white boards, servers or maybe run new wire.  A plan is underway. 

The challenge from this is that many times expenditures come in higher than expected and we end up purchasing technology that does not ultimately serve as a solution to a specific problem, like declining test scores.  We have teachers with tablets in hand or interactive white boards on the wall, but with no direction on how to use either and for what.

Free Download
District Technology Blueprint
Template

We do not have a blueprint.

A blueprint ensures that your technology purchases have a measurable impact on a problem your school or school system faces.

So, how do you build a blueprint that will ensure that technology expenditures are building a measurable, core foundation in your schools and ultimately providing a solution to a specific problem like lagging reading scores? 

Here are a few things to consider when building a blueprint:

1. Start with the end result in mind.  What result must be realized from this purchase?   (For example.  As a district, we would like to have a five point gain in writing scores in seventh grade from this purchase.)
2. Know the scale of your purchase.  Does this need to truly serve every student or is a smaller scale a smarter direction?  There is no harm in starting small, piloting and expanding within your comfort level.
3. Understand what supporting technology (software) will be needed to achieve the desired results.  Do your homework and pull research and results studies. 
4. Know the specs of the supporting technology so that you can implement with fidelity.  The first time.   Does a school need a dedicated server?  Can the software run via web and if so what kind of pipeline will be needed to run it smoothly?  What processes need to be in place to install?
5. Locate existing technology already in use to determine conflicts and/or updates needed.
6. Put a training program in place for each site.  For virtual training, you will want to be able to monitor online participation to ensure that your expenditures are being used by the staff and not sit idle.
7. Finally, build a multiyear blueprint for update.  You want to insure that you are looking out into the future for possible expenditures a planning ahead.

Technology is changing, fast. 

Statistics show that currently there are four students for each piece of instructional technology, which is significantly different from just a decade ago when it was twelve to one.  Even though students have more access now than ever, know that this number will change even more in the next five years.

Are you prepared?  Do you have a blueprint in place to make sure it is not just technology for every student, but technology that provides a solution to a specific set of problems?

Position the technology with a blueprint and engineer your way to results you can measure.

Related Reading:

Blended Learning Implementation Strategies for the K-12 Classroom

Using Data Effectively in School Districts: Tips for School Administrators

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Categories: Education Trends, Reading & Learning

Tags: innovation, school leader effectiveness, teacher effectiveness, teacher impact, technology in education

Blended Learning Implementation Strategies for the K-12 Classroom

• January 3, 2012 by Cory Armes

Blended learning, the combination of independent online learning with supervised brick and mortar programs, is on the rise.  While there were 2.94 million students participating in a hybrid learning program in 2010, it is expected that the number will be 10.07 million by 2015.  

This growth pattern surpasses homeschooling, virtual schools and online charter schools.  Schools employing these methods believe that students are more engaged with a 24/7 access model and have seen improvement in both district achievement and graduation rates.  It does require a culture shift that includes a strong emphasis on trust, but there are many benefits.

Through a blended learning program, educators can move beyond the “one teacher, one textbook model” of education in a host of ways, including:

• Allowing students to move at their own pace and excel
• Providing “just-in-time” intervention
• Grouping students more effectively
• Providing real world experiences
• Helping students construct meaning rather than just memorizing (and forgetting) facts
• Creating learning opportunities across grade levels, subjects, departments and between teachers and students
• Teaching problem-solving in multidisciplinary units
• Encouraging 21^st century collaboration through videoconferencing with authors, speakers and other students from around the world
• Increasing productivity – both for themselves and students
• And more

The trend toward blended learning within a district often begins in a specific school or grade level.  For example, some districts start using blended learning strategies with their alternative education program, as the students are monitored by teachers at the alternative school but are supported by their general education teacher’s instruction, which can be delivered virtually.  Others have found it makes sense to prepare students taking AP classes by providing virtual summer reading groups that include discussions and self-assessments in pre-class learning.

As blended learning takes hold with the starting group, the enthusiasm often quickly spreads when teachers see the opportunities for stronger student engagement and enhanced learning.  Some districts also have found it helpful to implement online professional development programs as another way to help teachers gain acceptance and make the transition to blended learning.

Teachers can build powerful learning systems over time by adding online components to their classes.  Starting gradually allows teachers to learn at their own pace and gives them a better understanding of what is needed on the teacher’s side to make blended and online learning more successful for students.  A simple way to begin is with a blogging program, posting stimulating questions to foster student discussion, then guiding students in ways to respond appropriately to their peers in writing.  Once the initial tools and processes are mastered by teachers and students, teachers can expand the initiative by asking students to turn assignments in electronically, encouraging students to participate in discussion boards or providing online quizzes that are self-graded.

Incorporating a virtual option into their classroom model enables teachers to more easily and effectively communicate with parents, collaborate district-wide via online communities and distribute curriculum materials.  When curriculum maps are loaded into the district learning platform, students, parents and teachers can see where they are in the curriculum, and where they should be, at any given point in time.

The addition of virtual learning options can also solve pacing disparities that are more difficult to address in standard classrooms, such as providing more rigorous programs and college courses (engineering and biomedical classes, etc.) for advanced students.  Similarly, students in need of credit recovery can be grouped in virtual learning programs that help them catch up and move forward, rather than re-teaching in the traditional environment.

Transitioning to a blended learning model is not about spending more, but about reallocating resources, changing mindsets and creating a paradigm shift within an existing culture. Most importantly, though, it’s about doing what is right for kids.  The world they live in is fast, flexible, and online, and their schools should be, too.

References

Blended Learning Strategies for K-12 Leaders

Hybrid Learning Pushes Personalization Forward

Related Reading:

The Trend to Blend: The Debate Over Online and Blended Learning

Individualizing Instruction Through Understanding Different Types of Learners

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Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!

Categories: Education Trends, Reading & Learning

Tags: academic success, blended learning, creativity, curriculum, digital natives, how children learn, innovation, learning environment, motivating students, school leader effectiveness, student growth, teacher effectiveness, technology in education

Bringing Learning to Life in the Classroom: Technology for 21st Century Schools

• December 22, 2011 by Carrie Gajowski

Dim the lights and listen.  Rumbling and stomping fills the classroom.  First grade students sit up and lean forward in their seats, readied with excitement and anticipation as their science lesson comes to life. A Tyrannosaurus Rex lurches into the room, right in front of their eyes. Students observe the mighty carnivore as it tromps through the classroom, taking note of its activities, its eating habits and its demeanor.

This scene heralds a new age of interactivity for 21^st century classrooms throughout the country.   The vivid, clear and extraordinary images provided by today’s 3D technologies dramatically expand the possibilities for classroom learning.  Teachers understand the impact this type of technology has on students and are harnessing its power to bring the classroom to life and help students more easily grasp difficult concepts.

The possibilities for 3D-enhanced student learning experiences are limitless. No longer is learning based simply on textbooks or computer-based tools. Rather, 3D technology is being used to supplement and enhance the standard curriculum, giving students the opportunity to observe and explore phenomena up close in their own classroom via “3D field trips,” without the hassle of leaving the school grounds. 

For the study of science, this is particularly exciting.  Students can explore the solar system, taking extra time to observe the topography of Mars. They can fly along with a bee to learn about the hive, pollination and the important role bees play in the sustainability of our food chain and environment.  With 3D modeling, students don special 3D glasses to immerse themselves in an experience such as looking inside the human body to observe how the brain works, or watching how a dissected frog’s internal organs function in real time.

As “digital natives,” younger generations are primed to respond to technology-based teaching techniques in the classroom.  But with scarce education dollars at stake, what evidence is there that 3D technologies can positively impact learning outcomes? 

Thus far, schools that have adopted these new tools have reported good results. Student attention has increased—especially among learners who have tended to be disruptive or inattentive during more traditional instruction.  All types of learners are more engaged in creative thinking and actively participating in the lessons and discussions, with ELL students and gifted students particularly benefiting.   Learners have been shown to grasp and retain information more effectively than their peers who learn the same material without 3D technology, and have shown significant increases in academic achievement.

Some say today’s 3D tools are just the beginning, and have started to imagine an enriched instructional world in which students will use yet-to-be-developed tools to visit historic sites, see how regrouping is done in subtraction, and tour a variety of ecosystems.  An ultimate goal would be for 3D technologies to stimulate higher-order thinking in ways that 2D tools can’t, confronting students with experiences that they must consider and respond to in novel and creative ways.

The possibilities of 3D tools are promising, but how viable are they long-term?  Can schools afford them?  Will the supply of fresh 3D content become more readily available across subject areas?  Will students step in, as some have predicted, creating content to fill current gaps—and will the content they create have the same type of positive impact on student learning outcomes that some early adopters have seen? Can 3D technology help schools produce more active and informed citizens?  Can it help produce more highly skilled, tech-savvy, innovative workers to compete in the global marketplace?

There is no doubt that 3D technology has awakened classrooms with a new energy and new potential for richer, deeper learning.  It has the power to turn our learners into explorers, their curiosity awakened and their skills and senses “switched on.”  Now don your 3D glasses, because the rest remains to be seen.

References:

Discover the advantages of teaching in 3D

Related Reading:

Video Games: A New Perspective on Learning Content and Skills

10 Big Benefits of Using iPads in Schools

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Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!

Categories: Education Trends, Reading & Learning

Tags: creativity, curriculum, digital natives, innovation, school leader effectiveness, science, teacher impact, technology in education

Using Data Effectively in School Districts: Tips for School Administrators

• December 20, 2011 by Corey Fitzgerald

The proliferation of data and data systems in Education has given rise to vast amounts of information; so much so that it can be difficult understanding what to do with it.  I suppose that’s why some districts still rely on “random acts of improvement” (Bernhardt 2006, p.30) to track progress and recognize success, a tattered approach that falls short in justifying outcomes. 

To avoid this gaffe, successful administrators use a practical framework to establish a culture of data-driven practices that wholly and effectively measure the performance of their entire educational system.  Achieving this is not a random act – it takes focus, leadership and plenty of practice to turn data into knowledge.   And with knowledge comes intelligence, like these 8 tips for effective data use in your school district.

1.   Establish a Clear Vision

Know where your district is going.  Ensure the school board, staff and students, along with the community understand the rationale and have a plan on how to get there.

2.  Ensure Buy-in

Give all members the opportunity to participate in creating the goals and objectives.  Getting their input will produce a stronger commitment because participants will ‘own’ the process.

3.   Learn From Others

Explore districts that have developed and implemented effective data-driven decision making processes.  Examine the criteria 15 districts used to create performance targets, deliver professional development and address technology and budgetary issues.

4.  Examine the Infrastructure for Data Collection and Use

Analyze the following to ensure resource availability and compliance:

• Personnel involved (time, cost and application)
• Data you have vs. data you need (analyze growth)
• Reliable storage and access (cloud computing)
• Frequency of data collection and reporting (daily)
• Accountability and reporting (operational requirements)

5.  Foster Professional Development and Growth

In addition to developing skills, people need to create an understanding of their role in the data culture.  Focused, data-supported interactions among staff are paramount to building relationships and ensuring best practices are shared.

6.  Follow Indicators and Lead by Example

Build habits that encourage data use and create momentum for monitoring change.  One approach is to incorporate real-life stories from your staff profiling both the positive and negative outcomes.  When everyone is aware of the impact, they know exactly how change is being supported and what they can do to improve the product of their work.

7.  Change the Way You Lead

Putting data and data-driven leadership to use in every conversation, meeting and interaction sends the message that this approach is valued and expected.  Frequent highlights of success are rewarding and validate the outcomes, while adding integrity to the transformation of your district.

8.  Make Good Use of Your Resources

Making the shift to a data-driven culture often imposes many changes to a district.  Identifying solutions to these challenges should be done through the vast network of talent and skill already in your district, which include not only staff but also business partners and non-profits in your community. 

What you do with this new intelligence is now up to you… share it, embrace it, or erase it. 

References:

Creating a Data-Driven Culture: Leadership Matters. Eight steps to prepare a school district for accessing and integrating data to make informed, proactive decisions. December 19, 2011. http://www.sas.com.

Related Reading:

Data Driven Decisions: A GPS Approach

How Can You Predict Student Reading Growth?

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Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!

Categories: Education Trends

Tags: school leader effectiveness, teacher effectiveness, teacher impact, technology in education

School Gardens: Sowing the Seeds of Experiential Learning

• December 15, 2011 by Norene Wiesen

Many children’s songs and rhymes reference gardens and the vegetable world, but when I was a student we stayed indoors singing rather than experiencing that world firsthand. But in the last two decades, schools have introduced gardening into the curriculum as a way for students to learn lessons only nature can provide. Allowing students to research, design, and build a garden gives a teacher an opportunity to demonstrate the practical application of classroom subjects in a real world scenario.

Activities such as composting, selecting appropriate plants for a climate zone, and profiling soils are directly related to science and ecology. Building trellises, measuring wood for fences, and solving garden equations such as “If a row is 10 feet long and we plant our corn 12 inches apart how many corn stalks can we grow in one row?” all contribute towards mathematical problem solving. Having students keep a handwritten and illustrated journal is a great way for them to develop handwriting and written communication skills, and to scientifically observe and chronicle the seed-to-plant life cycle.  The opportunities for learning go on and on, from collecting bugs and insects in a terrarium and observing their habitat and behavior, to researching the nutritional composition of vegetables grown, to learning safe kitchen procedures and following a recipe in preparation for cooking the harvest later in the school year.

When I was a child I detested most vegetables, even ones I had yet to taste! Because students are often willing to taste vegetables they have helped to grow, school gardens can improve a child’s eating habits, giving them nutrient rich foods that may be lacking in their diet. It’s also fun for children to participate in the preparation of meals, adding a sense of accomplishment in seeing their harvest from seed to plate. Students can opt to sell their vegetables and flowers to raise money for their school or a class field trip to a local garden. Introducing a business plan and how to handle money is a great hands-on math assignment that can be rewarding for students.

Just as important as the practical, hands-on skills that the garden teaches, are the aspects of self-regulation required to bring plants to maturity.  A student who wishes to eat a carrot must leave the carrot in the ground until it is grown rather than pulling it up as soon as it sprouts.  This lesson is quickly learned, as is the lesson that the carrot plant must receive proper care and nurturing  in the form of sun and water and protection from frost and pests so it can fully develop.  For many students, a garden provides a rare opportunity to experience first hand the importance of patience and nurturance as life skills.  There are no short cuts, and pulling a big orange carrot out of the ground is an irrefutable reward for a job well done.

School gardens provide a highly practical and direct form of education, where children can see the results of their decisions and actions. Learning how to grow good food not only gives students a chance to apply classroom learning in a practical setting, but can also improve health, provide a livelihood, and increase self-sufficiency.

So find out how you can get involved in your school’s garden, or start to build one with your students.  What a difference it can make.

Related Reading:

Modeling Healthy Choices: Three Habits for Optimal Brain Health

Individualizing Instruction Through Understanding Different Types of Learners

 

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Categories: Education Trends, Reading & Learning

Tags: creativity, how children learn, learning environment, learning through play, math, motivating students, novelty, nutrition, play, school leader effectiveness, science, teacher effectiveness, teacher impact

The Making of a 21st Century Educator: 5 Ways to be a Better Teacher in Today’s Classroom

• December 6, 2011 by Sherrelle Walker, M.A.

The highest calling of today's education system is to equip students with the characteristics and skills needed to navigate the ever-changing 21st century global economy as adults. We talk a lot about how to engage students and make them better learners, but how often do we step back and consider how to make better educators? The success of our students and the effectiveness of the education system as a whole starts and ends with the teacher.

So what might an effective 21st century educator look like? eSchool News recently polled its readers and came up with five characteristics that the most effective educators have in common.  Here’s what you can do to emulate them:

• Be forward thinking. The 21st century educator must have a broader vision, anticipating and adapting to trends, not only in education, but technology and science as well. Our teachers are tasked with preparing students, not for the world as it exists today, but for the one they will someday inherit.
• Be an eager learner. Technology has become a fundamental part of our students' daily experience, both in and out of the classroom. Educators operating in such a rapidly evolving technological climate simply must be willing to learn to effectively teach. The phrase "lead by example" comes to mind. If we want our students to be inquisitive, open-minded and willing to learn from making mistakes, so must be our teachers.
• Be a builder of relationships. Today's students are more likely to gauge their number of friends on Facebook than by who sits with them at the lunch table. In such a world of technological isolation, where it's possible to go through an entire day without real human interaction, we must facilitate interpersonal relationships within the classroom while prioritizing communication, respect and cooperation.
• Be equipped to teach all levels of learners. As effective 21st century educators, we not only need to be armed with the same characteristics and skills we plan to impart on our students, we must also have the ability to teach those characteristics and skills to every student at every level in the classroom. This includes the ability to effectively relate to students and teach to their unique learning styles.
• Be able to implement technology effectively. Enhancing the educational environment with technology can facilitate faster learning and streamline teacher tasks, such as grading, planning and presenting lessons, but simply putting a computer in front of your students isn't enough. Technology can just as easily be distracting or unproductive. An effective 21st century educator will have the discernment and know-how to incorporate technology into the classroom in a way that facilitates, rather than distracts from, teaching and learning.

As educators working under pressure to maximize student performance, we sometimes focus all of our time and energy on developing curriculum, planning and implementing lessons, and accessing our students' skill level at the expense of our own ongoing education. If we take the time to foster the characteristics necessary to be an effective educator in ourselves and our peers, our students will ultimately benefit.

References:

Five characteristics of an effective 21st-century educator

Related Reading:

Using Google in the Classroom: Two Simple Tips to Refine Your Search

Facebook in Schools: Tool or Taboo?

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Attend one of our popular webinars with thought leaders in learning. Live and pre-recorded webinars are available. Register today!

Categories: Education Trends, Reading & Learning

Tags: how children learn, learning environment, motivating students, school leader effectiveness, teacher effectiveness, teacher impact, technology in education

Facebook in Schools: Tool or Taboo?

• December 1, 2011 by Joseph DuLaney

When it comes to opinions on the use of Facebook in education, there’s a pretty clear dividing line: one side believes that when used in the right way, Facebook can be a tool, while the other thinks it is a distraction that should be kept away from schools. 

Statistics show that 85 - 95% of American high school and college students are on Facebook, with a majority accessing Facebook via smartphone. When so many students access Facebook on their phones, it would be easy to take the position that Facebook could siphon time from classwork and create distraction.  The clear remedy would be to ban cell phone use and block Facebook access on campus.

One question, though, begs to be asked those who have taken this approach:  How is this working out for you?

This question is not a criticism of school or district policy, as the appropriate use of technology in education is a legitimate concern and there are challenges that arise from open access to Facebook in schools.  However, when our students are using Facebook via smartphone as a primary means of communication, should we be communicating with them as “digital natives” on their terms?

There may be constructive alternatives to banning one of the most powerful tools our students have access to today.  Let’s take a look at a few simple ways to use Facebook as an education tool and eliminate some of the taboo that comes along with it.

1)      Create a private, closed group page for a class and invite students to join.  Teachers can use a group page like this to invite students to connect in a safe manner that does not connect them to personal pages.  In addition, teachers can add or remove students at any time, thus keeping the group intact and current their current class.

2)      Post a daily topic of discussion.  Have the students view the page daily to see what the next day’s class discussion topic will be.  Via the comments section, allow students to ask questions and post thoughts that can be used to guide the next day’s lesson.  This is also a great way to see where your students’ base knowledge of a subject lies.  If you’re worried about inappropriate comments, set clear guidelines up front and let students know that access will be permanently removed for any student who violates the rules. Chances are, students will see it as more important to be able to access Facebook and use the tool than to test the boundaries and be banned.

3)      Post links to articles, resources and websites for your students.  Your Facebook group page is a quick and easy place for you to share other learning tools you have found that could help them.

4)      Once a week, have a student create a daily topic of discussion.  Open up discussion to topics your students find relevant in their world.  A topic may not be within your exact curriculum, but use it as a chance to understand their world and have a meaningful line of communication.

5)      Review the comments monthly with your students. As the year goes on, the level and depth of discussion should grow. Use this as an opportunity to motivate your class by going back and reviewing the comments with your students.  Assess the growth as a group, having the class highlight comments they felt led to higher level thinking and challenged them.  Support the conversation by recognizing discussions you feel had a strong impact on the group as a whole.

Whether you are in favor of using Facebook in schools or not, there’s no denying that our students today learn, communicate and socialize in ways that we never imagined.  It is a challenge for us to reach them sometimes, and every once in a while we will have to take a leap and try something new.

Related Reading:

Using Google in the Classroom: Two Simple Tips to Refine Your Search

Opening the Classroom Through Online Collaboration: 21^st Century Learning Environments

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Categories: Education Trends, Reading & Learning

Tags: creativity, curriculum, digital natives, innovation, learning environment, motivating students, technology in education