There aren’t many things to dislike about traveling, but one thing that annoys me is that my photos never seem to do my experience justice. The same thing happened when my kids were babies; I would take a ridiculous amount of photos, never seeming to capture what I saw with my own eyes.
My good friend and art teacher, Jeff Pabotoy does not have this problem. His pictures always seem to look better than the real deal and he expertly manages to infuse mood into his final products. He obviously doesn’t realize what a gift he has because when I approached him to co-teach a unit on Creative Commons licensing and mobile photography/editing, he was surprised I’d asked.
As educators, our goal is always to first intrinsically motivate the students to learn; this can usually be accomplished by making the learning personal. Obviously teenagers enjoy taking photos and getting recognized – but most are only aware of sharing their work on social media sites like Instagram, Facebook, and Twitter – queue Flickr accounts! Additionally, the task of convincing teenagers that stealing digital information is wrong and unethical (especially when it’s so easy), is addressed because they will now be the creators whose work may be stolen.
Jeff and I did a little review of Copyright, Fair Use, and Creative Commons ourselves using the following resources:
I’ll report back with our ups and downs after we begin the lessons. I’m expecting a win-win learning experience for all, especially the days when Jeff teaches us about photography and editing right in time for my summer flights and travels!
Admittedly, this is an annoying topic for me. In my work as a technology integrationist, fear of the internet is one of the hardest battles I fight.
That said, I have actually come to understand the fear much more after reading this week’s articles. Infact, I find myself now way over-analyzing my social media posts and how they might be perceived by others, going so far as to give up and not post at all. Just as I thought I was beginning to be more comfortable with my online voice and brand, I’ve been scared into overthinking what other’s might think about me. If I can be scared into not posting, what will these messages do to our youth who are already struggling with the obsession of what other’s think of them.
Like I argued in my last post, First Impressions, this is one more reason the social media rhetoric needs to be mostly positive with firm warnings sprinkled throughout.
The ‘biggies’ that I will be spinning into positive messages and working into the digital citizenship curriculum for our middle school and high school students are:
Where the World Can Get to Know You (vs. There’s No Such Thing as Private Online):
Positives: There are many ways to build your personal brand that can help you as a student, and later as an adult, by building, learning from, and contributing to a professional learning network.
Warnings: Discretion and responsible use is needed to protect your personal information and the personal information of others. When you post possibly damaging photos on social media sites, even when the settings are ‘private,’ there is no guarantee that your parents, teachers, or possible future employers won’t see it – so protect yourself and your friends by showing restraint and always getting permission before posting pictures.
Promote Your Unique and Creative Thoughts and Achievements (vs. your reputation is at stake)
Positives: Promoting your causes and passions indirectly promotes you as good person. Ever have a conversation with someone who talked nonstop about themselves? This is no different from the person on social media who posts their every move, meal, haircut, hiccup, etc. To improve your reputation, as Ben Parr explains, try posting about causes and issues that you are passionate about, rather than about yourself.
Warnings: There are sites like SimpleWash that can help you delete posts, but once things are out online, they are nearly impossible to completely remove. Also, there really is no difference between your online self and your real self – both reputations have the potential to help or harm your real self’s goals.
The Internet is Getting to Know You (vs. your clicks are being watched, followed, and recorded – Yikes!)
Positives: HTTP Cookies make it possible for me to go back to my GAP online cart and still have my items; authentication cookies are useful for a website to know that it’s really you logging in; tracking cookies are used to try to make the ads on your browser relevant. Sites like the New York Times and Facebook use the data to personalize your experience and make reading suggestions, explains Ethan Zuckerman in his article The Internet’s Original Sin. Although there are ways to turn off your devices’ GPS tracking, your calls, posts, and electronic money transactions make it possible for others to track your location – which does freak me out a little too – until I think about the usefulness of tracking down kidnappers or other dangerous people.
Warnings: One of the biggest risks, as Ethan also points out, is that a personalized web experience can make it hard to keep an open mind and learn from other perspectives. Be on the lookout for anyone or anything that tries to pigeonhole you and keeps you from discovering and learning more. For convenience and customization we agree to companies’ conditions and allow them to collect information about us. Check out this infographic to compare who is tracking what. Educate yourself and read the privacy policies before just clicking ‘agree’. Look into alternatives like DuckDuckGo, which as privacy becomes more and more of a hot topic, there are likely to be more of.
Respectful Agreements (vs. Beware of your “friends”’ phone cameras!)
Positives: Social media has made it possible to keep in touch with or even meet new friends. It’s also made it possible to learn from other experts around the world.
Warnings: As a respectful and caring friend and user of social media, agreements need to be understood and followed. Before you photograph, post and tag other people, it is essential that you get their permission. And, just like with other social pressures, it is okay to say no to having your photo taken if you don’t think it will reflect you positively. After all, your future job could be at stake.
Comparisons are crippling and recently I have been in a few situations where either myself or another person was completely ignorant of the truth because the information gained from comparisons wasn’t accurate.
I have several friends who have decided to close their Facebook accounts because the constant stream of highlights from other peoples’ lives makes them feel inadequate. An article featured on Fast Company, “Want to be happier? Stop Comparing Yourself to What You See on Social Media,” makes the point that a different perspective is needed when viewing the success of others compared to your journey. You can set goals by “realize[ing] that the comparison is not about the person, but a tool to tell you what you want in life” and letting it be an inspiration.
For me professionally, I think this is great advice. When reading through other CoETaIL-ers blogs, instead of thinking what their doing that I’m not, I need to look at them as my community of colleagues who are little by little teaching me how to be a 21st century educator. Including myself as one of the ‘nodes’ in this community also means that I too have, and must, make contributions.
These hesitations of mine make me wonder if my students last year felt the same way when blogging and sharing our thoughts with other classrooms. At the time I felt that the pressure to present their best writing to ‘strangers’ created much needed accountability, however maybe I should have taken the time to dig a bit deeper into how they felt about the transparency of their thoughts. As I create and align the digital citizen course work this year, I am going to keep in mind the lessons around community and the reasons for blogging. If we can teach our youngest contributors that being a part of a digital network is about collaborating, learning and sharing with the community – maybe they won’t be as fearful to proudly write about the journey, no matter how far along, because there are lessons others could learn.
A downside noted in the resource Social Networking and Peer Relationships is that the “use of social networking sites has been reported as leading to lower psychological well-being for some girls (Devine, & Lloyd, 2012).” Also noted is that “kids may compare themselves unfavorably to others when reviewing online profiles; (online profilers have been found to overly represent positive and under-represent negative aspects of their lives) (Qiu, Lin, Leung, & Tov, 2012).” These warnings emphasize the need to teach about social media, digital footprints, and network communities in school.
When researching tips to revise my digital citizenship units, in answer to the cautions above, I came across a post on Getting Smart. Amos Goldie listed these among his top 5 tips to Protecting Your Digital Footprint:
Periodically check whether the ONLINE “you” matches the REAL WORLD “you.” Like checking our real world appearance in the mirror every once in a while, it’s important to know how other people see and judge the online “you.” One of our assignments directs students to post “What three words come to mind when you see my online profile?” and then analyze the responses they collect. Often, students are surprised by the image they are putting out there. Be mindful of how you represent yourself.
Never compare your REAL life to other peoples so-called “perfect” ONLINE lives. We all put our best foot forward online – it’s human nature, and it’s called “curating” your identity. Unfortunately, when sensitive teenagers find their life doesn’t measure up to their peer’s shiny, happy “curated” lives, they can suffer social media-induced loneliness and depression. Don’t envy others’ seeming happiness – it’s often a mirage.
Most people consider their devices and social media for only social purposes, when surprisingly there is so much more to be gained by using them. Vicki Davis, in her post A Guidebook for Social Media in the Classroom, gives a tough love message about the necessity of teaching social media best practices to keep your students from damaging their digital footprints and reputations.
Between my own mixed emotions about sharing and learning, as well as the many resources I have read, I have come across an important element that I missed when previously teaching digital citizenship to my students. I focused so much on the positives of being a part of an online learning community, that I overlooked the emotional implications of that membership. It’s an important lesson in community and collaboration where some (myself included!) might have to adjust their ‘perspectacles‘ in order to consider themselves part of the learning community, flaws and all.