Posted by: shineonali | October 16, 2010

Book Report Zen?

As you may have noticed from my posts here and here, I have found this third COETAIL course very practical. Some of my learning has come from the reading we were pointed towards, some from the always-interesting discussions in our F2F sessions, and much from the opportunities we were given to use and create with technological tools.

What I love the most is that I have a better sense of the kind of learning to look for when students are working in the visual realm (e.g. recording video, adding images to blog posts and presentations).  I have a better sense of the component skills to teach in order to help them.  I have a better understanding of what we mean by “visual literacy”.  I feel much more comfortable asking students to give a presentation.

My final project for the course is the presentation I started to think about earlier.  After I planned it all out, creating a model, allowing periods for planning and writing, exploring in Keynote, searching for images, putting it all together and practicing…just before I introduced the project to the students, I was overcome with doubt.  This a glorified version of the dreaded oral book report!  What was I thinking?

Since I didn’t have anything else planned, I figured that I’d better go with it.  After all, I was really excited to see the students apply what we’d been learning about visual literacy.  I wanted to give them an opportunity to present in front of their peers.  We needed closure for our character unit–I already have a solid idea of how they are doing as readers, so this really can be a chance to learn about making effective presentations.

I introduced the project yesterday, giving them the background–my own learning from reading Presentation Zen and learning about Ignite.  I told them how they’d be using not only what they knew about reading, but also writing, speaking, technology, and visual literacy.  I have to say, they were super excited after I gave the sample presentation–I even got a round of applause!

Then I asked them to decide which of their books to present about, and brainstorm important ideas, looking back over their notes.  (On Monday I’ll give them the framework so they can do more specific planning.)  This is the part that I would do differently.

My thinking was that they should know what we were going to do with the book before they decided which one they wanted to go back to.  But since they’d seen my presentation, they were ALREADY jumping ahead to planning slides.  They were engaged and eager–but they weren’t really doing what I wanted.  Everything I’ve read and heard lately points to the importance of “offline” planning when you are going to create a presentation, but I think there’s a danger of misinterpreting this phase.  The point is to think more about your topic and audience, to get your creative juices flowing–so if you just sit down and write out, in order, what you are going do and say for each slide, well, you might just be going through the motions.

This wasn’t really their fault–they were just too task-oriented, too concrete in their thinking, to be able to step back and do more open-ended, brainstorm-type exploration.   I don’t think it’s a huge deal–I think they’ll still do well, but next time I would have them decide on the book first, giving only a vague idea of an end product.  I would maybe have them make a web, asking, what words come to mind when you think of this book? They’d skim through the book again, reread their notes, and think about the strategies we used for understanding character.  I could model with our read aloud book.  And THEN give the model presentation.

I’ll let you know how the rest of the project goes!

Advertisements
Posted by: shineonali | October 9, 2010

We Are All Cinematographers

One of the ideas that we’ve been toying with is having our Grade 5 students make videos of their Grade 1 buddies presenting their “how-to” books.  They won’t be doing how-to books for a while, but we thought it would be a good idea to let the students play around experiment with the cameras well in advance.

I casually handed Flip cameras to a few students, asking, “have you used one of these before?”  If they said no, I took three seconds to tell them, “this red button starts recording…and stops it.”  I told them that we’re thinking about having the Grade 5’s make movies of their buddies reading a book in a little while, and we need to make some test videos to see what works well and what doesn’t.   Then, we just watched what happened.

  • Grade 1 students seem super willing to be on camera.  Even beginning English learners were eager to have a turn.  Grade 5 students, in my experience, tend to be a little shyer.  Even though this was just for practice, that camera still represented an audience.  I think this is good to keep in mind when considering motivation (pressure?) to do something well.
  • The technology, as expected, was SUPER easy.  Occasionally a student would ask how to do something, but they’d practically figured it out by the time they asked the question!
  • Some students stood way back to film, getting the whole picture–the whole person, the book, the environment.  Others filmed only the pages that the child read, or only the child’s face as he was reading.  This could lead to a discussion of the choices you make as you record video.
  • A few students were “natural” directors, moving their buddies or themselves in order to set up the shot.  Others did several “takes”–replaying the first clip, evaluating it, and then trying again–usually closer so the buddy could be heard.  However, there were also students who didn’t do this–so they would need me–or their peers–to teach them that there are strategies you can use to make a better movie.

All of these observations make it even more evident that we’re teaching a genre here, and many of the strategies we use to teach a genre in writing workshop can be used to teach making a movie.

Our next step will be to upload these video clips to a laptop, and reflect–was there too much background noise in the classroom?  What happened if you didn’t get really close to the reader?  How important is it to keep a steady camera hand?  Even if the clips aren’t great, we can take some of the better ones and edit them in iMovie. (Would love to use the Flip software, but I’m not sure if we’ll have it installed in time.) Hopefully by then the students will have a stronger sense of how to capture great video, and an awareness of what can be done in the editing stage on the laptop.

I know this is just a side project–it’s not really part of our yearly plan or anything–but I think it will be a valuable learning experience for all of the students.  Grade 1 students will have a way to share their how-to books, and if we have them demonstrating the procedures as they read, it might even lead to strong revisions.  In the end, they will not only publish a piece of writing, they will participate in an ever-expanding genre of how-to videos.  The Grade 5 students will develop visual literacy as creators of content, and they’ll hone their skills with the technological tools we use.  Not to mention that the whole point of buddies from the Grade 5 perspective is to cultivate citizenship–to allow them the opportunity to be mentors, helpers, role models to younger students.

Posted by: shineonali | October 6, 2010

The Power of Pictures

This course has focused on visual literacy.  Not something I have thought a lot about before now.  I mean, I knew it mattered, but I guess I figured…there’s enough on my plate with reading and writing, oral language and listening, not to mention math, science, social studies and social skills.  Oh, and metacognition.

Looking at technology through a visual literacy lens (or vice versa?) I am convinced of the power of pictures.  The eye movement study Jeff told us about, Presentation Zen, Daniel Pink’s A Whole New Mind all speak to the essential…increasing…need to be critical thinkers when it comes to creating, choosing, and viewing images and videos.

More importantly, I have discovered many entry points for discussions, lessons, and projects that will either focus on or enhance visual literacy.

One that I came across a looong time ago, but now feel like I can tuck in to my teaching more purposefully, was a “view finder” activity.  Students create cardboard “frames” of varying sizes, to represent wide-angle shots, mid-range, and zooming in.  The idea is to notice what is included or excluded in the different shots, and what that could mean…why you might choose one view over another, depending on your message.  Kids in upper elementary are realizing that the written word is not  infallible…my version of events might not be the same as yours.  But we tend to trust a photo or video to be “truthful” about reality.

Speaking of trusting images, I’m so surprised at the use of video clips going on lately in the media.  Taking a clip of an Obama speech where he says that taxes will go up a lot, across the board–without playing the bit before and after that shows it’s actually completely different point.  (Jon Stewart pointed this out with a nice rebuttal version.)  Earlier in the summer, there was the speech by Shirley Sherrod, that was taken completely out of context, making her seem to admit racism.  I am blown away by these cases, even though I’m sure this is not a new phenomena.  Partly because it seems so blatantly wrong.  Partly because now, with everything recorded and thrown up on the web, it’s so easy to refute!  Do they figure, the damage is done before attention is called to the manipulation of the videos?  Do they hope that the majority of the audience will never even find out?

Posted by: shineonali | October 2, 2010

Digital Presentation

What a FABULOUS way to spend a Saturday.  My confidence level with creating digital presentations and stories (and more importantly, having students create them) has increased dramatically!

This week’s assignment was to create the digital side of a presentation we might use with students–either to present a lesson, or as a model of something they will be assigned.  I now have the skeleton of a new and improved final assessment project for my current reading unit, and ideas and skills for a project we’ll do with our Grade One buddies.  Plus zillions of ideas for future projects!

The “product” for my students will be a presentation about a book they have read as part of our character unit in reading.  The in-depth work on using strategies to understand character is not necessarily being assessed–that’s happening via individual conferences and reading letters.  What I am thinking about is a way to celebrate and bring closure to the unit.  However, many lifelong oral language, reading comprehension, and 21st century literacy skills will be utilized.  (Watch for more on this as it will probably turn into my project for this course.)

Danielle, Heather and I were all fascinated by the “5 frame” presentation format–which is derived from the pecha-kucha style of presenting.  You have a limited number of slides, each of which will be shown for 20 seconds as you speak.  Each slide should consist of one, or perhaps several, large images, with minimal use of text.  We all contributed to this sample, although Danielle and Heather would probably modify the assignment for their middle school students–perhaps changing the purpose to recommending a book, and certainly taking into account the familiarity their students have with the format.

Actually putting myself through the process of planning this sample digital presentation today was amazingly helpful. I have an entire page of ideas about how much structure I’ll need to give the students (LOTS, I decided, for 10 and 11 year-olds making their first presentations of this kind), what background knowledge and skills they will need in order to be successful with this project (definitely a little time to “play” with keynote, as well as a pre-project visual literacy activity around reflecting on what a given image might mean).  They already know how to search for Creative Commons-licensed images, but need to learn how to attribute the images they are using–this will be different than the way they do it on their blogs. They have a basic understanding of more concrete searches for images and web pages, but for this purpose, they may need to get more abstract and creative.  I’ll also need to give the students time to practice their presentations.

Presentation Zen, which I am reading right now, strongly encourages planning offline.  I envision giving the students a graphic organizer to plan their slides–a general idea of what will go on the slide side-by-side with what they will say about it.  But, after making my own presentation, I have to allow (and probably advocate) for midstream revisions to the plans.  As I worked, I didn’t follow my plan exactly.  (In fact, my message for the last slide didn’t become crystal clear for me until I was actually finding the images to support the idea!)

I’m really excited to see what the students make of this project.  Will they be excited to use the tools?  Will they find the visual literacy component challenging?  Will they give strong oral presentations?  Will they have to fight the impulse to add lots of text to their slides?

One decision I haven’t quite made…the students are reading several novels with a partner during this unit.  Even though Danielle and Heather hadn’t read the book I used, I think the kind of talk that happened during the planning and creating of this slide show was similar to the talk that would happen if partners were working together on a single project, and it made for great learning as well as a better presentation.   So I am leaning towards having the students work together…at least this first time?  Another option could be to let the students decide.  If a pair wants to create a single presentation, great, but if a pair would rather have each person make their own presentation (either about the same book or different books), they would have to act as consultants to each other along the way, giving each other feedback and assistance.

Thanks, Jeff, for an inspiring day.  And thanks to Mark for helping us to “Flip” out.  (In the teacher world, you achieve ROCK STAR status if you are behind the best digital video camera EVER.)

Posted by: shineonali | September 8, 2010

Don’t Let Me Become FIFA

I just came across a notebook entry I wrote during the Writing Workshop Institute I attended in New York last month.  The World Cup was in full swing, and there seemed to be an abundance of complaints about the mistakes being made by referees.  Particularly around the goal mouth, there were goals allowed that shouldn’t have been, and goals disallowed unfairly.  Calls of offside were made unjustly, and calls were not made that should have been.

I used to be an “abonada” (season’s ticket-holder) of Atletico de Madrid.  When you are at a live game, you have to trust that the officials are making the right calls.  (Well, to be honest, the attitude is probably more like every call made in my team’s favour is right, and every call against my team is wrong.  And then you cheer or jeer accordingly. ) You can see what the refs see, and they are closer to the action than you.  There is no instant replay.

When you are watching games on television, though, everything changes.  You can see, over and over from every angle and in slow-motion, exactly what really happened.  I feel almost embarrassed for the officials–clearly they only had one chance to see the event, and from one, possibly disadvantageous angle, and they had to make a decision based on that, while everyone else in the world knows they messed up.

When I ask my father why FIFA won’t let the referees use goal-line and/or replay technology to make sure these decisions are made fairly and correctly, he goes off on a tirade against FIFA.  They are too powerful, they answer to no one… I’m not sure that answers my question, but this is a subject that makes many football fans crazy.

I think that the organization is simply unwilling to change.  There seems to be a fear of the consequences of opening the door to technology. For example, if instant replay is used, will it get in the way of the flow of the game?  (It has always been a point of pride for soccer aficionados that this is a sport that “plays on”–none of the wimpy waiting around that lesser sports have.) What if they let technology be used to check certain types of controversial, unclear plays, and then people start clamoring for checks in more and more situations?  FIFA seems to feel it is required to protect the integrity and the tradition of the sport–one reason I heard put forward for not wanting to use technology made this quite clear.  They say that they want the sport to remain as faithful as possible to the game that is played by amateur leagues around the world, which presumably do not have access to instant replays or special goal-line technology.

It’s smart to be fearful to a degree–you do want to think about the long-range consequences of decisions.  But FIFA is letting its fear of the “slippery slope” of technology get in the way of trying out a far more effective tool.  At the end of the World Cup, I heard a FIFA official (finally) acknowledge that changes need to be made.  However, he made it sound like the most likely change would be continuing to tweak the existing system–adding extra officials near the goal–rather than using a new tool.   I think FIFA forgets that they are good at making rules (the rulebook for football is a special thing).  They could come up with a set of standards for using replay technology, or using microchips so that goals can be verified.  Sure, it would be different officiating than in an amateur game, but let’s be honest–with the strength, speed, and talent of today’s top players, as well as the quality of the pitches in the stadiums themselves, there is a world of difference between a professional and an amateur game as it is.

There are still teachers and administrators like FIFA, aren’t there?  People who can see that a technological tool would let kids do something faster, better, more effectively…but don’t want to use the tool because it doesn’t fit their model of how things work.  The kids (the players and fans in my football analogy) know about the tools, they use the tools in their daily lives, but in the classroom (the football pitch), they aren’t allowed to use them.

Fortunately, I don’t work with many (if any) FIFA teachers.  I worry that I could become one…I like to think that I am careful, not fearful, of implementing technology.  I definitely don’t want to work for FIFA.  (Imagine the referees as the teachers in my analogy, and FIFA is the administration or district…)

Posted by: shineonali | May 31, 2010

World Wide Web: Use Your Power For Good

Lately, we are hearing about many examples of how social networking sites like Twitter and Facebook are revolutionizing the way news is reported and information is relayed.  It is amazing that Iranians were able to tell about what was happening after the election there last year, for example.  Jeff’s post about teaching filtering skills raised really important concerns about this.  The potential for the spread of misinformation, the danger people seem willing to put themselves in, and the power of the sensational over the sensible scares me more than a little.  I take my role in teaching information literacy ever more seriously.

Last night I stumbled across this little TED talk by Erik Hersman.  I like that the people with the skills to do something about the inundation of information recognize the problem and are trying to help.

I think the web is a powerful tool, and that overall, our lives are richer for it–as educators, learners, and human beings.  The conversations about the potential for the web to be powerful in negative ways have to happen, though, in order to keep us from becoming complacent.  Kind of like the discovery of fire…back in the day.  Sure, the early humans who figured out how to start a fire found that it provided warmth, light, and protection.  But they had to be constantly aware of the consequences of not paying attention to its danger.

Maybe the title of my post should be revised.   The web, like any tool, is only as powerful (or smart) as the person using it.  According to a recent post on Mashable, a woman in Utah is suing Google because she was hit by a car while following walking directions given by Google Maps.

So EVERYONE, let’s all try to use our power for good.

Posted by: shineonali | May 30, 2010

Do You Copy?

I don’t have a lot new to say about the topic of copyright.  As everything I’ve read and watched so far tells me…copyright law is murky, fair use is socially determined, and even “authorities” on the issue contradict each other.

My big learning from the weeks we have spent exploring copyright and fair use is that we need to keep having conversations about these issues with our students and with each other. The technology gurus at a school can keep themselves informed of current laws and cases, and help teachers and students develop and interpret guidelines.

As a teacher, I try to model and explicitly teach my Grade 5 students that we don’t just “take” stuff.  When we write about another person’s ideas, or use their photos in our work, it’s a matter of politeness to give them credit.  And this is not just a “web” thing…we have been working on literary essays about short stories in Writer’s Workshop, and there was an amusing, kind of sheepish reaction when we asked in our revising checklist, Have I mentioned the author’s name?

In terms of specific conventions for giving credit, I was never big on trying to force eleven-year-olds to use MLA or AP type bibliographies–talk about painful–when they did research. At this level, what matters is that they write about what they learned in their own words, and give some information about their sources–a title and author is fine!

The internet makes it even easier to make sharing resources a natural part of a project.  Students who wrote a post about a famous landform–an optional activity on a canceled day of school–wrote a little bit, and said, “here’s where I learned this”, with a link to three web sites.  For children, it must feel so much more meaningful to actually provide their readers with their sources directly, rather than giving them an abstract list as in a traditional bibliography.

So, that’s the informational side of things.  How about visual media?  We are huge fans of Creative Commons in my classroom.  Kids are fascinated to learn that the “default” for images and videos on the web is “all rights reserved”.  I had to change my Flickr account settings to a CC license, because even with my explanation that these are “our” pictures, some students didn’t feel comfortable using them without the official designation!  We like how Compfight works for searching.  Music is not as easy–even though there are loads of songs out there, it’s not as quick and easy to search and browse as it is for images.

I do get a little confused over how to attribute images we use.  There doesn’t seem to be a standard way in blog posts–some people (including me) just link the photo to its source (the Flickr page, not just the jpeg location), some include the image link in writing, and I’ve even seen that some people tell the creator of the image that they’ve used their work (in a comment on the Flickr page).  This last makes me remember that attribution is not the same as permission, and sometimes makes me worry about how “polite” we are being.

Obviously, I have more to say about it than I realized!  Perhaps more another day…

Here’s a video from our course wiki (from MediaEdLab) that talks about the air of uncertainty that surrounds the use of copyrighted materials in education.  I like the description of fair use as a muscle that needs to be exercised!

Posted by: shineonali | May 25, 2010

Really?

Many of us worry about our students spending too much time online. Looks like it’s not just kids we need to worry about!

Recently, Google put a Pac-Man logo on its search engine.  People started to realize that you could actually play the game…and now BBC reports that a study has come out estimating that almost 5 million more hours of time may have been wasted spent on Google since then.  I usually just use the little Google search bar in my browser window, so I haven’t come across the infamous homepage.  After reading the article, I figure I’d better write my post first before checking it out!

I have complained commented before that Facebook eats up my computer time.  I turn on the computer to work, but find myself having a quick peek at personal email and Facebook first.  A quick peek that, a few links later, has turned into a pleasant, yet somewhat unproductive Saturday morning!  I know that students spend a great deal of time outside of class online for social and entertainment purposes anyway, but educators are expecting them to be online for learning purposes as well.  Giving 10-year olds their own blogs and encouraging them to take ownership of them by adding personal touches, connecting to other bloggers around the world, and blogging about their interests…this means we must take responsibility for teaching guidelines for reasonable amounts of screen time, strategies for walking (surfing?) the fine line between cool, connection-building diversions and counterproductive distractions.  One place to start might be in teaching bookmarking/tagging as a way to “save” interesting stuff for later–after the task at hand is finished.  I’ll be on the lookout for more.

But first I’m going to play Pac-Man.

Edit: It wasn’t on the version of the Google homepage that I went to.  I learned that I’d have to “search Google gadgets” to download it.  Not an easy distraction.  Probably for the best.

Posted by: shineonali | May 8, 2010

Is Facebook Taking Over My Life?

I’ve been thinking a lot about Facebook lately.  When I first signed up, I checked the site about once a week.  Email was still my primary way of communicating with people I didn’t see every day.  Now, I check at least once a day, and it has definitely replaced email as my main way of keeping in touch–even when I want privacy, or communication with just one person, I often use a message in Facebook rather than an email.

I’m not sure how I feel about this.  When I first lived overseas, in Japan, I didn’t even have access to a computer.  I became a fabulous letter-writer.  When I returned overseas for a second time a few years later, I hardly ever wrote a regular letter–it was all emails.  Now, I have to force myself write personal emails, and even those have gotten shorter, often along the lines of “Hey, check out the photos I just put on Facebook–here’s the link for non-Facebook members!”

I miss writing and receiving long, newsy emails.  There’s a very personal, deep connection there that is missing when you keep in touch through wall messages and status updates. But I love the little everyday things that I get through Facebook, such as feeling caught up in the excitement about my friend’s daughter’s First Communion, or knowing when old Madrid friends are getting together in the Middle East.  I used to keep up with my cousins via conversations with my mom, but now I “see” them on Facebook, and sometimes I can even add to the stories she tells me about them!  Sure, I also get a lot of trivia about the lives of people who I haven’t hung out with in years, but who cares?  I like knowing what people are up to, what articles they link to, how their lives are.

Sometimes I feel that I am neglecting my friends who don’t use Facebook…it doesn’t matter with friends who live in the same city, because you can see them whenever you want.   But when electronic communication is all you have, it makes a difference.  That’s why I have to remember to dust off the old email account every now and then.

As a teacher, I think about how easy it is for me to get distracted by the social uses of a computer.  I turn on the laptop to do some planning, but end up spending 15 minutes checking email and Facebook before I realize it.  We don’t want our students spending hours and hours in front of a screen, but when the screen is there for work and socializing, it’s hard to set limits.

And then there’s the anxiety you can’t help but feel about privacy.  Certainly my boundaries are starting to widen–I share more and more of my thinking online in this blog.  As for status updates, before I would ask myself, “who cares that I just had a scrumptious Japanese meal?”  Now I just ask myself, “would posting this hurt anybody–including me?” But at the back of my mind, I worry.  Could someone figure out personal information like my address or credit card number by following my “digital footprint”?  Will I accidentally share something about another person that would violate their right to privacy?  Will I forget to check the right boxes in the privacy settings?

Yesterday when I went to check Facebook, a message popped up. 

We notice that you are here a lot.  Would you like to make this your homepage?

It’s like they knew what I was thinking.  Wow.

Number of times I checked Facebook while writing this post: 0

Number of times I thought about checking Facebook while writing this post: 432

Posted by: shineonali | May 1, 2010

Footprints and Friends

We have just begun our second COETAIL course. (Well, I’ve just begun my reflective blog posts for it.)

The topics for this course–digital footprints, cyberbullying, online safety, copyright, liability–are tough.  Once I start thinking about them, I end up with, at least, my head spinning; at worst, I’m tempted to delete my Facebook account (because they seem intent on finding ways to share my personal information with other sites and own every picture I ever post), turn off my internet router (so that my identity can’t be stolen remotely), and shut myself in my house (in case someone takes an embarrassing photo and posts it all over the web).  So I’m going to attempt to write this post without spiraling into any crazy Big Brother-Stalker-Frenemy nightmares.

The essential question for the first week of our second course was

When and where should we be teaching students about their digital footprint?

I think “digital footprint” is a fantastic metaphor for the concept that when you participate in the online world, you leave a mark.  And certainly we want to teach anyone, no matter what age, who is using the internet, that this is true.  Certainly, it is fundamental that our Grade 5 students, who have their own blogs, and are beginning to venture more independently into the virtual world, be aware of their digital footprint.

I think that questions about digital footprints, online safety, and copyright need to be raised in class, and problems or case studies presented, followed by in-depth discussions.  Beyond the discussions, the students and teachers should come up with a set of guidelines for protecting your digital footprint and being a responsible digital citizen.  The school’s acceptable use policy should also be considered in these discussions–guidelines created collaboratively can help students, parents, and teachers to interpret the AUP.

In our first face-to-face session, we spent a lot of time on the “to Friend or not to Friend” issue.  I’m uncomfortable with being Facebook Friends with students and former students.  Not only because they are so young, but because I need some separation between my work life and my private life. (I like Educational Origami‘s post on this issue.) However, MANY of my Grade 5 students are on Facebook.  Usually the friend requests come after school gets out for the summer–and students are simply (and sweetly) reaching out to keep in touch.  Jeff has made a great “let’s meet halfway” suggestion for teachers who want to let students connect to them via Facebook–create a “Fan” page for yourself.  (Here’s a link to Jeff‘s because I’m not ready to make this leap yet!)

I love our COETAIL courses because they give us an opportunity to learn some facts.  There’s so much information out there!  I learned that to create a Facebook account you need to be 13.  I learned this two days after my friend told me that her Grade 1 student has requested her as a friend SEVERAL TIMES.  Do parents know this?  I had many reasons for not wanting to Friend my preteen students, but this wasn’t one of them! (Until now.) There are two possible scenarios for under-13 Facebook pages: the parents are creating the profiles with/for the child, or the child is lying about his/her age when making the profile–because you have to enter an actual date of birth when you set up your account.  The first scenario, I think I can live with.  It even has advantages–I think it’s smart for parents to sit down with their children to create their first online profiles (email accounts, online game sites).  The second scenario worries me. (Here’s a straightforward article aimed at parents.)

Finally, we discussed the teachers (mostly of high school) who are now using Facebook as a means to communicate with their students.  So updates to assignments, or links to articles, for example, appear in students’ newstreams.  Akiko, our youngest class member, thought this was fantastic.  She basically said, that’s where I am–I like the idea that I can get updates so easily and without having to go to the course blog or web site, or check my email.  I said, no way…when I go on Facebook, that’s MY time.  I don’t want work/study infringing on my social space. Is this a digital immigrant/native thing?  Or just a difference in personal preference?

« Newer Posts - Older Posts »

Categories