Embracing Quality Media Usage

Potential for developing problematic media habits is a growing concern for young people as the human costs of being always connected are becoming better understood. Laurel Felt and Michael Robb offer strategies for encouraging balanced and thoughtful engagement.

‘Problematic media use’ is a term that describes dysfunctional ways of engaging with media and encompasses many related terms, including Internet addiction, technology addiction, Internet gaming disorder, and others. Media users’ problematic relationships with media and devices, such as smartphones, could be characterised as compulsive, obsessive, or unhealthy.

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      string(5755) "Using social media in the classroom is for many is a new frontier for learning. For most teachers the learning takes place in the classroom, and occasionally with homework, at home. However, if you think about the spaces the learners inhabit regularly, the classroom and home fall into third place compared to the virtual spaces online.Many of these spaces are the ones occupied by social media. This comes in several forms, and for most teachers the training provided is out of date. Does your school ban Facebook? That may be the case… but in honesty most of  the pupils we teach have long since migrated to other forms of social media not inhabited by their parents. Buckle up – there are myriad types of social media that teachers need to understand. Every teacher needs to be a teacher of e-safety – believe it or not, in the new computing curriculum your ICT teachers don’t have a lot of time devoted to this. Using social media responsibly, is the job of every teacher in the school to role model. Alongside this is the challenge of embracing using social media to take the learning to the spaces pupils already inhabit. Ask yourself – are your students more likely to check their email for a assignment notification, or are the more likely to  respond to a tweet or Tumblr notification?Integrating social media into the schoolThe use of social media in school is two-fold. The first is about creating a climate where children are being taught to use social media safely, and in a way where their teachers can role model it’s effective and positive use. Initially the most important thing is to make sure you have an effective usage policy in place, and that this is widely shared with staff and students. This needs to clearly address the responsibilities that the school has in terms  of keeping learners safe, but also stipulates the ways in which learners must conform to rules when using IT in the school environment. These can be easily adapted to include the use of social media by pupils, and can be signed at the beginning of the year. This might sound insignificant, but when dealing with those who have broken the rules, having the right policies in place will help appropriate sanctions to be applied. When applying sanctions, it must be considered that using technology is nothing particularly new. So, for example, iMessaging in class is the digital equivalent of passing notes. Teachers need to be empowered to tell students when technology should be used, and feel confident in asking them to put it away when they ask. If there is any misbehaviour, the teachers should imply equivalent sanctions to similar fractions of the rules that take place without the use of technology. Some of this will of course take time for teachers to acclimatise too, but some simple behaviour management techniques, such as occasionally teaching from the back of the room, will quickly help you see any students who are off task and using technology. Deal with this on the spot if you can. There should be consequences for breaking the rules in a classroom. Teachers are more than used to dealing with rule-breakers, and just because this involves the use of technology makes it no different. Empower staff to know how to deal with infractions, and have a clear chain of command of how to escalate or query any issues that may occur. In my school we have a detention system, but we have found that a lunchtime session based around e-safety is more productive in terms of the impact it has on students.Teachers, SLT, Governors and parents need to work together to best equip those in school to deal with social media in a safe way. This should be done through PSHE, but also in tutor group time. Teacher cross-subjects should always work when using social media to ensure that their use is within the lines agreed by the school – this is not a case of asking for forgiveness rather than permission. Work with your SLT and teaching staff to ensure that the aims of using social media are transparent, as well as agreed by the school.For many this can be a big step. Many schools are reluctant to actively use social media. This is a real shame as they are missing out on chances to connect with other schools, parents and the wider world. There is no ignoring the increased use of schools and departments of twitter in this respect, and there are some excellent examples of good practice and the sharing of ideas. The perils lie in having a social media profile on a platform, such as twitter, which is not regularly updated or ignores messages. You need to be certain that anyone running a school or department account updates it regularly, and is aware of basic e-safety, for example of twitter, not following individual students as this is when direct messaging (private messaging) can occur, which could potentially be problematic. The advantages of using social media as a school far outweigh the negatives. For those schools who are tentative, they could try setting up a twitter account that tweets from the RSS feed of the school news website. It is worth having a positive presence online, which will help to reach out, not only to current parents, but also to those considering your school.Useful examplesFacebook is a social media platform that has been much demonised in the education sector. However, following the work of the Education Foundation, many teachers are now using it to lead lessons, such as setting up private class groups, and public groups which use Facebook as a free VLE as a response to budget cuts. There is no right way. Many working"
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Creative Teaching & Learning

Snapchat, selfies, and teaching

20 Jun 2017

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However, although social-networking sites help people to connect,they don’t produce collective intelligence8. So, how can the energy of people’s naturaldesire to collaborate best be harnessed into learning power – collaborating withothers, learning with and from them, to achieve both personal and collective goals?Many avenues are available to choose to suit different purposes, for example, peercoaching, action learning sets, collaborative forms of enquiry, reading groups, onlinecommunities, going on learning walks and reviews in each others’ schools, to name afew. Conversation is critical to all of these – it’s the means by which connections aremade in these activities.Learning conversationsWhen I refer to learning conversations, I am thinking of them as the way that educatorsmake meaning together and jointly come up with new insights and knowledge thatlead to intentional change to enhance their practice and student learning. 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Leadership

Embracing the power of talking

30 Oct 2012

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      string(5617) "This month’s FeaturesVideo usage trendsin educationHow will UK schools and colleges take advantage of theirearly lead in IP video adoption over the next few years?Here, Frank Crouwel, an expert in network video anddigital video surveillance, discusses the thorny issue of IPcamera technology to reduce vandalism, theft, safeguardpupils and stamp out bullying.The Blair-led Government unveiled the largest UK schools spendingprogramme for 50 years back in 2004. The unprecedented £55bn investmentprogramme, which was called Building Schools for the Future (BSF), led to theconstruction of more than 70 new schools, and the extension and rebuildingof many more.It also triggered a colossal investment in ICT equipment across UK state schools. Annualinvestment rose from £683m in 1996/7, the year before New Labour came to power, to over£5bn per annum at its peak. Spending on ICT equipment was supported by a specific annualgrant which in 2007-8 alone was £113,000 per secondary school and £34,000 per primaryschool.This unprecedented upgrade and expansion programme also led to an IT boom in thesector. One bi-product was that schools became early adopters of IP camera technology.You only have to look at many of the earlier installations of camera systems to see how newschools, colleges and academies were embracing the next generation of IP-based surveillanceahead of most other sectors.At this point, the primary focus of systems was to reduce vandalism and stamp out bullyingas well as safeguarding pupils.  It was also deployed to prevent theft; and help investigatedamage to school buildings and incidents on school grounds. The new cameras were used toidentify suspects as well as saving time and manpower following the reporting of an incident.Initially, cameras were confined to entrances, corridors, stairwells, ICT rooms, outdoor playareas and school perimeters.  http://www.teachingtimes.comThis month’s FeaturesStudent and staffprotection in abusecasesIn our experience, we beganto see cameras being fitted intoclassrooms and interview roomsonly in the last few years to protectteachers from pupil accusationsof abuse. In these incidents, it isoften the pupil’s word against theteacher’s and sadly, all too often,teachers have been suspended (pending investigation) unnecessarily.The Government’s own figures, based on a census survey and qualitative study by LocalAuthority Designated Officers (LADOs) in 2011 (www.gov.uk/government/uploads/system/uploads/attachment_data/file/183532/DFE-RR192.pdf), found that 25 per cent of reportedcases of abuse were found to be ‘unsubstantiated’ and 19 per cent were proved ‘unfounded’. Atotal of 2,827 abuse claims were reported to LADO that year. The question is how many moreclaims would be proved ‘unfounded’ within minutes of the claims being made, if appropriatevideo infrastructure had been in place and could be called upon by head teachers? Indeed howmany of these claims would never reach LADO, thereby saving valuable public resources?Teacher trainingThere are other, more positive, reasons to bring cameras into the classroom and interviewrooms. Classroom-based video systems are increasingly being used as a teacher trainingtool, enabling teachers to review themselves and receive constructive guidance from teachertrainers. They can spot areas for improvement during review sessions and identify specificchildren that show signs of struggling to cope with a lesson, topic or subject.More recently still, we have seen a fresh wave of investment in schools and college asvideo cameras begin to be seen as the enabling device for a new breed of more interactivedistance learning courses for those fitting their learning around a full or part-time job or forthose unable to make it into school for some other reason: www.virtual-college.co.uk/news/GIA-Elearning-market-will-be-worth-107bn-by-2015-newsitems-801299148.aspxE-learning is booming globally so that according to Global Industry Analysts, the marketwill be worth £67.5bn by 2015. And it is being extended further onto smart phones and tabletsas ‘m-learning’ takes hold also. We firmly believe that the following factors are at work whichwill see the e-learning boom continue long into the future:As people’s lives have become increasingly busy, the flexibility offered by  e-learningcourses often becomes the only option for people to find the time to do a course orcontinue further studies.Employer training budget constraints continuing which leads to natural use of e-learning toplug the face to face training gaps.Increasing focus on life-long learning  as people navigate many more types of jobs overelongated careers today: www.dailymail.co.uk/news/article-2299486/Your-working-life-laid-bare-Six-jobs-12-pay-rises-125-days-sick–office-romance.html.Quality, availability and favourable pricing of the enabling technologies – broadband,PCs, mobile devices, video infrastructures.So will UK schools, colleges and universities, many of which were early adopters of IP videotechnology, start to review their use of video in view of the massive potential that it now offersthem?The change will take time and needs to be well thought out. But the case for using network-based video systems to support teacher training, e-learning and CMS upgrades (and moreapplications besides) is now firmly on department heads’ and head teachers’ agendas.  TheUK education sector is now in a great position to take advantage of its early adoption of IPvideo systems to support future operational improvements and growth plans.Frank Crouwel,"
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Digital Learning

Video usage trends in education

28 Feb 2014

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      string(5621) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.STUDY OF EARLY EDUCATION ANDDEVELOPMENTKeywordsEarly education,development,cognitive,behavioural,social outcomes,children,entitlement,funded,householddisadvantage,economic statusSummaryResearch has shown that good quality early years education can have a positive effect on theeducational, cognitive, behavioural and social outcomes of children, both in the short andlong term. This DfE research examines childcare usage from birth to age 2.Successive policies have introduced universal provision, increased the number of children entitled tofunded early years education, increased the number of hours of funded entitlement and progressivelyreduced the age at which children become entitled to funded early years provision.This SEED study provides evidence on the effectiveness of early years education and short- andlonger-term benefits from this investment. The aim of this report is to set the scene for the impactreports which will be available later in the evaluation.Main Findings: ■ There were consistent differences between families in the baseline survey by householddisadvantage level. These were with regard to family type (lone versus two parent families),housing tenure, mothers’ academic qualifications and the economic status of both the mother andthe household as a whole. ■ The most disadvantaged families had more lone parents (72%) than both the moderatelydisadvantaged (21%) and the households which were not disadvantaged (3%). ■ The highest level of academic qualification achieved by the child’s mother differed significantly bylevel of disadvantage, with many more mothers achieving degree level or higher qualificationswithin the households which were not disadvantaged (50% compared with 5% in the mostdisadvantaged families). ■ Household economic status also differed considerably by level of disadvantage. The householdswhich were not disadvantaged were mainly couples where at least one parent was in work (95%)whereas the most disadvantaged households in the sample were mainly households in whichneither parent was in work (82%). ■ Children from the 20% most disadvantaged families were least likely to receive formal childcarebefore age two. ■ Only 7% of these children received formal childcare before the age of 12 months and only 15%Week Commencing 27th July 2015https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/444852/DFE-RR480_Study_of_early_education_and_development_survey_of_families.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/444852/DFE-RR480_Study_of_early_education_and_development_survey_of_families.pdfhttp://www.youthsporttrust.org/media/24072132/the_class_of_2035_report.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/359483/DFE-RR286_-_Are_free_schools_using_innovative_approaches.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.between one and two years old, compared with 20% and 36% respectively for all children in thestudy. However, after turning two, over half of children in all three groups were receiving formalchildcare (58% of children in the most disadvantaged families, and 60% of all children). ■ In all groups, and at all ages, group-based formal provision, such as a day nursery or a pre-school, was more common than individual provision, such as a childminder. ■ As take-up of formal childcare increased with the child’s age, so did the breadth of different typesof childcare used by the families. ■ Children from the most disadvantaged families started receiving formal childcare at a later age onaverage (22.5 months), compared with children from moderately disadvantaged families (16.6months) and children from the not disadvantaged families (15.3 months). ■ Almost half of children (48%) from the most disadvantaged families were receiving theGovernment funded two year-old entitlement. About a tenth of children (10%) in these familieswere receiving formal childcare but not the funded hours, and about two fifths (42%) were notreceiving any formal childcare at age two. ■ The largest proportion of those who were receiving the two-year-old entitlement reported usinga day nursery. Forty-six per cent of children in the most disadvantaged families that were takingup the two-year-old entitlement were attending a day nursery at age two, compared with 23%attending a nursery school and 23% attending a pre-school. ■ The proportion of families not using any early years formal provision when their child was agedtwo varied by socio-demographic characteristics of the family. In particular, there was a strongassociation between mothers’ level of educational attainment and how likely families were to useformal childcare. ■ Mothers who had no or low formal qualifications were least likely to use formal childcare, andmothers who had degrees were most likely to use formal childcare when their child was two. ■ The most common reason for not using formal childcare as reported by parents was personalpreference.  However, another substantial minority of families mentioned cost of childcare astheir main reason. This was mentioned by 17% of those in the most disadvantaged"
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Leadership

Study of Early Education and Development

22 Jul 2015