Dave and Blake are two presenters of My Life Online a series of workshops for schools around keeping kids safe and positive in their online interactions. The pair have recently released a 3-part video series aimed at parents, incorporating strategies that aim to improve conversations with kids and present information in a calm, non-sensational manner.
First up, is a video entitled “The 3 Habits Every Kid Needs to be Safe & Responsible Online.” In this video, they focus on helping kids make safe and good choices, on increasing empathy and on considering their online legacy. You will appreciate the easy to remember strategies to pass on to your children, and the fact that it is realistic advice, not the “Guess the right answer” type of advice that has kids cringing on the inside.
Kids are losing their ability to socialise in person, and
Kids need online monitoring
Again, what I appreciate about their approach, is they are not demonising social media (which is not helpful in our digital world), but instead are giving parents approaches to improve communication and foster positive relationships with their child(ren).
One of the most practical tips they share in this video, is considering online posts on the following continuum: Helpful to Hurtful; Self to Others. This can be a great way of encouraging kids to see the impact of their posts may have.
Each video is about 15 minutes long, and well worth the time. I hope you find them useful!
What is it? Media Mentor Month is an initiative to help parents develop a positive relationship with their children around digital technologies. Just as we want to be mentors for our children in reading or having a healthy lifestyle, we also want to mentor them in their digital world too (see more details about being a Media Mentor here). The trouble is, sometimes we don’t know exactly how to go about that. Media Mentor Month provides parents with some ideas and strategies to help foster and develop that relationship.
Who is it for? Anyone, really, but probably best suited to parents who are looking for direction to connect with their children around technology. Especially the ones who feel they only ever battle with their kids about being on screens too much (see more about that here).
When is it happening? Ideally, March, so we’re all on the same page. Realistically? Any time that fits in to your family schedule.
What do I need to do?
You can participate as much or as little as you like. Personally, I would love to see you share some photos of your family engaging in the challenges. Make sure to add the hashtag #MediaMentorMonth so we can follow your progress!
It is a tricky thing to look at one’s own biases: it can make us feel somewhat vulnerable. In the case of screen time however, it is essential that we do so.
Professor Andy Przybylski (University of Oxford) opened the one-day event on Screen Time I had the good fortune to attend, by commenting on the very existence of the phrase “screen time”. Is there similar examination of “book time” or “food time” for example? There is an unfair rhetoric of analogue time being wholesome, good and entirely helpful, whereas screen time is seen as inherently bad, distracting, unhealthy and leading to nothing of value.
This ‘displacement hypothesis’ is such that every digital minute is seen as taking away from an analogue minute, with the insinuation that digital minutes are taking you further away from you being your best, most successful self.
Professor Przybylski argued that the evidence simply doesn’t back up this theory. Any correlational findings (remember, correlation does not equal causation) are so statistically insignificant they don’t justify focusing on – less than 1% variability in terms of correlational findings around sleep, health, functioning and behaviour.
So what does this mean for parents?
Simply put, there is an over-emphasis on limits and not enough focus on thinking critically about how we use screens, particularly how we use screens with our children.
Alexandra Samuel, using data from surveys of 10,000+ North American Parents*, found three main parenting approaches to technology: Limiters, Enablers and Mentors.
Limiters focus on minimizing access to technology.
Enablers put few restrictions on access to technology.
Mentors actively guide their children in the use of technology.
What is especially interesting about these approaches, is that for school-aged students, the children of Limiters were twice as likely to access porn, or post rude/hostile comments online. They were also three times as likely to impersonate a classmate, peer or adult (see Samuel’s article in the Atlantic for more information).
Likening the Limiter approach to abstinence-only sex education, Samuel argues, “Shielding kids from the Internet may work for a time, but once they do get online, limiters’ kids often lack the skills and habits that make for consistent, safe, and successful online interactions.”
Mentors typically make up a third of parents overall, but Mentors are equally represented in each age range, suggesting that this might be an approach that works effectively throughout your child’s life.
What we like best about these findings is that they reinforce the idea that establishing and maintaining positive relationships with your children around technology is beneficial to everyone. We want our child(ren) to come to us if they encounter problems, knowing we won’t freak out or overreact. For this to happen, we have to show that we care about and value their digital world in the same way we show that we value their other activities, e.g. reading and sports.
Devorah Heitner, author of Screenwise, suggests, “Take an interest in what your kids do in their digital lives. Learn together with your kids. Play Minecraft with them or share photos on Instagram with them. Show them what you are doing online and ask them for advice about your Facebook posts or LinkedIn Profile. Your goal is not to become an expert in technology but to get a window into how your kids think about, and interact with, technology.“
With an awareness and understanding that no parent is all-Mentor all of the time, how can we engage in more Mentor-like behaviour with our children? How can we move from being Media Police, to being Media Mentors?
We know as busy parents, it is unlikely you will get to all of these ideas (especially not only in March!), but we hope this provides a resource for you to explore and find ideas of activities to help you develop a positive digital relationship with your family.
Please feel free to share your ideas with us in the comments below, or add the hashtag #mediamentormonth on social media posts.
* “About the data: All the charts in this article are drawn from a series of surveys conducted on Springboard America and the Angus Reid Forum between March 2014 and February 2016. More than 11,000 surveys were completed by parents of children under 18; each individual survey sampled between 500 and 1000 North American parents.” Please note this data has not been made publicly available and is not peer reviewed.
Students listen and respond to a range of “This I believe” examples – both from the original podcast and samples from previous students – and then undertake the process of creating their own.
Attending a workshop with the pair last year, I couldn’t help but feed off their passion and excitement for the project. Listening to some of the finished student samples gave me chills. What phenomenal work students produce when given a platform to (literally!) share their own voice with the world.
Ceci and Nathan have shared all of their resources (linked here with permission), so I encourage you to check out the vast array of material they have shared and get this project started in your school community.
In addition, why not incorporate podcasts into your regular literacy programme? Below are a few of my favourites, which I hope you will explore with your Middle Schoolers.
This I Believe
“This I Believe engaged listeners in a discussion of the core beliefs that guide their daily lives. We heard from people of all walks of life — the very young and the very old, the famous and the previously unknown.” When you get a collection of stories about powerful beliefs from a diverse group of people, you can’t help but create amazing content.
Youth Radio is a commentary on present-day issues, presented by student journalists. What I like about this podcast is you get view points from students, for students. The content varies broadly. Student journalists are never going to shy away from controversial topics – it’s part of what makes it real to it its listeners. Generally, episodes are short and cover a range of perspectives. There is bound to be one about a topical issue you are exploring in class.
If language is your area of expertise, look no further than The Allusionist. Featuring language experts, listener questions and words of the day, this podcast by Helen Zaltzman is a deep dive into the wonders and mysteries of language. This podcast would certainly enhance lessons on grammar.
In its own words: “99% Invisible is about all the thought that goes into the things we don’t think about — the unnoticed architecture and design that shape our world.” Fascinating stuff, huh? Digging around in the archives will be sure to uncover an episode or two to engage every learner.
Billing itself as a podcast for eaters, not foodies, The Sporkful is chocka-block with fascinating gastronomic content. As my son is essentially a stomach on legs, I figure this will be a great podcast for him to check out…
The Guardian describes Reply All as, “A podcast about the internet’ that is actually an unfailingly original exploration of modern life and how to survive it.” The subject matter is near and dear to many teen hearts, and the quirky anecdotes about the vast reaches of the internet keep the audience wanting more.
Ok, this one is weird! Finally, a work of fiction for the teenage mind to uncover. Each episode of Welcome to Night Vale appears as a series of regular reports from a local community news broadcast. Sounds fairly benign, right? But there are some major clues that things are not exactly what you’d call “normal” in the town of Night Vale. Aliens, the attention given to helicopter paint and a floating cat is only the beginning…
There have been some exciting writing projects going on at UWCSEA, which my colleague Dave Caleb and I really believe deserve a wider audience. This prompted us to begin writing a multi-touch book called Digital Approaches to Writing, which is now available on the iTunes Bookstore.
The book focuses on why we need to include digital approaches in a balanced writing programme, and highlights two projects we have worked with to incorporate digital approaches in the writing process. It is packed with tutorial videos and templates so teachers can adapt and modify as needed. We plan to add more chapters through the coming year.
As is our custom, the book is FREE, so please share!
A little over a year ago, I collaborated with a group of international school teachers in the technology coaching field to create a multi-touch book called Coaching for Digital Literacy. See the blurb below:
Coaching for Digital Literacy is an emerging field where educators are supported in developing their pedagogy around learning with digital tools. This book is a collaborative effort by experienced Digital Literacy Coaches in international schools that will serve as an invaluable resource for those already in a similar role as well as people who are considering this field.
Filled with practical suggestions and case studies, this book aims to arm Digital Literacy Coaches with proven skills and techniques to support learners.
I was lucky enough to participate in a 3-day retreat with 25 teachers from across UWCSEA’s two campuses, designed to build capacity in the college with regards to coaching and mentoring in general, and technology in particular. We have had a lot of requests for more details about the retreat, so I thought I’d outline some key aspects:
The planning committee comprised of the Digital Literacy Coaches, Teacher Librarians & our Tech Director. Andrew McCarthy (DLC at Dover) created a wonderful Google site for the retreat, then we divided into groups to plan and populate the site according to interest/level of expertise.
The retreat focused on Cognitive Coaching and Mentoring (facilitated by the dynamic duo of William Powell & Ochan Kusuma-Powell) in the morning sessions, together with afternoon sessions exploring strategic technology themes at UWCSEA. We wanted to build in a culture of sharing and team building throughout. To this end, we incorporated an optional Photo Walk with Dave Caleb (Grade Four teacher and photographerextraordinaire), time for sharing best practice from participants and a social dinner one evening.
Bill & Ochan really did a spectacular job of setting the tone of the Retreat. They had a fluid, natural style which contributed to a relaxed, engaging atmosphere throughout. Their coaching sessions focused on the following:
Photo by Dave Caleb
Wednesday – 8am – 12pm
Surfacing assumptions about adult learning — preconceived notions vs. what the research suggests
Four support functions: Coaching, Consulting, Collaborating, and Evaluating
Trust and Rapport
Thursday – 8am to 12pm
Photo by Dave Caleb
Self-Directed Learning: how does a Mentor support it
Coaching as Mentoring
The Planning Conversation – how to support a Mentee in planning
Practice with specific coaching strategies
Friday – 8am to 12pm
Photo by Dave Caleb
Situational Leadership for Adult Learning: Directive and Supportive Behaviors
Feedback: The Breakfast of Champions and Losers — how different types of feedback affect the recipient.
Kegan’s Stages of Adult Development and how they impact learning.
The Reflecting Conversation: how to support a Mentee in reflecting and evaluating technology use.
Things I learned:
If you effectively double the number of devices people have access to, you will break the wifi
One exciting aspect of the conference was that we were able to give each Tech Mentor a new iPad. There were several reasons for this, including the fact that teachers who play with technology in their everyday lives are more likely to use it in the classroom (and beyond), as well as the opportunities for meaningful and detailed assessment for learning that the iPad affords. Not surprisingly, the iPads were very well-received by the Mentors, and they dove headfirst into exploring it for note taking, capturing images, creating iMovie trailers and much more.
The downside to that is that although we factored in the number of people coming to the Retreat, we didn’t take the number of devices they would be connecting to the wifi into consideration. Lesson learned.
People Really Matter
From the feedback we received, the chance to meet and get to know people from the other campuses repeatedly came up. Both our campuses are HUGE, and it is not unusual that people can work at the same campus for years and not lay eyes on one another. Just taking the time to sit down and really learn about some other people was a considerable benefit. We know that magical things happen when you put passionate and interesting people in the same room together, and the Tech Mentors’ Retreat certainly confirmed that.
Pedagogy First, Technology Second
This Retreat was not designed to teach the teachers a whole lot of technology. The people who were there were already keen on the tech – we didn’t need to shove it down their throats. What made it so successful in my mind was that it was grounded in research and emphasized technology as a tool for learning, rather than an end in itself. In fact the majority of the conference involved best practice for interacting with others – social skills 101 if you like – and would be useful for any individual! It gave a lot of insights into the reasons people can be reluctant to use technology, and provided some techniques to deal with these sort of issues at school.
I Still Love to Share
And so it seems did our Mentors. It was neat to have the showcase sessions with interesting things people are doing in their classrooms. Learning from the experience in the room made people feel valued, and reminded us that there are so many wonderful things happening already at our school, we just need to provide opportunities for people to share with a wider audience.
Photo by Dave Caleb
[Please check out our Storify collections from Day 1, Day 2 & Day 3 if you would like to see the collective knowledge of the group as we went along.]
Getting off Campus is a Good Thing
A new location can help us to switch our mind from the pulls of day-to-day teaching, to focus on new learning with fewer distractions. It felt like we were at a conference in another country.
Visual Literacy is Important for All
Many Tech Mentors mentioned Noah Katz‘s work on Visual Literacy as a highlight for them. Noah (DLC at Dover) reminded us that we all have a role to play in helping students learn how to share information in the clearest, most visually appealing way possible. We hope to get Noah’s presentation up for you soon, so you can all benefit from his knowledge in this subject.
Passion is Infectious
Photo by Louise Phinney
When we are passionate about something, it really shows through in our presentations. Watching Noah talk about design, Katie Day talk about literacy or Dave Caleb about photography, well, you can’t help but get sucked into that vortex of awesomeness. How are we making this happen for the students we teach? For our teaching colleagues? For ourselves? These are questions worth considering as we look ahead to a new academic year in August.
I couldn’t let the opportunity to say a couple of thank yous go by…
Andrew, thanks for coming up with this genius plan in the first place; and Ben, thanks for having the vision to support it and help make it happen.
To our new Tech Mentors, working with you was an absolute pleasure, and I am grateful so many of you are on Twitter etc so we can keep the conversations going.