Teachers Tweeting on Twitter?

As Twitter has swept the U.S. and to an extent the developed world by storm, there are seemingly two main types of people created by its arrival on the web: those who use it and love it, and those who have not heard any compelling reason to get their feet wet tweeting with their thumbs (and fingers, if you're at your computer).

After all,  using Twitter effectively can appear time consuming and seems like a full-time job for some (or something that they just do all day AT their full-time job). There is a middle ground, however.
More and more, professionals and specifically teachers are diversifying what this application can be used for. Undoubtedly most people have the conception that Twitter is no more than an endless stream of celebrity gossip and pompous athletes spouting off in between fawning and attention-seeking by the laypeople who subscribe to their accounts. Well, that is in fact what most people using it do, but by no means is it limited to this role. As this article by Dr. Ernesto Priego notes, Twitter has an amazing potential to keep instructors, researchers, authors, and even students just as tuned in to what is relevant in their respective fields as it does for keeping teenagers informed who may want to see what Lady Gaga or LeBron James had for lunch this afternoon.

Even more, Twitter along with other 'microblogging' apps and websites is changing the way many educators and researchers go about sharing their ideas, findings, and experiences. In some respects, it is the embodiment of the term "peer review" on the grandest of scales. Twitter is a so-called two-way street, where everyone who has others following their posts on Twitter (and without followers, you may as well write in a journal as this defeats the purpose of social networking) is subjected to responses by those followers. And just as with the tweeting celebs, inevitably some of the responses will be critical, or downright negative, but this is the point - putting your ideas out there, along with recommended articles, possibly some original writing of your own, your research, etc. so that the tweeting public (including your colleagues, peers and even students) can check these things out, and Tweet back their opinion after following your links or reading your thoughts.

Beyond the dissemination of information and resources, it serves as a great tool to get in touch with others in your field of work. In this regard, it is as much a professional networking tool as it is a social networking tool, and you might find more people in one day on Twitter who can be of some use to you than you will in a life time of conferences and brunches through any professional organization. How much you pursue these new connections will determine where it takes you. If you're still not sold, check out this blog post by an edu-blogger for a first-hand account of how Twitter might impact you as a professional, teacher or otherwise.

Of course, I would be remiss to ignore the downfalls of Twitter, and there are indeed negatives that will turn people off. for instance, if you simply use a Twitter account and start following a educator or ESL researcher, you will get every post they make about ESL, linguistics, teaching technology, and so on. The bad part is, you will also be subjected to every tweet they post about their drive to work, the rude woman in line at the grocery store, and their complaints about their bratty kids (just examples of course). In short, anything they say, you will receive on your Twitter feed. There are ways around this with additional applications and tools, and this article is a good way to get started in figuring out how to filter out the junk from the meaningful information that really is available on Twitter.

As in the world in general, the seas can be rough, but if you navigate well, the journey through Twitter can be rewarding. Will it revolutionize the way education functions as the first article suggest? Well that's probably a stretch from someone in an early infatuation with the Twitter-verse, but nonetheless it is part of a networking revolution. It won't make one a better teacher necessarily, but it can definitely help you get there, and as a user, I would recommend it to even the very slightest tech-savvy individual.

A Learner in 2012 is Like...

Today’s leaner, in ESL, other L2 learning, and virtually all categories might be compared a helicopter pilot in a war zone. Of course, though sometimes painful, no one’s life should be at risk while enduring the learning process. Likewise, you probably would probably hope to never hear the word ‘learning’ if you were experiencing such a helicopter ride.

Nevertheless, the short-term chaos and ever-changing situation that a pilot would face while trying to complete his objective is probably a good metaphor for today’s learner in their long-term objective of gaining mastery over a certain field. Though the learning process never truly ends, if one were to examine this comparison in terms of reaching a certain stage in learning development as the objective, the analogy becomes more clear.

Basing this comparison on George Siemens’ theory of Connectivism (Siemens, 2005) as a model of the learning process, we can illustrate this idea more clearly. While connectivism would state that “a diversity of opinions” is the dominant factor over the learning and knowledge acquisition process, certainly in such a situation as navigating a chopper in a hostile environment would require not only trained skill and instincts, but also intellectual decision making. The best course of action for a pilot may vary considerably from one pilot to another based on his own ideas, what his instructors have trained him to do in the past, and what his superiors might be telling him at the moment. Likewise, learner must consider all that he has already been taught, his or her own experiences in the past and compare this with the task at hand.

The second principal explains that connecting “specialized nodes” and other information sources is how the learning process works. Imagine our pilot at the helm, taking advice and intelligence from other pilots, sources on the ground, his own visual field, and the array of dials and displays in his cockpit: fuel gauges, radar, infrared displays, and so forth. He must ‘connect the dots’, compiling and processing all of these inputs and formulate a course of action. A learner in today’s world also has an array of educational tools and resources, and must successfully make similar connections to acquire knowledge in a useful and efficient manner. Similarly, this same description can be used to draw comparisons to principal three, that learning may come from within “non-human appliances.” While a pilot will rely non-human tools like dials, meters, radars, etc. to complete his objective, a learner may use an assortment of technology tools in his or her journey, including internet tools like blogs, social networking, software applications and so on.

Building on those points, we can examine Siemens’ discussion in his video The Network Is the Learning. Here he says “Adding a node to a network increases the entire network.” Let’s say our pilot is suddenly given one more tool, or node, to add to his intelligence network, such as a location of an enemy threat via a source on the ground behind enemy lines. This piece of information, or knowledge, does not just stand on its own. It will change how every other piece of information is viewed and what steps will be taken. It increases the value of all the other ‘nodes’. Likewise, when a learner is given a new tool, or a node, his learning potential can increase ten-fold from that one new node. For example, an L2 learner may come across a new blog on ESL. Within this blog, the learner may find countless new learning strategies, links to additional sites previously un-encountered, and start networking with other learners and teachers. This provides new nodes, but increases the value of the old ones by providing new ways to use them, thus exponentially strengthening the network.

Principal four states that the capacity to know more if of greater significance than what one already knows. Of course a learner will continuously, and probably forever, draw on previous knowledge, it maybe even very old indeed. But much knowledge becomes obsolete very quickly. To stay relevant, the learner must be capable of further acquisition. Our pilot, too, will need to use what he has learned over the entire course of his training, but he also can’t go ‘stale’ , so to speak. His situation is changing every second and he must adapt and be able react properly in new, unseen circumstances.  Principals six through eight are similar to one another, seemingly echoing this point. This further helps us illustrate this metaphor.

If you’ve decided you would now rather like to become a fighter pilot and seek that path of adventure, good luck. But if you are still interested in learning more about theories of learning (that would also apply to ESL) and the effects of technology on the learning process, you can read the entirety of Siemens’ article on connectivism at via this link. The video on connectivism referenced above can be seen here: The Network Is the Learning.

8 Steps to Safe Surfing for Students

Students,

Using the internet and its many tools will surely be a fun and rewarding part of our learning experience this year. I fully encourage all of you to use the internet, blogs, wikis, and other resources to make our experience richer and more fun. However, like with anything else, there are some risks and dangers that come along with internet use. Fortunately, there are some key guidelines that, if followed closely, will make our improve our online experiences, but keep them safe and appropriate as well. Here are some keys to safe surfing that you can follow to ensure that you stay out of trouble:

1) NEVER give out personal information, like your real name, where you live or go to school, or anything that would let someone know how to find you on any blog, message board, chat room, or social networking site like Facebook.

2) Do not post a picture of yourself on any website, even if it is your own, without your parents' persmission. Also, do not send pictures to anyone you meet on the internet in an email or any type of message.

3) Do not meet anyone in person that you only know through the internet unless your parents tell you it is okay to do so.

4) If you receive or see anything on the internet that makes you feel awkward, uncomfortable, or scared, inform your parents, another adult in your home or someone who works at your school immediately.

5) If you are ever threatened or harassed on the internet, please inform your parents or a teacher. Even if you know the person who sent the message, such as a classmate or someone from an after-school activity, tell an adult immediately. Everyone should feel safe and comfortable while enjoying the benefits of the internet, so don't let someone else ruin it for you.

6) Remember that on the internet, people can very easily lie about who they are - even about their age or whether they are a boy or girl. Even if someone has a picture of they say is of themselves, they could be trying to trick you. It is nearly impossible to know for sure the truth about someone you meet online, so it is important that you are careful about what you talk about or share with these individuals.

7) Don't sign up for any contest, drawing, giveaway or any type of 'free' items online. Simply put, these are lies people use to get information from you. Nothing is free, and if, for example, you did win a contest, you would not be notified on a webpage. Steer clear of any site or any person who is trying to give you something for free.

8) It is important that you know I will be informing your parents of what websites and internet tools we will be using. In turn, they will be keeping an eye on what sites you are visiting and what kind of online activities you are taking part in at home. At school, your other teacher and myself as well will be able to see what you are doing on the internet - even after you're done using the computer! Remember, this is not to be nosy or to annoy you, but to protect you and other students. In short, if you have any doubts about the sites you are visiting or what you are saying or sharing on the internet, ask a family member or a teacher before doing it.

For more tips on safe surfing, visit the following websites with your parents or an adult in your family:

KidsHealth.org's guide to Safe Cyberspace

FBI and Kids' Safety

...and especially for your parents:

FTC Facts on Protecting Kids' Privacy

Remember, the best thing you can do is ask an adult in your home or school about anything you are unsure of on the internet. Please ask me or someone at home right away as soon as you have a question.

Safe surfing everyone!

Blogs and the ESL Classroom

Blogging can serve a number of roles in enhancing the education experience for both students and teachers alike. Regardless of the subject or curriculum, blogging can make for a unique tool in sharing ideas, strategies, questions, and concerns. It can also be useful as a means of completing and submitting assignments, assembling 'e-portfolios', reviewing other students' contributions, etc. The list of possibilities is as long as you make it. Its practicality for English as a Second Language (ESL) instruction and learning is no less substantial.

Three ways that I would make use of the 'blogosphere' for my ESL classroom, were I instructing a course of beginners in the acquisition of the English language, might include:

1) Connecting my ESL students with members of another class in another culture / country. This could work in several ways, but I will present the following example; if I were instructing a mono-cultural class, such as a group of Korean students in Seoul, or Polish speakers in Warsaw, or francophones in Kinshasa, I could have them network with another group that is also studying ESL. This would allow for a sharing of common or differing experiences students have already had or will have during the process of learning a new language. This would help students' encouragement and motivation level by seeing the unique difficulties other students (and cultures) face. This can be done by requiring a few blog posts by each student, one to introduce themselves to the rest of the group, and one to write a short, more formal composition on the difficulties, rewards, and reflections of learning English. Comments on other posts would be required, but the need for formality would be less of a concern as a demonstration of basic communicative ability is more important in this particular field.

This would meet TESOL PreK–12 English Language Proficiency Standard 1, which reads, "English language learners communicate for social, intercultural, and instructional purposes within the school setting." (PreK–12 English Language Proficiency Standards Framework at TESOL.org.)

2) Assigning an internet resource-based writing project. This can have any topic at its foundation, and it will serve both to enhance the users' abilities and experiences with blogging and internet tools and their use of the English language. For this example, I have chose a specific assignment.
Part of teaching a second language requires educating the learner on the cultural history, or a chronology of the language's development through significant world events, stages of civilization, contributions to the arts and society, and so on.
To meet this requirement, I would assign students to first research a distinct English speaking society, either in the past or present, that interests them. Their resources can be written in the students' native language(s) if they are at a very minimal level of English capabilities. If they are slightly more competent with the language to a basic degree, a requirement that the resources be published in English could be made. The students will then give a brief overview of that society, including its inception (and possible demise), its traditions, beliefs, values, etc. They will then present their personal reflections on that society - what they found interesting, why they chose that group, possible similarities between that culture and their own, differences, or whatever they would like to share. They can then read other students' submissions and expound on those through comments and replies.

This would meet TESOL, Inc.'s PreK–12 English Language Proficiency Standard 5, which reads, "English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies." (PreK–12 English Language Proficiency Standards Framework at TESOL.org.)

3) Requiring that all student assignments, both formally graded and informal exercises, are posted on the blog to compile what author Will Richardson refers to as an 'Online Filing Cabinet,' which can be in turn be used to create an 'E-Portfolio.'
This blog capability may be even more valuable to language acquisition than many other fields of study. The resulting e-portfolio can be used as part of a final assessment of the students progress through the course of the year or semester. All completed work will be easily accessible in one location where I, or any instructor, will be able to make a clear evaluation in how the learner has improved his or her adeptness with the English language from day one until the final assignment. Its a great way to summarize progress and evaluate successes without worrying about storing and organizing countless papers and other assignments or hoping that my students have not lost them or thrown them out.

This would meet TESOL, Inc.'s Technology Standards for Language Teachers Standard 3, which reads, "Language teachers apply technology to improve efficiency in preparing for class, grading, and maintaining records." This is part of Goal 4, that "Language teachers use technology to improve communication, collaboration, and efficiency." (Technology Standards for Language Teachers at TESOL.org.)

This is just the beginning of the educational opportunities blogging can bring to the 'English as a Second Language' student and teacher alike. Its doubtless that more uses will be discussed here soon!

Note: I have chosen to follow TESOL standards, rather than ACTFL, as I will be instructing ESL which is in fact distinct from the instruction of a English as a foreign language, with different teaching methods and philosophies. I will also be teaching outside of the public school system of the United States, so for the purpose of outlining blog uses that I may potentially use in real life circumstances, New York State standards, while providing a good, basic outline, are of no direct relevance or necessity.