Social Networking Behaviours – when to begin? And who can help?

Two of my grade four students (both 10 years old) have started using Instagram for sharing some of the photos they are taking at home with their own iPod Touch. They told me about it this week. One student said that she had found my username whilst doing a search within the app too.  Both students are allowed some controlled time at home with their devices connected to the family’s WiFi so that they can take a photo and upload it to their account. They are following one another and simply sharing some photos together. Most of the snaps are of their respective pet dogs, incidental items in and around their house such as balls, food and furniture. Yet they have attempted to present some of these everyday items from an interesting perspective; close-up or looking up from below. None of the photographs have their face or anyone else’s in them. It appears they are utilising some positive online etiquette strategies almost as second nature. One parent spoke to me this week about it. She commented on how much they are loving the easiness of snapping a shot and sharing it with just two screen touches. What I found most interesting about this parent’s comments were that they were not negative towards the technology and the experience. They were interested and well aware with what their daughter was actually doing. Often I hear a parent decrying the fact that their son or daughter wants to access learning experiences on the WWW outside of school hours.

So…this little experience got me thinking about social networking and the slightly different guises it comes in. It got me pondering about my students. I had this triumphant feeling that these students were making a statement about young people and the internet. Here I will attempt to articulate what I mean…

I have an Instagram account but am yet to use it regularly. In fact, when my student looked me up this week there were no photos to peruse at all. I am currently completing a ‘365 (366) photo a day’ challenge using the Posterous app on my iPhone. I have shared some of my photography and musings with my students to get them thinking in a lesson, whether it is making inferred meanings about a text or discussing how certain colours in a  photograph make us feel something. I truly believe now that if we want our students to learn how to be a positive digital citizen, they need to see us doing it. They need to see how we conduct ourselves online, not just on a school-oriented website or blog. Students need to see how we behave in other social networking spaces . Thus, my students know that I have a Twitter account and we have watched other teachers and learners respond in a Twitter feed to me and to them. They have seen my Posterous blog and glanced at my professional blog. Finally, they know that I hold a Facebook account although they have not seen it. But I have discussed it with them…I have told them about the strict privacy rules I apply to it and why, they know the main reasons why I have an active account (friendship etc.) and we have discussed the various ways that people should behave and act in a social networking environment.

One of my main passions in guiding primary-aged children with their learning is allowing them to have experiences with social networking in a safe, online learning environment. Edmodo has been the perfect avenue for this. I have written about it in past posts and talked about it at conferences. Edmodo is designed for schools and always just…works! It looks a bit like Facebook in its interface. The buttons are user-friendly and easy to understand. I find that most of its basic use does not require long-winded explanations for young students. They just get it or they learn from their classmate next to them. Students learn how to post appropriately to a space, how to reply to another and to seek replies, how to attach content to a post and share their learning with other students and teachers. Edmodo has been the base where my students have begun their foray into leaving a positive digital footprint. Let’s be honest…regardless what we think or parents think…students are going to be leaving an indelible footprint out there…some have probably even started.

A colleague once delivered a presentation to staff about cyber-safety after attending an in-depth PD. Much of the content and ideas projected back to us were valid and worthy of discussion. One comment stuck with me though and it went something like this… “Why should any of us (teachers) be having any sort of contact with a student on the internet? When you think about it, emailing a student after hours, even about school-related matters, is just weird isn’t it?”  SO…at first I questioned myself. I started to feel ‘weird’ for a small second. Let me clarify: I am NOT emailing my students at night like I would a family member or friend. But my students and I were using Edmodo. They were handing in homework assignments via this platform at 7pm or later on weeknights. Some of them were leaving reminders in our class space for the other students to ‘not forget their runners for P.E. tomorrow’ and some were sending their teacher a direct message to ask if it was OK if they brought in something from home to share with the class in the morning. Most teachers take work home with them. They sit on the couch after dinner and complete jobs; correcting work or planning a lesson for the following day. What is the difference if they respond to a piece of work submitted by a student after hours or respond to a post? What is it telling our students if we flatly say ‘NO, you are not to have any communication with me outside these walls.’ To me this is, again, reiterating how to be a responsible online citizen.

Back to the photography…a group of my students have started to work on telling stories through photography using iPads and the ‘Posterous’ app at school. Our goal is to make the ordinary item look interesting and to explain why we think so. Some of their work from this term can be found HERE . We have discussed how it is easy to simply take a traditional photograph of a person smiling or holding an item. So why not leave the person out of the shot altogether! I don’t expect this strategy to rule my students’ behaviour online forever but it does give them a sense of how to be safe and still make it interesting.

The reason why I include these photography projects in the social networking category takes us back to my opening paragraph. Social networking is about creating a community and/or being a member of a community. It is about seeking an audience. Therefore, my students take their photographs, edit  and write about them with an audience in mind. They know that their work is being created for someone else to look at and read. This is the expectation of anything they produce for posting.

My experiences over the past few years have taught me one important fact. The early years is the age to begin immersing students in these types of experiences. Get them used to it, break down the misconceptions, discuss the positives and negatives out there, invite them to teach their parents about it. Let them see you using it! We have to start now; not when they are fifteen years old. The skills and values that they acquire now will, at least, give them a steady chance to survive and prosper in the ever expanding world of social media and social networking.

What are your experiences with social networking in school? What are the positives and negatives? What are your thoughts? What is missing? What might the future hold?

All About Engagement…and Technology…and it worked!

It’s been bothering me that  the previous post on my blog was a bit of a rant. Not initially, but now that some months have passed it was time to rectify the situation. I just posted the below report on my global2 blog that I keep with my class. I thought it fitting to share the work on my professional blog. This is mainly about the power of Edmodo in a way. Although a homework project, the nice things about the learning below is that my students were sharing updates, achievements, questions and thoughts as they went. This made them unafraid and confident to share their work come presentation day. Please leave a comment if you see fit. The post starts below…


For the past 3 weeks we have been investigating an ecosystem in our own backyard. We all joined a group space on Edmodo and kept each other up to date with what we were learning and discovering as we completed the project. Some people posted some comments and questions to the space. Others posted photos of the living and non-living things in their chosen patch. We discussed our progress as we went and posted links to some useful websites that contained information about ecosystems, different biomes and animal species.

All our work was due last week. On Thursday 25th August we presented our work to small groups of classmates. We had to make sure that we spoke clearly and made eye contact with our audience. We came really prepared so that the technology would work and we finished off with posting what we had learned to our ‘Ecosystem Project’ space on Edmodo.

Below are some examples from our projects. Everybody had something unique to share! At the bottom of the post there is a question we would like you to answer.

Amy used 'Paint' to draw her chosen ecosystem

Amy used 'Paint' to draw her chosen ecosystem

pres_1 pres_2
Here we are presenting our projects!

Here we are presenting our projects!

The power of Edmodo!

The power of Edmodo!

Steffi made her movie using her iPod Touch. Bridget wrote a script, rehearsed and filmed her show with a digital video camera.

My Edmodo / Ultranet dilemma!

The 2011 school year is now in full swing.  It feels good to be back. I’m really enjoying getting to know the bunch of students I have in the 3/4 unit this year. I feel refreshed and positive after a satisfying break.

My main goal for the first and second week of term one is to get the entire unit of 3/4 students (approx. 170 students) signed up to Edmodo. We already have a head start because most of the grade four students are still signed up from last year. So some of my spare time has been dedicated to omitting the students that have moved on and ‘tidying’ up the groups.

This year I have a larger group of Edmodo ‘experts’ across the grades that are promoting the positive aspects of Edmodo to the new students and my intention is to get these students to be the ‘teachers.’ In fact, it is already happening.

The next step is the parents! We have an information night next Tuesday 15th February and from my experience last year we should expect a rather healthy turn out. One of my favourite tweets from the @edmodo people over the summer break was that they had parent accounts active and ready to go on the site. My intention next week is to allow some keen parents (I think I have at least two or three) that are willing to sign up to Edmodo on the night with a parent account using the Smartboard so all can see the benefits. We will be promoting Edmodo as ‘the norm’, not an extra bonus for the ICT savvy.

If you are unaware of this new parent account feature, I’ve posted a link below to the Edmodo blog.

Now here is my little dilemma! I completely acknowledge that the Ultranet will provide all these things that I am talking about eventually. We are yet to sign parents up and our students have only recently been signed up. We have some dedicated Lead Users on our staff and I am looking forward to the next few steps of our Ultranet experience.

My question is: will the Ultranet and Edmodo be able to live in harmony at BPS?

I’d like to think they can. There are two main facts that I keep coming back to with Edmodo:

1. Edmodo adds new features regularly and they work instantly…in my experience anyway!

2. The interface is so user friendly for students. It looks like something they may have seen before (Facebook, Skype). The spaces are uncluttered and tailored to students across all year levels.

Outlook for me, my colleagues and students…

My thinking is that Edmodo could continue as a tool for instant communication between students and teachers, a place to hand in homework projects, to have ‘live’ discussion about topics, books, units of work etc. and much, much more.

The Ultranet will be the place for all other work, assessment and learning portfolios for my students.

This is me thinking out loud and I welcome comments, questions and musings.

Thanks for reading.

A slideshow of Edmodo musings and events by our Grade 3/4 students in 2010

Hi there,

I presented at the IWB Digital Schools Conference today at the Crown Promenade Hotel.  After the presentation I put together this PhotoPeach slideshow that details some of the examples of how students in our grade 3/4 unit have embraced Edmodo this year.  If you were at our session, these are the same examples I showed on the overhead.

Thanks for visiting!


The many uses of Edmodo in and out of a Grade 3/4 classroom. on PhotoPeach

Using Edmodo with Grade 3/4

This year I have really been pushing the use of Edmodo both in and out of the classroom as a social networking tool.  I began using it last year with a grade 5/6 class based on the advice of @mrpbps.  This year it is being utilised across an entire Grade 3/4 unit of 180 students.  In my professional development over the past 12 months or more, I have not met anybody using Edmodo with students at this young age.  I would love to hear from any that are. 

Many students are using it from home as a space to communicate with each other and their teachers.  I will attempt to post an array of interesting things that have occurred on our Edmodo space thus far in 2010.  Here is one nice little moment below.  Early this term I was struck down with a nasty virus (as most teachers can relate to) and had numerous days stuck on the couch at home.  I came back to school for a time, then was back home again.  I just couldn’t shake it.  This was a note posted as a ‘direct’ message to me from one of my grade 3 students while I was away.