7 Resources to Fight Digital Misinformation in the Classroom

7 New Resources to Fight Digital MisinformationAccessing information online is like looking for a proverbial needle in a haystack. The abundance of resources available 24/7 makes Information Literacy an essential life skill for one’s working, civic and personal lives. As an educator, it is imperative to recognize the shifts in locating reliable and relevant sources online. I spoke about this need at ISTE 2018 in my Ignite. Developing healthy skepticism and honing fact-checking skills are an important part of being literate today. Recently, there have been a release of new tools to support this endeavour; along with some updates to some of my favorite resources.

Here are 7 Resources to Support Information Literacy Online and to Fight the Misinformation Out There:

  1. NewsGuard – NewsGuard is a browser extension to add to your Chrome or Edge browser. Trained journalist, with “no political axe to grind” help readers and viewers know which sites are reliable. Their tagline, “Restoring trust and accountability” uses 9 Criteria to give websites ratings by color-codes from red to green. If a reader wants to understand the rating given by the group, they can read the expanded “Nutrition Label” that provides this information. NewsGuard also has great resources for libraries and is user-friendly.  
  2. SurfSafe – SurfSafe is also a browser extension for Chrome with one goal, to detect fake or altered photos. After installing this extension, users can hover over an image on the web or Facebook which instantly checks it against 100s of trusted sites for its validity. Surfsafe provides a rating system to users, along with links to other websites. Users can also help “defend the internet” against misinformation by reporting suspicious images as well.
  3. News Literacy Project – The News Literacy Project is a national education nonprofit offering nonpartisan, independent programs that teach students how to know what to believe in the digital age. They have been helping students and teachers identify fact from fiction on the web for the past 10 years. On their website, educators will find resources, information, infographics, stats, and much more. Schedule a virtual visit, or catch up on their blog; News Literacy Project is a beneficial resource for all teachers.
  4. Factitious – Factitious is a Tinder-like game but involves news instead of potential dates. Created by JoLT, (a collaboration between American University’s GameLab and School of Communication tasked with exploring the intersection of journalism and game design) users are given a title and brief text of news and are to swipe right if they think it is real, or swipe left if they believe it to be fake. After guessing, users are given the link to the source and a brief summary statement, pointing to strategies that can be used to identify misinformation. This game is fun and fast-paced.
  5. Snopes – A website that many turn to first, Snopes is a resource that all educators and students should be aware of and use when questioning validity of digital information. What began in 1994 as David Mikkelson’s project to study Urban Legends has now “come to be regarded as an online touchstone of research on rumors and misinformation.” Snopes provides users with a description on their methods and selection on their about page, which is important information to point out to students. Users can search for a specific topic or check out the “What’s New” or “Hot 50” to be current on the misinformation and the actual truth that is spreading across the digital waves.
  6. Politifact – One word, Truth-O-Meter. PolitiFact’s core principles, “independence, transparency, fairness, thorough reporting and clear writing,” give citizens the information they need to govern themselves in a democracy. During the election of 2007, Politifact was born and has continued to fact-check and provide ratings on their Truth-O-Meter on all things political. From statements made by Politicians to bloggers, Politifact offers users information on a Global, National, and State level.
  7. CommonSense – Common Sense is a leading nonprofit organization dedicated to improving the lives of kids and families by providing the trustworthy information, education, and independent voice they need to thrive in the 21st century. Fortunately for all of us, CommonSense News and Media Literacy offers a  Toolkit for educators with strategies, resources, videos, and lessons to support understanding of news and media literacy and promotion of Digital Citizenship. This is a website to check frequently for updates, news, and excellent educator resources; one of my favorites!

 

Have I missed any of your favorites? Drop me a comment to investigate additional resources.

Embrace Your Vulnerability; Write In Front of Your Students

Adobe Spark (20)

This blog post is part of the CM Rubin World Global Search for Education which poses a question each month to leading educators for reflection and sharing. This month’s question is “How do we better instill an idea of risk-taking and struggle in students? How do we do a better job of encouraging their failures rather than punishing them? How can we better humanize success and show that it’s a matter of diligence rather than talent?”

Teaching writing is tough. When I speak to colleagues, other educators, or reflect on my own training, how to explicitly teach students to write was something that was missed for many of us in the education world. In fact, I don’t remember learning how to teach writing until I started my graduate work. With the lack of training, what typically happens is one of three things: teaching writing is in the form of grammar, usage, and mechanics rules and memorization; or teaching writing is having the students write a holiday essay or a 10 page research paper; or finally, teaching writing is not done at all, rather it is assigned.

Now you may be wondering how this addresses the question posed above… The most important thing educators can do to teach their students how to write is to write in front of them. I can think of nothing more powerful, or more vulnerable, than when a teacher writes in front of their students.

  • Writing in front of students does more to move a young writer forward than any grammar worksheet assigned.
  • Writing in front of students promotes risk-taking by the class as they become a community of writers.
  • Writing in front of students demonstrates the struggles all writers face on how best to articulate their thoughts, ideas, and messages.
  • Writing in front of students helps to demystify the magical aura that surrounds a perfectly polished piece of text.
  • Writing in front of students invites the community to know you and your story which propels them to share their own.
  • Writing in front of students provides a window into your mind as you work through the process of writing.
  • Writing in front of students demonstrates that hardly any piece of writing is perfect the first time, even the teacher’s piece.
  • Writing in front of students illustrates writing success is found through practice, lots and lots of practice.
  • Writing in front of students releases the protection of the process and struggle to the students.
  • Writing in front of students provides a model of real writing by an important person in their life.
  • Writing in front of students builds relationships and fosters empathy.

If we want students to be risk-takers, persevere through the struggle, and find success in the process then we must model that as the adult in the classroom. If we, ourselves, are embarrassed or nervous to write in front of and share our writing with students then how can we expect the same from them. The best writing is personal. It moves the readers to have an emotional connection to the story and to get the student’s best writing we must be a model of this vulnerability. The first step in the teaching of writing is to be a writer yourself!

Beginning of the Year Laptop Expectations for the Classroom

 

Laptop Expectations for the Classroom.pngAugust signals the return to school for students and educators across the country. The beginning of the year is often filled with reconnecting with friends, building communities in the classroom, and handing out textbooks. But in some schools, students will not only receive textbooks but a new laptop or tablet to support their learning. Maximizing educational use of technology in the classroom is easier said than done. As educators, we want students to not only consume information but also create awesomeness to share with the world. What is frequently forgotten is the proper care and maintenance that accompanies student devices.

Technology is not a silver bullet for student engagement or classroom management. In fact, devices in the hands of all students amplify good teaching and magnify bad teaching. I recommend having a discussion, early in the year, on the proper care and use of student technology in the classroom. These expectations can be individual to each teacher, constructed and agreed upon as a staff or PLC, or co-constructed with the students; whichever way works best in your educational ecosystem.

In my own classroom, I learned the hard way. When my district implemented 1 to 1 in 2009 I just thought students would appreciate the opportunity of ubiquitous technology in the possession and use it with care. Around December, I realized I needed to rethink my initial thoughts and discuss with the students’ expectations of use. Together, we co-created a list that I have used and shared ever since. Feel free to use and adapt to make your own!

  1. Be Prepared – Just like you would bring your writing tool and book to class every day, you must now bring your new tool (laptop) to class each day. Make sure it is fully charged and ready to go. Although we will not use the laptop every day, we will use it frequently. If you know the application being used in class, have it already opened or immediately pull it up when you get into a class, this will help save time.
  2. Power Up – If you use photo or video editing apps the battery will be drained quicker than just typing. Same is true for streaming video or using skype. Dimming the brightness will help to preserve the battery life. Make sure to set your power display to show the percentage, this will give you a more accurate reading. When the percent reaches 5 or lower, plug in your charger to one of the designated places in the room.  Be sure to use your own charger and take it with you when done.
  3. Screens Down – Anytime I (or a classmate) am speaking, screens will be tilted down.  Nothing is more distracting to you or to others around you than someone surfing the web.  Putting the screen down will help bring attention to the task at hand.
  4. Tech-Tips – I suggest that you have a google doc/folder, document, sticky, etc. to curate skills and tips that you will learn throughout the year in all of your classes. You could also include all handouts and tutorials you receive in a specific folder. Curate videos on your YouTube Channel, or create a spreadsheet of shortcuts to remember. This reference will be useful when maximizing all programs available on your new laptop.
  5. Hands Off – If it’s not yours, keep your hands off! This is for any type of contact with another person’s laptop. When demonstrating to someone, make them manipulate the cursor. If you are the one moving the cursor on their computer they miss the hand/brain connection and will be less likely to remember what you demonstrated.
  6. Sound – All laptops will be muted unless permission is granted.  Bring headphones to listen to needed information during work time.  
  7. Camera Use – Your laptop is equipped with both a digital camera and digital video recorder.  With these tools, we will create a multitude of projects from footage and photos you take. There are expectations that the photos and videos taken are appropriate and in good taste. The subject should always be asked before an image is taken of them. Privileges of these two tools will be revoked if used inappropriately. Please refrain from taping video and snapping pictures of people without permission.
  8. Self-Management – If it is not related to the task assigned, you should not be doing it during class.  This includes email, Googling, etc. Self-Management of digital access is a lifelong skill that relates to productivity. You will not always have your mom standing behind you to stay on task, finish your homework, or complete the work assignment. Use your time wisely, take breaks when needed, and save the memes for your free time.
  9.  Power Teams – Everyone will be at different levels of expertise when using the new technology. This classroom will be one of support and understanding.  Use your peers as resources, help each other, and don’t be afraid to ask for help.  Tips – Location at school should be “in school” and location at home is “out of school.”  If things start acting weird on the computer, the first thing to do is restart it to see if the problem is corrected. Update when prompted to keep systems running smoothly. Double-check to see if you are signed into the correct Google Account.  
  10. Saving – You should be saving your work periodically.  Save each draft as new with a new date.  Save in the appropriate class folder to keep life and work organized.  If you would cry if something was lost, make sure to back up in other places. (gdrive, dropbox, flashdrive, etc.)Plus, if you utilize GSuite, then it is automatically saved without any action on your part.
  11. Transporting – Each time you leave a room make sure your computer is in its bag!  No exceptions! Zip bags. Do not put too much in the front pocket of your bag – it can ruin the disk drive if smashed. Be aware of the weather, do not leave in a vehicle. If you do, allow the computer to reach room temperature before turning on.

This discussion of expectations in the classroom often led to better care of the devices. It also created a platform to then dive into Digital Citizenship, Netiquette, and Copyright. While there were still broken screens throughout the year, having this discussion with students helped to create an environment that supported learning, responsibility, and respect.

How to Create a Google My Maps Challenge

Social Media Challenge

During a session at ISTE17, Steven Anderson and I created an interactive, group challenge to kick it off. We had educators assemble into teams, pick a team name, and gave them a link to a Google My Maps. The link took the teams to a location where they learned about a social media platform, had a task to complete, submitted their answers, and then raced off to the next location.

It was engaging, collaborative, and a competition which helped to energize the educators on the last day of the conference. As promised, I created a template and step by step directions for all those wanting to recreate their own Google My Maps Challenge. I encourage you to use both resources and make a copy for yourself to use and share.

I was introduced to this concept at the Google Innovator Academy and fell in love with the idea of using this type of challenge with educators and students. I have created these types of interactive activities for many different learning objectives (cross-discipline literacy to learning Google Suite Tools). I also believe that modeling this activity provides other educators with inspiration to try something different in their own classroom and consider the use of technology to differentiate in the classroom meeting the needs of all students. 

Thanks to all that attending our session and loved this activity! Hope this post helps and reach out if you need more assistance! Steven and Shaelynn’s Session Resources found here: Snapping, Gramming, and Scoping Your Way to Engagement

7 Virtues of a Blended Learning Teacher

Adobe Spark (17)This blog post is part of the CM Rubin World Global Search for Education which poses a question each month to leading educators for reflection and sharing. This month’s question is “To what extent is this a new model of learning in a digital age? Is blended learning becoming yet another overhyped myth?  What lessons learned can you share from your own school community?”

Blended learning is a disputed term among academics and one may find what it is NOT, rather than what it IS. In 2009, I entered the world of blended learning after the school I taught at implemented a 1 to 1 laptop initiative which placed computers in the hands of all students (grade 6-12) that they used in the classroom and brought home with them each night. Because of this experience and through conversations I have had with other educators in similar education ecosystems, I believe that blended learning is a combination of traditional teaching methods and digital ones, this in different languanges.

Educators who are sound in content and pedagogy are often high-impact blended learning teachers as well. Through reflection and conversation, blended learning teachers possess similar virtues:

Teacher Virtues:  

  1. Uninhibited Creativity in delivery and content of learning
  2. Sees Failure as Opportunities for Growth and gains achieved through perseverance
  3. Seeks out Opportunities for Improvement
  4. Reflective in Practice and on student achievement
  5. Student-centered and Relinquishes Control of elements in traditional teaching
  6. Sees Technological Differentiation as a Way to Meet All Students’ Needs
  7. Recognizes Multidimensional and Multimodal Learning as Relevant and Engaging

Teacher virtues in both a traditional or blended environment extend across both and most, are interchangeable in either environment. Technology or blended learning does not automatically make one better. In fact, through experience, it does quite the opposite, magnifying poor classroom management or lack of understanding of content or pedagogy. Effective blended teachers are always effective classroom teachers but the opposite may not be true. To be a high-impact blended teacher it takes creativity, understanding, resourcefulness, and reflection in a digital learning space.