I was really interested and greatful for Peter's post on the Visual Learner...
A Visual Learner Learns Best By:
*Taking notes and making lists to read later
*Reading information to be learned
*Learning from books, videotapes, filmstrips and printouts
*Seeing a demonstration
THE VISUAL LEARNER WILL NEED TO SEE ALL STUDY MATERIAL.
1.Practice visualizing (mental imagery) or picturing spelling words.
2.Write out everything for frequent and quick visual review.
3.Analyze words by tearing them apart and putting them back together (to-get-her- together).
4.Use color coding when learning new concepts (x and y axis different color when graphing).
5.Use enlarged paper for graphing, making it easier for the visual learner to plot lines.
6.Use outlines of reading assignments which cover key points and guide your reading.
7.Draw lines around the configuration of printed words and structural word elements.
8.Use charts, maps, timelines, and filmstrips when learning new material.
9.Use notes and flash cards for review of material, vocabulary, and terminology for a specific course.
10.Use a dictionary. All the visual cues are present: syllabication, definitions, configurations, affixes, etc.
11.Use graphic organizers and diagrams.
12.Use videos.
13.Utilize "mapping" techniques and draw pictures symbolizing information.
14.Highlight and underline key concepts.
15.Retype notes - use different fonts, bold print, and underline important concepts and facts.
VISUAL LEARNER STRATEGIESMATHEMATICS
*Use visual cues such as flash cards and concrete items.
*Use graph paper for organizing math problems.
*Color code math problems.
READING/LITERATURE
*When learning new vocabulary words, look up their meaning in the dictionary and write down their definition on flash cards.
*Sit close to the instructor for writing board demonstration, etc.
*Use sight words, flash cards - then close your eyes and visualize what you have seen.
*Use charts, graphs, and other visual cues.WRITING/SPELLING
*Use visual study methods rather than recitation of words.
*Write each spelling word several times.
*Trace words with colored marking pens.
*Visualize words mentally and then reproduce them on paper.SOCIAL SCIENCES
*Learn new material with visual stimulation (videos, computers, etc.).
*Use colored pens when taking notes - each color represents a degree of importance--blue notes are main themes, red notes are supporting details, green notes are specific details.
FACTS ABOUT THE VISUAL LEARNER
Is A Natural AtDressing well, putting clothes together easily
*Remembering details and colors of what he/she sees
*Reading, spelling and proof reading
*Remembering faces of people he/she meets (forgets names); remembers names seen in print*Quietly taking in surroundings
*Creating mental photosStudying/Reading Characteristics
*Reads for pleasure and relaxation; reads rapidly
*Can spend long periods of time studying
*Requires quiet during study
*Learns to spell words in configurations rather than phonetically
Difficulties in School
*Having to take action before either seeing or reading about what needs to be done
*Working in an environment with noise or movement
*Turning out sounds (not very easy responsive to music)
*Listening to lectures without visual pictures or graphics to illustrate
*Working in classrooms with drab colors
*Working under fluorescent lights (makes it hard to concentrate)
Tuesday, May 15, 2007
Digital Imagery in the Classroom
Digital imagery is an easy and important way to incorporate many different learning styles in the classroom. The advantages of using the digital camera include being able to see and edit the photos immediately, share an infinite amount of copies with students and being able to incorporate more of the students perspectives on topics into the class. All of these reasons (and more) allow for the easy application and inclusion of digital imagery into the everyday classroom.
In my grade seven science class, I am going to incorporate a greater use of digital imagery in a variety of ways. My first project for the students will involve using visual examples of items on our terminology list. Our school year is divided into three terms and I have the students keep a running terminology list for each term. Currently in term three, we are discussing structures, products, stability and forces. I am fortunate enough to be in a school environment where technology is on the forefront of a lot of discussions and fundraising. As well, being at a private school, the students themselves mostly have access to their own digital cameras. My first new incorporation of digital imagery in the classroom would involve the students taking digital pictures to correspond to words we discuss and incorporate onto their terminology list. Concepts such as solid, frame and shell structures could better be understood with the pictures of the items as opposed to just the word listed as n example. The students could be required to find and create images that fit into these categories. This would not only help them to remember the words, but also reinforce a real life application of the concepts discussed.
Many of the students also create flash cards when studying these terminology words, and another use would be to create flash cards with corresponding photos to replace the whole idea of a list in the students notebook. It could be an ongoing project to be added to throughout the term, and it would be really helpful come test time. Another spin off of this use would be for me to replace the traditional pen to paper quiz, and I could show images instead of stating the terminology word and the students would have to use the photos to describe and define the related concepts.
In math, you could actually incorporate the same idea of relating terms and new ideas to digital images. In math, you could actually show the math in society and allow the students to make a meaningful connection between the concepts and their applications. We actually already do a “math quest” in our class. In the past, this has involved creating a series of questions and problems that the students actually physically go out onto the school campus and answer the problems. One example would be calculating the shortest distance from the front door of the school to a specific bus. Because the bus and the school doors create a right angle, the shortest distance is the hypotenuse, and they can calculate this using Pythagorean Theorem. One way to incorporate digital imagery would be to have the students take pictures of themselves at each station working out the answers by measuring and calculating. In the past, I have set up some kind of tag or marker to show that they have been to each station. This way, I can easily see the group working together to solve the problem. I would also like to challenge the students by having them create a problem of their own that they could solve (or have another student solve). The students could create the problem, and take a picture of the site so other teams could go to the site and solve the problem that was created.
Terminology could also be clarified in a similar manner to my ideas for science. In math, I would take pictures in the real world that show or enforce some of our concepts. One of the first examples I thought of would be the concept of unit rates or values. We calculate how to determine the price of 1gram of an item when we start with a price for a whole package. Sometimes, the students don’t see the value or use of this concept, but I could take pictures at the grocery store of a number of different things to reinforce this concept. I could take pictures of many different products with their price tags, and have the students calculate what products are better values. They could select or take a copy of the products that are the best deals, and compare their chosen products to a final key.
Finally, in science, the students could incorporate some original digital imagery into oral presentations that they create. These presentations are created by the students on a scientific career that they are interested in, and part of the requirements involve the students creating a Powerpoint presentation. I find that many students interview professionals in the related fields, and I would love for the students to take digital pictures of these encounters and of the types of places the people work in or some of the equipment that they use. I think this could really enhance the impact that the projects have on the other students in the class.
Overall, digital imagery and the use of using them in the classroom are endless, and I look forward to incorporating them into my classroom.
In my grade seven science class, I am going to incorporate a greater use of digital imagery in a variety of ways. My first project for the students will involve using visual examples of items on our terminology list. Our school year is divided into three terms and I have the students keep a running terminology list for each term. Currently in term three, we are discussing structures, products, stability and forces. I am fortunate enough to be in a school environment where technology is on the forefront of a lot of discussions and fundraising. As well, being at a private school, the students themselves mostly have access to their own digital cameras. My first new incorporation of digital imagery in the classroom would involve the students taking digital pictures to correspond to words we discuss and incorporate onto their terminology list. Concepts such as solid, frame and shell structures could better be understood with the pictures of the items as opposed to just the word listed as n example. The students could be required to find and create images that fit into these categories. This would not only help them to remember the words, but also reinforce a real life application of the concepts discussed.
Many of the students also create flash cards when studying these terminology words, and another use would be to create flash cards with corresponding photos to replace the whole idea of a list in the students notebook. It could be an ongoing project to be added to throughout the term, and it would be really helpful come test time. Another spin off of this use would be for me to replace the traditional pen to paper quiz, and I could show images instead of stating the terminology word and the students would have to use the photos to describe and define the related concepts.
In math, you could actually incorporate the same idea of relating terms and new ideas to digital images. In math, you could actually show the math in society and allow the students to make a meaningful connection between the concepts and their applications. We actually already do a “math quest” in our class. In the past, this has involved creating a series of questions and problems that the students actually physically go out onto the school campus and answer the problems. One example would be calculating the shortest distance from the front door of the school to a specific bus. Because the bus and the school doors create a right angle, the shortest distance is the hypotenuse, and they can calculate this using Pythagorean Theorem. One way to incorporate digital imagery would be to have the students take pictures of themselves at each station working out the answers by measuring and calculating. In the past, I have set up some kind of tag or marker to show that they have been to each station. This way, I can easily see the group working together to solve the problem. I would also like to challenge the students by having them create a problem of their own that they could solve (or have another student solve). The students could create the problem, and take a picture of the site so other teams could go to the site and solve the problem that was created.
Terminology could also be clarified in a similar manner to my ideas for science. In math, I would take pictures in the real world that show or enforce some of our concepts. One of the first examples I thought of would be the concept of unit rates or values. We calculate how to determine the price of 1gram of an item when we start with a price for a whole package. Sometimes, the students don’t see the value or use of this concept, but I could take pictures at the grocery store of a number of different things to reinforce this concept. I could take pictures of many different products with their price tags, and have the students calculate what products are better values. They could select or take a copy of the products that are the best deals, and compare their chosen products to a final key.
Finally, in science, the students could incorporate some original digital imagery into oral presentations that they create. These presentations are created by the students on a scientific career that they are interested in, and part of the requirements involve the students creating a Powerpoint presentation. I find that many students interview professionals in the related fields, and I would love for the students to take digital pictures of these encounters and of the types of places the people work in or some of the equipment that they use. I think this could really enhance the impact that the projects have on the other students in the class.
Overall, digital imagery and the use of using them in the classroom are endless, and I look forward to incorporating them into my classroom.
Sunday, April 29, 2007
Podcasting and Vidcasting in science and health
Until this course, I had never thought of using the forum of podcasts in the classroom…and now the possibilities are endless, but my initial concern is having the time to research and implement these ideas. However, the technology for podcasting is very accessible for most students and it is not very complicated or time consuming so it really does lends itself to simple integration in the classroom.
The most obvious benefits are to help integrate more listening opportunities for those students who are auditory learners, but after reading all of the posts and articles, the reach is much larger than that. Podcasts could really be a wonderful and important tool for teaching students how to listen properly which is a major learning gap that I see in my own classroom.
In the following pages, I am going to outline and discuss three applications for podcasting and vidcasting: two for an intermediate science class and two for an intermediate health class.
Health Applications
This year was the first year I was asked to teach the health component of the physical education program for grade 7 girls. I was a little nervous at the beginning to discuss topics such as body image and self esteem because I clearly remember what a tumultuous time this can be for girls at this age. We traditionally used booklets to follow and learn about these topics, but I felt that wasn’t the proper forum for encouraging a free flow of ideas in the classroom. As an alternative, we had many brainstorming sessions about what body image is and what influences how we determine our own image. Having a computer connected to a projector in my classroom, I incorporated (unknowingly at the time) my first use of a vidcast into the discussion. I used the Dove product website to access some of the “Real Beauty” commentaries and video clips (which are very powerful and moving). I had no idea how the students would respond, but they were really interested in the videos and this lead to very meaningful and interesting discussions. By watching other girls share their stories, I think it helped the students to think about themselves, how they feel and that they are not alone in their struggles. Next, the students were asked to keep a written journal regarding their own body image for the next few weeks. As a way to integrate this technology even further, I would have the girls do a journal in the form of a podcast; I feel that speaking about their feelings could lead to a more open and honest look at why they are feeling the way that they do. The students would be required to send the teacher the podcast privately, but could indicate to the teacher if it was alright to share their entries with the rest of the class. I feel that this forum would allow more honesty because it is often difficult to get past the perceived judgment of others but the podcast could allow them the freedom of privacy, and if they wanted to shear their ideas, it would be very easy for a teacher to organize that.
In the sex-ed component, I would love to implement some of the digital stories I found on the web regarding relationships and even very powerful ones regarding sexual assault. There is a great site put together by the Texas Association Against Sexual Assault (www.taasa.org) which is running a campaign called “Speak Up. Speak Out.”
The basis for this campaign is pod and vidcasts of women who have bees assaulted or who have been close to someone who has been assaulted. The videos are very powerful (probably appropriate for a senior class) but very moving. Sometimes speaking about these issues loses the impact of the damage it has caused and the strength of the women who survive and want to help others. Speaking as a teacher on the topic, sometimes I feel that I have not done the topics justice, but the incorporation of these digital stories is just what I think the students need to hear and see to really understand such important topics.
Science Applications
I feel lucky to be a science teacher in a time where technology and the environment are at the forefront of discussions in the media and society in general. Although I feel there are endless possibilities for application of podcasts/vidcasts and digital storytelling in my classroom, I will outline two that I will implement next year. The first will be an extension to an activity that I have the students do in the classroom: a PowerPoint presentation on a scientific career. They are asked to research a science-related career, put together a presentation and deliver it to the class. I do this activity because I feel that some students do not realize the wide spread applications of science and the many different careers associated with the subject. Next year, I will have the students do the presentation, but I will have them incorporate a short podcast/vidcast of an actual professional who works in the field that they are presenting. They could even show video of their profession at work. I feel this will give the students in the class more of a connection to the career and give them a chance to really see what the career involves. I have had students in the past do interviews and write about them, but now, I could have them record the interview and include it as a podcast.
The second activity would be to replace my “science question of the week” with a vidcast/podcast activity. Currently, I post a written question of the week on Monday, and the students have until Friday to answer the question and submit it to me via a mailbox outside of the classroom. Next year, I would like to post podcasts/vidcasts related to current scientific issues for the students to listen to or watch. A site like Science Friday (www.sciencefriday.com/feed) provides numerous resources to challenge and inform students. The students could send me a podcast of their answers/comments on the topics. This would also be a great way to assess their listening skills: are they really getting or understanding the information that is presented?
Podcasting and its related applications have opened my eyes, ears and mind to the many applications that the computer and technology have to offer. The more I read about, the more I realize the endless applications and tools that can be accessed on the Internet, and I feel it is my obligation to help students use the computer for more that just chatting and research – the possibilities are endless!
The most obvious benefits are to help integrate more listening opportunities for those students who are auditory learners, but after reading all of the posts and articles, the reach is much larger than that. Podcasts could really be a wonderful and important tool for teaching students how to listen properly which is a major learning gap that I see in my own classroom.
In the following pages, I am going to outline and discuss three applications for podcasting and vidcasting: two for an intermediate science class and two for an intermediate health class.
Health Applications
This year was the first year I was asked to teach the health component of the physical education program for grade 7 girls. I was a little nervous at the beginning to discuss topics such as body image and self esteem because I clearly remember what a tumultuous time this can be for girls at this age. We traditionally used booklets to follow and learn about these topics, but I felt that wasn’t the proper forum for encouraging a free flow of ideas in the classroom. As an alternative, we had many brainstorming sessions about what body image is and what influences how we determine our own image. Having a computer connected to a projector in my classroom, I incorporated (unknowingly at the time) my first use of a vidcast into the discussion. I used the Dove product website to access some of the “Real Beauty” commentaries and video clips (which are very powerful and moving). I had no idea how the students would respond, but they were really interested in the videos and this lead to very meaningful and interesting discussions. By watching other girls share their stories, I think it helped the students to think about themselves, how they feel and that they are not alone in their struggles. Next, the students were asked to keep a written journal regarding their own body image for the next few weeks. As a way to integrate this technology even further, I would have the girls do a journal in the form of a podcast; I feel that speaking about their feelings could lead to a more open and honest look at why they are feeling the way that they do. The students would be required to send the teacher the podcast privately, but could indicate to the teacher if it was alright to share their entries with the rest of the class. I feel that this forum would allow more honesty because it is often difficult to get past the perceived judgment of others but the podcast could allow them the freedom of privacy, and if they wanted to shear their ideas, it would be very easy for a teacher to organize that.
In the sex-ed component, I would love to implement some of the digital stories I found on the web regarding relationships and even very powerful ones regarding sexual assault. There is a great site put together by the Texas Association Against Sexual Assault (www.taasa.org) which is running a campaign called “Speak Up. Speak Out.”
The basis for this campaign is pod and vidcasts of women who have bees assaulted or who have been close to someone who has been assaulted. The videos are very powerful (probably appropriate for a senior class) but very moving. Sometimes speaking about these issues loses the impact of the damage it has caused and the strength of the women who survive and want to help others. Speaking as a teacher on the topic, sometimes I feel that I have not done the topics justice, but the incorporation of these digital stories is just what I think the students need to hear and see to really understand such important topics.
Science Applications
I feel lucky to be a science teacher in a time where technology and the environment are at the forefront of discussions in the media and society in general. Although I feel there are endless possibilities for application of podcasts/vidcasts and digital storytelling in my classroom, I will outline two that I will implement next year. The first will be an extension to an activity that I have the students do in the classroom: a PowerPoint presentation on a scientific career. They are asked to research a science-related career, put together a presentation and deliver it to the class. I do this activity because I feel that some students do not realize the wide spread applications of science and the many different careers associated with the subject. Next year, I will have the students do the presentation, but I will have them incorporate a short podcast/vidcast of an actual professional who works in the field that they are presenting. They could even show video of their profession at work. I feel this will give the students in the class more of a connection to the career and give them a chance to really see what the career involves. I have had students in the past do interviews and write about them, but now, I could have them record the interview and include it as a podcast.
The second activity would be to replace my “science question of the week” with a vidcast/podcast activity. Currently, I post a written question of the week on Monday, and the students have until Friday to answer the question and submit it to me via a mailbox outside of the classroom. Next year, I would like to post podcasts/vidcasts related to current scientific issues for the students to listen to or watch. A site like Science Friday (www.sciencefriday.com/feed) provides numerous resources to challenge and inform students. The students could send me a podcast of their answers/comments on the topics. This would also be a great way to assess their listening skills: are they really getting or understanding the information that is presented?
Podcasting and its related applications have opened my eyes, ears and mind to the many applications that the computer and technology have to offer. The more I read about, the more I realize the endless applications and tools that can be accessed on the Internet, and I feel it is my obligation to help students use the computer for more that just chatting and research – the possibilities are endless!
Digital Imagery
Digital imagery is a wonderful tool, and I have been trying to implement it more and more in my own classroom.
In my grade 7 science classroom, I use digital imagery extensively in my last unit, structural strength and stability. Many of our building activities are greatly enhanced by the photos/exemplars of previous students work. I try to continually update my files with new examples from year to year to capture different and creative designs. I find it really helps the students to "think outside the box" when creating a structure.
In my PowerPoint presentations, I extensively use photos and links to the Internet to show the students the different types of structures. Our last activity is a bridge building competition, and I have put together some of my own pictures from travels to show different types of bridges. This gives the students a good idea of the types of bridges they can build.
Peter posted the link http://www.esu9.org/~swegenas@esu9.org/midart/digital_web/index.html
and I've listed some of the great alternative uses of digital imagery, the use is expansive!
Photo journal of field trips
Class newsletters
Documenting projects
Journal entries
Bulletin Boards
Student created books
PowerPoint Presentations
Photos of vocabulary items
Classroom activities
Picture alphabet
Pen Pal journals
Art Projects
About the Author
Student and Staff Directories
Art History Reports
Writing Prompts
Students of the Week
Open House events
Poster Designs
Locker magnets
Magnetic buttons
Photo editing
Showing Change
Photo Seating Charts
Photo Biographies
Autobiographies
Nature Guides
Scavenger Hunts
Personal name tags
Community Postcards
Stickers
Web Pages
Image Maps
Photo essays
Trading Cards
Storyboards
Photo Fundraisers
Poetry portfolios
Photo perspective
Nature Changes
Slideshows
Scrapbooking
Virtual Tours
Family Units
Greeting Cards
In my grade 7 science classroom, I use digital imagery extensively in my last unit, structural strength and stability. Many of our building activities are greatly enhanced by the photos/exemplars of previous students work. I try to continually update my files with new examples from year to year to capture different and creative designs. I find it really helps the students to "think outside the box" when creating a structure.
In my PowerPoint presentations, I extensively use photos and links to the Internet to show the students the different types of structures. Our last activity is a bridge building competition, and I have put together some of my own pictures from travels to show different types of bridges. This gives the students a good idea of the types of bridges they can build.
Peter posted the link http://www.esu9.org/~swegenas@esu9.org/midart/digital_web/index.html
and I've listed some of the great alternative uses of digital imagery, the use is expansive!
Photo journal of field trips
Class newsletters
Documenting projects
Journal entries
Bulletin Boards
Student created books
PowerPoint Presentations
Photos of vocabulary items
Classroom activities
Picture alphabet
Pen Pal journals
Art Projects
About the Author
Student and Staff Directories
Art History Reports
Writing Prompts
Students of the Week
Open House events
Poster Designs
Locker magnets
Magnetic buttons
Photo editing
Showing Change
Photo Seating Charts
Photo Biographies
Autobiographies
Nature Guides
Scavenger Hunts
Personal name tags
Community Postcards
Stickers
Web Pages
Image Maps
Photo essays
Trading Cards
Storyboards
Photo Fundraisers
Poetry portfolios
Photo perspective
Nature Changes
Slideshows
Scrapbooking
Virtual Tours
Family Units
Greeting Cards
Digital Storytelling
Wikipedia describes digital storytelling as using new digital tools to help ordinary people to tell their own stories (real or fictional). From a teaching point of view, the use of digital recording and the ease of sharing could open many new avenues in the classroom.
On the website Educational Uses of Digital Storytelling (http://www.coe.uh.edu/digital-storytelling/introduction.htm) the author describes digital storytelling as a "fantastic way to engage students, teachers and just about anyone else... most digital storytelling revolves around the idea of combining the longstanding art of telling stories with any variety of available multimedia tools..."
The article goes on to further describe the "Seven Elements for Digital Storytelling"
1. Point of view
2. A dramatic question
3. Emotional content
4. The gift of your voice
5. The power of the soundtrack
6. Economy
7. Pacing
A great start for developing your own digital story.
On the website Educational Uses of Digital Storytelling (http://www.coe.uh.edu/digital-storytelling/introduction.htm) the author describes digital storytelling as a "fantastic way to engage students, teachers and just about anyone else... most digital storytelling revolves around the idea of combining the longstanding art of telling stories with any variety of available multimedia tools..."
The article goes on to further describe the "Seven Elements for Digital Storytelling"
1. Point of view
2. A dramatic question
3. Emotional content
4. The gift of your voice
5. The power of the soundtrack
6. Economy
7. Pacing
A great start for developing your own digital story.
Podcasting
-David Jennings http://alchemi.co.uk/archives/mus/podcasting_anot.html
“Podcasting enables you to subscribe to regularly updated audio material, and then take it with you on your MP3 player and listen to it when it suits you (the term podcasting is clearly derived from iPods, but the practice is not limited to them). As such, it's a combination and application of technologies that gives another glimpse forwards of 'martini media' — being able to listen to (and, to a lesser extent, watch) your selected tracks or programming 'anytime, anyplace, anywhere'. I don't know the difference between 'anyplace' and 'anywhere' either, but you get the idea.”
From many articles I have read, the term podcasting is the combination of two other words: iPod, (digital music player from Apple), and broadcasting. But the pod is a bit of a misnomer. Podcasts, digital audio programs that can be subscribed to and downloaded by listeners via RSS(Really Simple Syndication), can be accessed on a variety of digital audio devices, including a desktop computer.
So why is podcasting becoming such a hot topic? Dave Jennings states, “…it’s doing for audio what blogs did for text. The MP3 files generated by podcasters are relatively easy to create and don’t require high-priced equipment, allowing amateurs to record a program without a large investment of time or money. In addition, the RSS technology that downloads new blog entries automatically to an aggregator program, keeping readers from having to visit each individual site, enables automatic download of new podcasts as well (once listeners have subscribed to the “feed” source). Then the podcasts can be listened to on a computer or, more frequently, transferred to a portable digital audio player, Pocket PC, or mobile phone that can play audio files.”
The possibilities are endless…
“Podcasting enables you to subscribe to regularly updated audio material, and then take it with you on your MP3 player and listen to it when it suits you (the term podcasting is clearly derived from iPods, but the practice is not limited to them). As such, it's a combination and application of technologies that gives another glimpse forwards of 'martini media' — being able to listen to (and, to a lesser extent, watch) your selected tracks or programming 'anytime, anyplace, anywhere'. I don't know the difference between 'anyplace' and 'anywhere' either, but you get the idea.”
From many articles I have read, the term podcasting is the combination of two other words: iPod, (digital music player from Apple), and broadcasting. But the pod is a bit of a misnomer. Podcasts, digital audio programs that can be subscribed to and downloaded by listeners via RSS(Really Simple Syndication), can be accessed on a variety of digital audio devices, including a desktop computer.
So why is podcasting becoming such a hot topic? Dave Jennings states, “…it’s doing for audio what blogs did for text. The MP3 files generated by podcasters are relatively easy to create and don’t require high-priced equipment, allowing amateurs to record a program without a large investment of time or money. In addition, the RSS technology that downloads new blog entries automatically to an aggregator program, keeping readers from having to visit each individual site, enables automatic download of new podcasts as well (once listeners have subscribed to the “feed” source). Then the podcasts can be listened to on a computer or, more frequently, transferred to a portable digital audio player, Pocket PC, or mobile phone that can play audio files.”
The possibilities are endless…
Friday, April 27, 2007
Speaker profile : Samantha Wilson and a summary of her presentation
“As an internationally recognized expert in child and family safety, she now uses her expertise to help protect our kids, families and communities from predators, pedophiles, pornographers, murderers, abuse, abduction, accidents and accidental deaths. As a former police officer, Samantha Wilson believes these two things are true; crimes can be prevented and violence is predictable.”
- Kidproof Canada
I attended a school presentation by Samantha Wilson geared toward middle school students aged 10-14. The following is my summary of the presentation…
The talks began with a question and answer session on the internet: who invented it, when was it invented, why was it invented… very interesting information and this had the kids thinking about the original use of the internet.
The next segment was a talk about the “idea” of the internet. Wilson explained “the internet is a place, not a thing – anyone can go if they have a computer. You are in public and around the world.” I thought this was a great way to put the dangers of the internet in perspective because most of my students would describe the internet as a thing and they don’t relate the safety concerns of a place to the activities they are involved in on line.
The next slide touched on why kids like the internet, and ideas like the feeling of anonymity, a good place to meet people and play games, and an opportunity to read about interests. Wilson discussed who people meet on the internet and the difference between “face-to-face” friends and “online friends”. Face-to-face friends are known in real space like in school and online friends are people have never been in a face to face position, and the only be talking to these face to face friends. Wilson also discussed why it is easier to talk to these online friends; the good and the bad reasons. Good reasons included the feeling of freedom from judgment and ease at expressing feelings. Some of the bad reasons (which I don’t think many of the students have ever thought about) are that a person can pretend to be anyone they want and that there are no visual cues to follow. The bottom line is that students should find it hard to trust online friends… but they should never give online friends personal information.
Wilson next discussed screen names and how to make them safe. Safe screen names should never include personal information like gender, city of origin and real names. She also discussed what a you should and shoud not have on a personal site.
Two of the main messages that I thought were very important were:
- once it is online, it is online for life (including rumors/bullying)
- right and wrong are the same online as they are in real life
Checkout www.kidproofcanada.com and I would highly recommend having Samantha Wilson speak at your school!
- Kidproof Canada
I attended a school presentation by Samantha Wilson geared toward middle school students aged 10-14. The following is my summary of the presentation…
The talks began with a question and answer session on the internet: who invented it, when was it invented, why was it invented… very interesting information and this had the kids thinking about the original use of the internet.
The next segment was a talk about the “idea” of the internet. Wilson explained “the internet is a place, not a thing – anyone can go if they have a computer. You are in public and around the world.” I thought this was a great way to put the dangers of the internet in perspective because most of my students would describe the internet as a thing and they don’t relate the safety concerns of a place to the activities they are involved in on line.
The next slide touched on why kids like the internet, and ideas like the feeling of anonymity, a good place to meet people and play games, and an opportunity to read about interests. Wilson discussed who people meet on the internet and the difference between “face-to-face” friends and “online friends”. Face-to-face friends are known in real space like in school and online friends are people have never been in a face to face position, and the only be talking to these face to face friends. Wilson also discussed why it is easier to talk to these online friends; the good and the bad reasons. Good reasons included the feeling of freedom from judgment and ease at expressing feelings. Some of the bad reasons (which I don’t think many of the students have ever thought about) are that a person can pretend to be anyone they want and that there are no visual cues to follow. The bottom line is that students should find it hard to trust online friends… but they should never give online friends personal information.
Wilson next discussed screen names and how to make them safe. Safe screen names should never include personal information like gender, city of origin and real names. She also discussed what a you should and shoud not have on a personal site.
Two of the main messages that I thought were very important were:
- once it is online, it is online for life (including rumors/bullying)
- right and wrong are the same online as they are in real life
Checkout www.kidproofcanada.com and I would highly recommend having Samantha Wilson speak at your school!
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