Morgan's+445+Wiki+Workspace

__**Seminar 1 Prep Reading Response (08/28/17): **__ The idea that social media, specifically Twitter, can enhance one’s professional identity and establish valuable connections is a foreign concept to most. In the past, students have been told that social media is harmful to their professional personas, and therefore, they must filter and falsify information about themselves on their social media pages. I, too, was told that social media is injurious and risky when it comes to searching for jobs. However, Aaron Hogan’s article, //An Educator’s Guide to Social Media//, has changed my perspective and challenged what I have been told previously. Hogan boldly pursues the topic and brilliantly provides further insight that strongly juxtaposes traditional ideas on the matter. Using social media to enhance, rather than encumber, will provide educators with the chance to connect with like-minded individuals in the field, exchange ideas, and obtain valuable resources. Hogan states that Twitter allows educators to “resist isolation, celebrate together, and continue professional growth” (Hogan 2016). He also mentions that educators can utilize apps, such as Nuzzel and Voxer. I was fascinated to hear that such apps exist, as I also have the tendency to fall into the “reading everything that’s posted” experience Hogan mentions (Hogan 2016). The idea of filtered, customized posts is quite intriguing. The main takeaway from this reason is that social media can, indeed, be advantageous to future educators. Twitter, for example, when used correctly, has the potential to open new doors and offer new insights on the profession. Living in an era where technology is increasing rapidly, I definitely plan to utilize Twitter in my professional career.

//The Secret Language of Girls on Instagram // is a stimulating article investigating how females act on Instagram. According to Rachel Simmons, Instagram is “a platform where emotions can run wild – and where insecurities run wilder” (Simmons 2014). Through my own personal lens and the lens of close friends, I know without a doubt that this is 100% factual (at least for a good percentage of us ladies). The idea that Instagram is the “Rosetta Stone of girl angst” is not only extremely profound, but it is the unfortunate truth in many young girls’ mental psyches (Simmons 2014). Ms. Simmons mentions six behaviors girls leverage on Instagram to “do more than share photos”. From using Instagram to gage how much she is “liked” to ensuring that she is the first person to post on a friend’s page on his/her birthday, girls from adolescence to adulthood are channeling their popularity and self-worth through Instagram and other social media networks. Utilizing Instagram as a “public barometer of popularity” is detrimental to young minds. All of us struggle with the need for validation and affirmation in some way. As a future middle school educator, I realize that many of my female students will have their own personal Instagram and Facebook accounts. It is important for me, as their teacher, to continually endorse their ideas, encourage them in class, and validate their self-worth. They are receiving a plethora of negative images, sexist slurs, and misleading information via social media. While I will not be the sole caretaker of my female students, I can counter the inundation of negativity they are receiving on Instagram by radiating positivity and substantiating each young girl’s self-worth while she is in my classroom.

__**Online Professional Identity Follow-up (08/28/17): **__  The discussion we had in class regarding one’s professional online identity was not something new to me. However, after researching my partner, Janice, and myself, I got to see a visual representation of just how easy it actually is for websites to gain access to my personal information, my family members, and my place of residence. This in-class activity introduced me to the website Pipl.com. This website finds individuals and gives as much information as it can possibly find on web about that person. Along with searching for my partner and myself, I also searched for some family members and close friends. It flabbergasted me how much I was able to find out about people who would not be pegged as technologically savvy. Technology is continuously advancing, and as a present-day educator during this innovative period, I need to become increasingly aware of how I am perceived on-line by fellow peers and future employers. Determining how to brand myself as a professional educator in the future is a goal of mine.

I think it's really great that you are open to using Twitter to collaborate with fellow educators. A lot of times during student teaching we get very comfortable and used to support from our professors and cooperating teachers, but when we start our first year teaching we find that the safety net is gone and I think it's important to start thinking about ways to find support from other sources now. You also did a great job reflecting on the Instagram article in discussing what many female students are going through. I love how you mentioned validating their self-worth in class and I think that also means validating their experiences--that it is our job to not dismiss how they may respond to social media, but to acknowledge what they're going through and help them get through it. The fact that you're already aware of this potential conflict is awesome because you can be more pro-active about it. As far as your professional identity, what did you find about yourself? How are you present online? What changes would you make to your online identity? Please add more detail to that section about you.

Response to Nicolette (09/22/17):

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In regards to my professional identity, I found that I have a small, private digital footprint. All of my social media networks are set to private, and I do not think I will be changing that anytime soon. My presence on-line is limited and represents a version of myself from 2006. All of the information found links me to my past: my 1st address, my father's and mother's previous job occupations, and family members who are now deceased. Additionally, I found that it would be beneficial for me to create a LinkedIn account. My professional contacts are limited, and it would be advantageous for me to have some kind of professional network forming before I officially make the transition from student to teacher. Hopefully, this updated information on LinkedIn would be the first one would find on the search results page instead of irrelevant information. I will continue to keep my Facebook, Instagram, and Twitter profiles hidden from search engines' radars. I am still adamant against friending employers on Facebook or letting them follow me on Instagram upon first meeting them. Only after knowing them awhile would I feel comfortable adding them on social media. =====

Referring to my comment in class on self-worth and tying it to one's Instagram likes, I must admit that as a female, I, too, have been struck with the "More likes = more popularity" syndrome a time or two before. I believe that an individual is lying to himself/herself if he/she has not at least once looked at other people's posts while scrolling (Facebook, Instagram, Twitter, etc.) and realized someone else has more likes than him/her. We are human. We have the innate need to be accepted into one circle or another. I believe it is of upmost importance for teachers to realize this fact before we can give our students the popular "Life is not a popularity contest," spiel. Acting as if we ourselves have not had the same concerns as our students regarding our popularity or place on the social hierarchy, while simultaneously telling them to be themselves and not care how others perceive them, is hypocritical. Plain and simple. If teachers are authentic with their students (in this case, acknowledging that they themselves have connected their self worth with Instagram likes), the students will react with more genuine responses.

__**Seminar 5 Prep Reading Response (09/25/17):**__

1). "Editorial: //Approaching Technology in English Education from a Different Perspective//" by Melanie Shoffner: This article left me with a better understanding of the direction I need to go in regards to integrating technology into my future ELA/Social Studies classrooms. In this compelling article, Ms. Shoffner writes of her initial opposition to technology, dubbing herself "not really a technology person" and feeling as if she was "going down Alice's rabbit hole" when describing her graduate school experience. Through her simile usage, which was highly effective (and entertaining) and her matter-of-fact tone, I was able to resonate with her initial opposition and empathize with her journey as she tried to get more accustomed with technology and its many forms and operations. Eventually, she had made quite a name for herself, serving as SITE English Education SIG Chair and working with NTLC. I found it quite refreshing that she remained humble even after all of her successes, accomplishments, and accolades in the field. She speaks of pre-service teachers that "easily dismiss technology as unnecessary". I do realize the need for technology integration in the classroom and recognize the wide array of activities that can come from such amalgamation. However, I was a bit hesitant at the beginning of my college years to utilize technology in my own life, much less in my own classroom. Shoffner eased my lingering doubts and worries in this article by lessening my own technological phobias. Initially, I, too, felt like sweet Dug (the quirky, spontaneous, loving pup from one of Pixar's greatest works); I felt that I would be distracted by the "shiny squirrels" of technological, perhaps getting lost in the complex world of pixels, Prezis, and Power Point presentations. She stated, "...one does not need technology to each ELA...". I fully stand with this statement, as sometimes the traditional is actually the most efficient way to do something. However, with an "activity as ubiquitous...as vocabulary study", I would have to agree that there are better, more sophisticated techniques than word lists. I particularly liked her introduction of Lexipedia, Visuwords, VocabGrabber, and Wordle. I plan to use these in my future teaching practice. I have used Storybird in the past and liked that she validated it as a beneficial tool. By becoming more open to technological advancements and innovations in our teaching, coursework, and thinking, the pedagogical bar for ELA education will be raised. Pre-service and in-service teachers will have to tools necessary to meet their goals.

2). "//10 Surprising Ways to Use Instagram in the Classroom//: //Legitimate excuses for your Insta-addiction//." by Hannah Hudson: Before reading this article, I had never really thought of using Instagram in the classroom. I have used Facebook, Twitter, and Pinterest in the classroom. However, Snapchat and Instagram, two of the most popular social media sites currently, are two resources I could not figure out how to utilize in an educational sense. This article introduces 10 surprising methods, and I am definitely open to using them. I would definitely showcase student work, feature a "Student of the Week" (making sure, of course, everyone got a chance to be showcased), and capture field trip memories, and I would try to include parents as well. Creating a classroom Instagram profile would be a great modern way to integrate technology, utilize social media in a positive way, and get parents involved. I love the fourth idea: Imagine How a Historical Figure Would Use Instagram. I think that would be a great "Taking Informative Action" portion of a C3 Framework unit inquiry for social studies. Ideas 5 and 6 are wonderful also, and I can see myself using Instagram as a fun way for exploring students' favorite characters and books. The seventh idea, "Record Steps in a Science Experiment", would be a wonderful way for science teachers to document students' science experiments. The "Go on an ABC Scavenger Hunt" is a bit like the Instagram fad of posting a photo everyday of the year. Students could easily complete this assignment in creative and innovative ways, as they are (presumably) used to "challenges" like this one. The "Discover Ideas for Writing" would be a fun way for students to use in a creative writing assignment. I would probably do something similar to our DVSB projects. I would give each student a word, then he/she would need to take photos that related to said word. Then, he/she would need to write an essay explaining how/why the photo depicts and relates to their given word. I also like the last idea that suggest documenting student progress. Students love to have their work showcased, teachers need data, and parents want to see their students' progress. Through continuous year-long documentation and presentation, all three parties will be satisfied by the end of the year. I am definitely more open to using Instagram in the classroom now and will not solely depend on Facebook and/or Twitter for social media integration.

3). "Editorial: //Enhancing English language arts education wit digital video//" by Carl Young, Sheryl Long, & Jamie Myers The enhancement of English Language Arts education via digital videos is not a foreign concept to me. In AP Language and AP Literature, films and documentaries were regularly interspersed with "traditional" coursework, readings, and weekly practice AP tests. This article left me with the perspective that watching film is, in fact, just as important to understanding a book/novel as reading the text itself. I actually had an experience with this very idea in my ELA observation this morning. The students had just finished reading the classic Ray Bradbury short story //All Summer in a Day//. I read this in 4th grade and loved it, and there was no exception in Mrs. Keene's classroom either. They thoroughly enjoyed reading the text and discussing Margo. After a lively, animated class discussion had been conducted, we watched a 28-minute film version of the short story on YouTube. It totally changed their perspectives on William, the antagonist, or "mean boy", of the story. Initially, they believed him to be a cruel, unpleasant bully. The film, however, portrayed him with a more humane lens and left the viewer feeling he was, in fact, jealous of Margo, and might actually have a crush on her, an idea that elicited a long, drawn-out succession of giggles. We then discussed the similarities and differences of the text and the film. My cooperating teacher asked them questions, such as "Did they feel characters had been portrayed differently on purpose?", and "Was one method particularly beneficial or more enjoyable over the other?" After experiencing the students' reactions to film and immediately reading this article afterwards, I can definitely say that I will be using film in my future ELA classroom. It was, as Miller appropriately stated, "alarming" to discover that teachers avoided using films because they were unwilling to relinquish control. This "fear of being upstaged" sounds so selfish, and it remains a hindering mindset, versus a helpful one. Personally, I definitely see film as a "useful medium". The call for visual literacy in 1996 was a positive one, and I look forward to seeing its implication continue to impact the teaching scene even in 2017. I do not, honestly, know what this push for multiliteracies will look like or how it will influence and impact my teaching, but, as Dr. Young aptly put it, "It is a daunting and exhilarating time to teach English."

Good job thinking through the articles, Morgan! I like how you listed specific tools that you could use from the first article. I love Storybird as well and wish I would have had it available to me when I was teaching. I also like your thoughts on moving beyond more commonly used social media tools, like Twitter, to social media tools that are used more frequently by students. The article discussed Instagram which I think is a great idea and it makes me wonder if that could move in the future to SnapChat or some other tool. We definitely want to use the activity and interests of our students to guide the technology we use in the classroom, not try to force tools on them that they have no interest in using. Finally, I totally agree about the importance of using digital video in the classroom. It is a type of media that students will regularly use after school and if we can teach them to consume it critically, then we have taught them a lifelong skill.


 * Initial Ideas about MSL Electronic Portfolio or Teaching Toolkit (10/04/17):**

//**Purpose:**// For this assignment, I honestly have not chosen whether I would like to pursue the electronic portfolio or the teaching toolkit option. I have made an electronic portfolio for ED 204, ED 311, and ED 312, so it would be an assignment in which I am familiar. I could also, potentially, expand upon my Weebly site. The toolkit could provide me with a new challenge where I am able to compile resources for future use. Although I have not chosen a path to follow at present, the ultimate goal of this assignment would be to go into my future teaching profession with a plethora of lesson plans, educational resources, teaching ideas, reading/writing strategies, and differentiation methods to aid in my first year teaching and beyond.


 * //Audience://** I would prefer that the audience of my portfolio be extremely limited. Friends, teaching mentors, professors, and myself will be the only ones to have access to this tool.


 * //Possible Categories and Contents://** My portfolio (or toolkit) would include categories such as lesson plans, unit outlines, resources I have gathered from my CT and professors, tips on student teaching/teaching in general from various resources, reading/writing strategies, a list of the CCSS (so I can have them easily accessible and readily available), and a section with samples of my work I have done here in the College of Ed (i.e. Kahoot activities I have created, Storybird creations I made for ED 204 and ED 311, and Prezi/PowerPoint presentations I have made related to ELA/SS material). I am sure that my list will expand as the semester progresses. However, these are possible facets that shall be included in the project.

I think going either way would be beneficial to you--expanding and adding more detail to your already existing electronic portfolio or taking on the new challenge of a teaching toolkit. You can't go wrong! :) As far as your audience, why do you want your tool to be so strictly limited? What are the disadvantages of expanding it to more people? Also, I'd encourage you to think about future employers as potential audience, as this could be something that really aids you in getting a job and shows your expertise. I think you did a good job outlining some ideas of categories as well.

Response to Nicolette (10/16/17):

I feel that for my first few years, I will be adding to my tool. Therefore, I do not wish for others to see my "work in progress" tool. Individuals, such as parents and teachers, do not need to know how I have grown as an educator. The only information pertinent to them is how I have chosen to professionally convey my teaching persona in that school year. They do not need access to "College Morgan". I do, however, see your point in regards to future employers. I may provide my tool to future serious employers, but I do not wish for my tool to be seen, used, or modified unless I give that individual or those individuals liberty to do so.


 * Action Portfolio Entry (10/16/17):**

After reading Dr. Young's // Electronic Portfolios 2.0 //piece regarding the soundbite activity at Virginia Tech, I got a better sense of direction for my EP.

1) - The first thing I saw that I noticed was that each of the sample portfolios had its own theme. I have considered/am considering which theme would best represent me as a professional educator.

2) - My second takeaway after reading was that electronic portfolios must be presented in a logical, organized fashion. Ease of accessibility and maneuvering around my site should take precedent over artistic choice and creativity. That is not to say my portfolio should not be personalized in a creative way. Rather, each category should be clearly labeled and should not be embedded in a link within a link on some hidden page.

3) - Lastly, Dr. Young states at the beginning of the article that students who are creating these electronic portfolios must "reflect critically upon their coursework and upon their experiences in the field" (pg. 181). If this is the case, there needs to be a section on my EP where I am reflecting on my current course (ECI 445) and my experiences at my placement (Cleveland Middle School).

[|Morgan Wilkins EP]

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 * Group 3's First Video -- //Resilience// (10/22/17):**

[|ECI 445 //A Long Walk to Water Takeaway// - 11/06/17]


 * Status Report #1:** I have decided to create an electronic portfolio via Weebly. I will be expanding upon a Weebly that I was required to create for a course previously, and I have decided that the theme will be black and white, professional, and sophisticated. My teaching philosophy, sample lesson plans I have done in the past, and my professional biography will be displayed on this site.

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 * Group 3's Second Video -- //Resilience// (11/13/17):**


 * Status Report #2:** I still need to organize my electronic portfolio and add in my 4 Digital Learning Competencies and resume. Things are going pretty well overall, however. While I am having a bit of trouble finding artifacts, it is slowly, but surely coming together.