Chat in the Classroom

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Silvia Rosenthal Tolisano

Education Technology

Preparation Purpose Reading & Writing Convention Chat-iquette Moderation

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Workshop from the Special Education Principal's Association of New Zealand (SEPANZ) conference 2011. All of us need to communicate socially through our day – and it makes up a large part of what we do. We tell stories, chat, gossip and listen as others tell us about their weekends. Social communication is often estimated to be more than 50% of our daily conversation. Many students who use AAC or students who have difficulties with communication have trouble with social communication. This often isolates them from others and creates difficulties with building social closeness. This presentation will talk about some strategies for improving social communication, including visual scene displays, photo based storytelling and sequenced social scripts. The importance of small talk and using partner directed questions will be discussed – and research showing how crucial this is for people with disabilities to build their social networks will be covered. Use of technology, including speech generating devices and iPads to support students in this area will also be addressed. Come along and have fun – and learn about helping students with complex communication needs to develop their social communication skills so that they can tell you about their day and tell everyone else all your gossip!

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English 113A Rhetorical Prospectus Answer the questions below as fully as you can about your chosen topic for the “Adding to a Conversation” essay. Be as reflective and detailed as possible. Remember you are trying, in a sense, to convince me as your potential “editor” both that your topic is worthy of your and others’ time, and that you’ve sufficiently researched what others have said to be prepared to contribute to the conversation. 1. Why am I invested in this topic? Why do I care? How does it matter to me? 2. Summarize the nature of the conversation about your topic in 2-3 paragraphs. Be sure to include the variety of positions people hold about your topic—i.e. don’t reduce it to a pro/con or argument or either/or topic—the groups which hold these different positions, and the reasons these different groups might take the positions they do. 3. What is your purpose in “adding to this conversation”? What do you want to communicate with your paper? (e.g., inform, persuade, argue, shoot down another position, propose a solution, etc.) 4. Who do you want to address your paper to? Why this group given your purpose and your reading of the conversation? 5. What do you think this audience needs to know or consider that they don’t already know? 6. What kind of reaction do you want to get from your readers? What do you hope they’ll do as a result of reading? (e.g. take a specific action, change their opinions, get angry, etc.) 7. What kinds of written sources will you need to help you accomplish your purpose? 8. What kinds of written sources will be most convincing or needed by your audience? Why? 9. What other kinds of information can you draw off of in this paper (personal experience, surveys, etc.)? 10. If you could imagine publishing this paper in a public venue, where would you like it to appear? 11. What questions do you have about writing this paper? What do you think will be most difficult about what you plan to do? Connected, but alone? Sherry Turkle, March 2012 Just a moment ago, my daughter Rebecca texted me for good luck. Her text said, "Mom, you will rock." I love this. Getting that text was like getting a hug. And so there you have it. I embody the central paradox. I'm a woman who loves getting texts who's going to tell you that too many of them can be a problem. Actually that reminder of my daughter brings me to the beginning of my story. 1996, when I gave my first TEDTalk, Rebecca was five years old and she was sitting right there in the front row. I had just written a book that celebrated our life on the internet and I was about to be on the cover of Wired magazine. In those heady days, we were experimenting with chat rooms and online virtual communities. We were exploring different aspects of ourselves. And then we unplugged. I was excited. And, as a psychologist, what excited me most was the idea that we would use what we learned in the virtual world about ourselves, about our iden ...

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Interested in working with Silvia? Contact her via http://www.globallyconnectedlearning.com Teachers and administrators struggle to find time to work and learn together in meaningful ways. There are plenty of meetings scheduled. Many teachers leave these meetings though with the feeling of “could have spent my time doing more important things”. How do we squeeze in one more meeting to help teachers grow as professionals? How do we add one more opportunity for teachers to learn important new skills, listen to one more educational consultant, one more expert on a new initiative? How do we give teachers the time to learn with and from their own colleagues? How can teachers learn from what is going on in the classroom next door? Build a Professional Development Learning Hub for your school!

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#BLC17 Interested in working with Silvia? Contact her at http://www.globallyconnectedlearning.com Blogging is inherently a platform that encourages communication and reflection. We are taking “blogging” beyond a technology platform,and seeing it as a shift directly related to teaching and learning in modern times. It becomes a platform for learning, creating, reflecting and sharing with a global audience. The transparency of sharing one’s successes and failures openly while being a responsible digital citizen embodies risk-taking and, at the same time, opens up and invites global feedback and perspective in to develop critical thinkers. Blogging can support the strategies, techniques and approaches to facilitate the learning in your classroom no matter what grade level, age group and subject area. Blogging supports four primary areas: Reading Writing Reflecting Sharing

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