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  • PEW 2009
  • Macul2011 text

    1. 1. Text Messaging Safely and Appropriately Within Classroom Learning<br />Liz Kolb, PhD<br />University of Michigan <br /><br />Twitter: lkolb<br />Mobile Business Card: Text: kolb to 50500<br />Presentation link:<br />
    2. 2. What do you teach?<br /><br />
    3. 3. Distracted Driving Quiz<br /><br />
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    7. 7. Agenda<br />1:00-1:30 Google Voice and Texting<br />1:30-2:15 World Languages<br />Wiffiti and Cellblock<br />2:15-3:00 Social Studies<br />Swaggle<br />3:00-3:15 Break<br />3:15-3:45 Step by Step Guide to Integration<br />3:45-4:00 Mathematics<br />Studyboost<br />4:00-4:15 Science<br />WeTxt<br />4:15-4:30 English and Language Arts<br />
    8. 8. Google Voice Texting Account<br />You do not have to use your own phone text messages<br />You do not not have to use your personal phone number<br />Archives all interactions<br />Free!<br /><br />
    9. 9. World Languages<br />
    10. 10. Heywire (International Texting)<br /><br />
    11. 11. Language Text Speak<br /><br />
    12. 12.<br />
    13. 13. Cell Block<br /><br />Create an account<br />Text message an image and describe it in a 6 word memoir in another language<br />Examples of 6 Word Memoirs…<br />Sister become adult first. I’m older.<br /><br />
    14. 14. Social Studies<br />
    15. 15. Historical Figures with Swaggle<br />The year was 1787. <br />The place: the State House in Philadelphia, the same location where the Declaration of Independence had been signed 11 years earlier. <br />For four months, 55 delegates from the several states met to frame a Constitution for a federal republic that would last into "remote futurity.”<br />
    16. 16. Each Gets a Character and Researches<br />
    17. 17. Create your Character in Swaggle<br /><br />Name: Historical Character<br />Join Group: Constitutional Convention<br />Teacher sends out a topic for discussion<br />Slavery<br />Who holds office<br />Who can vote<br />How long can one serve<br />
    18. 18. Getting Started<br />Mobile Safety and Appropriate Use, Implementation<br />
    19. 19. Step 1: Survey students<br />Give Students a Survey<br />
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    26. 26. Step 2: MOBILE Safety<br />
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    32. 32. Discuss Mobile Safety & Appropriate Use<br />Part of digital footprint<br />Your digital dossier that includes Internet activity such as social networking, email, chat rooms, <br />YOU can’t erase this!!! Permanent record<br />EVERYTHING you send via text message (pictures, videos, text, audio…etc) is PUBLIC!!!<br />Example: Detroit Mayor Kwame Kilpatrick<br />Mobile “bullying” and “sexting” is public<br />MTV Special on Sexting and Quiz<br />LG Text Education<br />Students should know their plans<br />Bring in their cell phone plan and a bill<br />Discuss what is charged and how much<br />Give Students a Survey<br />Learn more specific safety tips at Connectsafely<br />
    33. 33. Life Consequences<br />Students are sometimes “sexting” “to friends for their entertainment value, as a joke or for fun."<br />Six teens face child porn (13 to 15) charges after being caught "sexting" each other. Criminal Charge!<br />IN PA, 3 girls (12, 12, 16) charged with child pornography for sexing. Picture of them in bras.<br />15% of teenagers have risque photos of themselves or their friends on their cell phones.<br />1 in 5 sext recipients report that they have passed the images along to someone else <br /><br />
    34. 34. "If you take a picture, you can be accused of producing child pornography; if you send it to somebody, you can be accused of distributing child pornography; and if you keep a picture, you can be accused of possessing child pornography. Anywhere along this chain of transmission of the images, you can be charged as a registered sex offender." -Parry Aftab, an Internet privacy and security lawyer. <br />
    35. 35. School admissions officers and potential employers often look at online profiles<br />…the repercussions of sending an inappropriate message could be endless<br />
    36. 36. Dangers of Texting and Driving<br />One in three (34%) texting teens ages 16-17 say they have texted while driving. That translates into 26% of all American teens ages 16-17;<br />Half (52%) of cell-owning teens ages 16-17 say they have talked on a cell phone while driving. That translates into 43% of all American teens ages 16-17;<br />48% of all teens ages 12-17 say they have been in a car when the driver was texting;<br />40% say they have been in a car when the driver used a cell phone in a way that put themselves or others in danger.<br />
    37. 37. PSA: Texting While Driving Lesson <br />Activity 1: <br />Take Quiz<br />Are you a distracted driver?<br />Show Videos<br /><br /><br />Students in Groups<br />Identify key risk behaviors in distracted driving (text to interactive board)<br />Share with the class <br />
    38. 38. Activity 2: Create a PSA for distracted driving<br />Watch Sample PSA’s<br /><br />Web Resources for Research<br />Car Talk (NPR) Distracted Driving Center<br />National Safety Council<br />PEW Internet Research<br />
    39. 39. Texting Location Safety<br />Phone apps have location feature<br />Typically, the subscriber must give permission and the cell phone must be enabled for tracking. Consult with your service providers for more detail. <br />Some apps are very persistent and you have to turn them off after download…settings<br />
    40. 40. Texting and Bullying<br />When kids receive harassing or inappropriate text messages, there are several things they can do:<br /><ul><li>Never, ever respond to the message sender.
    41. 41. Report it as soon as possible to a trusted adult (and if that person doesn’t help, tell others until someone does).
    42. 42. Save or print the message to keep a record, then delete it from the phone.
    43. 43. Only keep contact information of close friends and family in their address book.
    44. 44. Talk to their wireless provider about how they can help (such as blocking the messages or changing their number).</li></li></ul><li>Step 3: Social Contract<br />
    45. 45. Tips for Social Contract<br />The teacher should explain to the students that there should be some rules concerning how their cell phones will be used in the classroom, and students have an opportunity to be part of the rule making process (the goal is to have no more than 5 simple rules to follow and a consequence for non-compliance).<br />Students should be asked to brainstorm rules. During the brainstorm, students should be encouraged to support their rule with reasons why it should be implemented (such as “cell phones should be on vibrate at all times”, the student should then explain why this is important. If they can’t, ask for other students to help explain it.)<br />Once there is a workable list of rules, students should be encouraged to narrow the list to about five rules. The teacher may want to do this himself, or to use the analogy of a professional job where one is given a cell phone and a contract. One could ask the students to imagine that they were given a professional contract, hen they could be asked which“rules” they think should be implemented in their classroom. Using this analogy may also help to eliminate some redundant or unnecessary rules.<br />Once the rules have been selected. The students should be asked to brainstorm consequences for not following the rules. Once again, asking students to decide on the best option. <br />The teacher should let the students know that she will be adding these rules and consequences to a permission form that will be sent home to have parents and the students sign.<br />
    46. 46. Text Etiquette<br /><br />
    47. 47. 5 Rules for Cell Phones in Schools<br />Set rules based on business regulations for cell phone use (look at business contracts)<br />Social contract with students<br /><ul><li>Must be on vibrate at all times
    48. 48. Keep them in the front of the room until you are going to use them.
    49. 49. All messages/media sent or published must be related to lesson.
    50. 50. If you are referencing someone else in class, you must have their approval before posting or publishing.
    51. 51. Create a permission form (in addition to the School’s AUP)</li></li></ul><li>Step 4: Permission Form<br />
    52. 52. Sample Permission Form<br />
    53. 53. Dear Parents and Guardians,<br />We are starting a new project this year in our biology course. The students will be taking pictures of different biological species that they encounter in their everyday lives and posting on a private class website. In order to capture the species in the everyday lives of the students, I have given them the option of using their cell phones to take the pictures and send them to the class website. While the students are not required to have a cell phone for the project, they are welcome to use their own if they choose to and if you allow them. In class, we will be discussing issues of mobile safety and etiquette before starting the project. I will be using the ConnectSafely Guidelines for Mobile Safety ( ). If you would like to participate in this conversation, please feel free to attend the class sessions on March 5th and 6th during any of the biology class periods:<br />8:00-9:00<br />9:10-10:10<br />2:10-3:10<br />
    54. 54. In addition, I will be holding an information night about mobile safety and the project on March 3rd at 7:00pm. I will go over the project in detail, show you how it works, and also answer any questions you may have about using cell phones in learning.<br />
    55. 55. There is some research that supports the need for using student cell phones in learning and teaching students how cell phones can be a productive and important tool for their future professional growth. This will be discussed in detail at the information night as well as during the March 5th and 6th class sessions.<br />
    56. 56. Finally, you are welcome to participate in this project! We are using a private space in a photo-sharing site called Flickr, where all the photos will be sent and eventually posted to a map at the exact location they were uncovered. You are welcome to take a picture of a biological species that you encounter, send it to along with a short text message on what you think the species is and the location of where you took the picture! Feel free to check the website each week to see the learning progress. Login: Kolbbiology Password: Biokid<br />
    57. 57. I hope to see you in class and/or on the March 3rd information night. In the meantime if you have any questions or concerns do not hesitate to contact me at or by phone 777-222-5777.<br />I give permission for my child to use their cell phone for phone calling for this project:<br />______________________________________________________. (parent signature)<br />**They can only use _____ number of calling minutes for this project<br />I give permission for my child to use their cell phone for text messaging for this project:<br />______________________________________________________. (parent signature)<br />**They can only use _____ number of text messages for this project<br />I give permission for my child to use their cell phone for mobile Internet for this project:<br />______________________________________________________. (parent signature)<br />I give permission for my child to use their cell phone for taking and sending pictures and/ or videos (circle one or both) for this project:<br />______________________________________________________. (parent signature)<br />**They can only send _____ number of media messages for this project<br />
    58. 58. Rules agreed upon by students and teacher<br />Cell Phones Must Be on Vibrate at All Times<br />Cell phones should be placed in the front of the room at the beginning of class (at the designated table in your numbered slot) and whenever they are not needed for instruction<br />All mobile messages or media sent from your phone during class MUST be related to the lesson or activity<br />If you are referencing someone else in class, you must have their (recorded verbal or written) approval before posting or publishing.<br />
    59. 59. Consequences<br />The student will be asked to write a letter home to you and explain why they did not follow the rules in class. They will also be asked to come up with better class guidelines around cell phones use in schools so this does not occur again.<br /> <br />I will adhere to the classroom rules for cell phone use<br />___________________________________________________. (student signature)<br /> <br />Thank you<br />Liz Kolb<br />
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    61. 61. Step 5: Alternatives<br />
    62. 62. Alternative Ideas<br />Select an online resource that couples with cell phones, but also has web-based options for uploading or sharing. For example if you use Flickr to send pictures to and from mobile phones to a private place online, students who do not have a cell phone, can still upload to Flickr via the web.<br />Grouping students. Purposely putting students in groups or pairs where the teacher knows that at least one of the group members has a cell phone that can be used for the project is a simple way to keep the students who do not have cell phones anonymous (because the teacher can say, “someone in each group should take out their cell phone to use for this activity.”)<br />Allow students to use your own cell phone.<br />Landlines (many web-based cell phone resources have toll free calling numbers) for phone calling activities. <br />Center activities for K-8 students where the teacher can use one cell phone with all the students during center time.<br />Allow students to use hardcopy options that they hand in to you, and you upload the work to the online resource. This is important since a few parents do not want their children using cell phones in any capacity.<br />
    63. 63. Step 6: parent Information night<br />
    64. 64. Parent Night Ideas<br />An overview of why you are using the student cell phones.<br />Describe the project(s) that will revolve around cell phone use, and any cost associated with the project and student cell phone use. <br />Alternatives that the students have for completing the project without using cell phones <br />Any change in school cell phone policy as a result of the project(s). <br />Rules of the cell phone use during the project and the consequences for the students who do not follow the rules.<br />Parents should be invited to participate in the activity (within reason). <br />Provide parents with multiple ways for feedback (email address, a text message number, a voicemail (Google Voice would be great for this), and an online anonymous survey (such as Google Form). <br />
    65. 65. Resources For Parents<br /> (monitor your child’s digital identity).<br />Talk to your kids about text bullying and sexting, especially the short- and long-term consequences.<br />Monitor their cell phone use: Who are they texting? Who is texting them?<br />Suggest that everyone’s cell phone stay on the kitchen counter or another centralized place while they’re home.<br />Set rules about the kind of behavior that is and is not acceptable—on a cell phone, or anywhere else. Remind kids of the rules periodically.<br />
    66. 66. Step 7: start slowly, remind, Follow through, and Feedback<br />
    67. 67. Mathematics<br />
    68. 68. Text a Quiz or Study Cards<br /><br />Create a Math Text Flash Card Batch<br />
    69. 69. Mathematics<br />Use Wiffiti or Polleverywhere to text in answers to 1 minute math problems.<br />Use Cellblock or Flickr to send pictures that represent geometrical shapes or the golden ratio.<br />Text Alert ( or out a problem of the day<br />
    70. 70. Science<br />
    71. 71. Texting in Science Class: Benefits<br /><br />
    72. 72. Periodic Text Message Table<br />Login to<br />Create a new account<br />The name on the account is the name of the Element.<br />Join the Periodic Table Group Messages<br />
    73. 73. English/Language Arts<br />
    74. 74. Chester NY Middle School<br />Kids who used their cell phones to boil down the main points of the stanzas got 80% of the questions about a poem correct on a state test. <br />Kids taught the same poem in the traditional way – reading, reciting and discussing – got only 40% of the questions right. <br />
    75. 75. Text Message Poetry Stanza’s<br />I am _________ and _________.<br />I am fast and fun.I want to be a soccer star.I think hard about things.I wonder where we go when we fade.I feel so great when I help someone.<br /><br />
    76. 76. Summary of 16 teachers using student cell phones <br />11 Teachers from across the U.S. who are using student cell phones<br />
    77. 77.
    78. 78. Dealing with school Bans of Cell Phones?<br />Each teacher’s school district had differing policies governing cell phones, some completely banned them, whereas others simply had restrictions on how and when they were allowed to be used during the school day. <br />Every teacher was able to find a way to work within the school policy to include cell phones in their teaching. Most teachers who wanted to use the cell phones during the school day were able to approach the administration and figure out an appropriate management system so that they could use the student school phones. <br />Middle school reading teacher Tim Chase set up a management system (approved by his administration) that when students were using their cell phones to take pictures for their class project during the school day, they wore “assignment" badges.”<br />
    79. 79. Discipline Issues?<br />All but one of the teachers claimed that they did not have any discipline problems when using the student cell phones. <br />Many of the teachers said that using the cell phones for learning actually cut down on discipline problems in school related to cell phone use. <br />
    80. 80. Engagement?<br />Just about every teacher reported that motivation and engagement in the class activities increased when they were using the cell phones. <br />Katie Titler, a Spanish teacher in Wisconsin, found that many of her students went from being worried or disengaged in oral language activities to excited about oral language as a result of using their cell phones to record oral quizzes. <br />Allison Riccardi, a Spanish teacher from Michigan, found that she, “was amazed at how having them text sentences in Spanish really drew them not only into the activity, but also really helped them to understand the grammar behind what they were saying.”<br />Interview with Katie Titler<br />
    81. 81. Students without cell phones?<br />There were a couple of teachers who did worried about doing cell phone based activities when not every student owned a cell phone. However they all found that, in the end, there were plenty of ways to manage the issue. <br />The most popular work-around was for teachers to group or pair students up so that there was one cell phone per group. In some cases, teachers simply selected a project where the students had an alternative to the cell phone. <br />Jimbo Lamb, a math teacher from Pennsylvania, used a resource to record audio files with a toll-free calling number so that his math students could call-in with their cell phones or a landline.<br />Interview with Jimbo Lamb<br />
    82. 82. Parents?<br />None of the teachers reported problems with parents being upset that their children were using their cell phones for learning. As a matter of fact, some of the teachers received thank you notes from appreciative parents who were thrilled that their children were learning how to use their cell phones appropriately and in an educative way. <br />Paul Wood, technology coordinator in Texas claimed, “I received no negative comments and four positive comments as well as some thank you's.”<br />Interview with Paul Wood<br />
    83. 83. Improved learning?<br />In some cases, teachers mentioned that they were surprised how quickly the students began to get actively involved in the lesson planning process, and not just being passive students regurgitating information. These teachers found that once they allowed their students to use cell phones in instruction, the students began to suggest learning activities that they could do with their cell phones. <br />Judy Pederson, an English teacher in California, said “At first, being able to use their cell phones was instantly ‘cool,’ and grabbed students' attention. After a while, it became a very convenient tool and students began generating their own ideas for how to use the phones for projects.” <br />Interview with Judy Pederson<br />
    84. 84. Using Cell Phones for Student Management or Communication?<br />Many of the teachers also set up office hours via cell phone (some via Twitter), where their students could text message or call them during designated evening hours.<br />Larry Liu, an English teacher from Michigan, expanded his cell phone Facebook activity so that he was able to use Facebook to communicate homework help and answer questions from his students. <br />He found that since most of his students already were on Facebook and their cell phones most often, it was easier to communicate with them via their favorite devices rather than more traditional methods such as landlines or even email. <br />Interview with Larry Liu<br />