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Logan Petlak

~ Lifelong Learner.

Logan Petlak

Tag Archives: digital citizenship

Just Google it? Just Google it right. Building from simple to complex.

26 Thursday May 2016

Posted by loganpetlak in ECI 830

≈ 5 Comments

Tags

complex question, connect, connections, dave cormier, digcit, digital citizenship, ECI 830, eci830, edtech, google, google it, memorization, psy, simple, simple question, teacher

Statement: Schools should not be teaching anything that can be googled.

logo_no_google

No2Google Logo via No2Google.com

 

Disagree.

The picture below isn’t necessarily related, but it was one of the pictures that came up when I searched, “Yes Google”, and I feel compelled to use it… it helps if you imagine Psy singing “Heeeeeyyyyyyy educators, Goo, Goo, Goo Goo. Google ain’t so bad”. This builds into my post, while illustrating both the problem and potential solution of simply “googling it”.

2012 iHeartRadio Music Festival - Day 1 - Show

LAS VEGAS, NV – SEPTEMBER 21: Rapper Psy performs onstage during the 2012 iHeartRadio Music Festival at the MGM Grand Garden Arena on September 21, 2012 in Las Vegas, Nevada. (Photo by Isaac Brekken/Getty Images for Clear Channel retrieved via Business Insider)

Building from simple to complex googling.

Apart from the fact that so much can be Googled (and Googled and found mistakenly, as seen in picture above), the policing of instruction to avoid this next to impossible. However, like any potential problem-causer, it provides opportunity. How do we roll with this? How do we make a positive out of a negative? How do we build from simple to complex?

Terry Heick visited the thought that: “complex questions can’t be googled.” He went on to state that the answer Google provides can be a stopping point… and that it “… creates the illusion of accessibility,” or “obscures interdependence of information.” All valid. This can happen from simply using Google without education, but it reminded me of Dave Cormier’s details on using MOOCs appropriately through the cynefin framework and the rhizomatic learning… specifically that answering complex questions requires a particular approach to learning, that we as educators can seek to facilitate. Terry Heick then concludes with an awesome point that alludes to this need for educators and highlights the importance of teaching about proper use of Google and why Googlable (new word?) concepts should be taught in schools: “none of this (the above concerns) is Google’s fault.” Educators (and parents, for that matter) bear the responsibility to inform students of how to use technology like Google and Wikipedia to foster ideas and “cultivate curiousity”. So much can be Googled, so teach students to think critically, and recognize that every teacher can do this regardless of grade or specialization, as evidenced here, and through digital citizenship as Jeremy Black referenced.

Connecting critical thinking to maximizing Google.

“Before students can think critically, they need to have something to think about in their brains.” Ben Johnson made this comment, and used it to remind us of the importance of memorization and still keeping this as part of instruction. This speaks to the baseline knowledge that may come from using Google and other information sources. Finding the simple answers that “Googling it” may provide is the beginning to deeper parts of cognitive function in individuals, leading to fostering curiosity that I made reference to before. My phrase I tend to use in course outlines in senior science echoes the overlap between memory, critical thinking and curiosity: “in order to remember these terms, I will push you understand these terms.” This simply reflects my angle of looking at it, but there are many ways to aid in memory.

 

Final thoughts

Ultimately, the proper use of “Google” falls to educators to ensure students continue to ask complex questions and follow links to continue pursuing knowledge and continue to connect to new ideas with that new knowledge. Memory may play a dominant role in this process providing the fundamental information that sets a foundation to curiosity and challenging complex questions.

 

Agree? Disagree? Comment!

– Logan Petlak

ED Goals: Continue to connect, learn, question and improve.

17 Sunday Apr 2016

Posted by loganpetlak in ECI 831

≈ 2 Comments

Tags

digital citizenship, ECI 831, eci831, edtech, open education, opened, social media, student advocacy, teacher

Term in review

Over the course of this semester in ECI 831 we’ve progressed from educational technologies, like utilizing social media such as blogging and tweeting –> open education resources and ideologies –> to the perils and realities of the internet world through law and harassment –> and closed with the power and need for on-line activism. As this was my first class in my graduate studies, I found it very relevant as a student again and still as a young teacher. I felt that many of the discussions directly translated to learning in my classroom.
How have I been applying my new knowledge and thoughts thus far in my teaching practice?

In environmental science we have utilized social media to do research on ways to reduce waste and become enviornmental stewards and activists. In health science, I registered and directed students toward an open education resource through Coursera to learn more about our current topic (vital signs). This was accompanied by showing the students that you may purchase certifications in recognition of these courses should you need some paperwork associated with it ($65). This, in turn, lead into a class discussion on university tuitions that unfortunately seem to serve as a price tag for paper recognition of knowledge garnered. Around the school? I’ve used Facebook group chats to communicate with students about our One Act performance for the year, and have continued to use Remind to communicate with my track and field team as well as help coordinate our school gay-straight alliance (GSA). After spending more time with Snapchat, I had utilized its popularity with students to help promote our school in Moose Jaw as well as provide an area for potential students to ask questions about the school.

As I took into consideration MOOCs and open education, I considered how to work this into my classroom, but rather than simply throwing in some individual research in assignments and reminding them about critiquing sources, I decided to formally merge my teaching style with what I’ve learned about digital citizenship. The Digital Citizenship Presentation covers this and “learning in a Mr. Petlak classroom”. I intend to use at the start of my semesters in the future.

 

Beyond my classroom and practice, what else has this course helped with?

Over the course of this class, I digitally connected with others in the private purchase of a house, I digitally connected with other educators on-line to enhance my PLN, and expanded my ability to organize knowledge gathered outside of the school back into improving learning of myself and others. I felt it helped me reflect on the social dynamics inherent in social media that was just becoming relevant when I was in high school, and it allowed me to better connect with this generation of learners. It also renewed my desire to be an activist and not be afraid to speak out, which I fear as educators we may fear doing so in order to remain neutral… and at times, silent. But the push to learn piano also helped me found my voice and way to “create” music and sounds that I have enjoyed for a long time… and will continue to keep learning about.

 

Closing

I sincerely thank Alec Couros and Katia Hildebrandt for an awesome semester of learning, as well as all of my classmates. I was very unsure what to expect in a graduate class but this did not overwhelm or disappoint. I feel like a better teacher and person after this course and I feel that is my ultimate goal of education: to continue to connect, learn, question and improve.

To finish how I started, below is a picture of the difference in hashtags from the start of the semester to the end of the semester. Despite the length of each list, the time to complete was actually very similar… and almost just as importantly… I think my hair looks better too!

1452648428990

First Day – ECI 831

20160411_234246

Last Day – ECI 831

 

 

 

 

————>

 

 

 

 

 

 

 

 

Summary of Learning Video

Without further delay, below is my summary of learning video. “Google Yourself” a parody (remix) of Justin Bieber’s “Love Yourself”.

Keep on learning,
Logan Petlak

Lyrics

It all began with a selfiechallenge,
and then I started google plussing my name!
Flipgridding teachers, oh, wow this is great!
No more learning on my own: networking

Learning project maybe write a song,
‘Cause I love music maybe piano player. Can’t yet,
But I still play piano lots
And, holy, I be learnin’ lots
Watching youtube, TedTalks connections is where it is at,
Took weeks just to see that

Katia don’t like trolls but she likes trollin’ ’em
And if you don’t like slacktivism I think you’re wrong.
And I’ve spent hours on my blog
Even tweeted @courosa
I’m networked son,
domain at WordPress.com

So I like PLNs – knowledge-able n’ such
Baby, I support open education
And I think I’ve got a good online identity
It’s clear that I google myself

And when Dave told me bout rhizomatic learning
The only problem I had was info curation
Experience is the best teacher of knowledge
Pipe’s more important than content in the pipe.

And I gotta chirp about some laws
Lessig saves us with creative commons, just go Cite it,
Or we will get locked up
People puttin’ wifi prices on (everything)
And net neutrality is where we wanna fight back,
Took months just to see that

Katia don’t like trolls but she likes trollin’ ’em
And if you don’t like activism I think you’re wrong.
And I’ve spent hours on my blog
Even tweeted @courosa
I’m networked son,
domain WordPress.com

So if you like PLNs – knowledge-able n’ such
Well then just support open education
And if you think you don’t connect with students
Then just edtech Snapchat yourself

And on the chance you have a classroom blog
teach #digcit – Translates to learnin’ for all
And yet the wealth gap leaves students vulnerable
Digital divide can we just break down it’s walls?

Corm-i-er told us, bout’ MOOCs and such
Oh, baby, you could go learn by “yourself”
Orient, declare goals, network, cluster, focus
And go complex question yourself

Now I have, a PLN – am knowledge-able n’ such
And I support open education
And if you think you don’t manage your reputation
You should go google yourself

Sharing an idea: the perks of Slacktivism

30 Wednesday Mar 2016

Posted by loganpetlak in ECI 831

≈ 6 Comments

Tags

activism, demand progress, digital citizenship, growth mindset, idea sharing, positivity, slacktivism, social media

Slacktivism
Slacktivism is the precursor to activism, whether it happens through the sharing of a picture, tweet, status, petition, or video, it begins a discussion and assessment of a potential problem, its causes, and may propose solutions. Contrary to the opinion of some, there is power in a digital push, much like we saw once upon a time with Aaron Swartz, Demand Progress, with online petitions for change. Or people supporting LGBT rights with a rainbow, or expressing political views like #MakeDonaldDrumpfAgain, point being, “Social media wasn’t just a part of these protests—it was the reason they caught fire.” Gillian Branstetter also finished the article the above quote is from with: “2015 has proven that the Internet is more than an accessory to the real-world actions that change demands—it’s now a proven way to make it happen.” Slacktivism is a force for good, while you may be frustrated by individuals who that is the extent of their action, as acknowledged by Abby Rosmarin, it is still support nonetheless.

Here is a list of some major online campaigns:
#NotYourMascot– “Not Your Mascots is a non-profit organization dedicated to addressing the misappropriation of Indigenous identity, imagery and culture.”
#CancelColbert – the call to cancel The Colbert Report after a racial comment was taken out of context in a tweet that garnered support to end his show.
#YesAllWomen – “a campaign in which users share examples and stories of misogyny and violence.”
#IdleNoMore – Indigenous rights peaceful movement to honour indigenous sovereignty, and to protect the land and water.
#BlackLivesMatter – “is an ideological and political intervention in a world where Black lives are systematically and intentionally targeted for demise.”

25449220344_6ab99b9151

Photo Credit: Fibonacci Blue via Compfight cc

 

Live Support
The examples above garner support. Support can be visually supported and multiplied by the use of apps such as Periscope or Meerkat. There is a whole host of concerns about protection in anonymity and sharing of videos containing individuals who may not want to be shared but it increasing the connection of the world far beyond text or videos of before… even revolutionizing journalism and world event sharing, instantly.

Idea
It’s about the sharing of an idea. And while I may not belong to a particular race, culture, gender, or belief system… the sharing or “liking” of an idea is still something to make the idea grow or decline (depending on my opinion about it). I can be trolled or challenged for my comments, but the fact is my idea was read… so regardless of what abuse happens to me (not saying this is okay, see last week about online harassment, or that I’d receive much due to belonging to pretty much every privileged community there is, white, straight, male), my idea lives on… and to quote V from V for Vendetta. “Ideas are bulletproof”. Zeynep Tufecki would argue that despite the amount of momentum these ideas gather, successful outcomes aren’t seen, and pushes for the importance of organizing this beyond social media. I agree with her values on organizing and preparing for organized change… it still works. Georgetown univsiety posted a study and was summarized by Kate Groetzinger stating:  “those who support movements online are actually more likely to engage in activism in real life.” Scott Gilmore contributed the rhetoric of how useless Slacktivism is, because in cases it did nothing to help the individuals it referenced despite the amount of social media support it received… and essentially posits it was useless and served as a self back-pat for individuals.It read as if there is a need for change in “real-life”and if this is not achieved there is no successful outcome. But what is real-life change and activism?  And what is the measurement of a successful outcome? I, for one, argue that it depends how you measure victory. As an educator, an English language learner student writing their name can be a successful outcome or indicator. Vanessa Braun argued (paraphrased), even positively affecting/changing one person in one hundred… is still one person you positively affected. And I completely agree. For social justice – a share is a victory, a like is support, a comment is feedback for growth, and a view is a win.

And a win is a win is a win. 50 likes on a post supporting LGBT rights (win), riddled with some negative comments (win), leads to the next step – practice of defending an idea and gaining confidence (win) to the next step – build a GSA in your school (win)… which leads to the next step changing the discussion on it community-wide (win), which may lead to the next step mandated changed province-wide (win). Maybe the next step won’t happen yet, or backlash may happen in between, but even a negative step is still a step towards potential growth. As teachers, we can help educate out students to be the citizens who will dictate the direction of social media and take the next step. Recognize it can be a vehicle for hate but also a medium for growth, promote digital citizenship. It may sound like confessions of hopeless optimism, but I end the day happy knowing that I believed in the idea that things would and could get better, that a person is better, people are better than their darkest points and that the sharing of that idea has power. Wael Ghonim pushes for the understanding that people (we) can change their (our) minds and be better than the hateful comments others/actions (ourselves) have made, and as teachers, we have the power and responsibility share the ideas that shape the worldviews of current/future social media clientèle.

 

Your thoughts?  Agree? Disagree?

Logan Petlak

Post-writing thought:
Some of us are equipped to pursue the “real-life” activist change, and some aren’t, so I don’t mean to say every teacher needs to be a “rah-rah” hero in this light. I think rather than dwell on the negativity of some not doing something, recognize your skill-set and how you can make/support change.

Looking at the digital educator narrative, wearing Googles.

13 Sunday Mar 2016

Posted by loganpetlak in ECI 831

≈ 9 Comments

Tags

digital citizenship, digital footprint, digital resume, eci831, edchat, facebook, google, hockey, social media, teacher

Identity and interests

Everything factors into what shapes us and it defines our interests. Our passions (and weaknesses) of these interests are an integral part of our identity and this can direct our learning accordingly. Raised in a house filled with hockey, with Don Cherry’s Rock Em Sock Em Hockey on the television and free time spent on the ice or playing road hockey, I had an appreciation for the rink – my identity revolves around it… how I made sense of the world and utilized the learning within shaped me. Identity is interests, and interests drive learning. Dallas Thiessen is learning about how to build a natural playground, and it is evident his identity revolves around the interest/value of the natural environment its education when he expressed: “a playscape is not only a “place”for kids to play but it is also a place that is educational, innovative, and sustainable.” However, Dallas’ narrative is inferred through his blogs, and there’s a digital-trail and footprint to follow via social media. Where is/is there a digital footprint for my love of hockey? Or what does my digital-trail indicate about me? What messages or narrative do I send? Bonnie Stewart mentions humans are adaptable and vulnerable to the narratives in society and social media that we ingest and distribute, have I even composed a digital narrative? And when I do, how will my narrative adapt and change as I dig deeper into the digital ‘me’? As an educator, what do my students see? Alec Brownstein utilized the desire to view ourselves to get hired, hopefully I can observe and, if necessary, adapt mine to not get fired (I’m not actually worried, I’m clean).

 

My digital footprint: general
I googled ‘logan petlak’ and I found a bunch of my blog posts, pictures of me, my webpage, and some of my past successes! I even found a course outline for my environmental science 20 class which, after reading Amy Scuka’s article on Teachers Pay Teachers, I learned I could be making money off of rather than openly sharing.

logan petlak search page 1

Search: “Logan Petlak” via Google

My digital footprint: hockey
I googled ‘logan petlak hockey’ to check if that narrative snuck through… and it did! I made a video as a hockey interview that was a metaphor for my education learning when I was in my undergrad that came up (awesome/embarrassing). I also found my old recreational hockey statistics when I was playing for the “Beer Knights”… so there’s a possible negative narrative. It also highlights a specific game in which I took a “Delay of Game” penalty. Good for you past Logan, good for you.

kyle webb search screenshot

Search: ‘Kyle Webb’ via Google

Other educator’s digital footprints.
I tried to track down some of my colleagues such as Kyle Webb and Adam Scott Williams and I learned a very significant difference between them and I, their names have a lot more different narratives than mine. Kyle Webb apparently may have killed his father, and there are, no apparent pictures of him immediately found on Google images. Adam Scott Williams, I found nothing on until I edited my search to:’ “Adam Scott Williams” teacher’, I had to keep the quotations to keep him all together, or else I was finding a lot of information on the golfer, Adam Scott. Fortunately, when I googled another colleague, Amy Scuka, I found something more consistent with searching myself. The images were of her and many of the articles were of her – including grad dress shopping from back in the day! It’s nice to see information beyond the “educator narrative”!

adam scoott williams search

Search: ‘”Adam Scott Williams” Teacher’ via Google

So, why the difference between the search results? Logic denotes some names must be far more common, but one thing we all shared was either private or non-existent Facebook accounts. Do we have anything to hide? I doubt it, but it’s an interesting commentary on the desire to protect privacy on-line in a connected age. Have we all taken the steps to influence our digital footprint? We’ve changed privacy settings to manage our digital reputation, have we removed comments? Untagged photos? And have we moderated our digital footprints enough to even manipulate the search into a digital resume/portfolio in the pursuit of an education career? It broadcasts our images as educators, but is this a pseudo-identity that isn’t fully representative of who we are? Does it tell the narrative we’re proud of, but perhaps not the negative narratives worth learning? Students will search us, but will they believe what they find? Or desire to look deeper into our digital lives? I simply googled and tried to search on facebook individuals, what more could I have done?

Comments, thoughts, feedback? Drop it below, I’d love to hear it!

– Logan Petlak

 

Harnessing social media: anonymity and digital citizenship

28 Sunday Feb 2016

Posted by loganpetlak in ECI 831

≈ 1 Comment

Tags

4chan, anonymity, anonymous, askfm, digital citizenship, ECI 831, eci831, hero, social media, teacher, yik yak

We need digital citizenship to better achieve curricular goals and develop our students holistically in a connected world. I decided to create a personal prototype digital citizenship presentation to begin educating my students before beginning research projects in order to guide them to critique and utilize information found on-line and in social media. Since their knowledge-pursuit is connected to the curriculum, responsible use of social media to gather information is implied. Teaching digital citizenship extends beyond the curriculum however, as the interactions within have potentially negative consequences. Utilizing social media and teaching digital citizenship can help foster holistic development (mental, social, and emotional well-being) and may combat social factors potentially inhibiting a student’s ability to achieve curricular outcomes (ex. cyber-bullying).

Combat the negatives of social media
If we don’t weave this into our classrooms or it doesn’t happen at home, problems with social media will occur. There are many outlets for problems to occur, Yik Yak is only an isolated incident. Yik Yak seems very similar to ASKfm, which has caused problems associated with cyber-bullying in our community. Since Yik Yak is location-based… it can be blocked by geo-fencing, but this is just a band-aid. As always, rather than providing a band-aid to a problem, we want a long-term solution… and normally this comes with education (climate change or sexual health issues are hopefully made better through education). How can this be done? We need progress and solutions beyond isolated incidents and this can be remedied through continuing the conversation in the classroom about digital citizenship… and teaching students not to hide behind anonymity.

Tweets by @askfm

Applications to sexual health
Porn has well-documented negatives associated with viewing it, affecting intimacy (in the sexual sense) between partners negatively. Porn’s not going to disappear in the near future, so address it head-on with awareness, like Ontario is doing. Much like sex education shifts in recent history we saw that greater education of sexuality can lead to lower rates of STI-transmission and teen pregnancy. This follows the idea that it gives teens the knowledge to make a choice… and combining choice with positive relationships leads to a stronger learning environment. If you play with everything face up… and live a life that you’re not afraid of others finding out… is that not the best way to achieve positive self-esteem? You come to terms with your flaws, address them and can plan to improve them… even utilizing the help of others to do so.

“We need progress and solutions beyond isolated incidents and this can be remedied through continuing the conversation in the classroom about digital citizenship… and teaching students not to hide behind anonymity.”

Anonymity
4chan thrives on anonymity, and delivered by and reaching an invisible audience. It provides a blend between humour, fanaticism, anarchism and vigilantism. You have a sordid mix of meme-creating humour, well-meaning “cyber-attacks”, and severely harmful instances of cyber-bullying. Some cyber-bullying extends to “bad” corporations/individuals, so one may argue it is a force for good, much like Batman… and like Batman, it all circles around its anonymity. It allows for the power to do good… and bad, all without the fear of getting caught. Many parallels can be drawn between it’s associated organization: Anonymous and fsociety from Mr. Robot.


4chan and Anonymous is nameless and faceless, but it is still a network that provides a Jekyll and Hyde home for individuals. Students need a home, a social support network, and validation of their ideas therein.

Anonymous_emblem.svg.png
Anonymous Emblem via Wikipedia

Validation drives the desire to connect to groups, to share your story, even if it is within a group interwoven with negativity. Even without a face, you can feel validated in your statements or “heard”. Unfortunately, your ideas can also be “trolled”, damaging self-esteem or, as some students are reportedly doing, practising “self-trolling”, cutting themselves down on-line, altering their personal expectations. Silver-lining, this potentially allows them to observe support from peers, who will be their hero? Will one come or, could they even be their own hero, creating an anonymous threat and solving it themselves? While not a good practice to create a fake bully to see who will stick up for us, or defend ourselves, what is a positive we can take from this? Can we utilize heroism ideas like this within digital citizenship to help students practice problem-solving constant attacks and shifts to their identity and expectations? “No one judges them more harshly than themselves” but perhaps “No one can provide the answer to it but themselves”. As a teacher, what subtle supports can we guide them to higher self-esteem achieved through this? Can we devise a way through educating students on digital citizenship to take advantage or simulate these opportunities to grow and meet the expectations they feel are placed on them? Students may create these expectations, so how can we guide them out of it without imposing it or having to police it? How can we make them their own heroes? If we can devise a way, they become the bedrock and clientele of these potentially hazardous social media sites and educating students about social media through digital citizenship may be the way.

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-Logan Petlak

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Logan Petlak

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