Reaction to “The Socially Networked Classroom” Chapters Three and Four

Chapter Three

This chapter caught my attention right at the beginning because the first topic it covers is keeping students safe online. This is something I have had experience with as a student (let’s be real, internet filters made research projects nearly IMPOSSIBLE in school!), and now worry about as a teacher. However, I do think the author makes a good point that our students are exposing themselves to the internet with or without adult supervision. I think it would be in the best interest of the child to let them navigate the internet with the guidance and supervision of a wise adult. We need to teach them how to interpret messages on the internet, and how to be safe in this digital environment. Next, we moved directly into a discussion of “fair use” and the internet. Once again, this is something we need to allow our students to see, and interact with before it becomes an issue later in their life (in an education setting, or a workplace). I’m, once again, thankful for the questions to consider that will help me guide my own classroom discussions over these topics, because it really seems like it might be somewhat over a fifth grader’s head. Finally, we move into more specific examples of ways to incorporate technology into our classrooms. I noticed immediately that these examples focused mainly on collaborative learning, such as the second chapter. This author really focuses on how to teach social network within the classroom community, as well as online or when using new media. I really love the idea of a class blog. It would improve my student’s writing abilities and allow them to encourage each other through the use of comments. It would allow for continuous growth in the students’ abilities. Lastly, in the interest of continuous growth, I absolutely adored making a portfolio for this class. It really allowed me to showcase my work, and take pride in it. This is also something that Mr. Kist suggests as a way to “connect the classroom”. I want to share this same pride with my students! This, again, seems very doable! The more I explore this text, the more hopeful I become for my technology limited class. I’m very curious to see what the next few chapters will bring.

Chapter Four

This chapter began with an important message that I fully believe in, and practice every day in my classroom: never ask your students to do something that you have not done. I feel to be an effective teacher and guide to your students, you must have done something yourself. As a teacher, I would create my own blog, and actively participate in this digital environment. I would introduce students to blogging by showing my own blog, comments, and responses. Then, I would introduce or refresh my students knowledge of internet safety, how to be a responsible digital citizen, and netiquette. Once blogging becomes familiar to the student, you can begin to incorporate other activities to keep it “fresh” for the student. These extensions can include inquiry projects, group work projects, and literature circles. These allow for the student to explore new literacies in a deeper manner than they have before. However, this does need the prior knowledge created by teaching the student to blog first, but once in place, offers nearly endless extension activities.