How to create guidelines for responsible use of social tools.
1. Examine your school culture. Gain an understanding of how your community feels about social media.
2. Organize a team. Include both educators who use social media in the classroom and those who do not.
3. Research. Evaluate policies already in place at your school. Look around at other schools. See what they’ve done. Get a sense for what works and what doesn’t.
4. Write a draft and solicit feedback. This is the hard part, says Anderson. Gather the information you’ve collected and ask others to weigh in. Schedule meetings and talk to stakeholders face to face.
5. Have the draft vetted by the school attorney and school board. Make sure your policy does not violate any current laws, policies or ordinances.
6. Introduce the policy to the community. Every team member should be tasked with reaching out to different stakeholder groups, says Anderson. It’s important to be open and transparent.
7. Conduct periodic reviews. Your new social media policy should be “a living document that is revisited often.”
8. teachers and Educators need to learn the basics of #itsecurity also to understand why those 7 points were created, check out also:
The label of “21st Century learning” is vague, and is an idea that we here at TeachThought like to take a swing at as often as possible, including:
–weighing the magic of technology with its incredible cost and complexity
–underscoring the potential for well thought-out instructional design
–considering the considerable potential of social media platforms against its apparent divergence from academic learning
Some educators seek out the ideal of a 21st century learning environment constantly, while others prefer that we lose the phrase altogether, insisting that learning hasn’t changed, and good learning looks the same whether it’s the 12th or 21st century.
At TeachThought, we tend towards the tech-infused model, but do spend time exploring the limits and challenges of technology, the impact of rapid technology change, and carefully considering important questions before diving in head-first.
The following take on 21st century learning developed by TeachThought is notable here because of the absence of technology. There is very little about iPads, social media, 1:10 laptops, or other tech-implementation. In that way, it is closer to the “classic” approach to “good learning” than it is the full-on digital fare we often explore.
The size of the circles on the map are intended to convey priority.
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