Becoming an Everyday Scholar

This project has made me realize how easy learning is nowadays. I mean, all I have to do is use Google Reader to follow some good blogs, Diigo to bookmark resources, and follow interesting people on Twitter. A variety of information comes directly to me--I hardly even have to try! Researching like this will help me become an everyday scholar--I can track my own interests and read short articles or tweets or blogs that are interesting to me and then I can share them with others. It's an exciting time in the digital realm and I'm glad I've learned how to use the resources available to me. I think I will truly be able to set myself up for "excellence for life."

Teen Cyberbullying

The Story of my Search

            Being a teenager is no easy task and I think it may actually be a bit more difficult today. I remember seeing people point and laugh at me when I was in high school (or walking in on a conversation and having everyone suddenly go silent); however, it didn’t bother me very long. There was no reminder of my humiliation or my mistake, but the same cannot be said with the strong presence of the internet and social networking that exists today. Comments, photos, and videos can be forever saved in cyberspace, haunting the victims for years. While my humiliation could be forgotten after a few days or weeks, now cyberbullying has made humiliation last much longer. Photos and videos can be uploaded on websites and shared with the world, too, so the audience of those who are humiliating you increases; there could be someone in China laughing at your epic wipeout during the school pep rally. I know cyberbullying has taken bullying to a completely new level of bullying.

            Since I am a teacher and deal with teenagers daily, I wanted to know what bullying looks like today and if I can help in some way. I came up with the research question: What is cyberbullying and how can it be prevented? Through my research I found the answer: Cyberbullying is using the internet or other technology to harasses, threaten, or embarrass people. With proper supervision and knowledge, cyberbullying may not be prevented but the number of incidents should decrease.

            I had two weeks to research about cyberbullying. I chose the topic because of a news story I heard on NPR called “Online ‘Shaming’ A New Level of Cyberbullying for Girls.” It was the story that piqued my interest into this problem, so I began by doing a simple Google search of cyberbullying. I found many websites, but was intrigued by the ones that explained what to do when you are cyberbullied because I think that is something I should know and tell my students so that they can protect themselves.

I also used EBSCO, the school’s library subscription service, and I found two very different articles--one was about a boy who was using Twitter to praise people instead of put them down and the other was about Amanda Todd, a Canadian girl who was cyberbullied so badly that she took her own life. I think the Amanda Todd story is important because it’s a sort of cautionary tale for people. Likewise, the Twitter story is equally important because it shows another way to combat cyberbullying.

Throughout my research my focus remained the same; however, I began to focus more on what people can do about cyberbullying because I began to realize that that information is more important, especially after reading about Amanda Todd. She didn’t know what to do or where to go, so I knew I needed to research about that and share my research.

The Results of my Search

Author Emma Teitel wrote, “A recent comprehensive study determined that one out of every five adolescents has at some point cyberbullied someone else” (68). It’s clear that cyberbullying is a growing issue, especially as the use of technology continues to grow and the world continues to “flatten” (Friedman). Teitel also cited another study by Consumer Reports that found there were 7.5 million children under the age of 13 who have Facebook accounts despite Facebook’s terms of service that states users must be 13 years old (68). Cyberbullying is an issue for anyone who uses the internet, but especially for those who use social media sites such as Facebook, Twitter, YouTube, Formspring, 9Gag or any other site that allows one to post videos, pictures, or comments.

A very sad example of the extremes of cyberbullying is the case of Amanda Todd, a 15-year-old Canadian girl who was cyberbullied so badly that she fell into a deep depression and took her own life. Todd had exposed herself online and her harasser shared the topless photo (Teitel 68). Teitel reported, “The public consensus about Amanda Todd is that she made a mistake by exposing her breasts on the Internet. What isn’t being said, however, and what should be said, is that Todd’s mistake is an extremely common one...” (68). And that is perhaps the more frightening part of Todd’s story--she isn’t a unique case.

So how can we prevent incidents like Amanda Todd’s? The answer may begin with more parental supervision. Teitel wrote, “...despite Internet parental controls, and increased awareness, most parents still do not monitor their kids as closely online as they do offline” (68). Parents need to supervise their children to know what they are doing online and educate them about appropriate online behaviors (Hinduja and Patchin “Preventing Cyberbullying: Top Ten Tips for Parents”). University professors Dr. Sameer Hinduja and Dr. Justin Patchin suggest to “establish that all rules for interacting with people in real life also apply for interacting online or through cell phones” (“Preventing Cyberbullying: Top Ten Tips for Parents”). Modeling appropriate behavior would also influence children’s behavior and help them to more clearly understand what is expected of them. Dr. Hinduja and Dr. Patchin also wrote that parents should “cultivate and maintain an open, candid line of communication with your children, so that they are ready and willing to come to you whenever they experience something unpleasant or distressing in cyberspace” (“Preventing Cyberbullying: Top Ten Tips for Parents”). Hinduja and Patchin also suggest having an “Internet Use Contract” and a “Cell Phone Use Contract” (“Preventing Cyberbullying: Top Ten Tips for Parents”).

However, supervision alone cannot help prevent cyberbullying; knowledge is power so teenagers need to be informed and aware of cyberbullying as well as know how to protect themselves. Stopbullying.gov recommends following these steps immediately after being bullied:

1. Don’t respond to and don’t forward cyberbullying messages.

2. Keep evidence of cyberbullying. Record the dates, times, and descriptions of instances when cyberbullying has occurred. Save and print screenshots, emails, and text messages. Use this evidence to report cyberbullying to web and cell phone service providers.

3. Block the person who is cyberbullying. (“Report Cyberbullying”)

Hinduja and Patchin, however, suggest being proactive by safeguarding your passwords--don’t give them out, don’t save them on public computers, and always log out when you’re finished (“Preventing Cyberbullying: Top Ten Tips for Teens”). Likewise they advise against opening messages from people you don’t know or even from known bullies (Hinduja and Patchin “Preventing Cyberbullying: Top Ten Tips for Teens”). You also don’t want to click on unknown links because they can be tied to viruses that will leak your personal information.

Another great piece of advice is what I call “The Grandma Rule.” Hinduja and Patchin explain it this way: “Before posting or sending that sexy image of yourself, consider if it’s something you would want your parents, grandparents, and the rest of the world to see” (“Preventing Cyberbullying: Top Ten Tips for Teens”). Similarly, you should “Google” yourself occasionally to ensure that your identity and information is safe and private.

Lastly, Laura Modigliani, a Scholastic News editor, perhaps found the best example of the golden rule (treat others as you would like to be treated). Modigliani wrote about Kevin Curwick, a senior at Osseo, MN, who is also the football team captain. Curwick is using Twitter to help stop bullying by praising his schoolmates (Modigliani 24). Curwick said, “There was some nasty tweeting going on saying negative things about people at my school. So I created a nice page to help the kids who were being attacked, as well as random people--just to give them a boost in confidence” (Modigliani 24). Curwick has “made cyberbullying uncool” and taken the attention away from the bullies by posting encouraging tweets and pointing out people’s strengths (Modigliani 24). It’s the perfect example of Hinduja and Patchin’s final tip for teenagers: “Treat others how you would want to be treated. By being a jerk to others online, you are reinforcing the idea that the behavior is acceptable” (“Preventing Cyberbullying: Top Ten Tips for Teens”). Curwick’s story should be an inspiration for all teenagers and it is something to aspire to do. If more people thought that way, cyberbullying wouldn’t be a problem anymore.

Nevertheless, cyberbullying is a problem. However, there are many ways parents can help protect teenagers and there are many ways teenagers can protect themselves. My only hope is that teenagers and their parents educate themselves and learn how to properly protect their information by using the security settings available to them.

Reflections on my Search

I do wish I would have had more time to research, but I know my search does not have to stop here. I have been becoming better about arranging my social media accounts to connect me to this topic. For example, I have been bookmarking important websites and tagging them in my Diigo account. Similarly, I follow important educators and tech people on Twitter and I read cyberbullying-specific blogs with my Google Reader. As technology changes, so will cyberbullying, and I think I have set myself up to stay current with the issue. I hope I will be able to stay prepared and informed for not only my sake but my students’ as well.

Works Cited

Friedman, Thomas L. "It's a Flat World, After All." The New York Times. 3 Apr. 2005. Web. 25 Jan. 2013. <http://www.nytimes.com/2005/04/03/magazine/03DOMINANCE.html?_r=0>.

Hinduja, Sameer, Ph.D., and Justin W. Patchin, Ph.D. "Preventing Cyberbullying: Top Ten Tips for Parents." Cyberbullying Research Center, 2009. Web. 16 Jan. 2013. <http://www.cyberbullying.us/Top_Ten_Tips_Parents_Cyberbullying_Prevention.pdf>.

 Hinduja, Sameer, Ph.D., and Justin W. Patchin, Ph.D. "Preventing Cyberbullying: Top Ten Tips for Teens." Cyberbullying Research Center, 2012. Web. 17 Jan. 2013. <http://www.cyberbullying.us/Top_Ten_Tips_Teens_Prevention.pdf>.

Modigliani, Laura. "Tweeting Nice #Truestory." Scholastic Choices 28.3 (2012): 24. MAS Ultra - School Edition. Web. 17 Jan. 2013.

"Report Cyberbullying." Report Cyberbullying | StopBullying.gov. Stopbullying.gov, n.d. Web. 16 Jan. 2013. <http://www.stopbullying.gov/cyberbullying/how-to-report/index.html>.

Teitel, Emma. "Bullied To Death." Maclean's 125.42 (2012): 68. MAS Ultra - School Edition. Web. 17 Jan. 2013.

Research Process

I had two weeks to research about cyberbullying. I chose the topic because of a news story I heard on NPR called “Online ‘Shaming’ A New Level of Cyberbullying for Girls.” It was the story that piqued my interest into this problem, so I began by doing a simple Google search of cyberbullying. I found many websites, but was intrigued by the ones that explained what to do when you are cyberbullied because I think that is something I should know and tell my students so that they can protect themselves.  

I also used EBSCO, the school’s library subscription service, and I found two very different articles--one was about a boy who was using Twitter to praise people instead of put them down and the other was about Amanda Todd, a Canadian girl who was cyberbullied so badly that she took her own life. I think the Amanda Todd story is important because it’s a sort of cautionary tale for people. Likewise, the Twitter story is equally important because it shows another way to combat cyberbullying. 

Throughout my research my focus remained the same; however, I began to focus more on what people can do about cyberbullying because I began to realize that that information is more important, especially after reading about Amanda Todd. She didn’t know what to do or where to go, so I knew I needed to research about that and share my findings.

I-Search Sources (Cyberbullying)

Here are two sources from EBSCO that I think will be very useful for my I-Search paper:

1. Modigliani, Laura. "Tweeting Nice #Truestory." Scholastic Choices 28.3 (2012): 24. MAS Ultra - School Edition. Web. 17 Jan. 2013.
2. Teitel, Emma. "Bullied To Death." Maclean's 125.42 (2012): 68. MAS Ultra - School Edition. Web. 17 Jan. 2013

 Here are three internet resources that I think fit within the CARS source evaluation requirement and will be very useful as I continue with my I-Search paper:

1. "Report Cyberbullying." Report Cyberbullying | StopBullying.gov. Stopbullying.gov, n.d. Web. 16 Jan. 2013. <http://www.stopbullying.gov/cyberbullying/how-to-report/index.html>.
2. Hinduja, Sameer, Ph.D., and Justin W. Patchin, Ph.D. "Preventing Cyberbullying: Top Ten Tips for Parents." Cyberbullying Research Center, 2009. Web. 16 Jan. 2013. <http://www.cyberbullying.us/Top_Ten_Tips_Parents_Cyberbullying_Prevention.pdf>.
3.  Hinduja, Sameer, Ph.D., and Justin W. Patchin, Ph.D. "Preventing Cyberbullying: Top Ten Tips for Teens." Cyberbullying Research Center, 2012. Web. 17 Jan. 2013. <http://www.cyberbullying.us/Top_Ten_Tips_Teens_Prevention.pdf>.

For now, those are five of my sources. I hope to find more, but I think this is a good start. Now to read them all and take good notes...

I-Search Paper

I'm going to attempt to do the same assignment that I've given my students; therefore, here is my first blog post about my I-Search paper. At this moment, I plan to focus on cyberbullying. It's a timely topic that affects (could affect) my students and future students. The internet is a place where anyone can post anything and I'd like to learn a) how to spot cyberbullying; b) how to increase awareness of cyberbullying and c) how to discourage/prevent cyberbullying. Currently, I haven't done much research. My interest was piqued by a story I had heard on NPR (National Public Radio), though, so I have at least one possible resource. Nevertheless, if this topic doesn't work out, maybe I'll continue my investigation of connectivism (a learning theory that promotes the kind of learning we're currently doing with our I-Search papers). We'll just have to see what happens during the research process.

Shocking Elements of Learning Theories and Instruction

Shock #1: Learning styles don't exist.

     I dare you to walk into a teacher in-service and say, “Learning styles don’t exist.” Heads will turn, jaws will drop, and arguments will ensue. Nevertheless, I feel like I could now walk into that in-service and convince educators that teaching to students’ learning styles isn’t as important as teaching the content in the appropriate way. As long as the content is approached in the proper manner, learners will be able to store the information and recall it when necessary and that's what educators want (Willingham, 2008). We are all able to learn in a variety of ways, so teachers do not need to adjust to learners' learning styles. Instead, teachers need to think about what they want their students to understand. For example, if want my students to know where Shakespeare was born and to be able to identify that on a map, I should present that information visually. Verbally explaining where Stratford-upon-Avon is located will likely not work as well as showing the students on a map. Therefore, even if a learner is considered to be an auditory learner, he/she will best learn to locate Stratford-upon-Avon by seeing it on a map. If you would like to know more about this, please see Daniel Willingham's YouTube video. He clearly explains his views and it will make teachers who have felt guilty about "catering" to specific learning styles feel much better about their practice.

Shock #2: Learning is easy.

     I’ve come to the shocking realization that I don’t really have to try to learn; it kind of just happens since I am connected to so many networks via my place of employment (Colegio Americano deTorreon or CAT), the internet, and my social networks. CAT has in-services and workshops on a semi-regular basis, so I am able to share ideas with colleagues to continue my growth as an educator. The internet is chock-full of resources, too, so without even trying, I follow respected education experts' blogs with Google Reader and I have connected with them on Twitter. It's so easy! And it's a connectivist concept--I'm using my networks of people, technology, social structures, systems, etc. to "share ideas with others, thereby 'cross-pollinating' the learning environment" (Davis, Edmunds, & Kelly-Bateman, 2008). Once you're connected, learning becomes so easy because so much of it just comes to you instead of you going to it.

Shock #3: Learning theories provide the base for good instruction.

     Well, perhaps that statement isn't shocking, except it is for me. Previously learning theories were something I had to learn, but I was more interested in learning styles and how I presented the content to accommodate those learning styles. However, I now understand "learning theories are a source of verified instructional strategies, tactics, and techniques" that "provide the foundation for intelligent and reasoned strategy selection" (Ertmer & Newby, 1993, p. 51). Knowing learning theories will guide one to use the appropriate learning style, whether it be visual, auditory, kinesthetic, naturalist, interpersonal, etc. Likewise, technology may support the learning style and technology (especially with younger learners) increases motivation because learners are using something they with which they are comfortable and something they like.

     Honestly, the most shocking element this course has revealed to me is that learning theories are relevant and they do matter. Before this course, I would have helped prove Ertmer and Newby's (1993) statement: "It appears that the real benefits of theoretical knowledge are, at present, not being realized" (p. 52). I believe I had one undergraduate course that focused on learning theories, so I assumed they were simply these abstract concepts that someone dreamed up that were important to someone somewhere. However, I am now that someone and hope I am able to be a better teacher and instructional designer now that I know how valuable theory can be. Learning theories shall be the guides that lead me intentionally and thoughtfully into the 21st century of education and they will be the light that continues to point me in the right direction.

References

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism
Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4),50-71.
Willingham, D. (2008, August 21). Learning Styles Don't Exist. In YouTube. Retrieved December 21, 2012, from http://www.youtube.com/watch?v=sIv9rz2NTUk

Seeing the Whole Picture

     I used to think I was a pretty traditional learner. To learn anything, I had to take notes in which I would summarize the main points of the lecture or while reading and I had to highlight important parts of the text. When I did those things, I knew was learning. I thought I learned namely via methods of cognitivism; I was organizing, storing, and retrieving information through my methods of note-taking and summarization (Ertmer & Newby, 1993, p. 58). Yet now I understand my learning has a broader scope, especially when examined through the  lens of connectivism. Learning isn't a formal experience that can only happen in a classroom--learning happens during my interactions with people, social networks, professional development, and the internet and most of those are quite informal experiences!

     The theory of connectivism explains how all of those pieces of my life help me learn. Connectivism was conceived by theorist George Siemens and he defines it this way:

Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired and the ability to draw distinctions between important and unimportant information is vital. Also critical is the ability to recognize when new information alters the landscape based on decisions made yesterday. (Davis, Edmunds, & Kelly-Bateman, 2008)

Basically that's a fancy way of saying that learning happens through networking and connecting information to prior knowledge. Now I understand that my learning happens almost without me even realizing it. Via social networks like Twitter, I'm connected to respected education experts who share articles and links while Facebook connects me to my former classmates and colleagues so we can share ideas and advice, too. Pinterest lets me see what other educators are doing or thinking about and Diigo can help me bookmark resources for later. Yes, this means some of my "learning may reside in non-human appliances" (Davis, Edmunds, & Kelly-Bateman, 2008), but that's a connectivist principle and it is merely another way of organizing information. There is only so much one person can remember, so it's comforting to know some of that pressure is taken away because I know where to go to retrieve the information when I need it (and when I need it, I tend to remember it better, too). Likewise being able to find reliable information quickly is an important skill since education is an industry that lives with a constant ebb and flow. The "capacity to know more is more critical than what is currently known" (Davis, Edmunds, & Kelly-Bateman, 2008), another connectivist principle, is important because I need to stay current with best educational practices if I am to be a successful educator.

     I wasn't wrong about my learning style during the first week of class; however, I wasn't seeing the whole picture. I now understand how difficult it can be to separate learning styles and theories and I can comprehend how some theories work together to complement each other and weave a tapestry of knowledge. As I continue to learn and grow, I now feel as though I have the proper tools and information to help me maximize my learning potential, especially thanks to connectivism, the theory that helps me make sense out of my life experiences and the connections I have to others and information in the world.

References

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4),50-71.