A small part of the wide-ranging SB54, makes it illegal for teachers to be "friends" with students on any social networking site that allows private communication.
That means teachers and students can't be friends on Facebook or can't follow each other on Twitter for example.
It was meant to prevent teachers from developing inappropriate relationships with their students. But to use Facebook parlance, not everyone is clicking the like button.
NPR's All Things Considered's Michele Norris spoke to an eighth grade teacher from Joplin, Mo., who opposes the new law. Randy Turner, who teaches English, said as teachers your job is to reach out to students and that means going where they are and now a days students have shunned e-mail and are using social networking sites to communicate.
But Turner argues instead of protecting children, this new law may be hurting them. "We may be preventing them from talking to the very people who may be able to help," he said.
In his address to the Council on Foreign Relations in May 2010, Secretary Arne Duncan stated:
“We must improve language learning and international education at all levels if our nation is to continue to lead in the global economy to help bring security and stability to the world and to build stronger and more productive ties with our neighbors….We have never been more aware of the value of a multiliterate, multilingual society, a society that can appreciate all that makes other cultures and nations distinctive, even as it embraces all that they have in common.”
This Guide has been prepared as part of the Department of Education's effort to expand global awareness through collaboration between students and teachers in the US with their peers around the world.
On these pages, teachers will find many projects and suggestions to begin or expand classroom projects that reach across the globe and enable students to learn WITH the world, as well as about it.
In each section of this Guide we have also provided links to elementary, middle and high school projects and links to organizations that are involved in international education via the Internet and Web 2.0 tools.
Earlier this month 2011 Project Tomorrow released the report “The New 3 E’s of Education: Enabled, Engaged and Empowered – How Today’s Students are Leveraging Emerging Technologies for Learning” at a Congressional Briefing held in Washington, D.C..
The Speak Up 2010 project surveyed almost 300,000 students (along with 43,000 parents, 35,000 teachers, 2000 librarians and 3500 administrators) from over 6500 private and public schools last fall about how they're using - and how they want to be using - technology for learning.
67 percent of parents said they would purchase a mobile device for their child to use for schoolwork if the school allowed it, and 61 percent said they liked the idea of students using mobile devices to access online textbooks.
53 percent of middle and high school students reported that the inability to use cell phones, smart phones or MP3 players was the largest obstacle when using technology in school.
Additionally, 71 percent of high school students and 62 percent of middle school students said that the number one way schools could make it easier to use technology would be to allow greater access to the digital content and resources that Internet firewalls and school filters blocked.
Parents are increasingly supportive of online textbooks. Two-thirds of parents view online textbooks as a good investment to enhance student achievement compared to 21 percent in 2008. However, E-textbooks are still a relatively novel concept in the classroom. Slightly over one-third of high school students report they are currently using an online textbook or other online curriculum as part of their regular schoolwork.
Nearly 30 percent of high school students have experienced some type of online learning.
Skype realizes full well its software is used by many school teachers and students from around the globe, and today announced that it has built a dedicated social network to help them connect, collaborate and exchange knowledge and teaching resources over the Web.
The platform, which has been in beta since the end of December, already has a community of more than 4,000 teachers, across 99 countries.
Teachers need only sign up with their Skype account at the website, create a profile with their interests, location and the age groups they teach and start connecting with other teachers by exploring the directory, where they can also find projects and resources that match their skills, needs or interests.
A members-only community, Skype in the Classroom lets teachers easily add each other to their Skype contact lists or message one another.
Fast Company just released its list of the most innovative companies in the world, and Togetherville ranked #5 on their education list! Other notable mentions on this list include LinkedIn and the Discovery Channel.
To learn more on how Togetherville, the social networking site for kids,families and teachers, is building a platform for these communities to share and express their thoughts on educational issues, click here.
This report by Sesame Workshop and the Joan Ganz Cooney Center takes a fresh look at data emerging from studies undertaken by Sesame Workshop, independent scholars, foundations, and market researchers on the media habits of young children, who are often overlooked in the public discourse that focuses on tweens.
The report reviews seven recent studies about young children and their ownership and use of media. By focusing on very young children and analyzing multiple studies over time, the report arrives at a new, balanced portrait of children’s media habits.
Always Connected was written by Aviva Lucas Gutnick, Michael Robb, Lori Takeuchi and Jennifer Kotler.
"Setting up this Facebook page was one of the first things I did after I created my spring syllabus for this class, International Public Relations. It wasn't my idea; it was something I learned from students and junior colleagues when I returned from sabbatical.
After eight months of being in research la-la land, stepping back onto a high-speed, wi-fi campus was like moving from the cave wall paintings to, well, digital walls.
I attended a one-day university-sponsored teaching symposium and zeroed in on technology sessions to get myself up to speed. The line that really stuck with me was: "If you want to fish, go where the fish are." The fish, is seems, were all on Facebook, and I wanted to cast my net."
The LG Text Ed program, which was launched in early 2010, offers parents a number of articles, tips, videos and other content so they can educate themselves on the dangers of mobile phone misuse, employ strategies to help protect their children from potential problems, and discover how they might be modeling their children’s mobile phone behavior.
Bringing her trademark intensity and flair to the LG Text Ed campaign, award-winning actress Jane Lynch is working with LG Mobile Phones to raise awareness about risky mobile phone behavior.
In a series of comedic vignettes, which can be viewed on www.LGTextEd.com, Lynch tackles issues such as sexting, texting while driving, mobile bullying, and other questionable teen behaviors.
At the end of each video, Lynch directs parents to LGTextEd.com where they can find professional advice and guidance to help promote safe and responsible mobile usage among their text- and tech-savvy families.
In the texting while driving video, Lynch confronts a classroom of parents about their own texting and driving bad habits and urges parents to model good behavior for their children.
Using humor to get to the heart of the issue, Lynch helps parents help themselves by putting the phone away in the car and encouraging their kids to do the same.
The 2010 Faculty Focus survey of nearly 1,400 higher education professionals found that more than a third (35.2 percent) of the 1,372 respondents who completed the survey in July-August 2010 use Twitter in some capacity.
That’s up from 30.7 percent in 2009.
This report represents the second annual survey on Twitter usage and trends among college faculty.
This year’s survey, like that conducted in 2009, sought answers to some of the fundamental questions regarding faculty members’ familiarity, perception, and experience with the micro-blogging technology, as well as whether they expect their Twitter use to increase or decrease in the future.
Meanwhile, the percentage of educators who never used Twitter decreased from 56.4 percent in 2009 to 47.9 percent in 2010. The remaining 16.9 percentage consists of those who tried Twitter, but stopped using it —an increase from 12.9 percent in 2009.
Finally, a new trend that emerged this year centered on the belief that many feel they already have too many places to post messages or check for student questions/comments. As one professor put it, “I have no interest in adding yet another communication tool to my overloaded life.”
In terms of future use, just over half (56.8 percent) of current Twitter users say they expect to increase their use during the coming academic year. Only 2.5 percent say their Twitter use will likely decrease, and 40.7 percent say it will stay about the same.
This 22-page report gives a breakdown of each survey question, including a sampling of the comments provided by the respondents. The comments allowed faculty to further explain how they are using Twitter, why they stopped, or why they have no interest in using it at all.