The problem with social media, and our dependence on it, is that it allows people to present and receive whatever angle they want, biased or not, fair or not. It’s the “power of the press” without the objectivity or accountability demanded of the actual press. And it has enabled a dangerous vigilantism that makes those who use that power no different from the ones they are supposedly rallying against. Think about it.
The 7th graders at the International School of Brussels had an entire day of technology- and Internet-suffused awesomeness yesterday. I was asked to send them a short kickoff video for their day since they had previously watched my TEDxDesMoines talk. Here’s what I sent them…
It’s a new year. And it takes 5 minutes to set up a blog, Twitter account, Facebook page, or Google+ community…
How brave will we be this year?
Will we speak out against injustices? Will we champion reciprocal accountability from leaders and policymakers? Will we rally the voices of others to advocate for necessary supports? Will we facilitate the actions of others to make necessary changes? Will we highlight exemplary, forward-thinking practices while simultaneously calling out those that need to be different? Will we speak up for those who are underrepresented and underserved?
Probably not. Despite living in a time of unprecedented communication opportunities, we’ll probably do nothing and hope that others say the things that need to be said. Because we’re scared. Or apathetic. Or don’t think we have value to add to the conversation.
We live in an era in which EVERY SINGLE ONE OF US can have a voice and can reach others around the globe at the speed of light. Will we just post family pictures and cat videos or will we leverage our new powers to make a dent in the universe? Will we share – transparently and openly – our hopes and dreams, needs and desires, expertise and experiences so that we may inspire others? Will we model for our children what it means to be participatory citizens? Will we create opportunities for students to actually be participatory citizens? Will we use our voices to make a difference in the world?
Any school or classroom or educator that ignores our digital information landscape, our digital economic landscape, and our digital learning landscape – or relegates children to passive consumption rather than active participation and interaction in those landscapes – is doomed to irrelevance. The argument that school should be a refuge from digital technologies is a desperate plea to hold on to our analog past.
Twitter allows educators to connect and interact with resources, ideas, and people from around the world. Twitter allows educators to share their stories – positive stories included. We need more positive stories because, I’m telling you, there’s a lot of good going on in our schools – good that doesn’t get shared. Those walls you see around you do not have the power to isolate you and your kids any longer.
My question to you: If you have in your hands a tool (phone, computer, tablet + Twitter) that, by just moving your fingers, can connect you, your students, and your communities to resources, ideas, and people from around the world – a tool that can empower kids and educators to learn, create, grow – why would you choose NOT to start using it? What would be your reasoning?
according to the [American Association of School Librarians], schools’ top three filtered content areas are social networking sites, instant messaging and online chatting, and games. Such activities aren’t (necessarily) inappropriate or illegal, but they are big honking distractions, and if we want our young people to learn anything during the school day, they must be kept away from these sites.
A growing body of evidence from cognitive science and psychology shows that the divided attention typical of people engaging in “media multitasking” – the attempt to pay attention to two or more streams of information at once – produces shallower, less permanent learning. And let’s not kid ourselves: when students are free to roam the Internet in class or in study periods, divided attention is the result.
Is it possible to use Facebook and Twitter in educationally appropriate ways? Sure – but as technology and education specialist Michael Trucano points out, tech enthusiasts often focus on what’s possible to the exclusion of what’s predictable and what’s practical. What is predictable is that young people, given the chance, will use the web for social and entertainment purposes; what’s practical is to remove that temptation during the school day.
This article misses the point. It’s fearmongering and control-driven and feeds the misbegotten ‘kids these days are bad’ narratives that are so prevalent in older generations. It’s yet another example of ‘we’re not knowledgeable enough to think of any useful ways to utilize these tools so let’s just block them.’
The myth of ‘digital natives’ has been busted time and time again. Research is very clear that while our students are increasingly savvy at using technology for gaming and social purposes, they’re much less proficient at using technology for academic and other productive work purposes. Of course they will not get good at using technology in these ways if we simply block the technologies instead of using them more productively.
Unlike what is stated elsewhere in this article, the ‘real world’ is digital. The real world is technology-suffused. People everywhere use social media and other online tools all the time to accomplish their work. How are educators supposed to prepare students for our new technology-infused information, economic, and learning landscapes in analog school environments?
As my supervising principal said every day of my administrative internship, ‘Classroom management stems from good instruction.’ The issue here is not the technology but rather our unwillingness as educators and citizens (and pundits) to rethink learning, teaching, and schooling.
UPDATE
Here are some tweets that Annie Murphy Paul and I exchanged today. As I read these (and her article), she believes that students simply can’t be trusted or empowered to use social media in class without being distracted. Although she nominally concedes that schools might be able to use social media in productive ways with students, she quickly reiterates that is only ‘possible’ and that it is much more ‘practical’ to simply block these powerful tools for connecting and learning. I disagree with both (and, of course, many of us can point to countless examples all around the world where these are low-level or nonexistent concerns, thus disproving her broad generalizations about students and classrooms). However, when I stated her ideas back to her, she denied them. I don’t know how to otherwise interpret what she said and she won’t clarify. I did invite her to please continue the dialogue in the comment area of either her post or mine. Your thoughts?
I’d like to extend a huge thank you to Lisa Martin, Kristin Rowe, and their students for taking over my blog for the past week. All of the guest posts regarding Online Model United Nations (O-MUN) are linked below.
This is the kind of powerful, global, student-driven learning that is possible if we adults are willing to make it happen. As school leaders, we say that we want meaningful, collaborative, cross-border interactions for our youth. We say that we want to empower students to make a difference in the world. Let’s stop talking about it and start doing it. As the O-MUN movement shows us, our children are willing and able to step up and help us…
On this almost three-year-long journey that has made up the development of Online Model United Nations (O-MUN), I have returned time and again to two overriding questions: What does it take to nurture this kind of innovation among students and educators, and what role do we want schools to play in making this happen?
Educators need both the recognition from their school leadership and the time and support to do innovative work. Much as we know that students need time and space to be innovative in our classrooms, this also holds true for teachers. School leaders themselves run on a deficit of time so I am sympathetic. But how many great projects and truly innovative ideas are simmering in the backs of teacher’s minds, dabbled on over weekends or in the 20-minute downtimes before heading to bed? Educators need the luxury of time, supported by their schools and funded by their districts.
I think about this a lot. What would Online Model United Nations have looked like had I been given one class period to develop this from within my school? Would my core global leadership team have been less diverse, pulled more from my school and less from the rest of the world? Perhaps. But what could have been gained by classroom students had they been given this opportunity? Would my website nightmares have been worked through more quickly had I been able to go to tech support down the hall? Could I have connected with regional thought leaders to expand O-MUN into our school’s professional conference network had I been given the necessary support? How would the school have benefited from that exposure? Without recognition from within my own school, these are moot points, wasted opportunities, and, for me personally, drivers that led me to search elsewhere.
How can teachers tap into funding or partnerships when ‘initiatives’ are only supported if they are narrowly defined as ‘Common Core’ or ‘STEM?’ What if you are a teacher in search of funding, recognition, or exposure but are not tied to a district – or the form you are trying to complete won’t advance because you are not tied to a physical school? How can you find working partnerships with teachers who cannot find the time and space to do something that’s not benchmarked to the standards or covered in standardized tests? How can you work across disciplines when the boundaries between them have become so entrenched that they feel insurmountable? This is where enlightened leadership comes into play, because tearing down these walls is something that cannot be done by teachers alone, particularly teachers consumed with building something new. If the work crew for O-MUN had included a few more key adults in positions of support, perhaps my program would have developed more quickly, or with stronger foundations, or with added benefit to my own school. Regardless, once the program was built, would there be an administrator on the other side willing to take the time to give it a look, give it an endorsement, and give it time and a place within the school culture?
I think these questions are indicative of this unique time and place in education. The experiences and spaces that we want our own students to build cannot be done without teachers and administrators having gone through the process too. You can’t buy off-the-shelf, organic, collaborative, student-driven programs. If this is what we say we want for education, how will we get there? Who will support it? What has to change within the culture of a school to bring ideas to fruition and, once ‘ripe for the picking,’ incorporate them in meaningful ways so that programs can develop and mature within a school’s culture?
One thing O-MUN has taught me is that students are more than capable of developing and driving major educational initiatives. These initiatives will take place because they can, because technology makes it possible, and because they often are more meaningful than what happens in a traditional classroom. Can they become part of a school’s repertoire or will the real-world, student-driven initiatives be left outside of it, further widening the gulf between schools and real-world engagement? For every multi-million dollar education company pitching a high-tech way of doing the same thing we’ve done for years, how many countless organic initiatives in need of nurturing and support are simply wasted and, by extension, become lost opportunities for students? As frustrating as this seems, I am excited for all of us as we begin to see the truly great things that connected, collaborative learning can bring us. Spend a bit of time in the O-MUN universe and you really will believe that anything is possible!
Please visit the Online Model United Nations website for further information. If you are involved in Model United Nations, please consider joining the Model UN Leadership Initiative to discuss ideas, research, and innovations within the field. O-MUN also is developing a number of national-level programs. If you are a teacher and think that you would like to oversee one of these country-wide programs, contact Lisa for more information.
Lisa Martin is a 20+ year educator who has worked in places as far flung as the United Arab Emirates, Malaysia, San Diego, and, now, Amman, Jordan. She is the Co-Founder and Director of Online Model United Nations and would love to connect with like-minded educators. You can find her just about everyplace online, including Facebook, Twitter, and LinkedIn.
My first contact with Online Model United Nations (O-MUN) was in my sophomore year of high school. At the time, I approached the program with some degree of caution; after all, although I had done a substantial amount of Model United Nations (MUN), I had never heard of its existence online. MUN was supposed to be in real time, face-to-face, wasn’t it? How was an online MUN program even possible, let alone practical?
The extensive MUN program at my school had already served me well. By the end of my sophomore year, I had done MUN in three continents and I wanted more. However, clear barriers existed which prevented me from acquiring more experience. After all, traveling expenses, geographical distance, restrictions on face-to-face meetings, and time off school ultimately set a conference limit and a school only has so many human resources.
The Online MUN debate platform is a Blackboard Collaborate room, where traditional elements of a f2f conference are replicated online – for example, delegates raising their placards to indicate they are ready to take the floor. O-MUN student leaders run monthly Tech Check sessions for new delegates and students quickly adjust to the debate room environment.
My first online conference, however, was the game-changer. With the friendly accents of delegates from over four continents, with the sheer intensity of debate over the South China Sea archipelagos, with the voices of students my age hungry to make a positive difference, a feeling of belonging stirred within me. I felt connected to a group of people who, like me, were filled with raw idealism in hoping to help others. I was empowered – I could now influence and be influenced by change-makers from over fifty countries.
With Online MUN I can debate multiple times every month, and with far greater authenticity due to the international nature of the program. It is not uncommon to be in a committee with delegates from three continents, some of whom are directly tied to the conflict in question. In my opinion, it is this democratization of a more authentic MUN experience that separates the MUN of today from the MUN of tomorrow.
The middle school delegates of jrO-MUN (Junior Online MUN), many of them new to MUN, are particularly appreciative of the way this online simulation is democratizing the MUN experience. They recognize that jrO-MUN brings an authentic experience of international diplomacy to their fingertips. They see that jrO-MUN is giving them a voice. Middle School delegates who are fully capable and passionate about debating are often denied early MUN access due to resources. They may have to wait their turn while older students take up travel team positions and have their overseas adventures, but junior delegates no longer have to wait for a genuinely globe-spanning MUN debate.
Secretary General, Rohan Sinha, sets up the interface for a Security Council simulation. Junior O-MUN is also integrating crisis scenarios into traditional face-to-face debates using the O-MUN platform, an exciting addition to middle school MUN programs.
Over the past year, as jrO-MUN Secretary General, I have had the opportunity to lead and learn from students all around the world; from my laptop at home in Taiwan to the lecture halls of Georgetown University in Qatar and the assembly halls of The Hague in the Netherlands. More than ever before, I realize the power of exposure – early exposure – to different voices with shared passions. O-MUN sets the stage for this chorus.
Rohan Sinha serves as the Global Secretary General of Junior Online MUN (jrO-MUN), the middle school partner program to O-MUN. Currently a high school junior at Taipei American School, Rohan started MUN in seventh grade and since then has debated in conferences in Taipei, Berlin, New York, and Qatar. He also founded and leads his school’s International Genetically Engineered Machine (iGEM) team, after having won the Gold Medal at the college iGEM competition at MIT with the NYMU Taipei team.
![Be awesome, 7th graders [VIDEO]](http://dangerouslyirrelevant.org/wp-content/uploads/2015/03/ISB-011.png)
![Making connected learning the norm: What will it take? [guest post]](http://dangerouslyirrelevant.org/wp-content/uploads/2013/12/St-Judes_Future-delegates-300x168.jpg)
![Online Model United Nations: Raising our voices [guest post]](http://dangerouslyirrelevant.org/wp-content/uploads/2013/12/OMUN2-293x300.png)
