Weeks 3 & 4 – Short Attention Span

The last two weeks have been a little slow in my social media world, and I tried to understand why.  I feel like I have lost my initial excitement with the TikTok and Instagram accounts for my dog, Callie.  Upon reflection, I think it is because my post engagement has slowed down a lot and I am having trouble coming up with new content.  Creating relevant content requires time to go through both Instagram and TikTok to see what is trending, and it is a massive time suck!  I feel like there are not enough hours in the day to create the kind of content needed to “go viral” on TikTok.  But more importantly, I think it is a reflection of the short attention span of the social media generation.  Something that was cool a week ago is old news.

Example – I learned how to do the TikTok Renegade dance with my nieces over the February break and excitedly told my students about it this week. Meh. Cool. “TikTok is kind of boring” – a grade 7 student. WHAT?! “Yeah, now old people are using it”.  Okay, then. I wonder how long it will take for Charli D’Amelio to fall from TikTok fame (she currently has 30 million followers and over 1.6 billion likes – as of February 25, 2020) with this kind of attitude. Is this why apps like Vine failed? The short attention span of the Gen Y, Z and Alpha generations?

With that preamble, here is my TikTok and Instagram recap:

Instagram: @callie.the.golden.pup

image1The biggest change I made this week is I have started to tag different accounts in my photos. For example, I had a photo of Callie with a Kong dog toy, and I tagged the Kong company. They liked my photo back! I was hoping they might repost the photo to get more attention, but no such luck.  I also received a few more “brand ambassador” requests, but I am still unsure about giving out my home address.  One company, Akioka Pets, has an entire process to becoming part of their social media team.

Questions/Plans for next week:

  • Look into brand ambassador opportunities with Akioka Pets
  • Research the best accounts to tag in your photos for high engagement
  • Post daily!

 

TikTok @callie.the.golden.pup

I was a bit of a fail on TikTok this week – mostly because I was out of town and had to rely on videos on my phone to create videos. This sort of worked, but it was a challenge to come up with something original. Last week I had the plan of posting three times a day (not even possible – I would have to quit my job and spend all day making TikToks) and replying to comments (also did not do, but definitely possible).

Questions/Plans for next week:

  • Post! I am having some serious creator block when it comes to TikTok lately. I think this is related to not watching enough videos for inspiration.
  • Watch videos for inspiration

Flipgrid and Snapchat

I am currently working on my overhauls of these apps. Yes, still working on them. I am almost done the Flipgrid review (even though I said I would post it this week! Oops), but I really want to create a quality resource for fellow educators.

One interesting thought – in all the research I have done so far with privacy and sharing social media posts, I am very careful about the photos I post online lately. I recently went on a holiday with my sister and her family, and I made sure to always get permission from both my nieces and nephews as well as my sister before posting online. I am starting to see a change in my own social media habits – practice what you preach!

Until next time,

@Catherine_Ready

Week 2 – Quality Content

This week we were tasked at looking at the concept of digital citizenship, including Mike Ribble’s nine elements through our major project update.  Since the main goal for my major project is to guide students through the safe use of Instagram, TikTok, Snapchat and Flipgrid, I will focus on Ribble’s S3 Framework (Safe, Savvy and Social).

First, a quick update with my Instagram and TikTok highlights this week:

With each post I make on Instagram or TikTok, I try to imagine that I am a young user of the apps.  When I receive comments or direct messages, would these be appropriate considering the content I am posting?  Everything is fairly “lighthearted” with @callie.the.golden.pup, but I can’t help but think about the audience I am attracting. What if I flipped it and I was actually someone with inappropriate or dangerous intentions? I am attracting a young audience with my Instagram and TikTok accounts, so what if I used this as a way to lure my followers down a dangerous path?

This reminds me of some ‘Social Media Rules’ from MediaSmarts.ca :

  • I will only follow people I know personally.
  • I will always show an adult any message or post that makes me feel uncomfortable or threatened.
  • I will never share any personal information about myself, such as my age, where I live, and where I go to school.
  • I will keep my whereabouts to myself: I will turn off any location settings that tell people exactly where I am or where a photograph was taken.
  • I will never publish anything I wouldn’t want my parents, teachers, and grandparents to see, because photos can be shared widely, with anyone, in a matter of seconds.
  • When creating a password, I will make one up that is hard for someone else to guess but easy for me to remember. I will never reveal it to anyone (except my parents or a trusted adult) – not even my best friend.
  • I will always check my privacy settings and go over them with my parents.
  • I will practice the golden rule and always treat others as I would like to be treated. I will T.H.I.N.K. before I leave a comment or send a message: is it True, Helpful, Inspiring, Necessary, Kind?
  • I will not upload or tag photos of other people without their permission.

By using these guidelines and thinking about digital citizenship from a responsible use policy compared to an acceptable use policy (Digital Citizenship Education in Saskatchewan Schools), we can encourage our students and children to protect themselves and others. This is considered the base of digital citizenship as ‘Safety’ in Ribble’s S3 Framework.

acceptable

Instagram: @callie.the.golden.pup

We had a slower week on Instagram in terms of new followers, comments and likes. I continue to post at least daily, but I am struggling with coming up with some original content. I read an article, Everything You Need to Know About Doggo Lingo to try an incorporate the terminology in my captions and comments.

This week I received three direct messages from the same follower. Each message contained a picture that I was able to view once before disappearing.  This made me feel very uncomfortable, because I was a little afraid of what kind of picture I would be opening, especially since I do not know this follower personally.  What if it was something gross? Luckily it was just a picture of the dog, but it made me stop and think about my own social media rules. With Instagram, there are direct message photo options: View Once, Allow Replay, Keep in Chat. Additionally, you can “unsend” an image or message if the receiver has not opened the message. What are the implications of these kind of functions?

Questions/Plans for next week:

  • Should I comment on other posts to increase engagement?
  • Experiment with different hashtags and take advantage of common trends (like throwback thursday #tbt)
  • How engaged do I want to be with other followers? I might experiment with my follower engagement (replying to comments, liking more posts) this week to see how this affects the number of followers and likes.

TikTok @callie.the.golden.pup

TikTok was blowing up with new likes, comments and followers this week.  Each time I check the app, I have at least 5 new followers. Overall my content was a hit or miss though- I haven’t quite figured out what my followers “want”.  One thing I have noticed is that if I spend a lot of time on a post with captions and choosing a trending audio clip, I generally receive more views.  But that is the hard part – trying to find the time to watch enough TikTok videos to find something interesting to do with my dog, Callie.  I also find the video editing function on the app to be very challenging to use – it is hard to sync up the video and audio.

Questions/Plans for next week:

  • Look at my followers to see a trend (so far, it appears to be very young girls) – what kinds of videos receive the most likes?
  • Look at some pet accounts that have thousands (or millions) of views and likes.  What makes these accounts different or special?
  • Research some tips and tricks for video editing on TikTok
  • Using this article as a guide to increase engagement, I will:
    • participate in the daily TikTok “challenges”
    • reply to comments
    • post 3 times a day (I have a feeling this will be impossible, but maybe I can try!)

Flipgrid

My “everything you need to know” guide is a work in progress and should be complete in the next week! Stay tuned. As a teaser – there are some significant privacy and data sharing concerns with this app. As a result (and due to my school division policy), I am rethinking about how/if I will continue to use the app with my students.

Snapchat

Nothing new to report, but Snapchat is up next on my list to complete an ‘everything you need to know’ guide.  Last week I explained that I would not be adding Snapchat to my experiential list, but that I would still complete and app overhaul.  Through conversations with my students, it seems like it is one of the most used communication and messaging app.

Plans for next week:

  • Post Flipgrid “everything you need to know” guide
  • Instagram
    • try to increase engagement with followers
  • TikTok
    • Participate in daily challenges, post more frequently, engage with followers
    • Learn more about video editing within the app
  • Snapchat
    • Begin research for my app overhaul

Thank you for reading!  If there is anything you would love to have in my app “everything you need to know” guides, please let me know in the comments.

Until next time,

@Catherine_Ready

Friday Night Dinner – My Generational Divide Focus Group

Every Friday night, my family gathers for a big family dinner planned and executed by my mother. We call it “Friday Night Dinner” and it is something everyone looks forward to after a long week of work and school. I get to reconnect with my brothers and sisters and all the cousins run around and play. After dinner, we sit around our big dinner table and have conversations that usually bring out our generational divides (My parents, the 5 kids [siblings and myself], our partners and 7 grandkids).

In short, we have our very own ‘generational divide’ focus group that meets weekly to discuss the latest issues and trends in our world.  Generational stereotypes? Yup, we cover all those and more.c4552553a55501a39ae09446e1d519ce There are “OK, boomer” comments from the Gen Z’s, the Gen X’s calling the Millenials lazy (read my classmate Matteo’s post) and the phone-addicted Gen Z’s being anti-social in the corner. The Gen Alphas are usually in their own world, so there is still hope, right?

Although many sources use different birth years to determine your generation, I like this image below (from 2015), as it highlights and pokes fun at some of the typical opinions and experiences of each generation.   a-generation-gaps-bruce-feirstein-vf

During our class discussion, I wondered if being focused on generation gaps was something more prevalent today. But Dr. Couros showed us a few different magazine covers over the last 40 years, each one condemning the next generation as being lazy, entitled, etc. It appears that a common concern is that the next generation is “doomed” unless we do something about it. With an understanding of the gaps that exist between each generation, we can consider how these divides affect the world we are preparing our students for in the future.

What kind of world?

Gone are the days of sending students on prescribed educational paths that will result in 30-year careers in one industry.  Teachers are often told we are teaching students for jobs that do not even exist. In fact, “in many industries and countries, some of the most in-demand jobs didn’t even exist five or 10 years ago — and the pace of change will only accelerate” and since it is impossible to know what the future holds,  “the key to molding job-ready graduates is to teach students how to live — and learn — at the intersections” (Iste.com).

POG-illustration-500pxThese “intersections” are areas that interdisciplinary learning can take place and we can prepare our students by using models like ‘Portrait of a Graduate’.  Many organizations have created their own ‘portrait’, but here is an explanation by the Oxford School District based in Oxford, MS.  As educators, we have the task of preparing our students for the future by developing skills and a mindset to take on the challenges in their future world.  The world we are preparing our students for is constantly changing, so I think it is important that we focusing on developing relationships with our students, which will allow us to curate their passions and help students find their spark.

Do schools need to change?

The article “Confronting the Challenges of Participatory Culture: Media Education for the 21st Century” describes new skills that need to be taught to students that build on traditional literacy, research skills, technical skills, and critical analysis skills currently taught in the classroom. These include:

skills

“Confronting the Challenges of Participatory Culture: Media Education for the 21st Century” (p. 4)

In some ways, schools are already taking on these skills by incorporating the 4 C’s of 21st Century skills as described by my classmate Amanda in her post this week. Amanda explains that, “Cultivating a classroom environment around the 4 C’s also gives students the chance to become “knowledge-able” instead of just knowledgeable”.

Another classmate, Christina, explains that our schools need to change because our culture is changing and “We need to keep up with how the digital world is evolving or we will have students thrown into a world with no skills how to navigate it.”  As educators in a 21st century world, we have a responsibility to keep up with these changes as life long learners.  We can do this by participating in professional development, or taking relevant courses like EC&I 832!

(As a side note – consider reflecting on how you used technology in your first year as a teacher and compare it with the present day. The SAMR model is one way to consider our technology use and how it is evolving.)

I also think it is important to change how we frame digital citizenship conversations with our students.  This includes moving from a cyber safety or fear/avoidance based model to our current model that emphasizes actions a responsible citizen should take.  Last week, I created a video “What does it mean to be a (digital) citizen”, and I think it highlights the shift schools need to take with digital citizenship in schools.

What does citizenship look like in the future?

In the research for the video above, I found a lot of information about moving from a ‘personally responsible’ idea of digital citizenship and to consider using Westheimer’s framework of what it means to be a citizen.  This includes looking at the benefits of participatory and justice-oriented citizens online.

Kinds_of_Citizen

At this point, digital citizenship and citizenship are intertwined as life does not exist without the Internet anymore. As educators, it is more than managing a digital footprint, but rather acting ethically online with knowledge and empathy and making the transition towards ‘Digital Leadership’ as described by George Couros. I love this visual from Sylvia Duckworth and Jennifer Casa Todd.  We have the opportunity to inspire our students to find passion, influence others and make positive change!

diff-dig-cit-1-fi

Returning to my ‘Friday Night Dinner’ discussion at the beginning of the post, I am curious if we can shift our family conversation to look at the positives each generation has to offer.  The Millenials are pretty good digital citizens, but it is the grandkids that will make all the difference.  Everyday I learn something new from young people as they become digital leaders to promote positive change in our world.  Even though the current passions might be the ‘Renegade’ dance, there is no denying their commitment and dedication.  As educators, parents and adults in the lives of young people, we have the chance to cultivate these passions and help promote the wave of the future: digital leadership.

Until next time,

@Catherine_Ready

Week 1 – Building My Empire

I have two sisters (and two brothers) and we share funny memes and accounts through a group chat on Instagram on a daily basis.  We sometimes talk about how we spend too much time on our phones and this week we chatted about how we should unfollow accounts that make us feel anxious or unhappy.  At that moment, I realized I had hardly looked through my personal social media accounts because I was so focused on building my ‘Callie, the sweet and friendly Golden Retriever” empire.  Why is this relevant? Through my major project experiential journey of Instagram, TikTok, Snapchat and Flipgrid, I am quickly learning how time consuming these apps can be when you have specific goals in mind. Here is a little mini compilation of my top TikTok videos/Instagram experience this week (complete with a muted section at 1:00-1:21, due to a copyright claim):

And the nitty-gritty details of my progress this week:

Instagram: @callie.the.golden.pup

In my first major project post, I discussed my hesitation with using my personal life in a public account on both Instagram and TikTok.  So, I decided to use my dog, Callie as a prop and subject of my account. I followed these steps:

    1. Choose a username and make an account.
      • Apparently there are a lot of Golden Retrievers named Callie on Instagram, so I had to use some creative punctuation with the name
    2. Choose a profile picture and create a short bio
      • I briefly looked at different pet accounts, and lots of accounts included the date of birth of their animal and sometimes a flag for the country. I decided to against giving away my location and only added the D.O.B.
      • I chose a nice close up photo of Callie for the profile picture
    3. Make your first post
      • I made the first post before following any accounts – that way potential accounts would see my content if they decide to follow back. This is not based on any research, just my own idea
    4. Use relevant hashtags and format post in a particular style IMG_2344
      • I Googled: “top golden retriever hashtags instagram” and copied the list to my Notes app on my iPhone. **You can only use 30 hashtags per post
      • To create a post with multiple lines, I remember learning from my niece that if you write the caption in the Notes app and format it with dots and lines, the formatting will stay when you copy the caption to Instagram. Why? I have no idea. Maybe something to look into!
    5. Start following accounts and liking photos (I looked at a few of the different hashtags for inspiration).
    6. Continuing posting more content (at least daily), like a variety of posts and follow relevant (dog related) accounts.

Within the first week, I have 145 followers (and counting) and lots of weird interactions with other dog accounts. (Did you know there is a certain “dog” way to write on the Internet? ‘DoggoLingo‘- using words like ‘hooman’ instead of human and ‘doggo’ instead of dog. And some accounts ask if I want to be their ‘fwend’. Weird). With my early success of gaining followers, I read an article “How to make your dog Instagram famous” and learned about some of the ins and outs of the pet Instagram world.

Here are some interesting revelations and interactions on the Instagram with @callie.the.golden.pup.

  • Direct messages to be “fwends”
  • Requests to be brand ambassadors from pet companies
  • Direct messages to join “follow loops” to help other pet accounts gain more followers
  • ‘Suggested accounts’ to follow – as a result, some people from my personal life are following my pet account – which is a little awkward (especially when my siblings start making fun of me for having too much time on my hands).

As I continue my experiential assignment, I am starting to make a list of questions for my research overhaul of Instagram in a few weeks:

  • Privacy – what are the implications of becoming a ‘brand ambassador’? Do I really want to give my home address to a random company in exchange for free merchandise?
  • Direct messages – why? Do you need to be concerned about catfishing or luring?
  • What is the correlation between liking posts, following accounts and receiving more likes and follows?
  • How many posts per day for maximum engagement?
  • Best hashtags?

TikTok @callie.the.golden.pup

TikTok is a bit of uncharted territory for me, as I only started to use the app at the end of November 2019 as part of EC&I 831. Since then I have watched a lot of videos, and continued to follow trends through my nieces’ accounts.

    1. Choose a username and create an account
      • I used the same name as Instagram for continuity and to help with cross-promotion (if that is even a thing with Instagram and TikTok – something to explore)
    2. Profile picture and short bio
      • Again, same as Instagram to keep it simple
    3. Upload your first video
      • I have lots of dog videos on my phone from the last two years of Callie’s life, so I chose a funny audio clip that my nieces used a few times. I figured it must be current and trending.
      • Use hashtags, but most importantly the #foryou or #fyp – more on that later when I do my overhaul of TikTok.
    4. Watch the views, likes and follows come in
      • 500 views in the first two days! 35 likes and a few new follows
      • Different than Instagram, but it appears that views are more important than likes. I think.
    5. Watch lots and lots of videos
      • Part of your success on TikTok depends on staying on top of trends, which you can accomplish by watching hours of videos and adding certain audio clips to a “favourites” tab

Pretty easy! Until I uploaded my next few videos and received less than 100 views per video, sometimes less than 10 views! How is this even possible? I read a lot of articles trying to understand the TikTok algorithm , but it doesn’t make any sense to me or the Internet world. Then I uploaded a video that received almost 1300 views and over 230 likes! What made this video special? Is the content better? I am also noticing a lot of my new followers appear to be young girls (definitely under the recommended age to use the app).

A few questions to consider when I complete my TikTok overhaul:

  • Likes, follows, views – how does this affect engagement? Do I need to follow/like other accounts to receive more attention?
  • Safety/privacy concerns with a young follower base (it looks like a lot of young girls  are following my dog account on TikTok – but what if I was actually an online predator? These are the kind of questions running through my head on a daily basis).
  • How often do you need to post to maintain engagement? Do captions matter (I get a bigger response when I ask a question in my caption)?

Flipgrid

I decided to use Flipgrid with two Grade 7/8 classes at my school. Part of the reason I chose these classes is that one class used Flipgrid two years ago, so I thought they would be able to give me a few tips and tricks.

    1. Read the “Getting Started” post and Educator’s Guide to Flipgrid
    2. Create an educator profile (using my school division Google account)
    3. Create a “grid” – one for each Grade 7/8 class.
    4. Give students some time to explore the functions of Flipgrid before creating a topic.
      • I wanted students to be creative with filters, stickers, text, etc when creating their videos. This also gave me a chance to learn about possible issues with the app.

A few things I learned/questions about Flipgrid this week:

  • Some students showed me how to “add a sticky”, so that you can write out what you want to say when recording. This way you aren’t looking away from the camera while recording. The sticky disappears when you post the video.
  • How do you delete a video that you posted? It is not as intuitive as you think and requires a few steps.
  • Each video shows the number of views – does this make students feel uncomfortable? Is there a way to remove this setting?
  • Privacy/safety – the grid is only available to someone with the link, but how do you guarantee privacy? We talked about use stickers or emojis to cover student faces if they feel uncomfortable.
  • My division policy using Flipgrid – something I will discuss in more detail this week during my app overhaul.

Snapchat

After the first week of daily TikTok, Instagram and Flipgrid use, I realize that I need to adjust my goals for the major project. I don’t feel that Snapchat fits into an ‘experiential’ piece, as I have already used the app daily for over four years. That being said, I am still very curious about the safety, privacy and terms of service guidelines of Snapchat and will complete a research overhaul as planned. I will continue to use the app daily, although will not report on my use in the same way as TikTok, Instagram and Flipgrid. I also feel like there are not enough hours in the day to use all this social media effectively!

Plan for next week:

  • Complete the Flipgrid overhaul
  • Instagram
    • Do some research on how to receive more engagement on Instagram – better hashtags? Posting at certain times of day?
  • TikTok
    • Participate in trending challenges/hashtags – does this increase views/likes?
    • Try some of the tips from this article to get on the ‘For You Page’
  • Flipgrid
  • Snapchat
    • Continue my typical daily use (sending baby snaps and maintaining snapstreaks)

If you read this far, thank you! I have a lot of work I would like to complete with this project, especially when it comes to data privacy and safety.  My ultimate goal:

Guide students and children through the safe use of

Instagram, TikTok, Snapchat and Flipgrid

Until next time,

@Catherine_Ready

An evening with Mary Beth Hertz

This week during our EC&I 832 Zoom session, we had an excellent presentation and conversation with Mary Beth Hertz, author of “Digital and Media Literacy in the Age of the Internet” and current high school art/technology teacher.

We shouldn’t be teaching kids to be afraid of social media, or that technology is bad for them. We should treat these tools like any influence in their life and help them manage the responsibilities connected to these tools effectively and ethically.Mary Beth Hertz

There were many takeaways from our conversation, but for the purpose of this post I will focus on my top three:

  1. Learning how the Internet works
  2. Validating what our children/students are doing online
  3. Understanding bias

1. Learning how the Internet works

Hertz explained that part of her high school technology course begins with teaching and learning about how the Internet works – from IP addresses, Wi-Fi, and cookies.  This discussion made me realize I vaguely know what is going on, but not enough to explain it to my students.  Hertz believes it is important for students to understand how their devices connect to the outside world, as well as privacy and safety with the devices. For example, what are the concerns with using the free Wi-Fi in a coffee shop vs your password protected Wi-Fi in your home? What are the safety concerns with being connected to an Alexa or Google Home? Hertz explains that part of being literate in a digital world is understanding the implications of technology, even if you don’t understand the functionality. 

giphy

via GIPHY

Takeaway? We (as educators) need a basic understanding of the Internet to guide our students in a digital world!

2. Validating what are children/students are doing online

In a discussion of some popular apps like Snapchat and TikTok, we highlighted the obsessions or unhealthy communities young people find online.  Hertz focused on the idea that kids are not necessarily addicted to social media, but instead addicted to each other.  We also talked about Manoush Zomoradi, who dedicates an entire episode of her podcast, ‘Note to Self’ about the pressures of maintaining Snapstreaks. I encourage you to listen to the relatively short episode to understand the phenomenon (especially if you are obsessed with streaks, like myself! Going on Day 1038 with my niece…)

That being said, Hertz believes it is possible to teach young people self-regulation and reflection when it comes to technology use.  Another comment she made was that preparing our students to use their time wisely used to be a technology teacher’s job – but now everyone needs to be involved. How to use technology responsibly (and further discussions of digital citizenship) need to be included every time we use technology in the classroom or with our children.  Hertz explains that we should understand that there is value in what they are doing online, and we can validate this by acknowledging the digital divide among our students. Amanda and Daina provide excellent descriptions of Digital Equity and that young people fall into three categories when it comes to technology use.  They are described in an article shared by Hertz as Digital Orphans, Digital Exiles and Digital Heirs.

Takeaway? We need to build relationships with our students so we can understand and appreciate what they are doing online.

3. Understanding bias

maxresdefault

Hertz described bias in a way that was very easy to understand and I immediately started using it with my students this week.  If you are reading something (like “news”), and it makes you feel a certain way (an emotion), then you likely have bias as the author is trying to influence how you feel.  She also explained that bias is very difficult to teach because nothing is just news anymore and articles often lack context.  There is so much media bias and fake news online, how do we teach it as educators?  One suggestion from Hertz was to use AllSides.com, a website dedicated to providing balanced news.  We also need to look at where these biases originate, like from parents as inherited preferences (especially related to politics) or in our own cognitive biases that influence decisions.  This discussion lead towards the importance of fact checking and how ‘Reading Laterally’  helps our students fall out of the trap of not trusting anything.  We need to be a little be skeptical when we read online, but we can help our students by giving them the tools to understand how to avoid being fooled online  and how to make sense of bias.

Takeaway? We need to help our students understand bias and how it influences what we read online. 

As an arts education teacher, I have started talking about digital citizenship and how we use technology with students, even if it feels unrelated to arts ed.  Mary Beth Hertz helped me realize that if you are using technology with students, these conversations about technology need to take place.  It is not only the classroom teacher or the parents’ job – we all have a part in shaping mindful technology users and responsible digital citizens.

Until next time,

@Catherine_Ready

Major Project: A Personal Journey into Media

My major project for EC&I 832 will follow my personal journey into media and an exploration of four apps: Snapchat, Instagram, TikTok and Flipgrid. I am a daily user of Snapchat and Instagram, recently discovered TikTok for “research” last semester in EC&I 831 and started using Flipgrid this week with students as an educational tool. Last semester in EC&I 831, I wrote a post that explains my love-hate relationship with social media and my final summary of learning also explores some of the pros and cons of social media in short interlude videos (fast-forward through the face-to-camera speaking parts- see time codes below).

SNAPCHAT: 0:10 | TIKTOK: 1:34 | INSTAGRAM: 3:03

As an arts education specialist, some of the themes we focus on in Grades 5-8 include Pop Culture, Identity, Place and Social Issues. These themes have relevant connections to social media and I have had a lot of conversations with students about apps and how they are used in their personal and (sometimes) educational lives. My biggest concern is the lack of information students have regarding privacy and safe use of the apps as well as misinformation about how data is stored and shared.

For example, a student explained to me that the FBI receives and analyzes every single Snap you send, so nothing is private. And the cops read all your DMs on Instagram. Hmmm.

Although I am a fairly certain these statements are incorrect, it made me realize that I do not really know anything about the privacy and safety of our data with these apps. If I want to help my students safely navigate a digital world, I think it is my responsibility as an educator to have a basic understanding of these social media app Terms of Service and privacy implications. But as a personal, everyday user of the apps, it is imperative that I understand what is happening to the photos and information I share on a daily basis.

My major project plan will include a detailed overhaul of everything and anything about the apps: exploring and understanding the app platform, Terms of Service, privacy agreements, access to information from a legal standpoint, data storage and sharing, types of users and usage and the potential educational value. I will also embark on a personal experiential journey of the apps in a way that is typical of common users (and also different from how I already use Instagram and Snapchat). Although Snapchat, Instagram and TikTok do not appear to be educational tools, I want to see if there is a way to use these apps in an educational setting. I plan to use Flipgrid with my students over the next couple of months and learn alongside them, as sometimes I find they are the best teachers when it comes to new technology! I plan to use 8-10 weeks for the project, beginning during Week 3 (January 21) and completing my research before Week 12 (March 31) to allow adequate time to summarize my findings. I will take 2-3 weeks per app for the detailed overhaul and continue ongoing experimental use throughout the project. My draft plan:

DatesAppExperiential Plan
Week 3 (Jan. 21)
Week 4 (Jan. 28)
Week 5 (Feb. 4)
Flipgrid-Use with students for a current unit plan (“Social media activism” and “activist art”)
-Engage in some PD through the app developers and explore some of the feedback possibilities
-Connect with other teachers who have used the app
Week 6 (Feb. 11)
Week 7 (Feb. 25)
Snapchat?? Any ideas? I already use this daily with my family (mostly for Snaps of my baby)
-I rarely use the ‘story’ option, so maybe I could start using it? And make it interesting and worth watching?
Week 8 (Mar. 3)
Week 9 (Mar. 10)
Instagram-Move away from my current use (sharing photos of my daily life with a private account, mostly baby photos)
-Create an open account specifically for my dog, Callie (yes, I will be one of “those” people)
-Connect with users using specific hashtags
Week 10 (Mar. 17)
Week 11 (Mar. 24)
Week 12 (Mar. 31)
TikTok-To get the full “experience”, I think I need an open account
-I feel weird posting videos of myself or family, so I am also going to create an account specifically for my dog, Callie (pet accounts/videos are also a thing on TikTok- also, sorry in advance, Callie)
-Follow trends and create videos. How many likes can I receive? How can I increase engagement?

My plan will likely evolve over the semester, but I would really appreciate any feedback about how I should try ‘experiencing’ these apps, especially ones that I already use on a daily basis. I am excited to have a better understanding of how these apps gather and use our data and to help guide our students through our evolving digital world.

Thanks for reading!

@Catherine_Ready

#Edtech, Round 3!

Hi! My name is Catherine Ready and I am an elementary Arts Education specialist at École Connaught Community School. This is my 6th year of teaching and my 5th Masters’ class in the Curriculum & Instruction course route program. I am really excited to be back for my third class with Dr. Couros in the Winter 2020 semester! (EC&I 830- Spring 2018, EC&I 831- Fall 2019). I enjoyed building connections with a lot of great people in EC&I 831 this fall, and look forward to continuing my educational technology learning with some familiar faces.

I recently returned from maternity leave and have already started to use some of the course content with my students this year. They are a great resource, especially when it comes to all things related to social media! We are starting to have conversations about privacy and safety online and I have some plans to include digital literacy in our arts education lessons. I think we have an important role as educators to prepare our students for the digital world.

Isabelle (15 months) and my puppy Callie

Looking forward to connecting online!

@Catherine_Ready

Final Week – How to Play Jazz Piano

Here is a short video recapping my learning project journey:

To watch the video progress from week one, you can check out my YouTube playlist, or read the posts below.

To keep with the theme of my weekly posts, here are some reflections.

What I worked on:

  • I began my journey into the world of jazz piano by exploring:
    • jazz chord progressions (2-5-1)
    • the Blues
    • reading lead sheets
    • chord voicings and comping
    • two pieces – Misty and Autumn Leaves
    • early improvisation efforts

Wins:

  • Vlogging my entire experience and being vulnerable while learning a new skill
  • Making connections to my previous knowledge and adding to my music repertoire
  • Playing the piano without sheet music and experimenting. This is a new experience for me and I am really starting to enjoy the freedom.

Fails:

  • I had grand plans to become a gigging jazz musician by the end of this project, so I had to adjust my goals. I realized I need to practice a lot more.

What’s next?

  • I hope to continue improving my chord voicings, comping and reading lead sheet skills
  • Lots of jazzy Christmas music fun 🙂

EC&I 831 – Summary of Learning

My final summary of learning for EC&I 831: Social Media and Open Education:

In my summary of learning, I wanted to capture everything I have learned over the last few months. I thought it would be fun to incorporate the top 5 social media apps that we discussed in the course and challenge myself to use or understand the apps.

  • Snapchat (user for the last 3 years)
  • TikTok (user for 1 week)
  • Instagram (user for the last 8 years)
  • YouTube (user for 12 years – my first upload was July 2007!)
  • VSCO (user for 5 years, but only recently understanding the VSCO Girl concept)

I hope the brief social media interludes in the video highlight some of the obsessions and common uses of the apps. I will say one thing – if you have not downloaded TikTok, be careful. I fell into a deep, dark hole of videos for over 2 hours…you’ve been warned!

Secondly, I originally wanted to include Rick Mercer style rants addressing the main issues and topics in EC&I 831. I quickly realized that it is impossible to film in the “rant” style as a solo videographer with a selfie-stick and an iPhone. In the video, I discuss the topics that resonated with me the most:

Lastly, I tried to incorporate all my editing skills acquired over the last couple months with WeVideo, like video overlaying.

I hope you enjoy the video!

@Catherine_Ready

P.S. Thank you to my sister and brother-in-law for letting me use their business, Assiniboia Gallery to record the video. No baby or dog distractions!

Week 8 – How to Play Jazz Piano (Improv Attempts)

One of my biggest challenges in learning how to play jazz music has been figuring out how to practice.  With classical music, my practice has always been very “prescribed” – technical warm ups and practice, followed by working on specific pieces. This might include hands separate practice, slow metronome work and focusing on small sections.  In fact, it was very rare that I would do a full run through of a piece because it was not an efficient use of my practice time.  With my jazz learning project, I feel like I am always jumping to the “full run through” phase without taking the time to build a solid foundation.  Looks like I need to take my own advice! This week I tried slowing down and focusing on some of the fundamental aspects of crafting a solo.  My recap this week highlights that I have a long way to go!

What I worked on:

  • Started practicing how to solo (improvise) over “Autumn Leaves”.
  • Scales, scales and more scales!

soloing over autumn leaves A section
Example of different scale patterns

Wins:

  • I found a few great resources that help me understand why you choose particular scales to create your solos. It was a nice connection to my previous scale practice from studying classical music.

Fails:

  • I underestimated the amount of practice needed to incorporate these news scales in my soloing – I need more time.
  • I felt very “stiff” – afraid of playing the “wrong note”. I need to loosen up!

Resources used:

Next week will be my final learning project post. I plan to reflect on my progress over the last two months and make a plan for future practice.  This is only the beginning of my jazz journey!