How do we monitor what kids do?!

In my last post, I discussed the pitfalls to social media and how it is one (of many) factors our kiddos are facing that we as parents did not have to face. Stress comes at our kids in many ways, so this post will only concentrate on digital aspects. The first way to combat social media is to know about what kids are using for communication. Facebook, Twitter, Snapchat, What's App, and Instagram are the ones we know about, but there are more. Xbox, Nintendo (all products with WIFI), and some apps like Roblox all have communication capabilities, but most parents are not aware of this aspect. Others like Down, Kik, Hot or Not, AfterSchool, and many others are also popular among kids. In the following reading, I will expose a few of these and provide links for you to further research on your own. I will also spend some time explaining how to protect your kids from accessing these potentially harmful apps. Once they have access to these apps, you don't have any way to track their activities. The reality of this problem is you can have their passwords and usernames, but you don't have access to ALL of their accounts. Instagram is one example of a resource they can have multiple usernames/accounts and you would/could even know. Let's get started…

Social media isn't the only beast. Kids have the ability to hide apps on their phones through spoofing apps or vaults. The examples below are just two of the apps that can hide other apps within their app. Some of these can even be protected by a passcode. The most recent one is named "HIP" Hide it Pro, be aware.

The iOS app even states it is for use by age 4+, WHAT! Apps like these can make keeping our kids safe even harder. I honestly do not yet see an application for apps like these. How do we combat these apps? Look for apps that are out of the ordinary on your kid's phones. Ask yourself, why would they need this app? 

Now, what are the apps that are the most concerning? Keep in mind most is not all social media resources have an age requirement, and that is 13 years of age. This would be your 8th-grade student, not your 5th-grade student. Students under the age of 13 have no place on social media, my opinion. Instagram or IG, Facebook, and Twitter are the ones most adults know about, and I will assume that you can research these on your own.

We will look into Omegle, Whisper, and Ask.fm. These apps are not the only ones, but in my opinion, they are the scariest for kids to be using. Let's look at Omegle first. The app is designed as a chat/video chat program/app. Once you access the program, you will be connected to another user by video or chat at random! You do not know who you will be connected with, that is scary for sure. Omegle is not the only program/app that works in the manor. I would recommend you look at learningliftoff.com for more of these apps and more detail of each one. 

Whisper is another scary app. This app allows you to connect with others, anonymously, from all over the world. Even though this is an anonymous connection, users can still track each other's location if the user does not turn off location on their device they are using. You can even choose "nearby" as an option. This option will connect you to others close to you. This app has been known as a hookup app by teens for a while. Users also can share photos and other communication in a "private chat room" if they choose to do so, no other safeguards are in place. 

The last app we will discuss has been tied to teen suicide and bullying. Ask.fm is like the others in that it is an anonymous communication app. People can ask rude or hurtful questions to an individual, and there is no way to block them. Even if a user does not connect with others, they can still connect with you and track your activities within the app. 

Know these are just a few that bother me the most and should concern you also. Now, how do we combat this issue? We can battle this by being informed. Websites like Common Sense Media are here to help. The key here is that you use a trustworthy resource, CSM is the one I would always recommend. You can also monitor what your kiddo/teen is doing on their phone. Privacy concerns are moot; student safety trumps these privacy concerns.  

For the iOS/iPhone option, I would recommend setting your student up with a kid iCloud account, no matter their age. Once this is set up, you can reset your child's device and use this new account. You then will be able to know what app they add to the device because you will have to approve all apps added, free. Or purchased. You, as the parent, will also be able to decide what apps work and don't work. You also can control the time limits and when the device will and will not work. Total big brother power here, and the child will not be able to while the device. To learn more, click the link below. 

https://support.apple.com/en-us/HT201084

https://support.apple.com/en-us/HT201304

For an Android option, you can find a lot of apps that will act as the launcher. Once these launchers are installed it will require a passcode to remove or access the UI. The problem with these apps is that your child could reset the device. You can use Family Link for both iOS and Android devices and have the same functionality and control. Use the link below to help you better understand the process.

https://families.google.com/familylink/faq/

PC monitoring is an area where I am not too knowledgeable. You could use routers like Circle by Disney to control the traffic on your WIFI connection or even Google WIFI to turn devices on and off. Placing the PC/laptop in a central location of the home so you can see what the student/kiddo/child is doing is an option. In a lot of cases, students bring devices home from school, controlling the WIFI signal is your best option. Most devices that students bring home from school have software installed that will block downloads. In this case, WIFI control at home is the best option. Use the link below for more information on this topic. 

https://www.pcmag.com/roundup/240282/the-best-parental-control-software

As stated above, the best way to keep kids safe is to be informed. Common Sense Media is an excellent website for not only dangerous programs. Along with being informative in the area of applications and sites, it can also support you in choosing games and movies for your kids.  There is a lot of bad things out there. It is our job as adults and parents to keep our kids safe from making harmful or damaging decisions. I genuinely believe we can make the world a safer place, but we have to work together and be well informed. We owe this to our kids and their future. 

Your partner in education,

Douglas Greek EdD

Kids today...

What has changed? I ask myself this daily, no joke. I have even uttered the words "when I was a kid…" which I never thought I would do, ever. The reality is when I was a kid, it was different. My dad provided everything I needed to be successful in school and after. I admired and feared my dad for this gift he gave me. I never needed nor went without support from my dad. I did not have everything, but I had what I needed, and it was enough. My mom did the best she could, but she had her own demons, and I did not fully understand that until lately. My family separated due to external factors and external influences, unfortunately, at a young age. I acted out in school and received the corporal punishment I deserved by my principal. All of this is important to say because I turned out somewhat okay despite all of this. Life was simpler when I was a kid, but somehow I knew I was blessed because I was safe (or had the perception of "safe"). I had an IEP for reading and speech. I probably had a behavior chart or two to try to modify my actions; this did not work. When we look at what is going on in a kid's life, most educators and non-educators can connect them with behaviors. This is the primary stimulus and response. I needed power, and I got it by acting out. This resulted in me going to college and eventually earning a doctorate in education, ironic for sure. 

How does this tie into education? Students today face more than we did, "back in the day." Not only are they dealing with family and friend issues but also social media influences. The conundrum falls in the area of students who have all of the supports and still act out. These students have all of the support at home with loving parents, outside tutoring support in academics, and their medical needs met when they are in need. These students should, on all accounts, be the best students with the highest academic outcomes in school and well rounded individuals, this is not always the case. The students who struggle socially will show signs of disequilibrium in their ability to fit in with "societal norms." These kids will not do the same things that other students do and will be singled out for these actions. Students who are fully supported still can show signs of abuse; this abuse comes from peers. The reality is, if a student does not fit in with peers, they may never feel welcomed or accepted. This is a painful feeling and one that is not easily fixed.

The question I am posing to you is this: how do we fix this unconnectedness that some students feel? I am not a counselor, nor do I have the answers. What I do know is that it will get better because I’m optimistic . As a student who did not fit into the norm while I was in elementary/primary school, I did find my place in this microcosm of society. You may not know how to fit in or how to cope with this unknown menace. I am not sure anyone knows for sure. There is A LOT of behavioral experts in the field of social behaviors. The reality is that there is no one way to "fix" everyone. Each person/student/kid has unique needs and, in some cases, these are not evident. Kids do not walk up to their teachers/parents/principals and state, "I am having issue _____ can you help me find a solution?" Kids don't know what they don't know. If they cannot understand how they feel nor do they know how to capture it in words. Then how do they "tell you" if not by words, you may ask? Through actions. This is a primal reaction and in reality, they are primal in everything they do and say. This is where I am at a loss. How do we respond to students with these "communication skills"? No matter how much love we give, we do not receive the same back.

This post is odd because I do not have the answers; I am looking for them. Society has a BIG issue that we have to find a solution. If we do not find a solution, this problem will go from BIG to GIGANTIC not only in our classrooms but in society as a whole. I wrote this post because we can no longer blame the environment in which our kids live. There is/are a lot of support(s) for students both at school and in most cases at home. Kids/students are our focus, but they are still struggling. What is the answer? I don't know. I will still read and research to find the best solution. I still believe we, as a society, need to get a hold of this social media giant. Students have access when they should not and the results are not good.

These are my thoughts, nothing more. 

Thank you for your time,

Doug, your partner in education

PD, again! Come on...

PD and student achievement is closely related.  Joyce and Showers (2002) pointed out research has indicated a direct link between the teacher’s knowledge and the students’ ability to achieve.  Yoon, Ducan, Lee, Scarloss, and Shapley (2007) found that teachers who receive an average of 49 hours of professional development can boost their students’ achievement by about 21 percentile points.  When technology integration PD is the focus, researchers have found the same benefit to student achievement (Hixon & Buckenmeyer, 2009).  In addition to teacher PD, students need knowledge of content and the skills to apply that knowledge.  As teachers become more technologically proficient in managing digital resources, they become the trainers who help their students use digital resources effectively. 

To achieve technological proficiency, teachers need opportunities to learn and use innovative strategies including technology-based resources.  Effective PD consists of four main components: a) developing knowledge through exploring theory; b) understanding the concepts behind a skill or strategy; c) the demonstration or modeling of skill; and d) the practice of skill with peer coaching.  The follow-up to training reinforces the newly acquired understanding and allows for the learner to hone their skill with support (Joyce & Showers 2002). 

Successful PD in technology integration is a catalyst in helping teachers and students achieve improved academic outcomes (Phillips, Nichols, Rupley, Paige, & Rasinski, 2016).  However, technology can muddle the process of learning if it is not intentionally used and embedded in the curriculum.   Without proper support for teachers in the area of PD, technology becomes, at best, a digital babysitter (Schaaf, 2015).  Videos, interactive and non-interactive games and non-authentic feedback by teachers can all cause the learning to take a backseat to technology.  Students spend a vast amount of time using technology for the consumption of content rather than the production of content (Slutsky, DeShetler, & Slutsky, 2013).  Students have the technology resources to translate what they learn into quality informative content that others can use.  For example, even young children can use online games to promote their learning, improve social skills, and foster the development of critical milestones if the digital experiences are managed intentionally within the learning environment (Johnson & Christie, 2009).

              In order to meet these requirements teachers need more than just a one-day training in technology integration practices. This is an ongoing process that includes quarterly meetings to “check-in” with teachers and procedures along with coaching cycles that include direct instruction and co-teaching practices.

Quarterly meetings include check-ins which consist of a clear agenda. Within this agenda, celebrations are a way to recognize where they were and where they plan on going. Teachers are able to hear for each other how well technology integration is going. The next phase is pedagogy and best practices. This phase includes examples of how technology can enhance educational practice. Last is the tools section. The tool(s) always goes at the end to model that the goal and instructional strategy come before finding the technology tool. Time is allotted for questions at the end. The total time for these meetings should not last the teachers' full plan time.

Coaching cycles are designed as a follow-up to the quarterly meetings. In most cases, these follow-ups are requested by the teacher or by the administration. Coaching cycles are never set in an evaluation tone, more in a supportive tone. All coaching cycles start with modeling and co-lesson planning. Beyond the coaching cycles, follow-ups are key to the process. These follow-ups are more of a drop-bys in nature and serve as a scaffold in the support process.

This approach has worked well for my teachers, but this may not work for your specific circumstances. The key is to always but the learning first. Have a clear goal and a planned outcome before choosing the technology to enhance the lesson.

The reality of PD is that it does directly impact student achievement. We learn something new everyday even if we don't want the knowledge. Our students learn from us and it is our job to be up to date on the most effective ways to teach. This is why PD is so important. 

Resources

Hixon, E., & Buckenmeyer, J.  (2009).  Revisiting technology integration in schools: Implications for professional development. Computers in the Schools, 26(2), 130-146.  doi:10.1080/07380560902906070

Johnson, J., & Christie, J., (2009).  Play and digital media.  Computers in the Schools, 26, 284-289.

Joyce, B., & Showers, B.  (2002).  Peer Coaching. Designing and implementing effective professional learning, 153-168.  doi:10.4135/9781483331225.n11

Schaaf, R. L.  (2015). Using digital games as assessment and instruction tools.

Slutsky, R., DeShetler, L., & Slutsky, M.  (2013, April).  Where has all the play gone? Paper presented at the Ohio Early Care and Education Conference, Columbus, Ohio.

Yoon, K., Ducan, T., Lee, S., Scarloss, B., & Shapley, K.  (2007).  Reviewing the evidence on how teacher professional development affects student achievement. REL Southwest Regional Educational Laboratory at Edvance Research, Inc, 2007(033), 1-67.

Balance is key, in most situations ...

Balance is key. In education, we try to find the fine line between frustration and learning. If you search this topic, you will find, “The zone of proximal development (sometimes abbreviated ZPD), is the difference between what a learner can do without help and what he or she can do with help. It is a concept developed by Soviet psychologist and social constructivist Lev Vygotsky (1896 - 1934).” If the ZPD is not found, a student can get to the point of frustration very quickly and shut down. In a perfect world, students would come to us with a “tag” that states what their ZPD is and the directions to follow in the quest for academic growth, not the case. So, what can we do to meet each student’s individual needs? Technology can be the answer (in some cases, not all).

Technology allows the time needed to assess each student then prescribe the needed resources to scaffold the student to their ZPD. Most programs that have Artifical Intelligence (AI) integration will adjust the difficulty of the questions based on how the student answers the delivered questions. An adaptive assessment may take 20 minutes to complete, but it can take that much time for each student in a classroom. This technology does NOT take the place of a well informed and connected educator. Taking the data from the AI and comparing it with anecdotal notes and teacher observation is how we can support students best. I can already hear your thoughts! If the teacher has to do the work, why would they ever use technology to arrive at the same conclusion?! If you have ever evaluated 25+ students over a week, you will have to admit you get tired super quick, and the stories or math evaluations haunt you in your dreams. We are human; computer programs are not. This is why balance is essential. 

What does this look like in the classroom? In the next section, we will explore two resources of MANY. The two I have included here are, in my opinion, the best place to begin. I hope you find them helpful also. 

ReadingIQ is a fantastic resource that not only allows you to choose how the reading levels are reported but also allows students to take a placement test. This is a FREE

This is a FREE digital resource in both fiction and nonfiction from Marvel, Pixar, National Geographic and others that students will love to read. This a great resource for teachers and meets all of the safety measures that are expected in our classrooms today (COPPA, CIPA, FERPA). Resources available in Reading IQ include all Disney products. 

With audiobooks and graphic novels, students of all ages can benefit from this excellent resource, and it is FREE. I know there are a bunch of other resources like GetEpic, Tumblebooks, and many many more. This resource has built-in differentiation through the assessment and different reading levels. Finding one resource to meet all of your students’ needs can be difficult, but with this one and your small group reading practice, and written material, you will give your students options that are engaging for them and you. 

In math, I like Prodigy Math, and before you start yelling at the computer that all students do is play games, read me out on this one. If you assign practice to your students based on what you know about your students, this is the program for you. First off, it is 100% free and easily navigatable for most. In the planner area of the program, you can assign activities to individual students or the whole class. When assigning activities, you mitigate the loss of time while using the program. There is no placement test, but in this instance, your knowledge as the teacher is more valuable than a placement test. 

If you are not assigning activities to your students in Prodigy, you SHOULD NOT be using this program. It is a waste of time if you do not spend some time. This is a powerful program, and with great power comes great responsibility (Uncle Ben, Spiderman). 

Final Thoughts

The vital aspect of any technology usage is a balance. Without balance, we will either not use technology at all, which is not an option for our students, or we will lose the personal connection that is also something our students need to be successful. Don’t place a student in front of a program and expect them to learn in the absents of the teacher and a personal connection. Students need to learn in their ZPD, and technology can only help. You, as the teacher, need to use their professional judgment in choosing the right tool, digital and non-digital. 

Your partner in education,

Douglas Greek