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cindy - I was sitting here reading all the posts and an 8th grader came up and said with enthusiasm, "UUUU...Is that Padlet? We use that in English class - it is fun!" I agree with Rebecca in that we need to help the kids take true ownership in their written work and to truely show their best work to the "community" at large. I am going to look and see what is on padlet from our english department and see how I can integrate padlet into my classroom. 

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cindy - I was sitting here reading all the posts and an 8th grader came up and said with enthusiasm, "UUUU...Is that Padlet? We use that in English class - it is fun!" I agree with Rebecca in that we need to help the kids take true ownership in their written work and to truely show their best work to the "community" at large. I am going to look and see what is on padlet from our english department and see how I can integrate padlet into my classroom. 

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One example of students' publishing their work is The Concord Review, which publishes student history papers. The papers are about 14 pages in length; they are excellent. But I don't know how many people read them. They are still exercises to prepare students for adult work. Students do publish oral histories that they have obtained from adults -- this is very authentic and valuable work, I think.

My favorite statement on this topic is in A Horse and His Boy, by C. S. Lewis: “For in Calormen, story-telling (whether the stories are true or made up) is a thing you're taught, just as English boys and girls are taught essay-writing. The difference is that people want to hear the stories, whereas I never heard of anyone who wanted to read the essays.”

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I really believe that students should be encouraged to publish their work.  It is a long held maxim in gifted education that students should be given the opportunity to perform "real work" for a "real purpose" and a "real audience."  An on-line Steward "Journal" or some type of student publication that reflects what students are learning would be a good way to do this.  This also lends itself to a type of authentic assessment for student work.   In our Bryan Innovation Lab curriculum, one of our goals is to have students blog, tweet, or publish about the projects that they are working on in their classes.  I hope that this will eventually provide another means for students to consolidate their learning and to "do something" with what they are learning.

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The idea of publishing is scary and exciting! As

we talk more about digital footprint it is  important that we make sure students are

publishing their best work.  This is one of the things that causes

me anxiety personally. What if, while it was never my intention, a student

publishes something that down the road haunts them.  I can't imagine that happening but

the "what if" still scares me!

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The Children's Internet Protection Act (CIPA) was enacted by Congress in 2000 to address concerns about children's access to obscene or harmful content over the Internet. CIPA imposes certain requirements on schools or libraries that receive discounts for Internet access or internal connections through the E-rate program - a program that makes certain communications services and products more affordable for eligible schools and libraries. In early 2001, the FCC issued rules implementing CIPA and provided updates to those rules in 2011.

What CIPA requires

Schools and libraries subject to CIPA may not receive the discounts offered by the E-rate program unless they certify that they have an Internet safety policy that includes technology protection measures. The protection measures must block or filter Internet access to pictures that are: (a) obscene; (b) child pornography; or (c) harmful to minors (for computers that are accessed by minors). Before adopting this Internet safety policy, schools and libraries must provide reasonable notice and hold at least one public hearing or meeting to address the proposal.

Schools subject to CIPA have two additional certification requirements: 1) their Internet safety policies must include monitoring the online activities of minors; and 2) as required by the Protecting Children in the 21st Century Act, they must provide for educating minors about appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms, and cyberbullying awareness and response.

Schools and libraries subject to CIPA are required to adopt and implement an Internet safety policy addressing:

Access by minors to inappropriate matter on the Internet;

The safety and security of minors when using electronic mail, chat rooms and other forms of direct electronic communications;

Unauthorized access, including so-called "hacking," and other unlawful activities by minors online;

Unauthorized disclosure, use, and dissemination of personal information regarding minors; and

Measures restricting minors' access to materials harmful to them.

Schools and libraries must certify they are in compliance with CIPA before they can receive E-rate funding.

CIPA does not apply to schools and libraries receiving discounts only for telecommunications service only;

An authorized person may disable the blocking or filtering measure during use by an adult to enable access for bona fide research or other lawful purposes.

CIPA does not require the tracking of Internet use by minors or adults.

You can find out more about CIPA or apply for E-rate funding by contacting the Universal Service Administrative Company's (USAC) Schools and Libraries Division (SLD) . SLD also operates a client service bureau to answer questions at 1-888-203-8100 or via email through the SLD website.

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Children's Internet Protection Act (CIPA)

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The Children's Internet Protection Act (CIPA) was enacted by Congress in 2000 to address concerns about children's access to obscene or harmful content over the Internet. CIPA imposes certain requirements on schools or libraries that receive discounts for Internet access or internal connections through the E-rate program - a program that makes certain communications services and products more affordable for eligible schools and libraries.

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You make a good point about publishing for the little ones. The idea of publishing needs to be adapted to the age level of the class. We need to make sure we are in compliance with COPPA and CIPA, for one thing.

I like the overall idea of giving students the opportunity to share to a broader audience, but I think the audience needs to start small at the primary level and grow as the children get older. Perhaps in grades JK to 5 the audience could be the classroom or the building. In middle school it could be the whole campus, and in upper school, the world.

Publishing to the world, expecting and getting feedback gives some authenticity to the work students do. It is no longer busy work. It becomes real work.

Look at Lynn Z.'s reflection. Using Padlet, Lino, or Today's Meet would be a great way to share with a limited audience while getting the kids feet wet in the onine

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Certainly, the one advantage is that students

have a larger audience for their work, instead of

just the teacher or their peers. Their audience for

social media and what they post is so different than what

they are asked to do for school, and I think they recognize that

and are somewhat reluctant to publish for their peers in a classroom

setting. Somehow they open themselves up in a different way when they share

academic work with their peers as opposed to social, detached conversation. I also

agree with many of you about the risks that are involved. I just had an incident happen

in class today where we were sharing in GoogleDrive, and one student commented

on another student's work in a derogatory way--ended up in a discipline referral.

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I really would like a way to share our work with parents - but with that comes risks.  I must say I do enjoy seeing other first grade activities posted on blogs and websites.  Therefore, there must be a way for us to do the same here at Steward. I know last year or two we couldn't have class or grade level blogs.  I guess when we investigate and gear up for sharing on the web, we will have the best and safest method for our students here at Steward.

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I think it is wonderful for students to be able to post onto padlet or another web based program.   Usually it would just be the student and the parent who saw the results, but now it becomes an open wall.  I think students would take more pride in their work.  I think it will make them try to think differently.  I would like to post an open ended problem and have the students respond and once they see one answer they could not use it again.

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I have the same questions as Lynn. It is our duty to protect our students, but we also have the duty of preparing them for the next level of their education. Undoubtedly the next level will involve publishing on the web. Students also need to be able to effectively communicate on all kinds of electronic media, not just the websites mentioned above. Employers will expect effective communication via email (or text?). So Rebeca makes a good point about critical review of work. Students need to be just as accountable for correct work on the web as they were with paper. I also think Laura makes a good point about mediocre work. We need to push our students to do better than average work because we need to challenge them. "The web is the fridge" is a great thing to keep in mind. I think I need to remind my students that they should be proud of their work and should want to make sure it is "fridge-worthy."

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I feel like this is something I struggle with frequently - how to balance the exposure's positives and negatives. At my previous school I maintained a blog and used that to share a lot of the online work that my students produced. It made sharing work with the parents so easy and the parents absolutely loved that they could then share this with grandparents, etc.. I'm a control freak though and sometimes it is hard/scary to give up some of the control. Lynn, I completely agree with your question of protecting the kids. We do so much to protect what the students see that it seems odd to turn around and expose them for an indefinitely broad audience. On the other hand, what an amazing tool/resource that is available - allowing students access to places they would never be able to go to, connecting with people they would never imagine connecting with and learning from. I think it is just a fine line that we have to walk and I think that a lot of boundaries are unclear/need to be explored.

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I was just thinking about this question as my students are in the process of writing some beautiful descriptions of people who are important to them. After reading the first drafts, I thought that I would really like these to be shared more widely. I will go ahead and have them publish them to the international student blog with photos, but I would hesitate to publish it more widely because of the personal nature of the posts.

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I've enjoyed helping my students learn to post on Padlet.

They work hard to make sure their posts are well written and

make sense. I'm thankful that I am able to

filter their posts and make sure they post to safe sites.

Bringing them along slowly and thoughtfully, teaching them

that the world may see their work, this is the way to guide

them on this journey.  The web IS the fridge, just a bigger one that lots of folks may view. Laura, I feel your pain.  Older students might need to be reminded that they want to put their best on the web in case the college advisors are reading. Also, don't post anything that they wouldn't want their grandmothers to read.

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Not sure how I feel about this...

I happen to like the refrigerator door canvas for my firsties! I will need to do more research and see more proof. Yes, I know I can control audience. I also am well aware how very competitive our 1st grade typically can be. I am a bit hesitant to expose my kiddos.

On the other hand, what a great opportunity for our classroom outcomes to shine!

Rebeca - Did you miss the closer contact that you lost by not having them physically move toward you? I hear you Laura about the "control" thing!

As I said, I'm going to have to ponder this much more... ;)

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Robin/ Tranforming a Class by Connecting with the World

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Robin/ Tranforming a Class by Connecting with the World

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Remember that you have control over how broad your audience is as well as whether or not they can comment on what has been published. We can protect students from others knowledge of who and where they are as well as from others saying unkind things about their work. But we can also expose our students to a broader audience and embrace the feedback that audience might offer. See the webinar below for some more thoughts.

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To plan an exposition of student work on the web requires A LOT of FAITH and HOPE. FAITH that the student(s) will put in a true effort and have pride in their work. HOPE that the end result will be inspiring and that students will be proud of their work, excited to show others what they've accomplished, and a quieter student will rise above expectations.

Yet the devil on my shoulder worries: that the students will shoot for the minimum and end up below mediocre; that a shy student (like me) would feel too exposed and play it safe; that web-publishing will only contribute the void between the 'haves' and 'have nots' (good, creative students getting more praise, and quieter students not).

Of course, we need to pursue the FAITH and HOPE approach. Yet, I feel the 'pubishing' as Rebeca writes about (making things public in a smaller community, during the process) is a nice middle ground. Not only to 'protect' my students, but for my own comfort. Or perhaps the truer question: "Can we pry the CONTROL out of Akesson's cold dead hands?" I'm working on it. :)

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"Publishing" is a big word that has a lot of different meanings.  Yesterday during our meeting I kept thinking that a big part of the "redefinition" aspect of SAMR at the Steward School, in particular, had to do with needing to help the kids think about their work in new ways.  In the most recent project that I completed, students struggled to "share" through apps rather than shouting across the room or coming to me and "showing" me what they had done.  It was extremely interesting to see their reaction when they "got it" that I had the same image of what they were doing on my screen and I could see and contribute to their edits without their having to physically move towards me.  Then, when their work was "published" on YOUTUBE - a platform that they are used to using to view others work - it was all good.

So, whereas it is a good idea to create with all these new tools to showcase our work in new ways, we have to help the kids take the first step of critically reviewing their work and the work of others. Then once they have learned how to be criticial at a higher order level, then the audience can be widened.

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I love the idea of students publishing beyond the fridge but I have two issues.

First, do we need to protect students in some way?

Our school is very concerned with what we allow our students to see - blocking certain sites - and yet are we okay with them just putting their work "out there."  Perhaps it is okay.  I can't think of the harm it can do but my crystal ball is in the repair shop.  The second isssue is what about kids who don't want to publish beyond the fridge.  Some of my students are quite happy with no one seeing their work.  And there is no guarentee that if you do publish to a wider audience that anyone will see it any how.  I am for it just not sure what it will look like.  But I guess that is the point.  Thanks, Lynn