Fostering Friendships - Enhancing Social Bonds in the Classroom
Final presentation SACES 2014
1. I “Like” It: Technology and
Teaching in the 21st Century
Dr. Katherine Hermann: khermann@louisiana.edu
Dr. Courtney Holmes: cmholmes@vcu.edu
Dr. Kelly Kozlowski: kkozlow@bgsu.edu
2. Introductions
• Who are we?
• How confident are you using technology in
your classroom?
3. Topic Overview
• Changes in classroom behavior, needs,
expectations, learning styles
• Ethical Implications
• What have WE learned – stories from our own
classrooms
– What NOT to do
– Suggestions
• Applications and examples
• Individual/group work time
13. • “More than 500 million people are on
Facebook, 200 million are on Twitter, and
billions watch YouTube videos every day"
(Johnson, 2011, p. 10).
14. • Fastest growing schools
are online!
• Online K-12 schools are
growing, in Ohio alone
40,000 K-12 students are
enrolled in online
education.
15. • Between 2004 and 2009, the amount of time
that kids between the ages of 2 and 11 spent
online increased by 63% (Kessler, 2010).
16. • In 2009, 27% of teens
had cell phones.
• 2013, 78% of teens had
cell phones. Half of these
phones are smart
phones.
– And they know how to
use them!
17. • In addition, approximately 75% of students in
grades 7 through 12 participated in at least
one social media practice (Kessler, 2010).
18. Schools are changing!
• 21st Century School Practices
– BYOD!
• K-12
• Higher Education
– LMS
– Tech in classroom
29. Ethical Implications
Section H: Distance Counseling,
Technology, and Social Media
(ACA, 2014)
• H.6. Social Media
– H.6.a. Virtual Professional Presence
• In cases where counselors wish to maintain a professional and
personal presence for social media use, separate professional and
personal web pages and profiles are created to clearly distinguish
between the two kinds of virtual presence.
– H.6.b. Social Media as Part of Informed Consent
• Counselors clearly explain to their clients, as part of the informed
consent procedure, the benefits, limitations, and boundaries of the
use of social media.
– H.6.c. Client Virtual Presence
• Counselors respect the privacy of their clients’ presence on social
media unless given consent to view such information.
– H.6.d. Use of Public Social Media
• Counselors take precautions to avoid disclosing confidential
information through public social media.
30. Drawbacks and Suggestions for “Classroom Ethics”
Points to consider:
• Knowledge and comfort level of faculty regarding digital technology
– What’s holding you back?
• Student comfort level with technology – learning new tools
– How much do you guide?
• Unpredictable nature of technology
• Potential for student “over sharing” if you are using anonymous
postings or web-based postings
• What is the point?
– …focus should be placed on the advanced capabilities for the
production of alternative, creative, and innovative work such as the
incorporation of videos, collaboration, and ‘‘nonlinear forms of
writing’’ (Asselin & Moayer, 2011, p. vi).
31. Personal Experiences with Classroom
Blunders
• Students waiting until the night before and
then having the site go down
• Students not knowing how to make a link
public, turn in assignments, share work
• Push back/resistance from students regarding
online work
• Ambiguous nature of grading Web 2.0 work
(…how creative is creative enough?)
34. How Can Students Use FB?
• Closed Site
– Entire cohort is included
– Closed to anyone outside of the
cohort
• Communication
– Social outings
– Course schedules
– Dropbox post updates
– Problem-solve technical difficulties
– Questions on assignments
– Job opportunities
– Share documents
– Late for class
35.
36. Benefits
• Connection
– Students can “constantly” connect with everyone in cohort
– Medium that they “actually use, not like Moodle”
• Helped transition into graduate school
• Reduced anxiety – normalization of concerns
• Reduced confusion and “ambiguity”
– Assignments
– Expectations
• Fulfilled a social need
• Learn about classes that have not taken
• Built a cohesive environment
37. Drawbacks
• Too much information
– Annoying
– Anxiety producing
• Superficial connection
– Friends on line but never talk to in person
• Venting
• Facebook is forever
– some things shouldn't’t be posted
38. Recommendations
• Encourage students to connect, but don’t get
involved
• Timing
– More important at the start of a program to build
connection and normalize experiences
– Anticipate high value close to graduation – share job
opportunities and discuss interview process
• Encourage professionalism – social media can
blur boundaries
39.
40. How Do Students Use Dropbox?
“Our entire first year is in Dropbox!”
– Class Notes
– Chapter Outlines
– Study Guides and Test Time
Resources
– Audiobooks and Videos
– Used sequentially with Facebook:
Send notice of updates
41. Benefits
• Information Triangulation (read the textbook,
but see what classmates found important in
outlines)
• Helped the transition back to academic setting
• Accessible
42. Dropbox Drawbacks
• Inaccurate Information
– Resources are only as valuable as the source
• Potential ethical problems
– Cohort must self-police
• Mooch
– A few people post the majority of the information
– Need to delegate responsibility
43.
44. “free and easy way to create and share webpages” (Google)
• Course Development
• Share Student Projects
https://sites.google.com/site/coun674/
45. “Create and share your work online and access your documents
from anywhere. Manage documents, spreadsheets, presentations,
surveys, and more all in one ...” (Google)
• Discussion Board
• Writing Projects
https://docs.google.com/
48. www.google.com/voice
• Connect with students
without providing your
cell phone number
• Students can connect
with clients without
sharing personal
number
• Soliciting research
participants without
sharing personal info
49. How do you really keep client media
safe?
• On-campus clinic recordings
• Student sessions for case presentations
• Supervision videos
B.6.b. Confidentiality of Records
and Documentation
Counselors ensure that records and
documentation kept in any medium are
secure and that only authorized persons
have access to them. (ACA, 2014)
50. Flash Drive Encryption
• Flash Drive
– Scan Disk
• Students describe Scan Disk as “more of
a hassle”
• Must choose Mac of PC option
• Software instillation required on all
computers prior to viewing
– Lexar
• Flash Drive with encryption software
• 16MB or larger
• $20 - $40, depending on storage capacity
• Must move file to desktop to view
51. So… How Do you Encrypt and Access?
Installing BitLocker encryption software on flash drive.
1. Go to “My computer”
2. Right click on your flash drive icon
3. Select “Turn on BitLocker”
4. Check the box where it talks about password encryption.
Press “Next”
5. Write your password down twice in the boxes provided.
Press “Next”
6. Select the option to print out the encryption key
7. Start encryption. (This may take a while, so be prepared
to have some time)
8. Once the encryption is done, you can remove your flash
drive.
53. Drawback and Considerations
• What do you do when a student
presents and un-encrypted flash
drive?
• Remember to delete any
documents moved to the desktop
AND empty the trash
• Accessing and downloading videos
takes additional time
• Requirement continuity among
department
• How safe is encrypted software?
• PC to Mac compatibility
54. University Policy
ULL Technological Confidentiality Policy:
All internship and practicum students are bound by the
American Counseling Association (ACA) ethical code to
maintain the security and confidentiality of client
information, both print and portable media. If electronic
media is used to review counseling sessions and/or for
supervision presentations, the storage device must be
password protected and all client information must be
deleted immediately following review. A breach of
confidentiality is ground for dismissal from the
counseling program.
55. Don’t reinvent the wheel
Current assignments
Current discussions
Current objectives
60. You are to create an overview of an assigned identity (culture) on a padlet.com wall. How the
wall looks is important, and it is up to you to organize the wall to make sense to the viewer.
Post the link to your padlet on the provided CANVAS page.
Include the following information on your padlet wall:
Minimum of 25 events/items should included on your padlet wall.
- Include the names of the padlet creators at the top.
- Include three quiz questions at the top of the padlet. Do not include the answers. Be sure the
answers can be found within the padlet, and that the questions/answers are clear. Students
should email any questions about the quiz questions to the padlet creators, not the instructor.
- Send the instructor the answers to the quiz questions
- A Brief overview of culture (may include: values, traditions, roots of culture, celebrations,
legends, folklore, traditional dress, family values, music etc..)
- Capture today’s 21st century culture. For example Native Americans in head-dresses living Tee-
Pees is not a current depiction of Native Americans.
- Limited and narrow minded portals of this cultural identity (stereotypes)
- Individuals who are champions/heroes/positive role models from this culture. This can include
authors, politicians, singers, actors, teachers, noble prize winners, the sky is the limit here.
- Include information from the textbook!
- Suggested movies for gaining awareness of culture
- Suggested books for gaining awareness of culture
- Considerations in counseling
- Known Mental health & Physical issues
- Journal articles related to DSM bias, mental health concerns or counseling techniques
- Any additional information you consider interesting or noteworthy
62. You will only be graded on what is actually written on the page, not for what is said or
written on the links you provide the reader for more information. You must clearly
demonstrate that you understand each of the talking points listed below. For example
you must write about the how the theory conceptualizes why people become
maladjusted(talking point 1). Then you are to provide a link or picture to go along with
your description. A link alone will not receive any points. The project link should be
uploaded to the designated CANVAS page.
Topics (talking points) to be included in your review of the theory's use in group
counseling:
- Detailed explanation of the theory’s view of why people become maladjusted.
- Detailed explanation of the theory’s explanation of how people get better.
- Detailed explanation of how the theory defines the counselors way of being.
- Detailed explanation of the theory’s techniques
- Detailed explanation of the theory’s approach to group counseling
- Detailed explanation of the specific 'types' of groups in which this theory could be
utilized.
- Detailed explanation of the what theories seem to take opposing views of the points
above
- Detailed explanation of the what theories seem to take similar views of points above
- History of theory’s founder and philosophical views/beliefs of founder.
65. You will create an integrated developmental theories timeline in dipity.com.
Each member of the group is responsible to include their assigned
developmental theory to the dipity (dipity.com) timeline. The final group
product will be one dipity time line that includes/integrates all of the
developmental theories. Each of the developmental theories should include
youtube links, webpages, articles, and other forms of multimedia. The timeline
should include embellishments of each of the stages in your theory, not simply
a definition of each stage. Start the timeline at 1900 for a new born. Finally
each group has been assigned a different age. You are to write a brief, one
paragraph description of a child at that age. Post a link to your final dipity time
line on the provided page in CANVAS.
Include the following:
Piaget
Erikson
Greenspan
Kohlberg (may have to guess age range)
Learning theory of your choice (Bandura, Vygotsky…)
74. Concept Map/Test Critique
All students will choose an assessment to review and critique. Each student will be required to make an online concept
map for his/her instrument. The information you will need to include in the concept map will be provided to you. See
Canvas for further detail. (i.e., Myers Briggs, Beck Depression Inventory, Connor’s Rating Scales)
– Applications to use: http://popplet.com
Concept Map Case Vignettes
All students will be assigned a client case study and two classmate concept maps to review. Students will write a review
the case study in relation to both of the assigned concept maps. Students will determine whether or not each
assessment would be an appropriate tool for that client based on his/her demonstrated needs and individual
characteristics. See Canvas for further detail.
• Sandy is a 35 year old, African American female who has been self-referred to your agency. Sandy has lived in the
USA for 6 years, but was born and raised in Kenya. She has dual citizenship. She is requesting psychological testing
and assessment. Her immediate concerns include workplace struggles (i.e., not getting along with coworkers or
management, being fired for insubordinance, not being able to keep a job for longer than six months, among other
things). She presents in your office for your first meeting on time, but seems to be disheveled in appearance as
referenced by her mismatched clothes and inappropriately applied makeup……..
Answer the following questions using 2 of your classmates’ popplets:
1. What is the initial referral question?
2. Does this referral question match the instrument’s objectives? Why or why not?
3. Can the instrument be used for this client based on demographic information? Why or why not?
4. What other information about your client would be helpful in order to make a decision on whether or not to use this
instrument with Sandy?
5. What other information about this test is important in your consideration (i.e., reliability, validity):
6. In your professional opinion, is this instrument an appropriate fit for Sandy? Why or why not?
• http://popplet.com/app/#/1386472
• http://popplet.com/app/#/1371190
• http://popplet.com/app/index.php#/1374143
76. • You will be assigned a disorder to review. You will create a web 2.0
presentation of your assigned DSM 5 disorder in youth. Create a
glogster (glogster.edu), a popplet (popplet.com) or a or linoit
(linoit.com) with information on diagnostic criteria, symptoms and
treatment, interventions (meds and proven techniques),
comorbidity, age range of diagnosis and so forth on this disorder.
Include multimedia links in the presentation from youtubes to
podcasts as well as news articles, journal articles (at least 3) about
the disorder and specifics from the DSM. Each event that is posted
must include a summary of the information included in the link,
article, website or video. For example a link to diagnostic criteria
(such as either a website or article) must include a brief summary of
what the reader will find by following the link.
• http://lianna0923.edu.glogster.com/separation-anxiety-disorder-in-children/
• http://tflanag.edu.glogster.com/attachment-disorder-reactive-attachment-
disorder
78. Web 2.0 Theory Project:
Either individually or with a partner, you will create a technology-based project using Web 2.0 software on a designated
group theory. If you work with a partner you will both receive the same grade, regardless of each member’s contribution
to the final product. Theories will be assigned on the first day of class.
The presentation should present the basics about the group theory you signed up for. You may use any Web 2.0
applications to create your presentation (i.e., Popplet, Padlet, Glogster, Mind42). When you create your project, you
MUST describe and explain the points listed below using your own words and interpretations. DO NOT just paste a link to
an article or website without a full description and summary. Be creative – use pictures, youtubes, and other interactive
info.
The benefit of Web 2.0 is that all presentations/projects can be shared with other classmates. With the sharing of these
assignments, you will have access to descriptive pages of all group counseling theories that you can use well into the
future. All projects will be shared with classmates.
Include the following information:
• - History of theory’s founder and philosophical views/beliefs of founder
• - Detailed explanation of the theory’s view of why people become maladjusted
• - Detailed explanation of the theory’s explanation of how people get better
• - Detailed explanation of how the theory defines the counselor’s way of being
• - Detailed explanation of the theory’s techniques
• - Detailed explanation of the theory’s approach to group counseling
• - Examples of how this particular theory might benefit a specific group of clients (i.e., type of illness, grief, chronic
pain, etc.)
http://prezi.com/h2sgroncvgfw/adlerian-theory/?utm_campaign=share&utm_medium=copy
http://sheetsjg.edu.glogster.com/existential-theory/
Another Prezi example: http://prezi.com/hd_csh8ao1w8/?utm_campaign=share&utm_medium=copy
80. References
American Counseling Association (ACA), (2014). Code of
Ethics. Retrieved: http://www.counseling.org/resources/aca-code-
of-ethics.pdf
Asselin, M., & Moayeri, M. (2011). The participatory
classroom: Web 2.0 in the classroom. Literacy Learning: The
Middle Years, 19(2), 1-7.
Kessler, S. (2010). The case for social media in the schools.
ACA-VISTAS. Retrieved from
http://mashable.com/2010/09/29/social-media-in-school/
Johnson, L. (2011). Clients, connections, and social media.
Annals of Psychotherapy & Integrative Health, 14, 10-11.
Notas del editor
Introductions
Where were from
How we got interested in technology
Reflective activity
How confident do you feel using technology in your classroom?
Scale of 1-5 – have the one’s stand up, 2 stand up?
Any 1s hoping to share – what’s keeping you from being a 2?
What is this?
Have an account?
What is this?
Have an account?
What is this?
Have an account?
What is this?
Have an account?
What is this?
Have an account?
What is this?
Have an account?
What is this?
Have an account?
What is this?
Have an account?
Edmodo
Canvas
Their world is different. Their world is not flat. It is round.
Difficulty translating online relationship and discussions about online posts in person
BitLocker Drive Encryption: Sometimes referred to just as BitLocker, this is a “full-disk encryption” feature that will encrypt an entire drive. When the computer boots, the Windows boot loader loads from the System Reserved partition, and the boot loader will prompt you for your unlock method — for example, a password. BitLocker will then decrypt the drive and load Windows. The encryption is otherwise transparent — your files will appear like they normally would on an unencrypted system, but they’re stored on the disk in an encrypted form. You can also encrypt other drives in a computer, not just the operating system drive.
BitLocker To Go: External drives, such as USB flash drives and external hard drives, can be encrypted with BitLocker To Go. You’ll be prompted for your unlock method — for example, a password — when you connect the drive to your computer. If someone doesn’t have the unlock method, they can’t access the files on the drive.
http://padlet.com/chatfie/4tdbm3hvwn
http://padlet.com/iamkellyanne/picturesofidentities
Padlet
Group theory
http://padlet.com/chatfie/4tdbm3hvwn
Diversity
http://padlet.com/iamkellyanne/picturesofidentities
http://padlet.com/jmmarx/46yah9wj17
How confident are you using technology in the classroom?
How excited are you to include some new technology pieces in your classrooms?
New scale – 5-5
Groups
Theories
Group
Career
Multicultural
Skills/Techniques
Research
