April 16, 2008
21st Century Learning Case Studies
I love case studies. These two scenarios were discussed in my network today, though not a blog, else I would point to them. But I did promise those in my network who shared with me that I would seek input from this network.
Case Study/Fictitious Scenario 1:
A group of students wanted their picture to be used in the credits portion of the school news program. Instead of asking a sponsor to assist, they used a camera on a cell phone, uploaded the photo online, then downloaded it and used it.
The sponsor is savvy enough to accurately guess where the picture came from, even how it was obtained, and even though none confessed, it was openly discussed in front of the sponsor by the group of students how easy it is to do.
The sponsor is a veteran educator who is on an advisory committee at school, and even helped frame wording for appropriate cell phone use scripted in the student handbook.
What should the sponsor do?
Case Study/ Fictitious Scenario 2:
Students are taken to the computer lab for a project on a school newsletter. The task is to research news sites to glean popular or newsworthy topics that might be of interest in a school student newsletter. Using a newsletter program, the students are to write a proposed article. The task upon submitting article electronically is to look for newer ideas online for next newsletter project.
A student is seen on a filtered site by the teacher, who is young and very tech savvy. The student is just asked to get off the site, and warned that the next offense will result in loss of all Internet privileges. When questioned by the student as to “how” Internet privileges can be revoked, the teacher explains that a call will be made to the technology department locking the student out of the network–that the student’s login will be disabled. The student complies with the request, and there was no scene.
Gosh these sound just like something that might happen at any school anywhere. I know what I would do, and it would probably be labeled as “kneejerk” or an “over-reaction.” Of course I say go with exactly as the school’s handbook outlines, afterall in the past I have majorly contributed to it. Teachers should model making good choices, and that includes following the rules, as well as implementing them. Not doing this sends the wrong message, and even though these two are harmless, if we don’t implement all of them, my fear is that kids will think all of them can be ignored.
As I reflect on these scenarios, I think the kids don’t believe they have done anything drastically wrong. The first student saw a way to meet what was deemed a need in a simple and quick way. In the second case, I think the student knows he went against a school rule related to the AUP, but did immediately comply, and as far as I can tell, did not make a scene, did not disrupt class, and had completed the assignment given. The assignment was even to a degree innovative.
What would you do?
So what do you think? What should these educators-teachers-sponsors do? What would you do?
Image: ‘Something new‘
Image: ‘Emma hard at work on an assignment‘