Cyber-Safe Kids, Cyber-Savvy Teens: Helping Young People Learn to Use the Internet Safely and Responsibly
Nancy E. Willard
2007 by John Wiley & Sons, Inc. Brisbane QLD

Virtual Integrity: Faithfully Navigating the Brave New Web
Daniel J. Lohrmann
Brazos Press
Available Oct-Nov 2008

Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School
John Medina
Pear Press 2008

Digital Citizenship in Schools
by Mike Ribble and Gerald Bailey
published by ISTE, 2007

The World Is Flat: A Brief History of the Twenty-First Century
Thomas L. Friedman
Farrar, Straus & Giroux
April 2005

Totally Wired: What Teens and Tweens Are Really Doing Online
Anastasia Goodstein
St. Martin’s Griffin (March 20, 2007)

What’s Happening to Our Girls?  Too Much Too Soon: How our girls are overstimulated, oversold and oversexed
Maggie Hamilton
Penguin

I skim about 400 articles a day on the web related to educational technology, religion, sports, and news.  The following list includes some of my favourite educational technology sites.

To learn more about using RSS Feeds, click here.

Blue Skunk Blog – Doug Johnson
http://doug-johnson.squarespace.com/blue-skunk-blog/

Moving at the Speed of Creativity – Wesley Fryer
http://www.speedofcreativity.org/

Parents as Partners: Supporting Students in the 21st Century – various bloggers
http://www.ourschool.ca/

CU-Online: PK-12 Ed Tech News and Resources – Lynne Wolters
http://cuonline.blog-city.com/

The Thinking Stick – various bloggers
http://www.thethinkingstick.com/

U Tech Tips – Jeff Utecht
http://www.utechtips.com/

Dangerously Irrelevant – Scott McLeod
http://www.dangerouslyirrelevant.org/

Fishers, Surfers and Casters – Paul Teusner
http://teusner.org/
(not a very active blogger, but his research and articles on religion in cyberspace are good)

Ideas & Thoughts: relevant, engaging, authentic learning – Dean Shareski
http://ideasandthoughts.org/

Infinite Thinking Machine – various bloggers
http://www.infinitethinking.org/

LeaderTalk – various bloggers
http://www.leadertalk.org/

The question I’ve been pondering:

How much of our true self do we need to take online with us?

Aspects of online communication and social networking entice our youth to leave their Christian faith offline.  Lutheran educators need to shape the curriculum and the environment of our Lutheran schools from early childhood to Year 12 in such a way that our students learn to leave digital footprints that consistently reflect their faith in Jesus Christ.

The following points are a DRAFT of a set of goals I would like to pursue in developing/adapting strategies that address the need stated above.

  1. Classroom strategies should be based on a Lutheran understanding of “two kingdom theology” that motivates with the Gospel.
  2. Classroom strategies should teach digital citizenship and Internet safety skills as practiced in the context of classroom activities.
  3. Classroom strategies and school practices should engage students in the use of a variety of online communication modes that represent their out-of-school online interactions.
  4. Classroom strategies and school practices should involve and educate parents.
  5. Classroom strategies and school practices should be facilitated by administrators and teachers who leave faith-reflecting digital footprints of their own that are worth modeling.

I listened to the first of a series of three webcasts from Parents as Partners. The topic of this dialogue was “Social Networking on the Internet,” hosted by Lorna Costantini from Kitchener, Ontario.

Listen to the webcast at EdTechTalk.com here.

The beginning of the conversation is a lot of housekeeping, so skip about 10 minutes into the half hour talk to get to the better stuff.

Matt Montagne from University School in Milwaukee made some points I agree with. He believes that we need to engage our students in real, meaningful conversations using social networking tools that they are probably already using outside of school. To not use these while trying to teach digital citizenship skills would be like “having a swim class away from the pool; we’re going to learn how to swim today… but we’re not going to really get in the pool; we’re just going to talk about it.” Matt also spoke of the need for developmentally appropriate activities that teach digital citizenship beginning in the lower grades.

At Matt’s blog, “Middle School Ed Tech Blog,” you can read about a recent 6th grade lesson from the Protecht Project during which his students practiced writing online profiles and created avatars. Matt’s class was part of the audience during Wesley Fryar’s Ustream webcast of which I posted recently.

The second of the three live webcasts will be on 25 February (Monday) from 9 to 10pm EST at http://edtechtalk.com. The discussion will be about: How to use technology and the internet to support student learning. What does this mean to my child? What barriers must teachers overcome to communicate with parents online? Are parents ready?

In the Sydney (Australia) Morning Herald today, an article titled “British Muslims Put Their Faith In Facebook” describes how the increased use of social networking sites (e.g., Facebook) is binding together the Muslim community in Britain.

Will we see a similar positive impact within the Christian community?  What are we doing to encourage it to happen?

Check out these quotes from the article.  Imagine if the same could be said if you replaced each instance of “Muslim” with “Christian”, and “mosque” with “church.”

Academic researchers say Facebook and other social networking sites could yield valuable insights into how young British Muslims form their cultural identity…

For diaspora Muslims, the internet may be replacing the mosque as the thread that binds the community together.

…the internet had become “a wonderful device (for linking) Muslims around the world”

Like many other innovations, it will not benefit the church to attempt to ban the use of social networking sites because of their potential for evil.  We need to seek and encourage good uses of these innovations that can strengthen and increase the community of believers.

After writing my “Proteus Effect” post moments ago, I saw a related story on the BBC news site titled “Virtuality and Reality to Merge”.

The article is a bit “out there”, but that’s what you get from a futurologist like Ray Kurzweil whom the article refers to:

He said a billion-fold increase in computing performance and capability over the next 25 years coupled with the 100,000 fold shrinking, would lead to “blood cell-size devices… that can go inside our bodies and keep us healthy and inside our brain and expand our intelligence”. 

He said the blood cell computers would be able to “produce full immersion virtual reality from inside the nervous system”.

Life and ethics are going to just get that much more complex for our youth in decades to come.

I should probably add to my reading list Kurzweil’s The Age of Spiritual Machines before 2009 comes along.   This 1999 book makes predictions about the future referring specifically to his visions for 2009, 2019, 2029, and 2099.  Which begs the question… Does anybody still read Orwell’s 1984? (you can now read it online for free).

This gets to the point of why I’m concerned about the youth of the 21st century and, in particular, those in our Lutheran schools.

The Proteus Effect. Sounds like a great title for a new movie, but that’s not what it is (at least, not yet). It’s an attempt to explain why some people’s online personalities contradict their offline selves and even influence their offline behaviors. Sharon Begley wrote about this in the 25 Feb 2008 issue of Newsweek magazine in her column titled “Our Imaginary, Hotter Selves.”

It doesn’t take much for one to figure out that they can become someone different than themselves when they go online. Country musician Brad Paisley demonstrates this with his tongue-in-cheek song “Online” (“I’m so much cooler online”).

As interactive online technologies evolve, the potential to alter yourself has become increasingly comprehensive… the way you talk, the opinions you express, the facts of your life, and even the way you look (your “avatar”) …all can be used to present a persona unrecognizable to those from the real world who thought they knew you best.

In his doctoral dissertation, “What is the Avatar? Fiction and Embodiment in Avatar-Based Singleplayer Computer Games,” Rune Klevjer commented specifically on the use of avatars in computer games. But I think his quote below says much about the broader effects of virtual embodiments:

“…an avatar is interesting and playable not just because of what it makes us able to do or perform, but because of what happens to us in the world that the avatar lets us inhabit.”

But let’s go one step further… From taking on a virtual embodiment different from the real self, what happens to us in our real world?
In her Newsweek column, Begley refers to studies by Stanford’s Jeremy Bailenson and Nick Yee regarding the effects of our ability to alter our appearance online (e.g., with an avatar in Second Life). They are the ones Begley credits with the term “Proteus effect.” An excerpt from Begley’s column:

“Your physical appearance changes how people treat you,” says Bailenson. “But independent of that, when you perceive yourself in a certain way, you act differently.” He and Yee call it “the Proteus effect,” after the shape-changing Greek god. The effect of appearance on behavior, they find, carries over from the virtual world to the real one, with intriguing consequences.

What’s scary here is that the change in “you” online appears to change the “you” in real life – at least, for a little while. Read Begley’s column for some examples – both beneficial and detrimental.

I’m concerned that society will attempt to convince our youth that it’s o.k. to be something different online. I don’t think that’s compatible with what we, as Christians, believe and teach about living a sanctified life (virtual or real). (Note to self: need to do some deeper thinking on this)

How can Lutheran schools turn the tables on this Proteus effect? Rather than allowing virtual appearances and behaviors to filter into real lives, can we impact youth in such a way that their offline appearance and behaviors impact their virtual selves and reflect the sanctified life we live from baptism to resurrection?

No answers here, yet, but I’m convinced the answer lies somewhere in a proper application of the Gospel in our classrooms – a teaching strategy exclusive to Christian schools that we often fail to apply properly to real (or virtual) lives.

_________________

An afterthought… The movie “The Matrix” is an entertaining film that also questions a future where the line is blurred between one’s real self and their virtual self. The lead character Thomas Anderson is represented in the digital realm by an avatar called Neo, who possessed supernatural powers. What part of Thomas Anderson is Neo, and through his experience in the digital realm, what parts of Neo become Thomas Anderson? What is the impact on your real self-image of being told “You’re the One” in a virtual world?

This brings up a whole slew of theological things to consider regarding the elements of postmodern Christianity represented in “The Matrix” … a topic for some other day.

Making a note of a Web 2.0 tool from xtimeline.com

Working with youth to develop a faith-reflecting online presence needs to be seen as a long-term project throughout their K-12 educational experience.  I’d like to consider how portfolios and timelining can be used to help youth self-assess their personal growth.

Like much of what I’m likely to post here in the future, I don’t have an answer on this one.  I thought I used to, but not so sure anymore.

How do kids, who are active online communicators, define a “friend”?  What do they look for in a “friend”?

I just “invited” Dave to be my “friend” at the Ning social network “Technology in Lutheran Schools.” What did I just do?  Why did I send an invitation to Dave and not to XXXXX? What message, intentionally or not, did that invitation send to Dave?  What do I expect from Dave in return?  My list of questions goes on and on.

I know which generation I’m from because I am the one who is asking what a friend is because I know it’s not what it used to be.  For kids, they know because, for many today, it’s all they’ve known.

Thus, one more question: What do today’s youth need to know about what friendship has always meant (and will always mean) to me?