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A Position of the National Council of Teachers of Mathematics Question: What is the role of technology in the teaching and learning of mathematics? NCTM Position It is essential that teachers and students have regular access to technologies that support and advance mathematical sense making, reasoning, problem solving, and communication.

"Censorship in the classroom: Understanding controversial issues\n\nhttp://www.readwritethink.org/lessons/lesson_view.asp?id=203\n\nA lesson plan for grades 9-12 English Language Arts and Information Skills\nLearn more\n\n * Learn more about banned books, biases, censorship, language arts, media, persuasive writing, propaganda, reading, stereotypes, and writing.\n\nHelp\n\nPlease read our disclaimer for lesson plans.\nLegal\n\nPrint\n\n * Print\n\nShare\n\n * Email\n * Delicious Delicious\n * Digg Digg\n * Facebook Facebook\n * StumbleUpon StumbleUpon\n\nIt is important for young people to understand their individual rights and what they, as citizens, can do to protect these rights. In addition, young people need to understand the way in which bias and stereotyping are used by the media to influence popular opinion. In this ReadWriteThink lesson, students examine propaganda and media bias and explore a variety of banned and challenged books, researching the reasons these books have been censored. Following this research, students choose a side of the censorship issue and support their position through the development of an advertising campaign.\nNorth Carolina Curriculum Alignment\nEnglish Language Arts (2004)\nGrade 9\n\n * Goal 3: The learner will examine argumentation and develop informed opinions.\n o Objective 3.01: Study argument by:\n + examining relevant reasons and evidence.\n + noting the progression of ideas that substantiate the proposal.\n + analyzing style, tone, and use of language for a particular effect.\n + identifying and analyzing personal, social, historical, or cultural influences contexts, or biases.\n + identifying and analyzing rhetorical strategies that support proposals.\n\nGrade 10\n\n * Goal 3: The learner will defend argumentative positions on literary or nonliterary issues.\n o Objective 3.01: Examine controversial is

Here is my plan for creating a positive, professional digital footprint and expanding my online presence in a beneficial way.

This video provides helpful tips for educators and students who are interested in addressing their digital footprint. Cate Tolnai suggests strategies to clean up your online identity and start making a more positive and active presence for yourself online. References: http://easybib.com/key/97ff37

A group of students at Iowa City West High School started a social media club. They are committed to using Twitter and other social media to share positive thoughts.

Ten Actions for Building a Positive Professional Online Presence by Shelly Walters

My personal plan for ensuring a positive digital footprint.

Northwest Missouri State University - Jody Staunch uses Pinterest to show positive examples of web design.

This is a student's reflection on the use of social media in a patent engineering course.  He had positive feedback and even offered a suggestion to make it easier to find other students' work.  He gave examples of what the students did in the course.

This student blog is an excellent example of active learning and sharing that learning with others. The author shares what she is learning, her reflections, and leaves a positive digital footprint that will really benefit her. Comments are enabled and she posts commenting guidelines to ensure good netiquette is followed.

This is my plan for a positive digital footprint.

These are my 10 Be's for creating a positive online presence and growing my Personal Learning Network

Prior to entering the M.E.T. program at Boise State University I often used the Facebook to keep in touch with old friends and family, but never to advance my career as an elementary teacher.

Here is my positive digital footprint plan, and one quick quote "I've usually don't see people get hired for their online reputation but I've seen them get fired for it." - Roy Hansen(my wise brother) http://toddhansenlearninglog.wordpress.com/2013/07/02/managing-digital-reputations/

This site dicates how facebook, twitter, and youtube were all used as social media for a school platform. While it does not make any strong conclusions it does indicate that it was positive, and how they made it so.

This article takes the provocative position that a PLN is *not* the best learning situation for all learners. The authors qualify this, however, explaining "when the technology used to support learning is designed to support a specific learning model, this can often lead to a compulsory learning process that users must follow to reach the course objectives." I am not entirely sure this is a bad thing, however; in formal learning situations, I think it makes sense to have clear objectives, assessments, and learning activities. In informal settings--such as personalized professional development for practicing educators, for example--this point might hold true. The authors explain that individuals' epistemological beliefs affect their willingness to learn in an informal (PLN-based) learning situation. Further, the authors believe that beliefs about the role of technology for learning will impact the learning that can occur in a PLN. I really agree with these ideas!

Shareski posits that communication is strategic, and community is about relationships, so social media isn't necessarily a good fit as a strategic communication initiative in a district.

This study delves into the formal and informal aspects of networks. It highlights the need for informal in a teachers' complex job, but the struggles with qualifying/managing the occurrence. It also speaks to administrations delicate roll as a "gate-keeper" or "barrier". Interesting read. 

Nice find Cassie. While the study is lengthy to read it is full of excellent information. I believe the ladder half of the text (discussion and key points sections) is where the most valuable information lies. I always appreciative objectivity and honesty, and the authors of this study were clear that networks aren't for everyone. Everyone is a unique and distinct learner so to blanket the idea of a network as something that is a "must" for effective professional development wouldn't be fair. Yet, it does acknowledge that from a team initiative perspective, networks are a blank canvas and platform for maintaining open communication so all parties involved grow.

This article begins by addressing the changing technological innovations over time but the lack of widespread adoption of particular technologies. For example the acceptance of learning management system but apprehension towards virtual peer-to-peer interactions. Informal rather than formal learning is again highlighted as being a positive move of acceptance. The authors would like to see social media included in learning and life-long learning with a shift from virtual learning systems to personal learning environments