Twitter

A Day in the Life of a Teacher

Wednesday morning schedule:

4:55                        Get out of bed. Kind of hard today. As last night’s tweet shows, I was up late helping my son use Animoto to create an All About Me video

5:10 to 5:30            Run on the tread mill (only time for 20-25 minutes most mornings lately)

6:00                         Out the door

6:30                         Drop off husband at work

6:40                         At work and ready to start the day

6:40-7:30                 Double check day plan, catch up on e-class discussions, check email, read a few articles

7:30                        Check Twitter

I’m sitting at my desk while the morning custodian is cleaning the room. He and I are the only ones in the school for probably at least another half hour. We exchange pleasantries, then he goes on to sweep and mop while I check my Twitter account for anything new in the educational world. Today, I come across the following tweet:

langwitches    6th gr.stdents learning &formulating own opinions abt ethics of animal dissection in schools. Help by adding ur thoughts http://bit.ly/9x0rXa

Interesting. Teaching grade four, dissection isn’t something I’ve really thought much about since my own experiences in grade eleven. So I clicked on the link and explored. What I found was impressive but shocking. A middle school is questioning the continued value of dissection in a world newly equipped with virtual dissection programs. Some of the facts shock me:

• (some animals) are vivisected (this means that they have a procedure done to them while they are alive.)
• Undercover investigations of biological supply companies found nightmarish acts of animal cruelty including the drowning of rabbits and embalming of cats while they were still alive

The students have done their homework and I’m at least rethinking my years on the pro-side of the dissection argument.

Clicking on the link provided by the National Geographic tweet, I find myself looking at the brilliantly coloured tombstones in the cemetery in Chichicastenango, Guatemala.

Mental note: must show this to my class. We’ve been looking at landmarks as part of our geography unit and this cemetery will be a sharp contrast to the gray-stone filled cemetery down the street.

After researching Facebook and thinking about privacy, Courosa’s tweet catches my eye:

courosa    RT @sjciske: Watch your tweets! Are Canadian Police Getting More Access to Your Internet Data? [TNW Canada] http://bit.ly/cwTMdE

I try to bring up the link, but the school computer isn’t letting me.

A quick glance at the Target tweet advising that Black Friday is approaching, then I have to log off. It is after 8 now and a co-worker is coming through the door to talk to me. Then I have to talk to the librarian and figure out why the newly donated telescope has magically appeared in my room. Another day is about to begin.

12:45

The hall is abuzz with the excited chatter of students returning to classes, thrilled to have had play time on a day that has transitioned so quickly from blustery rain to beautiful sun. The trees are still dancing, leaves shimmering in the wind, and the crystal clear blue sky almost takes my mind off of the mess in the class. Art materials clutter desks, waiting for students to come back. The paintings will have to wait until the students return from the library.

My new schedule has the added benefit of opening up time for reflection and professional development during the day. I photocopy in the mornings, missing the jam of people usually clogging our tiny photocopier room during recess and lunch. Now I can use my preps and breaks for other things.

So, I go back to Twitter and am greeted with

shareski    I wonder how my slow cook meatballs are doing?

 and I think, “whoops! I forgot to check the popcorn chicken situation before leaving for work this morning. Hope there’s enough for dinner.” This was posted only 20 seconds before from via Tweetdeck, which reminds me that I had planned to check out taking Twitter mobile.

Pushing past this tweet, I’m greeted by a new National Geographic post:

NatGeoSociety    The Milky Way Is Blowing Bubbles: http://on.natgeo.com/dhm978 #space #mystery #science

Having spent the morning in the computer lab with my students, working on our Spaceology Inquiry projects, I’m pretty stoked to open this amazing picture

A post from Global News BC is asking for a ‘person in their sixties who is still working with no plans to retire at 65’ while Mashable has a link to a video interview with Mark Zuckerburg, founder of Facebook and the History channel post is reminding me to check out the newest ‘this day in history’ video. So many places I could take my research, and only 15 minutes left until the students come back. I decide to pull myself away from the tweets from people I’m following and turn to the task at hand. I had stumbled across the group edchat last time I was on Twitter and I wanted to take a peek at what was going on. I’m rewarded with the tweet:

birklearns    50 Ideas for Project Based Learning --neat ways to engage learners! http://bit.ly/c9KH1M #edchat #cpchat #bcpvpa #edreform

So I click on the link and find a list of helpful suggestions on how to use inquiry in the classroom. I only have time for a cursory scan before I’m off to pick up my students. I’ll have to revisit the site later.

A busy afternoon ensues. Three o’clock arrives and parents are waiting outside my door to talk to me. I have a meeting with one of my own son’s teachers scheduled for 3:30. No time for Twitter after school. No problem. There’s always tomorrow.

My Initial Experiences with Twitter

               

I have to admit to being underwhelmed by the idea of researching and using Twitter. Like many, I didn’t know much about it. I somehow had gotten the impression that Twitter was like Facebook and that Facebook’s popularity would somehow eventually make Twitter obsolete, so why bother using it. The only person I ever knew that used Twitter was, ironically, my 70ish year old Grandfather. He came to town for a visit a year ago and the first thing he did was put a Twitter icon on my Dad’s computer. As my Dad complained later, he never asked if he could do this nor did he ever explain why he used Twitter and it never occurred to me to ask.

                In reading to find out more on the subject of Twitter, I encountered Brett Young's initial views on the subject:

Are you kidding? Why on earth would I join a site where all it is is updating my status over and over. I have Facebook, thanks, that's enough for me. This Twitter thing sounds dumb. It will be here and gone like MySpace. I don't even know anybody that is on it and how can I keep my privacy protected by people I don't want know anything about! Plus, you only get 140 characters to type something. BLAH! (2010)

Some of this sounds familiar, except that no one was bugging me to join, so I didn’t need to recite the speech to anyone else.

                I first signed up for Twitter in early July of this year. The process was simple, as illustrated below:

As you can see, I created an account, started following the recommended people, then logged off and didn’t think about it again until September. As it turned out not to be a required part of the course I was taking, I simply didn’t see the need to use it.

                Unfortunately, this initial jaunt into the Twitterverse caused a fair amount of stress upon reading the requirements for this course. Knowing that I needed to follow Twitter and having previously found very little that I could do with it, a panic started to seep into my subconscious. I needn’t have worried. One Saturday morning lying in bed with my husband, lap top propped on pillows, skimming through the tweets on my home page and I really started to see what Twitter could offer me. Maybe it was because I didn’t quite understand what they meant and my eyes were drawn to what my brain wanted to puzzle out.  Or maybe it’s the nature of the people I initially started to follow. Whatever it was, the first thing I noticed were the links. All of these people sharing links to sites containing solid educational ideas, theories and resources. I spent a lot of time clicking on links and discovering what was being shared.

                Over the course of several days, I discovered other things I could do with Twitter. The cool thing about Twitter, as with so many social networking sites, is that you can find other people or organizations to connect with by looking at the people you are following and checking out  what they are doing. If someone you are following retweets (forwards) a message, the original tweeter may be someone you want to follow. I’ve found a number of people to follow using this feature. In addition, using the search box to the right, you can search for people or institutions to follow. Initially this was not all that successful. I tried searching for the authors of some of the books my class will be reading, but found only private individuals with messages professing undying love or excitement over an approaching holiday. Some searches did reveal useful links. Searching for the History Channel, I discovered not only the link but also the ‘this day in history’ videos that I can’t wait to use in my class. I also went back to some websites, like the Target store website, where I had seen the ‘follow on Twitter’ links and signed up to follow that way. My husband was quite impressed with this, stating, “That’s so cool! Now the new deals come straight to us instead of us looking for them. Now all we need is an Iphone so we can follow when we’re down in the states or out and about.” I was well on my way now to using Twitter to meet both professional and personal goals.

Twitter for Personal Use
          At a party the other day, I asked a friend of mine if she was on Twitter. She smiled and shook her head, saying that she was really resisting joining as she had enough on-line activities taking up her time. Her boyfriend, however, was as devoted a tweeter as he was a sports fan and would send her texts of the news he found on Twitter all the time. He was thrilled with the ability of Twitter users to find out up to the minute sports news and share them. My friend pointed out that even sportscasters were using Twitter, siting a trade that was posted on Twitter, then broadcast on the news 4 minutes later, with the sportscaster admitting that he might not have heard of the trade this early had it not been for Twitter.
          This is the part of Twitter that excites me. Sharing information and exchanging ideas in real time. I can post a question and someone will likely answer it quickly. I can be notified when the next Fred Meyer flier is ready and then check it out through the link or on the RSS feed. The minute something happens, let's say, in the Canuck hockey world, not only would I know about it but also what all my contacts think of it. Twitter may be the end of blank looks on my part when someone says, 'hey, did you hear about.."

Twitter for Professional Use

                Twitter is gaining popularity. The following slide show outlines a variety of ways Twitter can be useful for education professionals.

Twitter for teachers

View more presentations from koxley.

Twitter Nuts and Bolts

                Twitter itself represents a new way of communicating and collaborating with others, and, much as one learns a new language and set of norms when immersed in a new culture, there are a few things new tweeters need to know.

                Once your account is set up and you are following others, it’s important to decide what your goals are with this account. If networking with other education professionals is your goal, then you need to create a personal learning community (PLN) and actively participate in it. Start by searching for education professionals you know of – people you know in real life or whose blogs you read, for example. Click on their names and visit their profile pages. Check and see who they are following by looking at the list of posts on the profile page and try following some of those people.

                To build up you Twitter presence, actively post items that would be of interest to others.  Personal information is fine, but it will probably only be of interest to people you know well. Posting links to useful sites that outline professional development opportunities, resources or lesson plans seems to be the best way of sharing information. Due to the limited number of characters allowed in a tweet, there are sites that allow Twitter users to shrink the url of the site they want to direct others to. Let’s say that I want to direct people to a video of CTV BC’s news cast on the resignation of BC Premier Gordon Campbell. If I copy and past the following URL - http://www.ctvbc.ctv.ca/servlet/an/local/CTVNews/20101103/bc_campbell_announcement_101103/20101103?hub=BritishColumbiaHome

I wouldn’t have any room to explain what the url is or post my opinions. Using a URL shrinker, like Bit.ly, allows me to create space in my tweets for more than a url (Ludwig, 2010). To use it:

It is also a good idea to make sure that you come off as a legitimate person to follow. Upon creating a practice account (to get the ‘how to’ shots) I was instantly followed by two women claiming that ‘cool men message me’ and that they hoped not to spend another night alone. Since I deactivated the account quickly, I didn’t need to go through the process of blocking them from following me, however, it was a little disconcerting. Librarian Bobbie Newman states that her criteria for following someone includes making sure that he or she has a real name and bio and that this person is not relying on the default avatar (2010).

Oops! That includes me. So I tried to add a photo, but each time I ended up with this error message:

I admit that I haven't yet solved my problem, although I plan to keep trying. Maybe if I tweet about it, someone will have the answer.

One final thing...

I wasn't on Twitter for very long before someone suggested that I use Tweetdeck. The following set of pictures out lines the process I went through to set up and use Tweetdeck. Tweetdeck not only brings my tweets to me on my desktop, it also allows me to read tweets, reply to tweets, retweet and search at the same time. If I had a portable device, Tweetdeck would be even more useful.




















































References

Bradley, P. (2009). Using twitter in libraries. Retrieved from http://www.trailfire.com/joannedegroot/marks/295581

College@home. (2010). Twitter for librarians: the ultimate guide. Retrieved from: http://www.trailfire.com/joannedegroot/marks/295582

Johnson, S. (2009). How twitter will change the way we live. Retrieved from: http://www.trailfire.com/joannedegroot/marks/328540

Kingston, C. (2010). Twitter for Beginners. Retrieved from: http://www.trailfire.com/joannedegroot/marks/295578

Ludwig, S. (2009). Top 10 twitter tips for beginners. Retrieved from: http://www.trailfire.com/joannedegroot/marks/295579

Nelson, C. (2009). Cultivating a PLN through your reader. Retrieved from: http://www.trailfire.com/joannedegroot/marks/789220

Newman, B. (2010). How to decide who to follow on twitter. Retrieved from: http://www.trailfire.com/joannedegroot/marks/1541195

Newman, B. (2010). 10 ways twitter will make you a better employee, better at your job and benefit your library. Retrieved from: http://www.trailfire.com/joannedegroot/marks/2466229

O’Connell, J. (2009). Making twitter work for me – and you! Retrieved from: http://www.trailfire.com/joannedegroot/marks/916667

Tech & Learning. (2009). Nine reasons to twitter in schools. Retrieved from http://www.trailfire.com/joannedegroot/marks/297714

Wikipedia. (2010). Twitter. Retreived from: http://www.trailfire.com/joannedegroot/marks/295574

Young, B. (2010). Is this thing on? Retrieved from: http://www.trailfire.com/joannedegroot/marks/1195312

Social Networking

The Bewitching Nature of Social Networking

            Remember the old saying, “It’s not what you know, it’s who you know?” Social networking, according to the Common Craft video of the same name, refers to the process of establishing contacts with individuals through other individuals in hopes of accomplishing a goal. The more people you connect with at social functions, the more likely you are to meet your spouse, next boss, future business partner, etc. Ever watch those old Bewitched episodes?

The advertising executive, Darrin, is always bringing clients home for dinner, or golfing or having drinks with the boss at the country club. That’s social networking.

See, Darrin makes a good impression on the boss. The boss asks him to entertain a client at dinner.

The client asks Darrin to go golfing and introduces Darrin to his best friend, a man who just happens to have advertising needs of his own.

A few months later, they all meet up again at the annual Country Club Christmas party, where Darrin meets the new client’s brother, who is also looking to do some advertising.

Everyone’s advertising needs are met and Darrin moves up the company ladder.

            All of this merry-making is social networking. People get together at functions, meet new people, and new social or professional alliances are formed. Social networking on the web works in a similar way. People connect with friends and make connections to new friends through existing ones. Each connection provides an opportunity to create a relationship that satisfies a need. And, unlike during the dinner parties of the past, interactions with friends and FOFs (friend of a friend) can be measured and carefully constructed, yet done in your underwear.

Facebook Magic

            While Darrin networked at the country club and Samantha networked at the witch’s council, mortals were creating Facebook for the rest of us. The most popular social networking site right now has to be Facebook. Facebook is free and easy to use. Users create an account with an email and a password, and then are free to search for and add friends. Facebook also allows users to communicate through private messages or public messages posted to a friend’s wall, create event invitations, play games, take quizzes or create groups or pages focused on a topic or product. Most people seem to use Facebook for social purposes, however, increasingly some have started to use it to promote commercial interests or to bring awareness to causes. Facebook may have potential educational applications as well, but more on that later.

            Doug Johnson, the blogger behind Blue Skunk Blog, states that he always thought that Facebook’s, “value on the surface seems recreational in nature,” and I have to agree. It took me awhile to see the value of using Facebook in my life. Many of my friends were already on Facebook and bugging me to join before I gave it a shot. It wasn’t long before I was adding friends. Facebook’s ability to allow me to catch up with old acquaintances was even better than going to my high school reunion! After the initial blush of interest wore off, I found that my visits to Facebook were fewer and further between. I do find Facebook useful for emailing family, friends and co-workers, as all the profiles are in one place and I don’t need to worry about email addresses. If a message isn’t urgent, I have a general rule: text if it’s during a decent hour of the day, send a message through Facebook if it isn’t. Facebook is also useful for planning events and responding to event invitations. I have also noticed that some of my friends are using Facebook to promote their businesses and recruit clients. My elder son uses Facebook to share photos of family trips and to play games, while my younger son is still in the “Facewho?” stage. My Dad created a Facebook site because he wanted to share a video of himself zip lining through Whistler, and Facebook allowed him to share it with the maximum amount of people in as user friendly a platform as possible. Now that he has an account, he uses it to play games and communicate with relatives.

            As Facebook is a relatively new (over the last 6 years) social networking medium, there seems to be some debate about what constitutes generally acceptable rules for behavior while online. One video states the following rules:

• don’t change your relationship status without consulting the other person
• don’t post embarrassing photos
• be discreet when posting messages on another person’s wall
• don’t start hate groups

(Yourtango, 2009).

While I am unlikely to be changing my relationship status soon nor do I see starting any sort of hate group in my future, I identify with the other two. I actually have never seen the point of contacting anyone through their wall other than to post happy birthday. I figure that most conversations are private, and, even if they aren’t, why bore people with details they have no need of? That said, I have seen all manner of things posted to the walls of others and I wonder if there is ever any fall out for those I know personally. As for embarrassing pictures, I have my fair share, but they are all the “America’s Funniest Home Videos” G-rated variety. I did have one friend, however, that went through her photo album and posted the most unflattering pictures of all her friends that she could find. Bad hair days, giant pimples, funny faces… all preserved for posterity via Facebook. She did it to be funny. It wasn’t, but it was harmless.

How can I create magic?

            There seems to be much debate about the usefulness of Facebook as an educational tool. Some say that Facebook, like other social networking sites, has the potential to provide homework help or promote academic discussions by linking students with other students or experts. In a study conducted through Harvard, researchers found that high school students were using social networking sites to get help from others. One participant in the study stated, “If I am stuck on a project, I might send a chat message to a friend, and he might provide an answer or say, 'Take a deep breath; you can do this,'" (Blanding, 2009 ). In addition to providing support, the study found that students were using these sites to follow independent paths of study and explore creative interests, such as writing. When asked how social networking helped them, students identified that, “technical skills (65 percent), followed by creativity (61 percent), appreciation for diversity (46 percent), and communication skills (43 percent) (Blanding, 2009)” were being learned through this medium.

            It’s difficult to argue that providing students with a network of peers and adults who can help them in their academic pursuits is a bad thing. Further, the access to help social networking provides, coupled with the potential for collaborative educational endeavors makes social networking even more appealing.

            But what, exactly, would using Facebook in my classroom look like? First of all, my students are too young to create their own accounts legally, so all access would have to be through my account. This is just not a viable option. If my students were old enough to create their own accounts, however, there are a few things I can think of for them to do.

            First, creating or joining a group could be useful. There are a number of groups on Facebook, and so many of them support a worthwhile cause or charity.

Tori’s law is a petition to better the Amber Alert process, something that students could discuss and possibly support. The Princess Project, provides help for those girls who are graduating but can’t afford the dress or pampering that goes along with the grad process. This is a great project to discuss in the senior high school grades, as some students may be all for it, while others may feel that these girls should get jobs to pay for dresses or may have general objections to the inflated prom process itself.

Creating a group could be an empowering experience for students. Students could pick a charity or a school-wide goal and recruit classmates and others to join. Imagine creating the group “School X contributes to the food bank.” The group could send a message sent out to others to take all recycling to the local recycling depot, but, instead of getting money back, as them to add it to the School X account. At the end of the year, the student administrators for the group could cash out the account and donate the money to the food bank. Think of how powerful that would be, especially if the general population joined in. Or, it you just want your students to have access, you can create a secret group. I’ve included a picture of a group invitation from a high school friend of mine. She is a personal trainer and uses Facebook to recruit clients. Look closely under the group invitation. The line reads “this is a secret group. It will not show up in your profile.” This refers to the ability to create a group and only allowing those you invite to join.

Another option is to create a page. To do this, go to www.facebook.com/pages/create/php.


You’ll be given the option to create a community page (probably the more useful) or an official page, which is better for fan clubs, businesses or promotions. When creating the page, you can customize it with pictures and information and it will be attached to your profile.

2010-11-11_1205

As a test, I created a page called Reading. From here I could post information about books and articles students may find interesting and I could reinforce home reading time. The discussions area could allow for the discussion of books, an authentic extension of school-based literature circles. I could also have created a homework or projects page that could allow students to discuss project ideas and provide homework help.

Perhaps the most important educational use for Facebook in the classroom is the ability to search out significant individuals or groups and check out their Facebook presence. Who are significant individuals or groups? That depends. Studying Space in Science? Check out:

Reading the book Number the Stars by Lois Lowry (as my class is)?

Studying government, and would like to learn more about the Prime Minister:

Or maybe I’d like to show my political preferences:

There’s a lot of information on Facebook, with links to Wikipedia and blogs to boot. Older children undoubtedly are already looking here for information, so harnessing it for use in the classroom just makes sense.

To cast a spell or not cast a spell? That is the question.

Everyone knew that the best way for Samantha to get things done was to twitch her nose and cast a spell, yet she tried to live life without the magic crutch. Denial was a virtue. Should the same be said of Facebook in the classroom? There are some concerns about using Facebook at school. Some educators have “fears of exposing students to inappropriate online content (or of) students making inadvertent contact with sexual predators” (Brady, 2010). Others are concerned that bullying will happen as a result of Facebook time. One New Jersey middle school principal banned Facebook at school stating that, "There is absolutely no reason for any middle school student to be a part of a social networking site!" (Anonymous, 2010). He also asked that parents ban Facebook in their homes, citing concerns over bullying and a reduction of hours spent on homework or sports. In addition, many educators have concerns about privacy.  On Facebook, the, “people classified as “friends” have the ability to download and share your information with others” (Johnson, 2009).

And these friends don’t always exercise the best judgment, nor do they necessarily have a student’s best interest at heart. This creates a problem for students. A bullying incident that could be nipped in the bud at school, for example, or a night of thoughtlessness could become viral through Facebook, ruining a student’s reputation for years to come. Do we really want the unfortunate exploits of young people to haunt them for the rest of their lives?

Yet this seems to be the very reason that some choose to included Facebook in the curriculum. Richardson summarizes the argument well:

I mean really, if you’re on the board of ed, sitting in the superintendent’s chair, serving as principal, or even “just” a parent, how can the following reality not cause you to call a meeting and get Facebook into the curriculum: Upwards of 75% of the kids in your high school use Facebook. You need a manual to figure out how to appropriately set your privacy settings on Facebook .Because of that (to some extent, at least), lots of your kids are doing not so great things in public that might get them into trouble…Most of the younger kids in your system are going to be on Facebook when they are in your high school. No one is teaching them .Over and over again, I find that people’s mental model of who can see what doesn’t match up with reality. People think “everyone” includes everyone who searches for them on Facebook. They never imagine that “everyone” includes every third party sucking up data for goddess only knows what purpose. They think that if they lock down everything in the settings that they see, that they’re completely locked down. They don’t get that their friends lists, interests, likes, primary photo, affiliations, and other content is publicly accessible.

(Richardson, 2010).

High school teacher Mike Slowinski concurs. He challenges educators to think about their obligation to students through posing the question "If our students are in a world where potential employers and colleges check these (Facebook) sites… wouldn't we want to teach (students) how to use social networks safely and responsibly?" (Curwood, 2010). In addition, he states that, “Even though students may be digital natives, we can’t expect them to understand what online academic work entails in terms of formality and content" (Curwood, 2010) without some sort of formal training. Even the American Library Association (ALA) is acknowledging the need for better teaching in terms of protecting one’s privacy. Rather than banning social networking or sticking their heads in the sand to avoid the issue, the ALA held Privacy Week from May 2-8, 2010 (Adams, 2010).

With an eye to preserving my own privacy, I took a good look at my privacy settings and changed a few things. While I didn’t “need a manual,” I admit that I did need patience and time, despite the assurance from Mark Zuckerburg that Facebook staff had recently reviewed and simplified the setting of privacy controls. Even at that, I gave up clearing all the apps that I no longer used, as I have about 25 and I needed to delete them one at a time. I considered getting rid of apps all together, but that would have blocked Slideshare, which is one particularly useful educational tool. I did make sure to double check who has access to my posts as, “at a minimum, educators should have all privacy settings set to “only friends”. “Friends of friends” and “Networks and Friends” open your content to a large group of unknown people. Your privacy and that of your family may be a risk. People you do not know may be looking at you, your home, your kids, your grandkids, - your lives!” seemed like sound advice (Johnson, 2009).

So it seems that, along with the general internet safety lessons that we are to teach students, there needs to be a place for Facebook, or for that matter, all social networking safety. Many advocate for the creation of specific guidelines for social networking at the school or even district level. Some considerations for these guidelines are:

• Do not use commentary deemed to be defamatory, obscene, proprietary, or libelous.
• Exercise caution with regards to exaggeration, colorful language, guesswork, obscenity, copyrighted materials, legal conclusions, and derogatory remarks or characterizations.
• Post only what you want the world to see.
• Do not discuss students or coworkers or publicly criticize school policies or personnel.
• Do not post images that include students.
• Do not accept students as friends… Decline any student-initiated friend requests.
• Do not initiate friendships with students­­­­­­­­­­­­­­­

(Johnson, 2009).

Do witches and men mix?

Samantha’s mother didn’t seem to think so. Endora’s derisive attitude towards her son-in-law mirrors that of those who feel that teachers shouldn’t use Facebook at all. Indeed, some teachers are bound by district policy that prohibits its use. Johnson states:

As educators we have a professional image to uphold and how we conduct ourselves online helps determine this image. As reported by the media, there have been instances of educators demonstrating professional misconduct while engaging in inappropriate dialogue about their schools and/or students or posting pictures and videos of themselves engaged in inappropriate activity. Some educators feel that being online shields them from having their personal lives examined. But increasingly… educators’ online identities are too often public and can cause serious repercussions.

(Johnson, 2009)

Personally, I think this is a slippery slope. While I agree that educators have a ‘professional image to uphold,’ that image is dynamic and reflects the times. What is the professional image I am to reflect? 100 years ago, I’m fairly sure it would have been that of an unmarried, devoutly religious, caucasion woman from a ‘good’ family. Does that reflect the norms of this day and age? Besides, there are a number of mediums through which teachers, or others, could disgrace themselves. Perhaps, if we were all subject to carefully crafted social networking guidelines when we were teens ourselves, then the ‘serious repercussions’ mentioned above could be avoided. A more persuasive argument, in my opinion, is that, “we (teachers and parents) have a responsibility to understand what Facebook is all about,” (Richardson, 2010) even if it’s just so we can educate children on the pitfalls and understand what’s happened when problems arise.

           

Looking back at the suggestions for Facebook policy, you’ll see that friending students is not advised. This leads to another hotly debated controversy with regards to Facebook and education. Frankly, I was surprised that such a controversy exists. Being an elementary teacher, it has never been an issue for me. The extreme age difference between myself and my students dictates a quite formal relationship, although I suspect it might be the same if I taught high school, as that is just my personality. I listen to my students, I advise my students and I’d like to think I teach my students a thing or two, but I am not what I would call chummy. It is the same with parents. I am friendly, but not a friend. Consequently, only one student has ever tried to friend me, and he wasn’t even my student. He was a co-worker’s student and Facebook friend and I believe he just sent out friend requests to everyone on her friends list.

            Personal feelings aside, after considering the weight of evidence, I feel that teacher’s should continue to exercise autonomy when deciding to friend or not friend students, as, again, I believe that professional autonomy is a right worth preserving. Many school districts, however, are drafting policies and, “depending on how the policy is written, it may-intentionally or otherwise-prohibit friending students on social networks.” I suppose that each teacher must first familiarize him or herself with the district’s policy, then think carefully about any possible repercussions.

A place of their own

Sam and Darren found their little haven: a house outside the city, fit for visiting bosses and clients and the occasional relative that zapped in for a visit. What about us? For those who feel that Facebook has no place in their lives or classrooms, there are other social networking sites out there. Before turning our attention to them, it’s worth defending social networking in an educational setting in general.

            As previously stated, students who first started social networking to connect with friends quickly found that this was a platform through which they could learn and express themselves creatively. Students could exchange information on topics of interest with peers, professionals and experts. Poems and stories previously relegated to the diary hidden at the bottom of the sock drawer suddenly were shared with a public audience. Questions didn’t have to wait for Monday, as they could be posted and responded to, and not even necessarily by the teacher.

            There are other reasons to address social networking in the classroom. According to author and influential business thinker Gary Hamel,

The experience of growing up online will profoundly shape the workplace expectations of “Generation F” – the Facebook Generation. At a minimum, they’ll expect the social environment of work to reflect the social context of the Web…

(Hamel, 2009)

What is this new social environment and what will it mean for the work place? Hamel lists 12 important distinctions between traditional work environments and the new environment on the horizon.

1. All ideas compete on an equal footing. On the Web, every idea has the chance to gain a following.

2. Contribution counts for more than credentials.

3. Hierarchies are natural, not prescribed.

4. Leaders serve rather than preside.

5. Tasks are chosen, not assigned.

6. Groups are self-defining and -organizing.

7. Resources get attracted, not allocated.

8. Power comes from sharing information, not hoarding it.

9. Opinions compound and decisions are peer-reviewed.

10. Users can veto most policy decisions.

11. Intrinsic rewards matter most.

12. Hackers are heroes.

(Hamel, 2009).

Think about what this new social atmosphere means for the classroom. For students to become ready for the new business world, and for classrooms to make them ready, there needs to be a shift. Teachers can’t train students to blindly follow authority, completing the real work of designing tasks and creating groups and leaving students to move through the paces. We need to design dynamic spaces for students to learn. Students need the opportunity to put forward ideas, chose worthwhile tasks and complete them in carefully chosen groups of differentiated specialties (#1,5&6). They need to have the opportunity to be a leader and question what a leader does (#3&4). They need to be able to share and review ideas and complete tasks with a vested interest in doing an excellent job (#8,9&11). Social networking platforms can help students do this, by giving them the opportunity to express ideas, propose projects, set criteria, find and share information, form groups, divide the work, etc. And for this reason, social networking needs to make it to the classroom.

There are roughly two types of sites: those for educators and those for the general public, including students.

Teachers who don’t want to join Facebook or who would like to join a public forum for the sake of exchanging educational ideas have a few options. Each site is a closed site, in that membership must be approved before you can join and contribute. I signed up for TeacherLibrarianNing (available at http://teacherlibrarian.ning.com/) and Classroom 2.0 (available at http://www.classroom20.com/). Upon signing up, each gave a message that my membership was awaiting approval, and I needed to wait for an email confirmation. While nothing is ever completely secure, this gave me a little bit of reassurance that information shared through these sites will be professional. More importantly, I feel that actual discussions about teaching will result from these sites, as opposed to on my Facebook account, where I only ever seem to send and receive messages of a personal nature.

            For the general public, including students, there’s Ning.com. Nings are sites that offer a “Facebook-like environment (through which teachers can) deliver some… curriculum and teach some social networking skills as well” (Richardson, 2010). While I say that Nings are for the general public, I mean that anyone can set up a Ning around any passion, or search for a Ning based on an interest. Nings offer their creators the option of keeping the Ning private, which means restricting membership to only those they approve. This means that teachers can offer a social networking experience with few of the pitfalls of Facebook. Of course, there should still be an iron-clad set of safety, privacy and polite use guidelines in place. Closing the site to outsiders is just added insurance that you can enforce these guidelines.

There are a couple of issues with Ning.com. First, searching for a Ning through the search function results in hits that are either inappropriate for students or so loosely related to the topic searched as to be useless. Students and teachers need to carefully sift through what Nings a search turns up. Also, many sites require you to ask for permission to view the contents, which, while a major plus for educators, is a pain when trying to perform a cursory inspection of a site. In addition, when creating your own Ning, you have to build up its popularity. This isn’t an issue if you only want students to access the site, but if you were hoping to attract others, you may not be able to do so as fast as when connected to as heavily-visited a site as Facebook. Students under 13 cannot access sites or create their own.  Finally, there seems to be a cost associated with the service, which is nominal and may be waved for educational sites.

If you can overcome these set backs, creating a Ning could be for you. If my students were older, I think creating a Ning for each major research project throughout the year would be a great way to connect students and allow them to share ideas and answer each others questions. I’m sure I have time to come up with a solution for the age problem, as it seems that social networking is here to stay.

Resources

Adams, H.. (2010, April). Choose Privacy Week: A New ALA Initiative. School Library Monthly, 26(8),

48-49.  Retrieved November 10, 2010, from ProQuest Education Journals. (Document ID: 2002785871).

Anonymous, . Kicked Off Facebook. (2010, September). Scholastic Action, 34(2), 20-21,T5.  Retrieved

November 10, 2010, from ProQuest Education Journals. (Document ID: 2140715091).

Blanding, M. (2009). Thanks for the add. now help me with my homework. Retrieved from:

http://trailfire.com/joannedegroot/marks/295594

Brady, K.. (2010, February). Lifting the Limits on Social Networking Sites. School Administrator, 67(2), 8. 

Retrieved November 10, 2010, from ProQuest Education Journals. (Document ID: 1950191201).

Christopher Harris.  (2010, April). Friend Me? School Library Journal, 56(4), 16.  Retrieved November 10,

2010, from ProQuest Education Journals. (Document ID: 2002800041).

Curwood, J.. (2010, March). BEYOND GOOGLE. Instructor (1999), 119(5), 49-53.  Retrieved November

10, 2010, from ProQuest Education Journals. (Document ID: 1998413271).

Hamel, G. (2009). The facebook generation vs. the fortune 500. retrieved from:

                http://trailfire.com/joannedegroot/marks/436956

Johnson, D. (2009). Guidelines for educators using social networking sites. Retrieved from:

http://trailfire.com/joannedegroot/marks/916695.

Richardson, W. (2010) Blogs, wikis, podcasts and other powerful web tools for classrooms. California:

Corwin.

Richardson, W. (2010). Teach. Facebook. Now. Retrieved from: http://weblogg-ed.com/2010/teach-       facebook-now/

Yourtango. (2009). Facebook manners and you. Retrieved from

http://www.youtube.com/watch?v=iROYzrm5SBM

Multimedia and Presentation Tools

As easy as jumping on fish…

Ever play the level in Super Mario Brothers two where you have to jump on the fish to get to the other side of the waterfall? Every time I played that level, I switched over to the Princess Peach character. There’s a very simple reason: she can float in the air for a few seconds at a time. This is an invaluable skill if, like me, you never quite mastered the timing for jumping on the heads of slippery, leaping fish.
Using multimedia and presentation tools on the internet is like jumping on fish. Once you pick the right tool, producing the product is easier, as if it has a will of its own.

Multimedia and presentation options on the internet offer a whole new venue for creating dynamic and exciting presentations for authentic purposes. Here, Multimedia and presentation tools are defined as tools that allow teachers and students to create projects that integrate writing, research and content information with pictures, video and audio. Just like traditional classroom projects, these tools help students to show their acquired knowledge by choosing a medium and selecting visual or audio elements to enhance their presentations. Unlike traditional classroom projects, these tools offer new options, such as uploading a student’s own pictures, videos and audio recordings, as well as saving them to sites that can host the item in perpetuity, allowing interested parties to view and comment on the products. Ever have students throw their projects in the recycling on their way out of the class, stating that they have no room to store it at home? Now, projects can be stored online. Ever have a student complain that he or she was doing all the work because the project was at someone else’s home? Now all parties can have access from anywhere. No room to store 30 projects in a classroom? Leave them on the internet. Students complaining that no one looks at the projects anyway, or parents wondering what their children are doing? Upload finished items to a blog, Facebook, wiki, etc. You can even Tweet about it! Best of all, there’s no more, “the dog ate my homework excuse” as the project is online. Even if the dog eats the computer, the project can be retrieved elsewhere.

There’s more than one way to skin a fish…

There are a number of tools out there for teachers interested in creating projects in the web 2.0 world. In my opinion, the best course of action is to try out some of the tools. Once you and your students are familiar with what’s out there, ideas for their use will come to mind. Here’s a quick overview:

Comics

Students love to read comics. The few that I’ve introduced to my classroom are never on the shelf! During library time, students vie for the Asterix comics, a series that even my husband was excited to hear was still around. Studies have identified comics as a great choice in reading instructional materials. Three reasons seem to stand out; increased student motivation to read due to high interest in comics, accessible reading levels and availability (Lin, 2005). Student interest in comics doesn’t stop with reading. In my subjective experience, students love to create comics (there are weeks when I can barely stop some of the boys in my class) and are always eager to share what they’ve created. Many teachers are capitalizing on this by introducing comics as an option for demonstrating learning.
There are many sites that students can create comics on.
Comic Creator
Comic Creator, hosted by Read Write Think, lets students create simple comics. You can visit Comic Creator at http://www.readwritethink.org/files/resources/interactives/comic/ Students start by giving their comics a name and choosing between one and six panels for their comic. Then, using preset characters, settings, props and dialogue balloons, students can begin to create. There is also a caption box under each frame. The one downfall is that the comics can not be saved. The only thing students can do is print the comic.

Make Beliefs Comix

Another option is Make Beliefs Comix, which can be found at http://www.makebeliefscomix.com/Comix/ . This site offers a few different functions, such as the ability to delete mistakes and change a character’s facial expression. The biggest difference, however, is that the comic can be saved by sending them as an email or by exporting them to Facebook. This has immediate applications for the classroom, as it enables students to create comics which can then be emailed to the teacher for assessment.

Pictures, Video and Audio
There are a number of sites on the internet that allow for pictures, audio clips and videos to be put together in a creative way that can demonstrate learning in any of the core subject areas.

Slideshare
Slideshare (http://www.slideshare.net/) is a site that allows users to upload slideshows, documents and videos and share them with others. This ramps the old Power Point presentation up a notch by giving it a world wide audience. To use Slideshare, first I signed up for an account with a user name and password. Pretty simple and quick. Then I created a slide show using Power Point on my computer, which was the part that took the most time. Once the show was created, I uploaded it to my Slideshare account, and was presented with a variety of options, as indicated in the following screen capture.



When I was finished, I was able to embed my presentation on my blog. I could also have sent it somewhere else, like to Facebook. My choice would depend on my target audience.

Voice Thread
Voice Thread is another site that allows users to create slide shows, however, these show can be created directly on the Voice Thread site. There are many educational voice threads. Clicking browse brought up a page with a number of videos. One video, named Math Strategies, showed how students think through an addition equation while another video talked of the aftermath of Chernobyl. Obviously, many people are using Voice Thread for educational purposes.
To create a voice thread, you need to sign up for an account, then log into the new account. Once that’s done, click on the create tab at the top of the screen. Start by adding in content, as specified below:



Next,


Finally,


Vuvox
Vuvox is a site that allows users to create moving displays or collages of pictures and videos. Once I was signed up (again, with an email and password), I could select create under collage. I was then able to upload pictures from my computer and put them on my Vuvox site to choose from while creating my collage. I was also able to select pictures from Flickr once I gave Vuvox permission to access my Flickr account as well as pictures provided by Vuvox for everyone to use. Once I had a store of pictures to choose from, I was able to drag and drop the ones I wanted onto the canvas. Once each picture was on the canvas, I was able to click on the image to access a set of editing tools, which gave me the ability to change the picture by flipping, resizing or cutting out shapes. I was also able to add text and could have added audio, if I wanted to. Once my Vuvox collage was completed, I clicked on publish and was asked if I wanted my project to be saved as public or private. Choosing private only allows the collage to be saved as a draft, so I chose public, which gave me the added bonus of knowing that I was contributing to a collection of work available for all. The work was saved under my collages. To get the embed link, I clicked on my collages, then I copied the code and embedded the collage onto my blog. I could also have sent it to other sites, such as Facebook.

Animoto
Animoto is another site that allows users to create slide shows, but with pizzazz. The slide show will play like a video! To use Animoto I needed, again, to sign up with an email address and password. Once the account was created, I was able to create presentations. First, I clicked on create video, then was asked to select a video style, which is the background that the video will play on, as well as the way the video will unfold. When I chose the video style, I was able to choose between paying for a yearly subscription, paying for a one-time use or using it for free. As this is my first time using Animoto, I opted for free usage. The one drawback to the free usage is that my video was then limited to 30 seconds in length. After choosing the video style, my next job was to upload pictures to the site. Like Vuvox, I could pull pictures from my computer or from Flickr, once I gave Animoto permission to access my account. Animoto also has a store of videos and pictures anyone can use. One great thing about Animoto is the lay out of the pictures after loading them and the easy editing tools it lets you access. Animoto lays the pictures out in an array, like this:



This makes it easy to reorder the pictures, add text, add in new images, etc. After I was satisfied with the image selection, I was able to add in music. Animoto has a store of music users can access, which made it easy to find a selection. I also could have uploaded my own music. Finally, I was allowed to preview the settings on my video and give it a title. When Animoto was finished creating the video, I received an email about the video. I was also able to get the embed code and place it on my blog, or I could have sent it to Facebook, Twitter, Youtube or a friend using email. Videos are stored on the user’s account, so I can go back and remix a video anytime I want.

Jing
Jing, which can be found at http://www.techsmith.com/jing/ capitalizes on the phrase, “a picture is worth a thousand words” by creating this application that allows users to capture screens images. It has great potential to create ‘how to’ clips or videos for all things on the internet. The site advertises that you can use Jing to, “take a picture or make a short video of what you see on your computer monitor and share it instantly via web, email, IM, Twitter or your blog” (TechSmith Corporation, 2010).
Jing is different than the other multimedia and presentation sites commented on in this post. It is a program that you download right to your computer. As such, it requires a time commitment. I spent at least 20 minutes trying to download it onto my work computer, only to find out that it was blocked, which would mean a call into the tech services department. Later that night, I spent about an hour downloading Jing and other updates onto my personal computer at home. Once it was done, it was worth it. Jing places an icon, which looks like half of the sun, on the top of my computer. To use Jing, all I had to do was navigate to a page that I wanted to capture, move my cursor over the sun icon and click on the capture icon when it dropped down. Next, I could drag a box around the page or the part of the page I wanted to capture and sort of take its picture. Jing then gave me the option to add items, like text or arrows, in order to more thoroughly explain what to do with this page. Once the image has been captured and commented on, it can be sent to a few different places. Screencast.com is a site that works with Jing. Links sent to Screencast are saved for the user, which in turn allows the user to decide what to do with them. I was able to access the embed code from Screencast and place a captured page on my blog. Jing also lets you save the image to your computer. I saved my nutrition comic, for example, as an image to my documents. I could then open up the comic from my documents and use the editing features to do such things as color in the comic.
I have used Jing a couple of times throughout this post. Scroll through and take a look at the screen captures and the items I’ve added to aid in explanations. The really cool thing about Jing is, in time, nearly half of what I’ve written here will be obsolete, as I will be able to graphically show what I’m right now asking readers to imagine.

Fish for Me?

As a personal learner, I have to admit that I like playing around with new things and having that concrete experience much more than I like reading about them. Cell phones, board games, models – I always try to use them first and read instructions later, if I’m lost. I have realized that I am creating my own learning when I do this. Learning to use these multimedia and presentation tools was fun because it satisfied the same principles.
Frequently, over the course of the last two week, I found myself showing a tool to one of my children or my husband. Sharing the comic sites with my son was fun. He loves to draw and is currently taking a cartooning class, so it was right up his alley. Soon, he was begging me to show him an animation site, too. As an interesting benefit, my eleven year old son ended up showing me Pivot, a program that allows users to use stick figures to create stop motion videos. Essentially, it works like a flipbook. A series of pictures are created and captured then replayed to create the video. Watching my son, I realized the complex thought processes at work with a program like this. First, there’s the scripting. Next, character selection and creation, followed by character placement, which has to be fairly precise to avoid the problem of characters disappearing and reappearing. All of this, my son did in his head! Maybe I’m just in awe because he’s mine, but I think this type of work has great applications for having students think logically through a number of steps, from the beginning to the end of a sequence. Could there be some overlap into the Language Arts curriculum here?
The sharing feature of each of the tools was probably the best part of this week’s exploration. I found myself thinking about who I could reach with these tools. My neighbor’s daughter is about to have a baby, and I thought, why not create a baby shower invitation with Animoto and email it to the shower guests? My sons had a Halloween party last Saturday. Creating a collage of the photos and mixing in spooky music on Vuvox would make a great keepsake, one that I could post onto Facebook or email to all the parents. And I bet that an eye catching slide show of last year’s camp, created through Slideshare and presented at the next parent information night, would do wonders to boost membership in the local Cubs program.

A Fish in the Hand…

No doubt, there are tools for almost anything that was currently done on paper. The question is, why bother? Traditional projects, done with paper and writing implements, glue and scissors, time and imagination, have proved effective over the years, while multimedia and presentation tools are relatively new domains, untested and ripe with potential accessibility and liability pitfalls. So, why bother? Justifying multimedia and presentation tools in the classroom is a justification of new teaching in changing times and the struggle to keep the classroom a dynamic place that benefits all learners.
Differentiation has become the new buzz word in education. Many districts, mine included, are working towards creating differentiation in the classroom in an effort to stave off the numbers of children who become disillusioned with school due to lack of authentic, interesting experiences it contains. Differentiation is defined as
acknowledging that kids learn in different ways, and responding by doing something about that through curriculum and instruction… differentiation is not an instructional strategy nor is it a teaching model. It is in fact a way of thinking, an approach to teaching and learning that advocates beginning where students are and designing experiences that will better help them achieve.
(Koechlin &Zwaan, 2008)

Four different ways differentiation can be achieved are through varying the content of lessons, the process students go through in order to understand the information contained in the lessons, the product that students are able to complete in order to demonstrate understanding and the environment in which learning takes place (Koechlin &Zwaan, 2008). Multimedia and presentation tools play a big role in creating these differentiations. Want to spark an inquiry unit on various sources of light? Try showing a slide show with many light sources highlighted. Thinking of assigning posters as the final project in your weather unit, but dreading how 3 or 4 students will inevitable fall behind because of manual dexterity issues (ie, they just can’t color or write that fast)? How about using Glogster? Better yet, why not give the students the option to choose the final product? In Focus on Inquiry, a document released by Alberta Learning outlining the best way to teach research skills to students, offering a variety of product forms as a method of creating an authentic, differentiated program is advised. The following chart, adapted from Focus on Learning, shows some product form ideas, broken down into four categories that correspond with four of Gardner’s Multiple Intelligences. Included are some of the multimedia and presentation tools that could be used with to create the product.
Oral Visual
Original product Multimedia or presentation tool that could be used to complete or improve it. Original product Multimedia or presentation tool that could be used to complete or improve it.
Debate Two or more students could make a recording of their ideas, add slides and upload it to Slideshare. Cartoons Use Make Beliefs Comix or another comic site to create the comic and email it or add it to Facebook in order to get feedback.
Song Record a song and create a 30 second Animoto video to go with it. Collage Create an online collage using Vuvox.
Written Kinesthetic
Original product Multimedia or presentation tool that could be used to complete or improve it Original product Multimedia or presentation tool that could be used to complete or improve it
Book review Use Animoto to create a book trailer (The Walking Paper, 2009) and embed it on student blogs with the rest of the written review .
Collection Document the collection and use Vuvox to create a collage. Post the collage to a blog or Facebook, asking for suggestions of what’s missing or could be added.
Pamphlet or brochure Create a non-linear pamphlet or brochure using Prezi, adding in pictures, video and information. Experiment Document an experiment with Power Point, linking together the images and audio explanations into a lab book. (Verrati, 2005).Then, use Slideshare to post the lab book to a blog.

As a classroom teacher, I feel the need to keep up with technology. If for no other reason, keeping abreast of newer ways of delivering content and allowing students to create products keeps me revisiting my program and keeps me from relaxing into a rut. However, I am becoming aware of the reality that the teacher-librarian needs to be the tech and media expert in his or her school. Learning multimedia and presentation tools now gives me a head start for when I (hopefully) jump into the role.
In the meantime, I’ve busily created a sampling of projects using the various tools to accompany my teaching this year. Please scroll through the three previous posts to see this sampling.

Plenty of Fish in the Sea

Is it ever possible to be an expert in Web 2.0? Doubtful. New technology is developing at an astronomical rate and the creations made by people using this technology are multiplying exponentially. Perhaps it is only possible to keep a list of the next few tools to explore. With that in mind, I have a few:

• Prezi is a site that allows students to create presentations by placing text, pictures and videos on to a virtual, endless presentation board. Once the items are on the board, users can set up a chronology for the items and create a ‘poster that plays like a video.’ This has great applications for the classroom as an alternative to posters. You can visit Prezi by typing in the URL Prezi.com. I have worked with Prezi in the past, so I have not included as much detail about it in this blog. I do, however, feel that Prexi deserves mention, as it is free to use and can be used for longer pieces of work that require more text.
• Toondo (available at http://www.toondoo.com/). This looks like a site where students can create their own cartoons.

• Xtranormal (available at http://www.pcworld.com/article/203787/create_your_own_movies_with_xtranormal.html). This is a site that allows create your own movies.

• Openzine (available at http://www.openzine.com/aspx/). This site allows students to create their own magazines. This site has some mature pictures on it’s sign in page, so it may not be appropriate for elementary students.

• Bitstrips (available at http://www.bitstripsforschools.com/). Bitstrips is another comic creation site. Looks promising, but offers only a 30 day free trial, after which a fee applies.


References
Alberta Learning. (2004 ). Focus on Literacy. Retrieved from: http://eric.ed.gov/PDFS/ED491498.pdf.

Lin, C. (2005). literacy instruction through communicative and visual arts. Teacher Librarian, 32(5), 25-27. Retrieved November 2, 2010, from ProQuest Education Journals. (Document ID: 891822761).

Koechlin, C., & Zwaan, S.. (2008). everyone wins: differentiation in the school library. Teacher Librarian, 35(5), 8-13. Retrieved November 2, 2010, from ProQuest Education Journals. (Document ID: 1502965201).

TechSmith Corporation. (2010). Jing. Retreived from: http://www.techsmith.com/jing/.

The Walking Paper. (2009). Internet tricks and tips, booktrailers trailers via animoto. Retrieved from: http://www.walkingpaper.org/640.

Varrati, R. (2005, September). Multimedia Projects for Technology-Rich Classrooms. Media and Methods, 42(1), 6-7. Retrieved November 2, 2010, from ProQuest Education Journals. (Document ID: 933092141).