Social Media in the Classroom

Here is my Voicethread on social media in the classroom.


Osborne, C. (2012). Ways to use Facebook effectively in class. ZDNet. Retrieved from

Smith, F. (2007). How to use social-networking technology for learning. Edutopia. Retrieved from

Internet Safety

There are many issues to look at when discussing Internet safety.  I want to focus on four that are extremely dangerous.  They are identity theft, child pornography, cyberbullying and cyberstalking.

Identity theft is acquiring another person’s private information for financial gain.  There are three main ways identity theft happens.  Phishing is acquiring personal information by impersonating legitimate sources.  Pharming is redirecting website traffic to a bogus site (From Pfishing to Pfarming).  Computer hacking is unauthorized accessing of another person’s computer.

There are things a person can do to limit thieves ability to steal their identity.  Be suspicious of any strange activity involving your electronic accounts.  Don’t use links from emails; look up websites on a search engine and go to them directly.  Regularly check all accounts for current activities.  Make sure you keep your browsers and your security software updated.  You can go to this site to read more about avoiding internet fraud.

Child Pornography is pornography involving children, real or simulated.  Simulated child pornography is where real children are not used in the photos but, they are altered in some way to give the impression that the person is a child.  Recently, Google and Microsoft have started devising stronger filters to block child pornography but, nothing is foolproof (Google/Microsoft).  If you discover child pornography on a computer, you should immediately call the police regardless of the perpetrator’s relationship to you in order to protect the victims, past, present and future (The Innocent Justice Foundation).  Read more about how to report child pornography here.

Cyberbullying involves using electronic technology to harass and harm others.  It creates feelings of anxiety, depression and anger.  Cyberbullying is more harmful than personal bullying due to size of the audience, how quickly and how much the bully can post vicious material and the longer lasting the effect of the acts.  This leads to withdrawal of the victim from society, poor grades, potential to become bullies and increase chance of harming themselves or others (The dangers of cyberbullying).

If you are a victim of cyberbullying, you need to tell an adult you feel comfortable with confiding information.  Make sure you collect all evidence and report offenses to the appropriate authorities.  Your confidant can help you.  However, NEVER, EVER, engage the bully in likewise fashion (Dos and Don’ts).  It will not deter them; it will only make them ramp up their retaliation and will hinder your credibility as an unwarranted victim.  Learn how you can stop cyberbullying.

Cyberstalking involves using electronic devices to stalk another person or group of people. It seems similar to cyberbullying but, it is generally worse.  Stalker have an obsession and desire to control you.  They also are willing to make collateral victims of your friends and family in their efforts.  A stalker has four objectives:  locate, surveil, emotionally harass and criminally manipulate their prey (Gil).  If you find yourself a victim of a cyberstalker, you should contact the police and warn family and friends to prevent them from being used against you (Gilbert & Meyers).  This can also help them to become witnesses to the offenses.  Read more preventive steps to take and what to do if you are being cyberstalked.


Dos and don’ts for cyberbullying victims. (n.d.). Parental Control. Retrieved from

From pfishing to pfarming: the top five spam scams of March 2005. (n.d.). DMA Responsibility. Retrieved from

Gil, P. (n.d.). Cyberstalking: what is cyberstalking? How should I deal with cyberstalkers?. Internet for Beginners. Retrieved from

Gilbert, K., & Meyers, S. (n.d.). Insight Is 20/20. Victim of romantic cyberstalking: signs, what to do, coping. Retrieved from

Google/Microsoft- can you really stop child pornography?. (n.d.). Retrieved from

The Innocent Justice Foundation | Helping Rescue Children From Abuse. (n.d.). Innocent Justice what you can do to stop it comments. Retrieved from

The dangers of cyberbullying. (n.d.). Parental Control. Retrieved from

Relative Advantage of Hypermedia in the Classroom


Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching (6th ed., New International ed.). Upper Saddle River: Pearson.

Schroeder, B. (2010).  10 Reasons to Use Multimedia in the Classroom.  Global Grid For Learning.  Retrieved from

Relative Advantage of Using Spreadsheets and Databases in Education

Charts and graphs are an enigma in Mathematics Education.  I say this because from my experience I find them to be so self-explanatory that they need a lot of explanation. WHAT?!?!?!  Hence the mystery.  Most of us look at a chart or graph and think, “Okay, I know what this is telling me.”  It is obviously right there.  I mean it’s like writing “2 + 2 = 4” on the board and asking a student, “what is two plus two?”  But, not to the mind of the adolescent.  Many times as educators we forget it isn’t that easy.  Charts and graphs need to be explained thoroughly like any other lesson.  They need to be dissected and created by the students.  Spreadsheets help eliminate some of the issues with doing that.  A lot of students (I was one) are not extremely artistic.  And, if they are also perfectionists (like me), they can be frustrated when drawing charts and graphs.  They also are very time-consuming to make, not just for the students but, for the teacher.  Spreadsheets allow for almost anyone to make a high quality chart in a short period of time.

Spreadsheets, a tool many teachers might be familiar with for recording information about their students, might be more beneficial providing information for their students.  Here is a short list of other reasons to use spreadsheets in the mathematics classroom.

  • Spreadsheets allow for easy data manipulation and the resulting effects to be quickly seen (Roblyer & Doering, 2013).

  • They are very useful when dealing with perimeter, area and volume problems.

  • Other formulas, such as temperature conversion, can be demonstrated.

  • The concept of proportions is more readily understood.

  • Data analyzing (mean, median, mode) isn’t restricted in sample size.

  • Data collection isn’t limited to the size of the class.

  • Patterns can be expanded to find the 50,000th term (or more).

As with any tool, students will need to learn how to use spreadsheets (Roblyer & Doering, 2013).  While you can use already created templates allow for students to enter in data and gather results, spreadsheets support a student-centered learning environment by allowing students to create their own manipulations.  Much like students can not be handed a calculator and expected to know the correct procedure for entering in data, they need to learn how to format functions.  For many students, there is an added barrier from a fear of mathematics that must first be overcome (Roblyer & Doering, 2013).  Remind them that although mistakes will be made, this give rise to the opportunity to problem solve.

While I have made it seem like spreadsheets are primarily a tool for the mathematics classroom because they are primarily used with numerical data, spreadsheets are effective in other content areas (Roblyer & Doering, 2013).  Instead of losing precious time doing all the math, spreadsheets can accomplish that task and allow for exploration of the lesson. Here are some non-math class uses of spreadsheets.

How old are you on Neptune?  I like that this one still refers to NINE planets (Go Pluto!)

It’s ‘Element’ary


Climate Data Workbook

How Much Tax Would You Pay?


Roblyer, M. D., & Doering, A. H. (2013). Integrating educational technology into teaching (6th ed., New International ed.). Upper Saddle River: Pearson.