Proceedings of the Fourth Annual Teachers College Educational ...

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This presentation will provide on a framework for examining the #phdchat community as a CoP, including the similarities and shortcomings of this comparison. I will also suggest a methodology for studying this online community, which includes discourse analysis and auto-ethnography. Examining how these CoPs form and endure online is important because it helps us understand how to support and design for communities on the web, especially in education. In today’s educational climate, constraints are more than just 140 characters. Creating and supporting sustainable community-driven online learning environments can help students be confident and successful in their academic careers. References Anderson, L. (2006). Analytic autoethnography. Journal of Contemporary Ethnography, 35(4), 373-395. doi:10.1177/0891241605280449. Baym, N. K., & Markham, A. N. (2009). Introduction: Making smart choices on shifting ground. In A. N. Markham, & N. K. Baym (Eds.), Internet inquiry: Conversations about method (pp. vii-xix). Thousand Oaks, CA: Sage. Gee, J. P. (1999). An introduction to discourse analysis: Theory and method. New York: Routledge. Goldman, R. (2004). Video perspectivity meets wild and crazy teens: a design ethnography. Cambridge Journal of Education, 34(2), 157-178 Hine, C. (2008). Virtual ethnography: Modes, varieties, affordances. In N. Fieldingm R. M. Lee, & G. Blank (Eds.), The sage handbook of online research methods (pp. 257-270). London: Sage. Hine, C. (2009). How can qualitative internet researchers define the boundaries of their projects? In A. N. Markham, & N. K. Baym (Eds.), Internet inquiry: Conversations about method (pp. 1-20). Thousand Oaks, CA: Sage. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. London: Cambridge University Press. Markham, A. N., & Baym, N. K. (Eds.). (2009). Internet inquiry: Conversations about method. Thousand Oaks, CA: Sage Papert, S. (1991). Situating constructionism. In S. Papert & I. Harel (Eds.), Constructionism (pp.1–11). Norwood, NJ: Ablex. Perkins, D. N. (1993). Person-plus: A distributed view of thinking and learning. In G. Salomon (Ed.),Distributed Cognitions: Psychological and educational considerations (pp.88-110). Cambridge, England: Cambridge University Press. Pea, R. D. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 47-87). Cambridge, England: Cambridge University Press. Rheingold, H. (1993) The Virtual Community: Homesteading on the Electronic Frontier. Reading, MA: Addison-Wesley. Salomon, G., Perkins, D. N., & Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, 20(3), 2-9. Schuler, D. (1996) New Community Networks: Wired for Change. Reading, MA: Addison-Wesley. Stahl, G. (2002). Contributions to a theoretical framework for CSCL. In G. Stahl (Ed.), Proceedings of CSCL 2002 (pp. 62–71). USA: Boulder. Vygotsky, L.S. (1978). Mind in society: The development of the higher psychological processes. Cambridge, MA: The Harvard University Press. (Originally published 1930, New York: Oxford University Press.) Vygotsky, L.S. (1986) Thought and language. Cambridge, MA: MIT Press 63
A Difficult Balance: Regulating Cyberbullying in the Age of Social Media Dino Sossi, Teachers College, Columbia University, 525 West 120 th Street, New York, NY, 10027, Email: dds2130@columbia.edu Abstract: Online environments have promoted interconnectivity in ways that were once unimaginable. Unfortunately, hate speech, intimidation and harassment have made the dreamlike promise of online worlds devolve into an ongoing nightmare for some students who feel they cannot escape. Even the presumably safe environment of the home can become tainted by hostile words mediated online. This paper examines different attempts to regulate cyberbullying within educational environments. It focuses on the jurisdictions of New York State and New York City. To contextualize this issue, the paper also reviews common law precedent as a guide to possible future legal developments. Finally, related non-legal issues such as policies created at the local level as well as difficulties youth have distinguishing between real and virtual environments are considered. The paper concludes that cyberbullying laws/policies are diverse in their protection and textured in their balancing of the competing interests of the aggrieved and alleged perpetrators. Introduction Cyberbullying laws/policies are generally well-crafted in their conception of what constitutes this problem, diverse in protection and textured in balancing competing interests of the aggrieved and alleged perpetrators. Given the harm caused by cyberbullying and the responsibility of governments and schools to provide safe environments, these measures favoring the rights of alleged victims appears just given the breadth of the problem and the tremendous mental/social/emotional toll it exacts. Regulation New York City (NYC) The NYC Department of Education Disciplinary Code (2010) appears to be a good faith attempt to balance the interests of the aggrieved and the alleged perpetrator. With respect to “bullying,” the Code states “When a student or group of students engages in bias-based bullying, intimidation or harassment of another student or group of students, both the victim and the student who engages in this behavior should be referred to separate appropriate counseling, support and education services provided by school staff or a community-based agency. Neither mediation nor conflict resolution are, under any circumstances, appropriate interventions for bias-based bullying, intimidation or harassment” (2010, p. 5). It appears both parties are dealt with constructively and separately. Regardless of the intensity of the bullying, both parties are separated and “[n]either mediation nor conflict resolution” are engaged in (Code, 2010, p. 5). Although in the short-term this appears prudent, what about disruption caused by the absence of mediation or conflict resolution. Assuming both parties remain at the same school, without adult-supervised communication, will there be a resolution of the underlying problem that motivated the abuse? Specific protection from “cyberbullying” appears later in the Code - “Engaging in intimidating and bullying behavior through electronic communication, such as texting, e-mail, instant messaging, etc.” (2010, p. 15). Section A37 protects K-5th Grade students (2010, p. 15), B40 protects Grades 6-12 (2010, p. 22) with identical language - “Engaging in intimidating and bullying behavior, including cyber-bullying — threatening, stalking or seeking to coerce or compel a student or staff member to do something; engaging in verbal or physical conduct that threatens another with harm; taunting and/or intimidation including through the use of epithets or slurs involving actual or perceived race, ethnicity, color, national origin, citizenship/immigration status, religion, religious practices, gender, gender identity, gender expression, sexual orientation or disability” (2010, p. 15 and 22). Students or staff subjected to these enumerated types of discrimination through electronic means would be afforded similar protections against this type of 64
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Proceedings of the Fourth Annual Te
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Table of Contents Math Strategies i
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Harnessing the Power of Emotionally
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Think Facts introduces four charact
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Guidelines for an Online Networking
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Mode S = Synchronous A=Asynchronous
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Investigating Potential Factors to
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Investigating the Effects of Choice
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Page 21 and 22: Augmenting The Arrival: Students’
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Page 27 and 28: MOOCs, Open Education, and Implicat
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Page 31 and 32: Figure 2: Monster Appetite in actio
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Page 35 and 36: Figure 2: The Aesthetigraph represe
Page 37 and 38: Digital Modeling Artifacts as Geome
Page 39 and 40: Using Weblogs to Increase Language
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Page 43 and 44: “Media Literacy in Action: Using
Page 45 and 46: Learning Science Systems with Graph
Page 47 and 48: Liu, L., & Hmelo-Silver, C. E. (200
Page 49 and 50: Applying Physics to the Real World:
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Page 55 and 56: Duncan, H., Tan, J. (2012). A Visua
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Page 59 and 60: Exploration of concepts to facilita
Page 61 and 62: Exploring the Intersection of Forma
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Page 85 and 86: Design Patterns for Promoting Self-
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