Video in the Classroom

    Let's start with an assumption: For students today, the preferred medium for communicating, interacting and learning is video. To clarify, video is not just about films and television. It's also about YouTube and Vimeo and Instagram and Snapchat and Facebook Live.  It's a single word that embodies the non-stop fascination so many students have with captured images that tell a story or capture a moment.
    Derek Martin, veteran US English teacher, not only grants the assumption, but also has found ways to act on it. He has, over the years, re-shaped his teaching strategies to actively include and create video content. Derek, like many teachers, has come to see that students learn content, process information and form associative links more powerfully through lessons with a video component.

Albert Camus' essay, "The Myth of Sisyphus," explores existentialism.

     Each year, in Derek's senior year World Literature class, students learn about Existentialism through the writings of certain authors. In this class, you'll encounter Camus, Kafka, Borges, Sartre and the like. You'll grapple with existentialist philosophical challenges as you discuss the nature of Existence, Essence, Freedom, Responsibility, Time and Authenticity.  What do these words represent as we try to live out their meaning? Is a life of value if it always falls short of the goals each of these words implicitly suggests?
    Existentialism is, to be sure, a difficult idea to learn. It's abstract. Sometimes discussing the topics associated with existentialism seem to lead participants down a rabbit hold of "what ifs" and "it depends." It would be helpful if students could use more concrete tools to learn about such abstract ideas. For Derek, video is the solution.
     As part of the unit on existentialism, students will work in teams of four or five students to create a film with an existentialist theme. Films are often school-based because the scene locations are very available.  Some examples of plot lines might be the challenges of being a social pariah, a student witnessing academic dishonesty or a teen trying to break loose from overly restrictive parents. The key is that in the film existential concepts are presented, hopefully in intriguing and subtle ways.

    When more than one group creates a film exploring the same theme, an opportunity for conversation is created. How and why do the portrayals of the theme vary? Is one approach more effective? Why? These conversations deepen a student's ability to think critically. And what about the process of adapting ideas and writing to a visual medium. According to Martin, it's another excellent example of how critical thinking is developed through the creation of a film.

    Derek's rationale for the film assignments? "Films add a layer of visible tangibility that helps students learn and remember."  And it's not just the visual cues that help students to learn. A good film will have a powerful audio track that might feature dialogue, music or sound effects that can really add punch to images.  That "visible tangibility" helps students remember and respond in special ways.  It's why when you ask students "Have you read 
this?" you typically get a lackluster response but when the question becomes "Have you seen this?" the response is most often an animated, enthusiastic yes.

    I've taught filmmaking for years and have used posts in this blog to offer the opinion that it's a terrific course for students because it helps them get more familiar with technological tools. Filmmakers must be conversant with an array of digital devices, must be conversant with file formats and need to be adept with editing and other software.  This skill set can translate easily to other areas of technological learning. 
    Derek understands the centrality of technology in creating the film and that's why when he begins to build his film groups, he always starts each group with a student who has advanced knowledge of film editing software. That student will not only help ensure the end product is technically solid but also will help mentor others in the group. That mentoring will come after the camera is put away and the students huddle around the computer to make editing decisions. Our "tech expert" might be at the dashboard, but it is the group that talks through the end product. In the process, two things happen. One is that all the students learn more about the editing software. The other is that all the students again engage in a critical thinking activity.
     "Students live in a video world." We can all think about ways to use that fact as we craft our classroom lessons. This doesn't mean we show movies all day or have students endlessly create films for every class.  It does mean, however, that finding appropriate ways to integrate some video learning activities into your curriculum can help promote learning and critical thinking. By any standard, these are good curricular outcomes. See for yourself in the films above, each completed by a group of World Literature students.
     

New Year, New Resolutions

    2017. Happy New Year! For many, a new year means thinking hard about goals to establish and reach. We call them our resolutions, of course, and I want to offer some thoughts about a particular set of resolutions you may want to create. Let's call them New Year's Tech Resolutions.  I got to thinking about Tech Resolutions after reading a NY Times article about the subject. This post draws considerably on the ideas in that article.

    I think it's a good idea to put password management on the top of your resolution list. The reason is simple: without good password protocols, you are at risk to lose your data, your operating system, your financial health and maybe even your identity. High risk doesn't even begin to describe those possibilities. So let's start with passwords in the new year. 

    We're all familiar with the problem of password overload. At GSB, there are passwords for KnightSite and Office 365 and the network log-in and the wireless network. Depending on your position and needs, there are also passwords for Accelerated Reader and Destiny and Naviance and FAWeb and Instant Alert and Pickatime.  Many teachers utilize websites that require a log-in with password. Add in your personal life - your apps and sites and devices - and suddenly you have a couple of dozen log-ins with associated passwords.  If you're more deeply into the world of technology, it's not at all hard to acquire 50 or more accounts each requiring a password.

    To complicate the password morass, some of your passwords might be considered "high stakes." Passwords that protect access to bank accounts, financial institutions, credit cards and the like are clearly in this category. Here, a password breech could be devastating. What can be done?

    The general advice about passwords should become your first tech resolution. That advice is "use complicated passwords and create different passwords for your accounts."  A complicated password can be defined as at least 8 characters long utilizing a good mix of character types (capital letters, small letters, numbers and symbols). But the challenge is immediately obvious to all of us. With all those accounts, how can you possibly keep it all straight in your head?

    Here's what I did. I created a spreadsheet with account names that also listed user names and passwords.  Then, I password-protected that particular document.  I then uploaded that document to my Dropbox account. With the Dropbox phone app, I have easy access to my file of account log-in information. I also need two passwords (a form of two-factor authentication) to get to the information; one for Dropbox and another for the spreadsheet document.  

   There are apps that provide similar services now. LastPass and 1Password are two examples. They can also provide you with complex passwords to use.

    I mentioned two-factor authentication above, and you've probably been prompted to use this protocol by one account or another.  Here's how it works. When you log in to an account with your user name and password, your account sends a text to your phone with a code. You then enter that code on the log-in page to complete your log-in process.  In other words, you authenticate yourself using two independent passwords.  This adds considerable additional protection against unwanted account access and is highly desirable for those high stakes accounts.

    A second Tech Resolution you might consider involves data management. What's involved? Organizing your desktop. Cleaning out unwanted photos. Making sense of your music library. Examining multiple devices to see if the data on each device is what you want there. In short, this resolution means your goal is to get control of the information you have stored on your computer(s), phone, tablet and in the cloud.

    A few people love managing and organizing their data. They like the aesthetic appeal of  a well organized place to work.  But for the rest of us, it's a bit of a chore. I would argue, however, that it's an important chore for two reasons. The first is that you'll be more efficient and productive while using your devices. You'll be able to more quickly locate information you need. The second reason is that your devices will also become more efficient.  Inevitably, after a few hours of culling and organizing, you've deleted plenty of unwanted files. Less storage allows machines to process more quickly.

     A suggestion to get started on your computer clean-up may seem odd but I think it's helpful. Change your home screen image to a single dark color. Most people like a personal image as their desktop home screen image but when layered with individual files and folders, the result is a very cluttered, confused look. So for clean-up purposes, change to a uniform, neutral background. Then, look at what's on your desktop and begin to decide for each file: does it belong in the trash, in a folder with other similar documents or should it continue to stand alone as an individual file? As you go through each file, your desktop will become more organized. When done, move along to your document section, your pictures, etc.

    File cleanup can take a bit of time or many hours.  But if the process is looking like a significant task, that's a reminder that it is particularly important to undertake. Data management does not take care of itself. The longer you wait, the bigger the burden. Make it a resolution to undertake data management this year.

    A third Tech Resolution to consider involves adopting usage habits that put a premium on an  environmental ethic.  Be conscious about recycling older devices. Minimize the disposable products you use, especially printer inks.  Own only the devices you'll need and use.

    This third resolution really needs the least explanation. It simply suggests that we all include our digital lives as we seek to live in an environmentally sustainable way. Few would argue the importance of a philosophy that states: Reduce, Reuse, Recycle.  But it applies to the plastic in your tablet as much as the plastic in your water bottle.  Finding ways to reduce your carbon footprint as it relates to electronics is a community good worth pursuing.   

    There are a variety of specific suggestions that can make a significant cumulative difference. Printing less is a great way to start. If you need to print, use the black and white option whenever possible. Color inks have a greater environmental impact because of the way they are manufactured. At school printing to a copying machine, as opposed to a traditional computer printer, is also a preferred option when available.  Disposing of used equipment properly makes a difference as well. Many towns sponsor e-waste collections. Companies like Amazon and Gazelle allow you to mail in devices, often for store credit or cash. Finally, being a more conscious consumer of electronics can make a real difference.  Occasionally, devices are purchased without much forethought and end up collecting dust.  Acquiring only what you'll use, whether for work or recreation, is both economically and environmentally sound.

   
    I could offer a few more Tech Resolutions but we all know it's easy to create these resolutions and easier still to ignore them.  I think a few well-intentioned, perfectly achievable goals are plenty. They key is to believe they matter to you and to others and then to act on them. If that's done, then your 2017 should be great, at least technologically. Good luck, and Happy New Year.  

TEDx

    A couple of weeks ago, GSB hosted its first ever TEDx conference. It was our second time through as a school participant, though; last year we partnered with Blair Academy for a TEDx conference in Blairstown.  This year, we again partnered with Blair while hosting the event.
    What is a TEDx conference? How does it differ from a TED event. Is it connected to TED Talks? 
    Decades ago, in the 1970's, the TED (Technology, Entertainment, Design) idea was born. The idea centered on bringing people together to hear speeches about a wide range of topics connected to technology, entertainment or design. Speeches were both personal and analytical so the audience not only had new ideas to think about but could also connect ideas to human concerns. These TED conferences occurred once or twice a year in specific west coast locations. Over time, the popularity of the TED conference idea led to notable growth. A YouTube channel, a smart TV app and podcasts all addressed growing interest. The development of the TEDx concept, in which licenses are distributed for local communities, non-profits and schools to organize and host their own TED events allowed for TED-style talks to be heard in persons by tens of thousands of people every year.
    Our TEDx conference involved two schools so it is officially a TEDx Youth event.  We have a tag for our event, searchable on the TEDx site: TEDxYouth@GSBSchool. Click on the link and you'll open our TEDx page. On this page you'll see information about our conference, notably biographies for our eight speakers.
    Four of the speakers are Blair Academy students. Three of the speakers are current GSB students. Adam Aresty, the day's final speaker, is a GSB alum.  All gave speeches on our conference day, November 16, and the topics vary quite a bit. Below, a listing of speakers and speech titles in the order they were delivered:

    Alex Schachne (GSB '18) - Unlocking Motivation, Applying 10,000 Hours: A Rational Approach to Success
    Emily Choi (Blair '17) - La Conexion: Connecting Voices From Within the Latino Community
    Patrick Reilly (GSB '17) - Using Math to Your Advantage
    Helen Mercedes (Blair '18) - #BlackGirlMagic: Issues of Race and Social Media
    Chris Liu (Blair '18) - Your Mind is Bigger on the Inside: Using Imagination for Individual Empowerment
    Helena Digney (GSB '18) - What's the Fascination with Superheroes?
    Gareth Patterson (Blair '18) - The Pale Blue Dot
    Adam Aresty (GSB '03) - Transitions in Art and Life

    All eight videoed speeches have been uploaded and accepted to our TEDxYouth@GSBSchool site.  Click on a highlighted title above for a speech. Every TEDx speech is recorded, made into a viewable video and uploaded to the TEDx site. Then each is viewed by a TEDx staffer and approved or flagged. This process is time consuming but guarantees quality control of the video content.  It's great to see all eight of our videoed speeches accepted online.
    Hope you enjoy listening to our students, and Blair's students as well, speak about topics important to them. Without exception, each presenter gives us all food for thought.

VOTES

    In 1988, an idea was hatched by a history teacher named Jim Shea at Northfield Mt. Herman School (NMH) in Massachusetts. The idea emerged from a conversation he was having with a history class about the upcoming presidential election. That election, which pitted major party candidates George H.W. Bush and Michael Dukakis against one another, featured all the usual punditry, predictions and polls which have characterized elections in this country forever.  In Shea's class, however, a new question was raised: "Why aren't high school students polled for their preferences?"
    Shea, and a group of student volunteers, acted on this question. They conceived a program that would solicit participating high schools throughout the U.S. to poll their students and submit results to a central clearinghouse at Northfield Mt. Herman.  VOTES was born. VOTES, by the way, stands for Voting Opportunities for Teens in Every State.
     Results would be tabulated in the week leading up to the actual election and the results could later be compared to actual election results as well as to other pre-election polls conducted by major news outlets. Shea saw an opportunity to deepen his students' civic engagement as well as sharpen their skills in statistical analysis.
     A call went out to solicit participating schools. The NMH hope was for one public school and one private school from each state. (In that first presidential election year, they fell a bit short of their goal. Ever since, they have met the goal.)  Keep in mind this is well before the internet was developed, so to say "a call went out" means a combination of utilizing print journalism (e.g.: the journal of the National Council of the Social Studies, Independent School Magazine and Education Week) and word of mouth.
     The History Department chair at Gill St. Bernard's School heard of the program and signed on.  Dr. John Ripton, then department chair, saw an opportunity for more than a straw poll of GSB students. He envisioned GSB students learning more about the election process.  Together with a group of student volunteers, he set into motion a model that has been replicated at GSB every four years since 1988.
    At GSB, students take on the roles of presidential and vice-presidential candidates. Candidate roles include non-major party candidates such as the Green Party or the Libertarian Party. There are also student campaign managers. Events such as debates, town hall meetings and press conferences are also held (all roles taken by students) for the benefit of the larger Upper School student population. In this way, all the Upper School students learn more about the candidates and the party positions so when it's election day (at GSB), students are informed.
    Not all schools participating in VOTES involve students as thoroughly as happens at GSB. In fact, the prevailing model is simply that students vote on their election day. The GSB model, which involves deep immersion in the election process, is certainly a commitment of time and resources but the yield is significant. Students, and faculty as well, are made aware of issues and party policies in a way unlikely to otherwise happen. 
     This process of truly immersing our students into the election process has caught the eye of others.  GSB candidates have gone to other schools and conducted mock presidential debates as part of school assembly programs. Local press like the Bernardsville News have regularly covered our VOTES program. Even the Christian Science Monitor picked up the VOTES story and featured GSB's approach in the 2000 election. The two part story appeared on November 7, 2000 and November 14, 2000.
     Since 1988, GSB has been one of 35 high schools that have participated in each of the 7 previous VOTES programs. We are now in our 8th consecutive program.  This year, History Department chair Dr. Leo Janas has teamed with faculty member Christine Chan to oversee the program. Four candidates (Republican, Democratic, Libertarian & Green parties) and staffs are making their positions known. Voting is occurring in advance of the November 1 due date to submit results to Northfield Mt. Herman School. 
     And this year, for the first time, a new element has been added to the electioneering at GSB. Each of the parties has put together a campaign advertisement. As someone very interested in video as a learning tool, I was happy to see the addition of these promotional videos. They're worth a look:

 

Keeping Your Data Safe

    Recently, Yahoo announced it had been hacked. Personal profile information from roughly 500 million people had been compromised. Perhaps most disturbing, Yahoo announced that the hack of this data had occurred about two years earlier without their knowledge.  Account holders were advised to change their passwords.
     I've had an account with Yahoo for many years and have good reason to believe my account was hacked.  I changed my password. Additionally, last year, one of my credit cards was apparently hacked. A purchase that I had not authorized and that originated in a foreign country was charged to my account.  I cleared up the discrepancy and was issued a new card.
     Data breaches are an enormous problem. They are in the news all too regularly. Rather than a listing of some of the more newsworthy examples, why not CLICK HERE for a vivid infographic?
     On a walk through our Upper School library, I was handed the current issue (November, 2016) of Consumer Reports.  The cover story, about digital data, is titled "How to Protect Your Privacy." I think it's a nicely done piece that has advice worth our time and attention.  In fact, 66 specific strategies are offered to take control of your data.  The strategies address password management, device usage, encryption, home WiFi networks and Google settings among other topics.
     I'd like to highlight a few of these topics in order to remind all of us that we live a thoroughly digital world where data protection, data value and data control matter to all of us.  We may not want to deal with the complexities of phishing nets and secure hypertext transfer protocols (https://), but we'd be well served to master a basic understanding of data security and embrace safe computing practices.  The good news is that a little common sense goes a long way, so using your good judgment as you surf the web or create a new password will make a difference in securing your data.
     Let's start with passwords. I can safely assume no one likes the idea of remembering multiple passwords for various accounts.  I would also guess that most readers are easily in the double-digits in terms of password-protected accounts.  In part because of my job, I keep track of over 50 passwords now. Crazy, right?
     A good password is a random mix of letters, numbers and symbols. ABC123 is not a good password.  &kw5lJD9%/2?*r8/ is an excellent password. But the problem is immediately obvious; who can remember that random example?
     There are a few strategies that can help. One is to create a string of random words that form a nonsense sentence. The trick, of course, is to make it memorable. But this strategy can only work with sites that do not demand numerals or symbols in the password.  Another approach; utilize a password manager.  Password manager sites generate strong passwords for you. The only password you'll need to remember is the password to access your password manager account. There are a number of password account managers available such as LastPass or 1Password. Fees may apply.
     Another strategy for password management is to create a document with accounts, user names and passwords listed and then secure that particular document with a password. Storing the document in password-protected cloud storage (e.g.: OneDrive, DropBox) means that double authentication is needed to access the listing. This solution offers 24/7 accessibility and reasonable security. You'll need to memorize two passwords to gain access to all your passwords.
     Even with strong passwords, devices like phones or laptops can be vulnerable to data theft.  Let's take laptops, for instance.  Using your laptop at home is no more risky than using any other type of computer, but laptops are made to travel and that creates a set of unique risks.  In public WiFi  settings, for instance, data thieves may attempt to link to your laptop via the local wireless network. Stop them cold by activating your system's firewall via your computer's Security settings.

A quick and easy security measure: cover your computer's camera lens when not in use.

     Another quick, common sense fix when out and about is to limit file sharing. When at home or in another known environment, file sharing can be a convenience. In public settings, you should disable this function in the Sharing settings.
     Encryption is another powerful tool to thwart the efforts of data hackers. Encryption refers to the ability of software to scramble data so that it is not accessible to anyone without proper permission.  Computer files that are of particular importance or value might benefit from encryption. Encrypting specific files on a Mac is done through Disk Utility.  Windows users will need a free app download such as Gnu Privacy Guard.
     Don't neglect to check your phone for data liabilities.  Modern phones have built in encryption for data transfers. Models running older operating systems can usually be adjusted in Settings. While you're considering your phone's exposure to illegal activity, don't forget to set an entry password and a password for your carrier's account.  One last item; check your phone bill monthly to be sure account charges are accurate.
     The Consumer Reports article has many more tips, 66 in all. It's worth a look.  And of course there are many other sources, in print and online, to help you through the process of creating a safer, more reliable digital experience for yourself. It's a bit of a pain to be sure, but it's also worth the time. Exposing your data to theft or impersonation is simply not worth the risk and you should be finding ways to minimize the chances of stolen data.

The Lower School TinkerSpace

    Among the many projects completed during the summer of 2016 was the creation of a TinkerSpace in the Lower School. Honor and Nancy moved down the hall and what had been the Lower School office area was converted into a learning space for all Lower School children. It's defined by a wide variety of resources to facilitate integrative, experiential learning.

 

 

 

   A couple of days ago, I had a conversation with Honor Taft to learn more about our new TinkerSpace.  I wanted to know about how the idea got started and how it was to fit into the larger pre-K - 4 curricula of the Lower School.
   Over the course of last year, Honor began thinking about the floor space the Lower School office occupied.  It seemed to her excessive and she thought she and Nancy could be nearer to the front door of the school and occupy a more reasonable amount of room thus freeing up considerable space for a student learning area.  What that area would become was still an open question.  At the NAIS conference in late February, Honor realized the space could be used to pull related arts and classroom teachers together in a TinkerSpace. (A TinkerSpace is a MakerSpace with a different name to differentiate the type of age appropriate projects typically done.)
   In the Lower School, grade levels 1-4 have capstone integrative learning projects that allow students to learn across disciplines and take a deep dive into a topic.  Grade one has the bluebird study, grade 2 looks at butterflies, grade 3 examines the relationship between environment and culture by studying different Native American tribes and grade 4's Brainiac project asks students to identify a problem and create an invention that offers a solution. These types of projects pull together a variety of teachers and subject areas and require collaboration and communication among peers as students develop, create and revise projects. In short, they really lend themselves to a TinkerSpace learning environment.
   Of course individual classroom teachers can bring a class into the TinkerSpace as needed.  For instance, last week a Pre-K class was using the space as part of learning unit about shapes and sizes. Teachers Jamie and Amy gave students foundation instruction about length and thickness and then created an activity in the TinkerSpace that reinforced the lesson.  The activity had students create figures from a variety of materials. Teachers' questions insured students understood the differences between long and short, thick and thin.

 

 

 

   How to best integrate the TinkerSpace into the overall Lower School program was a question that Honor considered carefully.  Understanding that the faculty were at varying levels of comfort and understanding about how a space might be used, she began with a couple of activities in the TinkerSpace for faculty in late August.  The first activity, called the Beautiful Oops activity, had teams of teachers take "mistakes" and using creativity and a team approach, create something interesting, useful or aesthetically pleasing.  (There's a book and lots of information about Beautiful Oops....just Google it...or check this site.)  

   

 Students had a chance to try The Beautiful Oops project after teachers gave it a try.

   The second activity, The Marshmallow Challenge, put teams of teachers together to build towers that could hold marshmallows. (Again, Googling this project will give you plenty of information....or check this site.) 

      

Lower School Teachers working on the Marshmallow Challenge in the new TinkerSpace

   With a taste of how this new space might be used, faculty went away from their activities with ideas and not a little excitement about their new space.  Over time, it will be used more and more as faculty see the potential for learning in a space that encourages creativity, design, innovative thinking and experiential learning. 

     Bonus Pics: A third grade class working on boat designs. 

     

  

 

Pokemon Go

     In the world of cultural phenomena, the summer of 2016 is likely to be remembered as "The Summer of Pokemon Go."  As with any cultural fad, it's impossible to predict how long the fanatic excitement will be sustained.  But there's no question that Pokemon Go has taken the gaming world by storm and that its popularity could well seep into the fall and beyond. In other words, a new school year might include the need to understand and monitor students' behavior as it relates to hunting down pokemons.

     Clueless about Pokemon Go? Want to know more? This article gives a great overview: "Pokemon Go, Explained."

     Want to see what it looks like? This video should help:

Filmmaking: The Silent Era

   In the period of time that spanned the 1890's through the 1920's, silent movies were an entertainment staple for millions of people. These movies are quaintly charming by today's production standards, but at the time, they were nothing short of miraculous for people of that time.  These films typically featured strong, simple plot lines, fairly long shot takes and musical backgrounds.  The final cut often appeared choppy or sped up because of varying standards in film speeds and projectors.

   In our filmmaking class, students took on the challenge of creating a black & white silent film in the spirit of that long gone era.  Below, four completed projects that are all successful attempts at recreating films from about 100 years ago.

   James' film is called Teen Chef. It's the story of a young man who needs cash badly so that he can take his girlfriend on a date. It reminds me of many Charlie Chaplin films.

   Cam's film is a morality tale, reminding us that many of the early films were designed to be instructive.  With his modern take on an old theme, Cam suggests that honest, hard work is rewarded in the end.

    Ryan's short film brings back memories of the old Keystone Cops. They were always frantically chasing someone or something. Their chase was earnest, but always funny to the audience.

   Mikaela takes a contemporary cultural figure - The Minion - and makes it the star of short film that does a great job of recreating the silent film genre.  Her use of sped up footage and overly dramatic acting really rings true.

Social Media Use Examined

   Last week, I had an opportunity to visit a couple of Debating Social Issues classes. Students in the classes completed a brief technology survey. Their responses helped to guide conversations about how students use social media and how they evaluate the impact of technology on their lives.
   The survey began with a simple question: "Are you engaged actively in social media?"  Every student in both classes said yes. Taking these students as reasonably representative of GSB upper schoolers, it's safe to say that our students are very likely to be engaged in social media platforms.
   The students were then asked about their preferred social media apps.  They were provided with a list of eight apps that I thought were good possible choices, but were also given the ability to write-in responses. (The eight listed apps were Instagram, Snapchat, Twitter, Facebook, Vine, YouTube, Yik-Yak and a personal blog.) They were asked to select their two top choices.  Instagram and Snapchat were clear winners with 19 and 17 selections respectively. Facebook had 5 takers, YouTube 3.  No other app was listed.
   These results mirror a recent survey conducted by Piper Jaffray which polled 6500 U.S. teens. In that survey, 28% claimed Snapchat as their more important social network followed by Instagram with 27%. In the Piper Jaffray survey, Twitter came in third with 18% followed by Facebook at 17%. No other app had significant results.
   A survey question asked students about time spent on social media each week.  Answer options were divided into groups: 0 -7 hours/week, 7 - 14 hours/week, 14 - 21 hours/week, 21 - 28 hours/week and more than 28 hours/week.  Self-reported results?  Two students answered their usage was 0 - 7 hours/week, or an hour each day or less. Six students selected the 7 - 14 hours/week option. Twelve students chose 14 - 21 hours/week. Two selected 21 - 28 hours/week, and no one said they spend more than 28 hours each week with social media.  In other words, more than half the group self-reported they spend 2 -3 hours a day on social media.
   In both classes, students generally agreed that social media time went up in the summer. I was reminded that between school and activities, especially sports, time for social media is somewhat limited during the school year. But the more flexible schedule of the summer allows for much great usage, sometimes as much as ten hours a day.
   Though plenty of time and attention were spent talking about social media and its impact on student lives, we also looked at the larger issue of technology as a shaping force. To that end, students were asked about other facets of technology that occupy their time and attention. Some examples of the "other facets" might be web surfing, video and music streaming and video games.  Students mentioned listening to music, web surfing and watching movies with Netflix as top answers. A conversation built around SoundCloud as both an individual and a social activity. Music can be streamed for personal enjoyment. Music can also be shared out of the SoundCloud platform. In other words, it can function as a personal and a social media platform.
   In addition to these top three answers, there were other answers with multiple respondents: online shopping, working on homework online, viewing YouTube content, making phone calls and playing video games/Xbox 360. (Like SoundCloud, video games can be personal or social.)  Watching TV was mentioned by one person, as was the usage of design-oriented software. 
   Students were asked to make sense of the technology in their lives. These students grew up with the internet and smart phones have been part of their lives. They were asked "In your lifetime, what's been the technological change that has had the most impact on your life?"  The number one answer was smart phone with 10 respondents. (Most specifically said iPhone.) Three others said cell phone remembering their older flip phones as transformative. With either two or one respondents, the following also made the list: Microsoft Office, Instagram, Snapchat, Facebook, Internet, working with design software and touchscreens.
   The survey, and the conversation, wrapped up with students asked to consider the role of technology in their lives. Has the impact been positive or negative? Most students saw both positive and negative elements of technology as a force in their lives. On the positive side, many cited how easy it is to communicate and stay in touch (12 respondents). Seven students mentioned the accessibility of information. A few mentioned that technology provides a way to occupy time as a source of entertainment.
   When considering the negative implications of technology, six students mentioned how technology facilitates procrastination. It's a source of distraction according to six respondents. Four other students said that it reduces time for actual face-to-face contact. A couple of students mentioned technology as a source of anxiety or a source of too mcuh information that can be overwhelming.
    Without drawing too many conclusions from such a small sample, we can still assume that at least among GSB students, technology plays a significant role in student lives in and out of school.  It occupies their time and attention for large blocks of time and shapes they way they do school work and the way they spend their leisure time. But our students have the ability to reflect on their own behaviors and see both benefits and liabilities to their technological dependencies. 
   I came away from our conversations with a more full understanding of the ways in which technology is shaping this generation of school students and with an ongoing appreciation of our students' thoughtfulness and honesty.