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Part 1 – Ransomware Attacks & Password Management
In December of 2021 my school district suffered a cyber-attack. For us, this was an entirely new type of crisis to cope with. However, we learned that this is a phenomenon that many public-school district’s in the United States have experienced, are currently experiencing, and are likely to experience going forward (Klein, 2022a).
The attack on our district was a Ransomware attack. This type of cyber-attack is one in which the perpetrator gains access to your system and then locks you out of your own data (Goldsborough, 2016). Through the process of recovering from the attack, we learned that coverage for Ransomware attacks is now an integral part of many school district insurance policies. Organizations that are locked out of their data often decide to pay the ransom rather than loose the data. In our case, specifics about the attack were restricted, and so we (the teachers) primarily learned what we did about the attack by making observations.
While cyber-attacks are a more recent occurrence for public school districts, cyber-attacks and Ransomware attacks have been occurring, in general, for the past decade. This causes one to wonder what has led to the increase in attacks on districts, specifically. The answer requires us to examine the changes school districts have undergone in order to meet the needs of students during the Covid-19 pandemic (Klein, 2022b). Simply put, the initial shutdown of school districts and subsequent periodic shutdowns required districts and their teachers to teach students remotely. Previously, learning activities occurred in schools themselves. Even when online activities occurred, they occurred within the networks of the district. The expansion into remote learning has greatly expanded the networks used to access district learning spaces, such as a district’s Learning Management System, which teachers use to distribute assignments and collect and grade submissions. This has made the district and its members significantly more prone to cyber-attacks.
Once one gains a broad understanding of the situation, one might feel powerless to prevent a cyber-attack. While it is true that there are limitations to what individual district members can do to prevent such an attack, there are still clear actions one can take.
To begin with, individuals can be careful not to succumb to a phishing scam. Such scams have been an ongoing problem since well before the pandemic. A phishing scam is an attempt to get a user to divulge sensitive information such as a password, or to get a user to download a file which can be used as a tool to conduct a cyber-attack on the user’s system (Thomas, 2018). If one is careful not to divulge sensitive information, or download items from contacts one does not know, a cyber-attack can be avoided. Teachers can learn to detect the signs of a phishing scam, and pass on that knowledge to their students.
The next action one can take is to effectively manage their account passwords (Szumski, 2018). Developing, deploying, and maintaining a fleet of highly effective passwords is one of the most important elements of cyber security, and is primarily in the hands of the individual. In order to be highly effective, a password should be 15 characters in length and contain characters beyond lower case letters, such as uppercase letters, numbers, and other punctuation and symbols. Passwords should be updated regularly. Once a year is sufficient.
Proper password creation, updating, and management is severely lacking among many teachers. The lack of appropriate password creation and management practices makes password management an important topic for teachers and students to focus on (Richardson, 2020). It is understandable that the average person does not follow ideal practices. Doing so can be time consuming and tedious. If done manually, by creating passwords from one’s mind when needed for a new account and writing them down on various pieces of available paper, the task of creating and maintaining a fleet of viable passwords seems, and often is, unmanageable. However, the advent of password managers has made what previously seemed undoable quite doable.
A password manager has four (4) primary functions which allow users to efficiently and effectively create and manage passwords as they work. As you will see, these four functions not only ensure that each user is employing ideal password management practices, but is also increasing the work speed of that user.
- Save passwords as you create them Once you set up an account with a password manager and create a long, memorable password, it will become the only password you will need to remember. After sign-up, you will be prompted to install both (A) a web browser extension provided by the password management company via the browser’s extension store and (B) an app for your cell phone, again, provided by the company via the phone maker’s app store. You will log in to both the extension and app with your password manager credentials. From that point on, each time you create a new password for a new account, the manager will ask you if you want to add the newly created password to your vault, and you will say yes.
- Generate passwords when you need new ones When people are prompted to create a new password, they often choose very simple passwords and re-use existing passwords since they already know them by heart. Rather than continuing with this habit, people can now rely on the extension or app to generate and enter new passwords for them. In the example of the web browser extension, you click on the extension’s icon (often in the upper right-hand corner) and select the option that allows you to generate a password. The plugin will then create a password for you. You can adjust the parameters as needed. This includes the password length, and what types of characters you want included (lower-case letters, capitalized, letters, numbers, symbols, etc.). Being able to adjust the parameters is useful because different accounts have different password requirements. Once the password is generated you can click a button that fills the password in for you, or copy and paste it.
- Save updated passwords as they are created In addition to saving passwords as they are created and generating new passwords as needed, password managers also recognize when you are updating a password for an account already in your password vault. They are able to do this because when they saves the initial password, they log the URLs of the pages you create the passwords on. This enables the managers to recognize the websites later when you return to them. When updating a password in a web browser, the plugin will ask you, via a pop-up prompt, if you would like to update a password in your vault. A similar prompt appears on the app.
- Provide feedback on the strength of your security Once your fleet of passwords has been saved in your password vault, it would be well worth your time to visit the security section of your password manger. This is most likely to be found by within your password vault, which can generally accessed via the web browser plugin, app, or via the password company’s website. The security section can show information that will allow you to address any gaps in your security. The system will highlight accounts that use the same password as another account. This will prompt you to visit the account in question, and change the password using the methods described above. The system will also show you when a password is considered to be too weak. For example, it may be too short, or too simple. Finally, the system will note when a password you are using has been involved in a security breach, again, prompting you to change the password. I recently saw this feature in-action. My school district password was saved in my password vault, and the system noted that it had been involved in a breach (which I knew was accurate).
While the features and processes I have described should be generalizable to any password manager, I use LastPass. This is the company and service I have pictured when describing ideal password management. I have no affiliation with LastPass, nor do I receive any incentives for naming them. I have simply used their service for over five (5) years and can speak to the quality of its product and service. LastPass offers both free and paid subscriptions. With a free subscription, LastPass allows you to use the service in either the web browser or on your cell phone, but not both. I subscribed to the free version for several years, as I used LastPass exclusively on the computer. I upgraded to the paid version two years ago so that I could also use the app to my cell phone. I tend to use more and more apps, and it is convenient to have my passwords (which are now long and complicated) automatically filled into apps. An example of how that would be helpful is if you needed to log into your Hulu streaming account to activate the service on a Roku. The paid subscription (called Premium) costs $40 per year as of March 2022.
New distributor relationship underscores manufacturer’s commitment to the U.K. market.
Woodland Park, NJ (October 9, 2023) — FSR has expanded its presence in the United Kingdom and Ireland with the appointment of Alto Technologies Limited as a distributor. The newly formed relationship underscores FSR’s commitment to bringing exceptional sales, marketing, and technical support to its U.K. market base by partnering with a company rich in experience and proficient in Audio Visual and UCC applications. Alto Technologies will focus on FSR’s popular infrastructure product lines, which include the company’s flagship floor, wall, table, and ceiling boxes, as well as its award-winning Smart-Way floor raceway series.
Chaz Porter, FSR’s Director of Global Sales, said, “This is an exciting time for FSR, and we’re delighted to announce this new partnership with Alto, a young company with a strong portfolio that fits well with our brand. Alto’s philosophy mirrors our own – maximizing market share quickly and economically by connecting people with solutions that work. Their management is very well respected in the U.K., and they have earned a reputation as trusted problem solvers. We’re delighted to have them as a partner.
John Vickerage, Managing Director of Alto Technologies Limited, said, “Often meeting rooms, workspaces, and classrooms are built without prioritizing technology. This presents a problem as organizations expect more from these spaces. FSR’s rich portfolio of products helps overcome these problems in an elegant and cost-effective way, delivering technology solutions that look great and work the way users demand. We couldn’t be happier to be working with such an experienced and accomplished partner.”
FSR is a leading manufacturer of a wide variety of products for the Pro AV and Information and Communications Technologies (ICT) markets. FSR manufactures its audio and video switching, control products, connectivity boxes, and collaboration systems from Woodland Park, NJ headquarters.
About FSR
FSR, established in 1981, manufactures a wide variety of signal management and infrastructure solutions for the AV/IT, Information and Communication Technologies (ICT), corporate, education, hospitality, government, and religious markets, including floor, wall, table, and ceiling connectivity boxes and wireways, as well as a full line of interfaces, distribution amplifiers, matrix switchers, seamless scaling switchers, and HDBaseT signal delivery solutions. FSR offers live, 24/7 technical and sales support throughout the world from expertly trained technicians and sales representatives. For more information: www.fsrinc.com.
About Alto Technologies
Alto Technologies Limited is a trade-only, value-added distributor of essential technologies for the workplace and education spaces. Alto Technologies combines its partnerships with market-leading brands and industry experience with a commitment to quick delivery, high standards of support, and customer service. Alto Technologies is Headquartered in Newbury in the UK and partners with Sky Group Communications in France and South Africa to broaden its Global support capabilities. To learn more about Alto Technologies, visit www.altotechnologies.co.uk, call +44(0)1635 496051 or email This email address is being protected from spambots. You need JavaScript enabled to view it..
FSR Contact: Chaz Porter
973-785-4347 • This email address is being protected from spambots. You need JavaScript enabled to view it.
Press Contact: Donnell Johnson
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Leading AV Provider FSR Teams Up with AV All Stars The Farm to Deliver Comprehensive AV Solutions and Support
Woodland Park, NJ (October 5, 2023) - FSR, a leading audiovisual solutions provider, is thrilled to announce its strategic partnership with The Farm, a distinguished AV representation firm that specializes in providing end-to-end services. Effective immediately, The Farm will serve as FSR's trusted representative across Alaska, Oregon, Washington, and select regions of Montana and Idaho.
The Farm, known for its team of AV experts who offer comprehensive services ranging from design and engineering to quoting, procurement, programming, commissioning, and training, is set to provide FSR with a dynamic presence in the Pacific Northwest. Their commitment to objective, independent advice and recommendations ensures clients receive tailored solutions that align with their unique needs. The Farm's dedication to values such as honesty, trust, transparency, and mutual support has enabled them to cultivate a remarkable team of professionals, making them an ideal partner for FSR. With this strategic alliance, FSR and The Farm aim to streamline and simplify AV infrastructures, providing unparalleled support and expertise to clients in the region.
“Our brief time apart from FSR was not our best time,” says CEO and President of The Farm, John Hood. “Their graciousness and generosity in taking us back after the monumental mistake we made tells you just what kind of people make up FSR. Nothing makes me prouder than to represent the FSR brand in any way they let us.”
The partnership between FSR and The Farm represents a significant step forward in expanding FSR's reach and ensuring that customers in the Pacific Northwest have access to cutting-edge AV solutions and unmatched support.
“We are excited to be working with the Farm. They will offer our clients excellent service,” said Jan Sandri, president of FSR.
About FSR
FSR, established in 1981, manufactures a wide variety of signal management and infrastructure solutions for the AV/IT, Information and Communication Technologies (ICT), corporate, education, hospitality, government, and religious markets, including floor, wall, table, and ceiling connectivity boxes and wireways, as well as a full line of interfaces, distribution amplifiers, matrix switchers, seamless scaling switchers and HDBaseT signal delivery solutions. FSR offers live 24/7 technical and sales support throughout the world from expertly trained technicians and sales representatives. For more information: www.fsrinc.com.
FSR Press Contact: Donnell Johnson
973 998-2010 • This email address is being protected from spambots. You need JavaScript enabled to view it.
About The Farm
Since 1994, The Farm has been a renowned AV representation firm that specializes in providing end-to-end services, including design, engineering, quoting, procurement, programming, commissioning, and training. With a focus on honesty, trust, transparency, and mutual support, The Farm has cultivated a team of AV experts dedicated to delivering exceptional solutions and support to clients and partners. For more information: www.thefarmav.com.
The Farm AV Media Contact: Kelly Perkins
(612) 298-7688
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Understanding Media Literacy
In 2013 Andrea Quijada spoke about the importance of media literacy education via a TED Talk, in Albuquerque, New Mexico. In this talk she describes her childhood and the desire to have the power to know the absolute truths of the world (from knowing if someone was telling the truth, to knowing if a widely accepted societal truth was valid). As she grew, she found herself inundated with lessons regarding media literacy education, namely via her parents. Quijada describes key elements of media literacy, which primarily include the understanding of a media’s text, subtext, and the ability to deconstruct media using both. She uses several advertisements to demonstrate the uses of these items. The text is shown to be the literal message that a particular media is giving to the viewer. The subtext is described as the personal connections one has to a particular message, and the many potential ways in which one interprets the message (and hidden message if applicable) based on their perspective. Quijada explains that deconstruction is the process that one undergoes in order to unravel the meaning and hidden meanings of a media and to ultimately evaluate that media’s truth.
Media Literacy and Problem Solving
During Andrea Quijada’s TED Talk regarding media literacy education, she provides several rationales for its use and ultimately the strong need for its inclusion in learning environments at all levels. To begin with, the understanding of media text is a very basic skill that is required by all citizens to function on a daily basis. Understanding the subtext of media becomes essential for those who wish, and/or need, to understand the true message that is being disseminated via the media.
An example provided by Quijada are company advertisements. A credit card company, for example, is shown using the text of their advertisement to promote their new and easily procurable credit card. Understanding the subtext of the tagline, however, requires one to delve deeper. In this particular example, the advertisement equated a line of credit with financial freedom. As one deconstructs the advertisement using both text and subtext and combines each with knowledge of how credit card companies function (ex. how they make money, the accruement of debt etc.), it becomes clear that the advertisement is not promoting a truth. While this knowledge may be commonplace for some, it seems to be Quijada’s message that the majority of the population does not delve deeper than the text of media (or deeper than subtext that is bias and superficial in nature).
Ultimately, it seems as though Quijada is making the case that media education leads to the development higher level thinking skills, which may then lead to the ability to problem solve for the betterment of one’s own life and of society as a whole. It is this ability to problem solve that allows one to become aware of truths, as Quijada desired when young.
Media Literacy and Traditional Literacy
Using literacy education individuals can be taught to think carefully about their own thinking and to ultimately deconstruct a particular text so that they may understand that text at the deepest possible level (Keene & Zimmerman, 1997). It appears that media literacy education accomplishes this as well. In fact, media literacy education may be an effective segue into traditional literacy education given that it strongly connects students to literacy in their own lives (i.e. the world directly around them). Quijada discusses this as she provides examples of students who were successful with media literacy assignments over other assignments due to its practical nature.
Media Literacy in the Literature
Following a review of the literature regarding media literacy education, it appears that Andrea Quijada’s call for familiarity and use of media literacy at all levels of education is a logical one. Pereira et al.’s (2012) article, for example, establishes a clear need for such media literacy education. They cite the European Union’s acknowledgement of the need via their establishment of media literacy education councils, which have been successful with stimulating the teaching of media literacy learning methods to European Union citizens. An integral part of this success has been a well-developed, highly modern, booklet that has been disseminated to a significant number of these citizens. Mihailidis and Hiebert’s (2005) article also describes the importance of media literacy education, and Camps’ (1993) article describes how media literacy education councils can further assist the wide-spread acknowledgement of media literacy’s importance (through the upholding of media literacy education standards).
In addition to the need for general citizens to be aware of media literacy learning methods, Schwarz’s (2004) article describes the need for higher education instructors in particular to teach future teachers media literacy learning methods. Lacina’s (2005) article supports the declaration of this need and offers specific recommendations for classroom media literacy education. These recommendations range from simple classroom activities to detailed methods that may be taught to students in order for them to deconstruct media at the level Quijada identifies as ideal in her talk. Ziegler’s (2006) also article provides several examples of media literacy education’s use in the higher education classroom.
Media Literacy Education and the 21st Century Learner
It seems that Andrea Quijada and the many media literacy researchers present in the literature support the idea that such education will create students (and ultimately citizens) that are able to think at a higher level and to use that skill to not only solve problems of today, but to solve unforeseen problems that lay in the future of society. This makes media literacy a type of education that may very well lead to the attainment of problem solving skills that are, and will be, needed most by the world and its people.
References
Camps, V. (2009). Media education beyond school. Comunicar, 16(32), 189-196.
Lacina, J. (2005). Media literacy and learning. Childhood Education, 82(2), 118-120.
Quijada , A. (2013, February 19). Creating critical thinkers through media literacy [video file]. Retrieved from: https://www.youtube.com/watch?v=aHAApvHZ6XE
Ziegler, S. G. (2006). Media literacy: (Mis) shaping women's sports. Academic Exchange Quarterly, 10(3), 90-94.
Introduction
The audio-visual industry has undergone a dramatic transformation in recent years, thanks to the rapid advancement of artificial intelligence (AI) technologies. One of the prominent players in this AI revolution is OpenAI, along with several other cutting-edge tools and platforms. These AI tools have enhanced the quality of audio-visual content and streamlined production processes, pushing the boundaries of creativity. In this post, we'll explore how the audio-visual industry harnesses AI tools, including OpenAI, to usher in a new era of innovation.
Content Creation and Enhancement
AI-driven content creation tools are revolutionizing how audio and video content is produced. OpenAI's text generation models, like GPT-3, have been used to automate the creation of scripts and captions. These models can generate engaging and coherent content to serve as a starting point for further development by simply providing a brief description or summary. This saves time and fuels creativity by providing inspiration and ideas.
Moreover, AI-based video and audio enhancement tools are making improving the quality of raw footage easier. Noise reduction, image upscaling, and color correction are just a few examples of how AI algorithms can transform mediocre visuals into stunning, professional-grade content. Companies like NVIDIA and Adobe are actively integrating AI into their editing software to empower content creators with these capabilities.
Personalized Content Recommendations
The audio-visual industry has seen a surge in the development of AI-powered recommendation systems. Streaming platforms like Netflix and YouTube leverage AI algorithms to analyze user preferences and viewing habits. By doing so, they can provide highly personalized content recommendations to keep users engaged for longer periods. OpenAI's models have also been employed to improve the accuracy of these recommendation systems, ensuring that users discover content that resonates with their interests.
Real-time Language Translation
Live events and international broadcasts often require real-time language translation to reach a global audience. AI tools are now capable of providing accurate and instant translation services. Whether it's subtitles for a live stream or an on-the-fly dubbing service, AI-driven language translation has eliminated language barriers and expanded the reach of audio-visual content.
Content Moderation and Copyright Protection
AI tools are being utilized to monitor and moderate audio-visual content across various platforms. They can automatically detect and filter out inappropriate or copyrighted material, ensuring that content complies with community guidelines and copyright laws. This not only reduces the workload on human moderators but also enhances user safety and copyright protection.
Conclusion
The audio-visual industry is amid an AI-driven transformation, with OpenAI and other AI tools playing a pivotal role in shaping its future. From content creation and enhancement to personalized recommendations and accessibility features, AI is making audio-visual content more engaging, inclusive, and efficient than ever before. As AI continues to evolve, we can expect even more groundbreaking developments in the audio-visual industry, pushing the boundaries of creativity and technology. Content creators and consumers alike have much to look forward to as the industry continues to leverage the power of AI; this is only the beginning.
In only a few decades time, cell phones have become a necessity for the everyday lives of students (Maddox, 2012; Obringer & Coffey, 2007). In 2009, The Speak Up National Research Project stated that 98% of high school students had access to a cell phone (Learning in the 21st century, 2011). Given this, the purpose of this paper is to examine cell phone use in secondary education settings and to make a clear decision as to whether or not secondary settings, as they currently exist, are bettered or worsened by student cell phone use.
Perspective 1 will suggest that secondary settings are improved by classroom cell phone use. The following specifics will be evaluated: timely communication in emergency situations, understanding of proper cell phone etiquette as a crucial element for functioning within the educational system, the instructional value of text messaging. Perspective 2 will suggest that secondary education settings are made worse by classroom cell phone use. The following specifics will be evaluated: cell phones as distractions of student and teacher learning, cell phone use policies and their infringement of parental upbringing rights, possible inequalities among students, administrative concerns about student cell phone use.
Perspective 1: Cell Phones Enrich Secondary Education Classrooms
According to research cell phones and their pager predecessors were entirely banned from schools when they first came into existence (Gerard, 2006). This remained the case from the 1980s up until two major events: The Columbine High School Massacre and the September 11th New York World Trade Center attacks (Gerard, 2006). Following these two events the commonplace across the board ban on cell phones was adjusted by many districts (Gerard, 2006). The desire for this change came from many sides. First and foremost in the push to adjust former cell phone policies were parents. The feelings of uncertainty that came for parents following the tragedies described brought on a strong desire have a clear-cut way to contact their children in case of an emergency (Thomas & Orthober, 2011; Gerard, 2006) and according to studies “parents and children [still] believe cell phones are essential for keeping in touch with each other” (Baker, Lusk, & Neuhauser, 2012; Devit and Roker, 2009). It has been established that parental involvement and support are crucial factors to students’ general success in school (Kessler-Sklar, 2000). Accepting this, one can see how recognition of parent opinions regarding cell-phone policies and the circumstances around them was essential to maintaining optimally functioning schools. Those in charge of, and employed by, school districts also began to recognize the practical nature of students armed with cell phones, particularly after learning that the first 911 calls during The Columbine Massacre came from students with cell phones (Gerard, 2006). In short, the need for efficient student-parent communication caused a significant cell phone policy change. That need is still present, which makes cell phones an integral part of student education (Burns & Lohenry, 2010).
Burns and Lohenry (2010) explained that student understanding of cell phone etiquette for educational settings is essential for creating optimal learning environments. The authors describe college students who have not been properly taught educational setting cell phone etiquette and often utilize cell phones during class for Internet, texting, and even calling purposes. Their descriptions of this behavior is used to point out the fact that that bans on cell phones at the secondary level do not solve the problems that cell phones bring into educational settings. Rather than a ban, students should be taught how to responsibly use a cell phone during school hours (e.g. silence cell phones, do not access cell phones during instructional periods). Davis (2010) supports this idea as well.
Thomas and Orthober (2011) concluded in their recent study that students are capable of, and motivated to, use cell phones and cell phone texting abilities to enhance learning. The idea is that this enhanced learning could be accomplished by using cell phone text messaging to increase educational interactions (Thomas & Orthober, 2011; Corbeil & Corbeil, 2007; Liu, et al., 2003; Markett et al., 2006; Motiwalla, 2007). The Thomas and Orthober (2011) study was specifically set up to increase these educational interactions not only between students and teachers, but also between students and fellow students. The study arranged for 76 students to have the option to receive text messages regarding class assignments. Provided with these messages, it was expected that students would stay up-to-date on current assignments ask the teacher and fellow students questions when help was needed. Sixty-one percent of the sample group was declared to have been bettered educationally through these optional text messages. The study described and the research that came before it show that there is indeed an instructional value to text messaging.
Perspective 2: Cell Phones Lessen the Quality of Learning
Current research on cell phone use in secondary education settings clearly shows cell phone use to have significantly negative effects for students due to the element of distraction. The first and most basic of these distractions is the sound of cell phone ringers students often neglect to silence before the beginning of lessons (Froese et al., 2012; Burns & Lohenry, 2010; Campbell, 2006). Another established distraction made possible by modern cell phones is the option to use social networking via a cell phones internet service. According to several recent publications and current events news sites students using cell phones to access social networking sites during instructional periods has become commonplace (Froese, et al., 2012; Rubinkam, 2010; Bayer, Klein, & Rubinstein, 2009; Besser, 2007).
One Skolnik and Puzo (2008) research project conducted on the use of technology in the classroom indicated that fifteen percent of students who had access to technology which could connect them to the internet eventually lost interest in the lesson at hand and re-focused on various device applications. Another 2008 study reported that even those students adept at multitasking were ultimately negatively affected by said multitasking (Baker, Lusk, & Neuhauser, 2012; Fried, 2008). The educational consensus seems to be that cell phones in the classroom lessen the overall quality of learning.
Maddox’s (2012) research clearly demonstrates how common cell phone policies employed by school districts directly conflict with the Fourteenth Amendment’s due process clause which grants parents the fundamental right to direct the upbringing of their children (Maddox, 2012). The examples provided by Maddox are a long list of situations in which a school district confiscated a cell phone from a student (and in these cases kept that phone beyond school hours) in accordance with that district’s policy of non-cell phone use. Each scenario produced parents that believed their right to stay in constant contact with their child was being violated. Despite the protests of parents, most school districts continue to maintain a cell phone policy that infringes on the Fourteenth Amendment’s due process clause described above (Maddox, 2012). In turn, districts are alienating parents whose support is needed to secure students’ success in school for student support (need for parent support established on page 3 by Kessler-Sklar, 2000).
Another negative aspect of allowing cell phone use in the secondary education classroom settings is the level of inequality that cell phones may bring. Thomas and Orthober’s 2011 study (described on page 5) may have shown there to be benefits to using cell phone text messaging to enhance classroom activities, however the study also pointed out a major cause of inequality between students. It is explained that 5% of the sample group were not able to participate due to lack of a cell phone or lack of a text messaging option within their service plan. The researchers point out their study’s clear limitations when they enter the following:
“Although this seems like a relatively small percentage of students, the lack of access by even one student in public education, limits the instructional use of texting to supplemental.” (Thomas & Orthober, 2011)
Administrators may be the most concerned about allowing cell phone use in secondary education settings. Their concern is brought on by professional experiences and educational research that proves cell phones are continuously used for cyber bullying, plagiarism, the exchanging of sexual text messages, the taking of unauthorized photos in school, and other possible improper uses of cell phones (Maddox, 2012).
Your Blogger’s Position
There are clearly data which strongly support the banishment of cell phones from classrooms as well as data that support an immersion of cell phones into classroom activities. Your blogger has never taken to absolutes when seeking to decide on a position on a particular educational issue and this paper is not an exception. In turn, it is suggested that a hybrid of the two perspectives offered be considered.
Two factors established by available research which cannot be ignored are cell phones as a distraction of student learning, and cell phones as a tool of inequality. The majority of the research offered here has directed the developing of a position based on the fact that even the most disciplined of students statistically become distracted by cell phones when in daily use in the classroom (Worthman, Mathews, Wetterau, 2010). As it was established on page 8 by the provided Thomas & Orthober quote, the student body of the educational system as it exists now does not meet the requirement for cell phone use to become a standard part of classroom lessons (that requirement being 100% of students in possession of cell phones). Until these factors change, it is the position of your blogger that cell phones should not be in general use in the classroom.
There are, however, other aspects of the presented research that may be enacted to allow classrooms to benefit from cell phone use in the classroom. School district bans on cell phone use should be lifted and replaced by a general restriction of cell phone use during instructional times (e.g. when an actual lesson is occurring for a student) which allows the teacher of a classroom the option to allow student use of cell phones as a supplemental lesson tool. This adjustment would allow the benefit of easy student-parent contact, and would allow teachers to reinforce appropriate cell phone etiquette in the classroom (Kolb, 2011). Additional research shows that students are likely to respect this policy as they do have a strong sense of what is socially unacceptable (Charles, 2012; Ito et al., 2010). These adjustments to cell phone policies would aide districts in further aligning the taught and hidden curriculums with the realities of the modern world in which students will enter following the completion of secondary education degrees (Diamantes, 2010; Humble-Thaden, 2011; Jonassen & Wilson, 1999).
Introduction
Over the last decade many researchers have devoted their time and effort to examining how Facebook is being used educationally. The logic of this examination stems from the fact that approximately 90% of students in the United States are using a social networking website (Junco 2012; Fogel & Nehmad, 2009), and that the primary social networking website used is Facebook (Junco 2012). In short, this group understands that bringing educational material to students via a medium they visit several times a day will likely lead to enhanced learning.
In an earlier post the highest quality research articles related to Facebook were described. This was done in order to provide a complete overview of how Facebook is used by teachers to enhance instruction and engage in self-driven professional development. The paper also described students’ attitudes toward educational Facebook use, which was positive overall, and made recommendations for appropriate educational Facebook etiquette (for both teachers and students). Another aspect of educational Facebook use that was touched upon, but not discussed extensively, was educational Facebook research ethics. The literature review referenced two articles in particular that “covertly” observed students’ Facebook timelines (i.e., profiles containing general student information and a chronological record of Facebook interactions). Upon review of the two articles in question it became clear that a deeper examination is necessary. In order to fulfill this need the two potentially ethically controversial educational Facebook use articles will be analyzed using scholarly literature regarding online research ethics. Ultimately, it will be identified whether the two studies can be deemed ethical or unethical. Recommendations for conducting ethical educational Facebook research will also be made.
Background
The first of the two possibly ethically controversial studies by Hart and Steinbrecher (2011) was designed to identify how pre-service teachers use Facebook. In order to ascertain this information the researchers conducted a search, via Facebook, for students with public Facebook timelines (i.e., the individual’s account was set so that anyone, with or without a Facebook account, could view the timeline) who attended the university where this research was conducted. The study revealed that the pre-service teachers used Facebook in order to collaborate during student teaching. This collaboration included discussions about lessons (both used and theoretical) and for the sharing of student teaching experiences that were potentially useful to peers. The findings also indicated that 50% of the participants (54 individuals) had timelines that showed their owners using alcohol in excess. Seventeen percent of the observed timelines contained one or more sexually suggestive photos and 10% of the timelines contained photos in which students were tagged (i.e., the student name and Facebook timeline was associated with the photo). If these findings represent pre-service teachers’ habits, than it is a stark reminder for the need to teach and reinforce appropriate educational Facebook use to new teachers.
The second possibly controversial study was designed by Selwyn (2009) who observed 909 university students in a manner similar to Hart and Steinbrecher’s study. Selwyn’s study sought to identify the ways that students use Facebook as an educational tool on a daily basis. The main difference between the ways the researchers conducted the observations is that Selwyn opened a Facebook account and observed student timelines as a Facebook user himself. Selwyn’s study revealed that (aside from socializing) students generally used Facebook to discuss university life (e.g., exchanging useful information such as library hours of operation etc.) and to seek out moral support. Institution review board processes were not described, which might have been helpful in understanding how ethics-related decisions were made.
The next logical step in the process of determining the ethical nature of the Hart and Steinbrecher and Selwyn studies is to examine relevant articles regarding appropriate online research and to apply that research to the studies in question.
Privacy in Public Places
The Association of Internet Researchers (AoIR) has had an ethical guidelines manual available for the past ten years and these guidelines can be used to help identify whether research is ethical or not. One main point made by AoIR is that even though individuals and groups may be communicating on a public webpage like a public Facebook timeline, spaces like this are more often than not perceived as being private ones. While some argue it is the responsibility of the user to be informed about internet privacy laws, AoIR guidelines suggest that the researcher is ethically obligated to respect the perceived privacy of technically public groups. Waskul (1996) likens covert observations of public websites to recording a conversation happening between two individuals in a public park. The theoretical two are in public, but does this make it acceptable to record their interactions? Waskul suggests not. Selwyn acknowledges the possibility of misperceived privacy in his article and also notes that only 82 of the 909 public student timelines observed were intentionally made public. The remaining may have been public by default and never modified. The ethical obligation seems to have been recognized by Selwyn, but is not sufficiently addressed.
Institution review boards and privacy
Ideally, researchers would be able to rely on institution review boards to determine whether or not a proposed online research study is ethical, making the discussion moot. Unfortunately, review boards have not had enough experience with this type of research and are not equipped to do so (Parry, 2011; King, 1996). Until review boards become familiar with online research, researchers will need to continue to decide what is required to ensure privacy of participants. Hart and Steinbrecher and Selwyn note that measures were taken to ensure such privacy for their participants. However, it has been pointed out that highly detailed published data (e.g., direct quotes) can lead to recognition of an individual (Parry, 2011). It is also pointed out that no matter how well-protected a researcher deems a participant’s identity to be, there are often incalculable variables that may also lead to such recognition (Parry, 2011).
Informed Consent
Madge (2007) supports the need for the continued evolution of guidelines like AiOR’s, as well as Waskul’s stance. She clearly states that any individual serving as a research participant must know that they are one, and should provide informed consent. Furthermore, Madge points out the fact that research conducted in Europe cannot progress in the absence of informed consent, as it is illegal to do so. Research results from a study by Chen et al. (2004) revealed that owners of public webpages generally found observing without consent an unethical research practice. A compromise between the need to observe individuals covertly and to obtain upfront informed consent is suggested by Madge. She suggests conducting the observations without the knowledge of participants, informing individuals about the project afterward, and then requesting informed consent. The idea is to contact each participant (via email, etc.) and explain what was done, why it was done, and why it was done covertly. Neither Selwyn nor Hart and Steinbrecher’s studies appear to have conducted a follow-up like this. Sharf’s (1999) study is an example of research successfully completed in this in this way. Once the reasoning and potential benefits of Sharf’s project were explained, participants provided informed consent after the fact and also contributed useful feedback via interviews. Sharf ultimately concludes that the additional work to ensure the research was ethically conducted benefitted the participants as well as the online research community as a whole. The results of Sharf’s study were also made available to participants as in this particular case the research was directly applicable to the participants observed. However, many researchers may not be willing to take the risk that participants will deny consent.
Direct quoting
King (1996) explains that the least acceptable way for an unaware participant to find out they were in fact a part of a research project is to read the published article and recognize telling material (e.g., direct quotes, research locations, etc.). While many may think this is unlikely to occur, King states that the possibility cannot be ignored. For this reason, King explains that direct quoting should not be used if a researcher chooses not to obtain informed consents. Neither Hart and Steinbrecher’s nor Selwyn’s studies conform to this rule.
Website registration
Haight and Jones (2005) suggest that if website registration is needed in order obtain data and make observations then informed consent should be required. Bruckman (2002) also supports this notion. It’s also explained that recording data from websites that require registration commonly violates that website’s Terms of Agreement/Use clause.
Conclusions
There are many variables to consider when attempting to decide where studies like Hart and Steinbrecher’s and Sewlyn’s stand, ethically speaking (the researchers themselves acknowledged that their studies may be ethically controversial). If these studies were to be measured against the combined recommendations for ethical online research referenced here, they might fall short of acceptable ethical conduct. However, the guidelines described have not been accepted by researchers as a collective group, nor are there any official online research guidelines by which researchers are required to abide. Because of this, a generalizable ethical measurement of Hart and Steinbrecher’s and Sewlyn’s studies cannot be made. Researchers appear to be left to their own experience and judgment to determine what is ethical and what is not. Sharf’s research procedures seem to be an ideal example for future researchers to follow. Researchers that wish to ensure ethical online research would also be wise to familiarize themselves with the guidelines and examples referenced here, and to use their judgment to abide by those that are ethically applicable, as Sharf did.
In this post we will examine the Denise Knowles’ web seminar entitled “How to integrate Facebook into your teaching” in terms of how it can applied in the classroom. In the web seminar, Knowles explains a range of ways in which Facebook can be used by teachers on a daily basis. First, the general methods of Facebook integration presented by Knowles will be detailed. Following this, I will discuss which methods can be be applied a world language classroom infused with technology (like my own), and which ones not. It is recommended that readers have a basic understanding of what Facebook is and how it generally functions before continuing on.
Some Background Information
According to Knowles 90% of all students in the United States utilize Facebook (and this statistic remains true), the most used social networking web site. Considering the fact that such a large percentage of students are competent users, Knowles suggests that teachers use Facebook as an educational tool. The idea is that students are already using Facebook competently and often, and that bringing course content to them rather than bringing them to the course content makes sense. Davis (2010) supports this idea as well.
On Facebook and Security
Knowles points out that teachers, especially those in basic education (meaning, kindergarten through high school), typically fear using Facebook in the classroom. This is something I have seen first-hand and it is understandable when day in and day out teachers across the nation are disciplined by districts when unprofessional material (photos of teachers involved in heavy drinking etc.) surface via teachers’ personal Facebook profiles (Davis, 2010). Knowles suggests that teachers need to understand what Facebook is, how it works, and how to use it to better classrooms while adeptly maintaining a teacher’s privacy. While it is not the purpose of this post to provide a breakdown of how one can effectively setup Facebook profile privacy settings, Knowles does demonstrate this in her web seminar. This would also be an easy find online.
On Facebook Groups and Pages
The web seminar takes time to explain the differences (which are significant for the development of this post) between Facebook groups and pages. A Facebook group is a collection of individuals that share a common interest or goal and use the group’s page to communicate with one another. I, for example, maintained a Facebook group for the people in my doctoral program. Students use the group for anything from vital questions about upcoming assignments to organizing group lunches. In order to make use of a Facebook group the users must be Friends, which makes each member’s profile information accessible to one another. In a group, members can write and post what they have written to the group’s public page for all to see. A page, on the other hand, is geared toward disseminating information from one party to others who view that page. A page does not require those viewing the page to be Friends (as mentioned above).
Some Methods of Integration Using Groups
Knowles’ web seminar describes three activities that could be used in conjunction with a Facebook group. The first is a role-playing activity in which students can take on the personas of different historical figures and speak with one another accordingly to understand those figures better. The second requires students to post thoughts and/or updates as they read an assigned novel to share thoughts with other students reading the novel. The third involves simply posting updates on a particular project so that the teacher is aware of progress as it is made.
All three of these items can be dismissed while we consider ways to integrate Facebook into a world language classroom. The reasons are twofold. The first major issue with these activities is that they require using a Facebook group. As stated above, using a Facebook group requires all participants to be Friends, granting any Friend access to one another’s personal profile information. This includes the teacher who is overseeing the Facebook group. This loss of privacy is not one I would willing to consider as a working professional (and some districts have written policies against students and teachers becoming Friends on Facebook). The second major issue with the activities suggested here, is that it assumes that every student will have access to Facebook. Though these are modern times, not 100% of students will have the technology to access Facebook and current research accepts that if even one student cannot access an item required to complete a classroom activity, that activity must be considered supplemental rather than required (Thomas & Orthober, 2011).
Some Methods of Integration Using a Page
Now that it has been established that Facebook groups, and in turn the activities that rely on them, will not be used, the remaining methods of integration will be analyzed and applied to the a world language classroom (given that I run a German classroom). The remaining six methods of classroom Facebook integration rely on a Facebook page which can be established by the teacher and accessed by the students without the need for becoming Facebook Friends. I will create such a page that represents the German program at the high school where I teach. The page will contain an about section explaining the information disseminating function of the Facebook page.
Post lesson plans
Prior to each lesson the I will post the associated lesson plan. This will be reasonable to accomplish as the plans are readily available and were created as though written for a student to read.
Post notes
Following each class day, the classroom notes will be posted to the Facebook page. This will be useful for students who were absent from class that day or students who may have lost their notes. German students are currently required to maintain a notebook which holds all knowledge of German obtained thus far in the course. Students will be reminded that copies of notes provided on the Facebook page will not be substitutable for students’ hand-written notes.
Post events
Using the Facebook page for reminders related to program events will be useful. An example is the yearly field trip to a German Christmas market which requires permission slips and money to reserve students’ placement on the bus. Weekly, or even daily (near the date of the trip), reminders to submit these materials could be helpful.
Important announcements
This suggestion provided by Knowles is one of a practical nature when applied to my German program. Every so often on a Monday the school computer lab will be reserved for German students to conduct a summarization activity using a German news web site and being that students rarely remember this from a Friday announcement of the change in location, a Facebook reminder on Sunday night might prove helpful.
Celebrating student work
I currently use Twitter (another online means of disseminating information) and Facebook to display photos of interesting projects to fellow world language teachers. A Facebook page for the German program would allow students to access these updates as well.
Post useful enrichment material
In addition to the possibilities detailed above, the existence of a German program Facebook page would also allow me to post useful enrichment material for interested students. One example is that the I often finds compelling news stories on the German news site heavily used in the course and would share such stories if an efficient means to do so existed. The same example applies to German commercials and other German-related videos that are deemed to be worthy of students’ time.
Educational Facebook Use Policies
Appropriate methods of integrating Facebook into educational settings, and into the general lives of educators, are beginning to be introduced via scholarly research. Many educational institutions, however, have not yet established educational Facebook use policies. The majority of the literature impresses upon the reader the delicate nature of educational Facebook use (particularly in basic education settings). Davis’ (2010) article and those before hers collectively describe the entire spectrum of educational Facebook use. In short, some institutions officially encourage appropriate and professional educational Facebook use, some ban it entirely, and others have simply not acknowledged educational Facebook use (Davis, 2010; Maranto & Barton, 2010; Carter, 2008). While many institutions avoid educational Facebook use policy making, Carter (2008) notes The Association of Texas Professional Educators, which provides official recommendations for appropriate educational Facebook use. This guide, for example, describes how educators should proceed if they receive friendship requests from students. In the article, Carter ultimately makes a call to action, which is in essence a recommendation to engage in statistically beneficial educational Facebook use while using common sense to guide all educator actions on Facebook.
Implications & Recommendations
Considering the existing research, there are several implications regarding Facebook as an educational tool. Based on the literature, students and teachers alike seem to have significantly positive attitudes toward possible and actual educational Facebook use. Therefore, it makes sense to acknowledge these attitudes by moving forward with the development of educational Facebook use methods. While literature concerning online privacy and teacher self-disclosure on Facebook may appear to be conflicting, logical and generalizable recommendations can be synthesized. These recommendations include being aware of institution policies regarding Facebook use, being knowledgeable about educational Facebook use and its methods, and using professional judgment combined with an understanding of educational morality.
It is clear that Facebook pages are being successfully used by educators to connect students to supplemental information and educational materials. This means that any educator not bound by institution Facebook policies has an opportunity to use a Facebook page to provide these supplements. Utilizing a Facebook page is also an opportunity to demonstrate appropriate educational Facebook use to students, which has been shown to improve student perceptions of an educator’s professional versatility (Mazer, 2007). Moreover, using Facebook pages (and educational Facebook use in general) is an opportunity to demonstrate appropriate Facebook behavior, which may promote equally appropriate Facebook behavior among students. Utilization of a Facebook page also has the perquisite of operating without the need for teacher-student Facebook friendships, as anyone can access a Facebook page if it is designated as a public one.
While Facebook groups require the instructor and students to become Facebook friends, they have been shown (via the case studies cited) to successfully facilitate collaboration and learning beyond the classroom. Instructors who decide to utilize these learning opportunities via a Facebook group may do so using appropriate judgment. One example of such judgment is opening a Facebook account that is professional by nature (i.e., the educator’s timeline information is appropriate for any audience). Another example is familiarizing students with how a Facebook group functions and what is considered appropriate Facebook group behavior (and institution Facebook policies if applicable). Educators who utilize Facebook groups adeptly and appropriately would be wise to stay current on scholarly literature regarding educational Facebook use, in order to avoid potential problems.
Potentially Controversial Studies
The Hart and Steinbrecher (2011), and Sewyln (2009) studies may prove to be controversial ones. The former directly quotes student posts that, while taken from sudents’ public timelines, were taken without the knowledge of the students. If the student timeline is set to public, does this mean that it is acceptable to publish that timeline’s information? The latter also directly quotes student posts. Sewlyn’s study differs in that the researcher requested Facebook friendships with students, intending to observe, record, and directly quote student posts (without their knowledge or permission). Given the student timelines were not public, was it acceptable to record and publish these student posts? Furthermore, does this particular instance violate Facebook’s terms of use agreement? Finally, would the students observed in Hart & Steinbrecher’s study have kept their timelines public and those in Sewyln’s study accepted the researcher’s request for a Facebook friendship if they had known the researchers’ intentions? Perhaps not. It is recommended these questions be addressed by those with an appropriate professional background for doing so.
Needed Research
Many would agree that Facebook and educational Facebook use are growing faster than research on either, particularly the latter. In turn, there are many educational Facebook use related research topics that need to be pursued. First and foremost, (1) a generalizable code of professional, moral, and ethical conduct should be designed and offered to educators engaging in Facebook use and educational Facebook use. Institutions are varied, and it makes sense to develop a code that would in theory apply to most educational settings. Next, (2) a guide for actual integration of Facebook into educational settings should be developed. Such a guide should include instructions on opening a Facebook account and developing a profile and timeline as an educator and professional. It should then provide a step by step guide for setting up and using Facebook pages and Facebook groups. Another (3) research endeavor should attempt to catalogue all of the specific ways Facebook is being integrated into classroom lessons. One teacher (of your author’s acquaintance), for example, conducts a project in which students take on the personas of various historical figures and discuss a modern day issue as those figures (the personas are aware they are using a Facebook group for discussion.) This example is likely to be one of hundreds (or more) which should be organized and described to practitioners to potentially enhance national (or global) Facebook best practices. This could be accomplished by a simple open ended survey which asks instructors to describe Facebook-based lessons they utilize. Research regarding educational Facebook use should also (4) be conducted at the basic education level. The majority of literature (including the studies cited here) regarding educational Facebook use focuses primarily on students in higher education settings. Simultaneously, the majority of examples of educator Facebook misuse (and the consequences of that misuse), occur at the basic education level. This gap in the literature makes all of the proposed research recommendations imperative.
Conclusions
The goal of this literature review was to find answers to crucial educational Facebook use questions. These questions included:
- How is Facebook currently being used as an educational tool?
- Are there positive student attitudes toward educational Facebook use?
- How is Facebook being used educationally between peers?
- What is the most reasonable solution to the various privacy concerns?
It was identified that educators are effectively using Facebook to disseminate important information and supplemental materials to their students via Facebook pages, enriching their educational experience. It was also shown that educators are successfully utilizing Facebook groups to facilitate collaborative learning beyond the classroom. It was established that there are significantly positive attitudes toward both theoretical, and actual, educational Facebook use. It was also discovered that both teachers and students are utilizing Facebook to engage in unofficial professional development and collaborative learning, respectively. A brief discussion concerning two potentially controversial studies was also offered. Finally, literature-based implications regarding educational Facebook use were identified and recommendations regarding appropriate educational Facebook use were made. Several recommendations for needed further study were also made.
In this two-part post we’ll take a look at the educational applications of Facebook.
Introduction and Rationale for Facebook Use
The use of Facebook as an educational tool appears to be a polarizing topic among many of those within the field of education. A large majority of educators, particularly those serving in basic education (i.e. K-12) capacities, straight-out fear Facebook use, having been scared (and scarred) by the many stories of disciplinary actions taken against educators who used Facebook unprofessionally (whether by accident or knowingly) (Carter, 2008). Others avoid Facebook use out of disinterest, being of the mindset that education likely has little to gain by integrating a media that was designed to be social by nature (Charnigo & Barnett-Ellis, 2007). The targets of this article, however, are educators that acknowledge the works of educational Facebook use researchers. This body of researchers recognizes an opportunity to enhance traditional learning using Facebook (Chou, 2012; Junco, 2012; Ömer 2012; Ranieri et al. 2012; Yunus et al., 2012; Hart & Steinbrecher, 2011; Lampe et al., 2011; Malita 2011; Promnitz-Hayashi, 2011; Teclehaimanot & Hickman, 2011; Davis, 2010; Kabilan & Abidin, 2010; Maranto & Baron 2010; Madge et al., 2009; Muñoz & Towner, 2009; Selwyn, 2009; Carter 2008; Mazer et al. 2007; Stutzman, 2005). What has compelled this group to become knowledgeable about educational Facebook use? To begin with, the majority of the literature has accepted the statistics that 90% of the nation’s students are using a social networking website daily (Junco 2012; Fogel & Nehmad, 2009; Steinfeld et al., 2008) and that 97% of those students are using Facebook (Junco, 2012). Now combine this ever increasing statistic with the versatile interaction tools Facebook continues to add. The result? A group of educators who recognize the sheer logic of bringing educational material to students via a medium they already frequent and are highly adept at using (Hart & Steinbrecher, 2011).
Educational Applications of Facebook
Key Questions
Now that the body of scholarly Facebook research, as a single entity, acknowledges the potential of educational Facebook use several other questions must be answered. (1) How is Facebook currently being used as an educational tool? (2) Are there positive student attitudes toward educational Facebook use? (3) How is Facebook being used educationally between peers (i.e., between teachers, between students)? Perhaps the most vexing Facebook related question is, (4) what is the most reasonable solution to the various privacy concerns?
Facebook use in Educational Settings
At the most basic level, Facebook is being successfully used to disseminate supplemental information and material to students via a Facebook page (Muñoz & Towner, 2009). Think of a Facebook page as being an individual’s own website, but hosted on Facebook, which offers the advantage of making its information available on a platform students already frequent. Its information is also easily accessible to Facebook’s 800 million users (Promnitz-Hayashi, 2011). Teachers are using Facebook pages to post assignment reminders, lesson plans, class notes, important announcements, exemplary student works, and useful enrichment material (Muñoz & Towner, 2009; Carter et al., 2008). Any educator, unless bound by institution policies, can utilize Facebook in this capacity.
Educators who have the desire and technical knowledge required to incorporate educational Facebook use into their courses have done so in a variety of ways. Ömer (2012), for example, used a private Facebook group to post supplementary English language activities for his first-year students on a daily basis, and students reported having positive attitudes about this. While the focus of a Facebook page is to disseminate information, a Facebook group like Ömer’s encourages discussion and collaboration with group members. Think of it as an alternative to other web-based discussion boards traditionally used in education. Chou (2012) replaced his course’s traditional website with a Facebook group that made student interaction possible. According to Chou the course’s Facebook group, toward which students had highly positive attitudes, resulted in meaningful educational interactions (specifically, they demonstrated higher-level development via the Facebook group). Matila (2011) and Promnitz-Hayashi (2011) used a Facebook group in a similar fashion with similarly positive results. Data from several survey-based studies also align with these findings. Junco’s (2012) study resulted in the understanding that students who used Facebook for an educational purpose (2,400 in her case) benefited from that use, and in a study by Lampe et al. (2011) students reported using Facebook for collaboration on assignments. In the Kabilan et al. (2010) study students believed Facebook use could theoretically enhance English language learning, and in a study that surveyed English language learning pre-service teachers, positive attitudes toward theoretical educational Facebook use were also reported (Yunus et al., 2012). Origins of positive attitudes toward educational Facebook use can be found in a survey by Madge et al. (2009), which showed a significant number of students were aware of the educational potential of Facebook use, even though at that time Facebook was minimally used as an educational tool. Selwyn’s (2009) covert observation of students’ Facebook activity also showed informal educational Facebook use in its infancy.
Facebook as a Professional Development Tool
In addition to studies designed to ascertain how Facebook is being used in educational settings, there are also studies that were designed to identify the ways teachers and pre-service teachers use Facebook to communicate with one another for educational purposes. In their (2011) study Hart & Steinbrecher covertly examined the public Facebook timelines of approximately 100 pre-service teachers and identified that educational Facebook use was occurring for the purpose of collaboration. This collaboration consisted of discussions concerning lesson ideas and the sharing of useful student teaching experiences. Ranieri et al. (2012) conducted a study in which approximately 1,100 teachers, who all utilized Facebook professionally for at least one year, were surveyed about their purposes for using Facebook. The primary reported reasons for educational Facebook use were to share useful educational information (e.g., state teacher certification procedures) and, most importantly, digital teaching resources. A smaller percentage indicated educational Facebook use due to the desire to understand and master professional social networking. This study also revealed that Facebook is the preferred social networking website for professional social networking because it is seen as having the largest potential educator audience. Additionally, Facebook was viewed as being the most efficient social networking website in terms of communication (due to the speed at which one can connect to Facebook, create a post, and receive a response).
Student Attitudes toward Facebook Use
Given that many of the researchers cited, as well as daily practitioners who have not published their activities, are interacting with students via Facebook daily, it makes sense to examine students’ views regarding such interactions. Teclehaimanot & Hickman (2011) identified this need and methodically surveyed approximately 50 students (using a 40 question Likert scale survey and supporting interviews) concerning these views. The results indicated that students find passive teacher Facebook use more appropriate than active teacher Facebook use (passive and active termed by Teclehaimanot & Hickman). The authors explain active Facebook use as any Facebook action initiated by the teacher. For example, requesting Facebook friendships with students, commenting (socially) on student Facebook timeline posts, and teacher timeline posts containing non-objective material (political views, words of personal frustration, etc. were considered active and undesirable by the student. Passive actions, however, such as accepting student initiated friendship requests, and untraceable actions such as viewing public student timeline posts, were seen as acceptable by the surveyed students. Mazer’s (2007) study sought to identify the effects of Facebook teacher self-disclosure (i.e., the professional and personal information a teacher makes available to students) on student learning. The study surveyed approximately 130 students after each was shown a teacher Facebook timeline that contained either a high, medium, or low amount of teacher disclosure. The high disclosure Facebook timeline contained personal information such as posts about daily activities and experiences in addition to standard items (e.g., one’s name, photo, hometown etc.). The group of students who viewed this high disclosure Facebook timeline reported a significantly higher percentage of positive perceptions than observers of the medium and low disclosure timelines.
FSR will showcase cutting-edge AV solutions at the BICSI Fall Conference & Exhibition, IFMA World Workplace, and NECA.
Woodland Park, NJ – September 6, 2023- FSR is set to showcase brand new products and innovations at three upcoming trade shows. They will first attend the BICSI Fall Conference & Exhibition, which showcases the latest technology trends and advancements, in Las Vegas, Nevada on September 10-14. After, they will attend the IFMA World Workplace, the most highly acclaimed facility management conference in the world, which will take place in Denver, Colorado on September 27-29. Lastly, they will attend NECA, which caters to electrical contractors, electrical distributors, AV dealers, and offers a place for industry professionals to convene each year so they can stay ahead of the industry landscape and prepare for the future of the electrical construction industry. It will take place in Philadelphia, Pennsylvania on September 29- October 2. At all three shows FSR will be showcasing a wide array of their new products but highlighting select ones at each.
BICSI – Booth #1926 – September 10-14
At BICSI, FSR will be showcasing their FLH6 floor box line, the CB-22S+, and their USB-C Digital Ribbon Cable. FSR’s FLH6 floor box line will be their most customizable and durable yet. The floor boxes’ internal brackets can be customized in many ways to accommodate your power, audio, video, telecommunications, and data in the most practical way possible. The CB-22S+ is their newest generation of ceiling boxes which now have integrated threaded rod mounts for easy installation as well as an increased load capacity of 140 lbs. Their USB-C Digital Ribbon Cables deliver a speed of 10Gbps of data transfer without signal loss or delay. The cables can support the connection between a USB-C camera, hard drive, PC, or laptop. They will deliver superior performance while providing a reliable plug-and-play user experience.
IFMA – Booth #635 – September 27-29
NECA – Booth #761 – September 29 – October 2
At both IFMA and NECA, FSR will also showcase their FLH6 floor box line and CB-22S+, but add the DV-HMSW4K-44AUD and the USB-C low profile retractor. The DV-HMSW4K-44AUD is a high-performance HDMI 2.0 4x4 Matrix Switcher with four SPDIF coaxial and analog audio outputs. It allows any Ultra HD source (e.g., Blu-ray disc™ player, HD DVD player, satellite receiver, gaming console, etc.) to be shown simultaneously on up to all four outputs. The 3.2 Gen 2 10Gbps USB Type-C Low Profile Cable Retractor is a cable management system that offers convenience, cable storage, and protection, hiding unsightly cables when not in use. The cables can be quickly deployed by the user and extend up to six feet. A simple pull and release of the extended cable are all that is needed to return the cable to the protective reel. No button release is required.
FSR is Debuting the DV-HMSW4K-44AUD, a High-Performance HDMI 2.0 4x4 Matrix Switcher with Four SPDIF Coaxial and Analog Audio Outputs.
Woodland Park, NJ – June 28, 2023 – FSR is releasing the DV-HMSW4K, a matrix switcher that allows any Ultra HD source (e.g., Blu-ray disc™ player, HD DVD player, satellite receiver, gaming console, etc.) to be shown simultaneously on up to all four outputs. The unit features a slim, rectangular design and can be desktop or wall-mounted using the supplied mounting ears. The unit also includes a full-function IR remote, IR receiver bud with mounting tape, rubber feet for desktop use, and five 3-PIN connectors for RS-232 and audio connections. An AC power adapter with a locking connector is included.
Features:
- HDMI 2.0 version (Supports 4K@60Hz YUV4:4:4).
- Bandwidth up to 18Gbps.
- HDCP1.4/2.2 compliant.
- Supports HDR10, HLG, Dolby vision.
- 4xHDMI Input, 4xHDMI output with 4xSPDIF coaxial Audio, and 4xAnalog Audio
- Any one of the 4 Ultra HD sources to any one of the 4 Ultra HD displays.
- Supports IR control for long distances; RS232 control, Panel Button control, TCP/IP control and Web GUI Control.
- Supports PCM 2.0, Dolby True HD and DTS-HD master audio, LPCM 7.1, audio.
- Sampling rate up to 192KHZ.
- Supports analog and S/PDIF audio extraction.
- Supports EDID management and EDID copy.
Applications:
- Boardrooms
- Classrooms
- Collaboration Systems such as HuddleVU
- Command and Control Centers
- PoP / PoS Kiosks
- Digital Signage
Manufacturer sponsors Florida charity’s ‘Christmas Day Movie Trip’
Boca Raton, Florida – December 19, 2022 – Giving back is woven into the fabric of FSR, a leading manufacturer of Pro AV equipment. So when the Florida non-profit, Kindness Shared Happiness Squared, sought sponsors to bring Christmas cheer to the young residents of a group foster home several years ago, FSR president Jan Sandri didn’t hesitate for a minute. Continuing the tradition in 2022, Sandri and FSR will send 44 kids and 8 staff members to the movies on Christmas Day with gift cards for candy, popcorn, or any snack they choose.
“These kids aren’t able to spend the holidays with family, but this program – the Annual Christmas Movie Trip – gives them something to look forward to. It’s the most wonderful gift we can give them on Christmas Day,” said Sandri. “They go as a group and are so excited. Last year one boy told me he felt like a king! We are so happy to work with this wonderful charity and bring joy to those that may not otherwise experience it this holiday season.”
The participants of the Christmas Day Movie Trip are all residents of a group foster home. In addition to the movie outing, each child will also receive a gift selected just for them.
Kindness Shared Happiness Squared is a non-profit organization created in 2015 to distribute happiness to kids in need and rescue animals. The organization is operated 100% by volunteers and all programs are free for participants.
FSR manufactures audio and video switching, control products, connectivity boxes and collaboration systems from its headquarters in Woodland Park, NJ.
When Covid shuttered the church to outsiders where Boy Scout Troop #22 of Clifton, NJ met, FSR stepped in to offer an alternative. The manufacturer of ProAV equipment located in Woodland Park, NJ has a long, rich history of giving back to the community and this time was no exception. When FSR employee, and Assistant Scout Master, John Macaluso jr. asked FSR president, Jan Sandri if the scouts could meet at FSR, Sandri not only agreed to providing a meeting room, she opened up a workshop in the factory where they could continue 
practicing their crafts.
Scouting is a long-term commitment for Macaluso, who believes it helps the kids become better citizens and more responsible adults. A scout since he was six years old, he’s seen the positive effect of good role-models first-hand and is passionate about paying it forward.
“Scouting is about allowing kids to have experiences they might have otherwise missed,” said Macaluso. “We teach them safety and responsibility, giving them the skills they need to become leaders and contribute to the community. When the pandemic hit, our usual meeting place, a church, couldn’t allow outsiders in. We found ourselves in a desperate situation with no place to go, and these scouts depended on the community experience and leadership training that came with our weekly meetings.”
Troop #22 out of Clifton, NJ is comprised of 9 boys ranging in age from 11 – 16. The weekly meetings were often the only opportunity they had to fraternize with others similar in age during the pandemic. The scouts adhered to safety protocols and continued to meet at FSR for about a year, when it was safe to return to their original location.
“Jan Sandri opened the doors and her heart to these kids. The Troop would have folded if it weren’t for her generosity,” added Macaluso.
FSR also supports the United Way of Passaic County’s “Backpacks 4 Kids” school program with an annual donation of much-needed school supplies as local children return to their classrooms. In addition, Sandri has organized relief efforts for local disasters, such as Super Storm Sandy, and is on the Board of Kindness Shared Happiness Squared, a Florida based non-profit created to distribute happiness to kids and animals.
FSR has announced that its Smart-Way Wall Raceway received an NECA Showstopper Award at the recent NECA 2022 Convention and Trade Show. The Smart-Way Wall Raceway was one of 26 winners evaluated by panel of
expert judges from a pool of 150+ candidates featured at the annual Showstopper Showcase. The Showstopper Awards were announced on Sunday, Oct. 16 during NECA (National Electrical Contractors Association). The NECA Show, the largest of its kind in North America, is the premier event for Power, Light, Energy and Communication Technology. Attendees gather to find the latest, most advanced and innovative products and services from exhibitors that range from small manufacturers to large corporations.
Sponsored by ELECTRICAL CONTRACTOR magazine, the Showstopper Showcase and Awards highlights the electrical construction industry’s newest products and services on the market. Candidates are judged by a panel of tool experts and experienced electrical contractors who look for stand-out products that are unique, innovative and meet criteria for safety, usefulness, and practicality.
‘We’re thrilled to add another award to our growing collection,” stated Jan Sandri, FSR president. “Our Smart-Way Wall Raceway extends the capability of our Smart-Way Raceway so it can now take power and data connections from the floor-to-wall-to-ceiling, making it the intelligent choice for offices, conference rooms, collaborative work environments, or anywhere wire management is desired. We are honored that NECA and ELECTRICAL CONTRACTOR magazine recognized the value in the solution and we are proud that our Smart-Way Systems are all Made in the USA, and we have inventory!”
FSR’s Smart-Way Wall Raceway – the newest addition to FSR’s Smart-Way family - provides the ability to transition from a floor to ceiling Raceway system. FSR’s Smart-Way Raceway is the most cost-effective and easiest way to get power, data and AV across the room to where it’s needed The wall unit consists of a ceiling flex conduit feed with soft edges for easy wiring and features floor to wall transition and new edging. Available in slate and aluminum, the Smart-Way Wall Raceway offers the same clean look as the floor version.
FSR is going global with its Smart-Way Raceway. The award-winning wire management system, which is manufactured in the US, has been expanded to include international versions and is readily available for both domestic and international shipping.
According to Jan Sandri, FSR president, "Smart-Way is the most cost-effective and easiest way to get power, data and AV across the room to where it's needed. It's been incredibly popular in the US we're excited to bring it to our customers all around the globe."
Smart-Way comes complete with two pairs of edging that allows it to be used as an in-floor solution or on-floor installation configuration in, or on any carpet, wood, tile, or laminate flooring 
between .21" - .38" high -- without the need to purchase additional parts. The platform offers two-part tee fitting options that allow cables to change direction seamlessly and reach the required destination without any complications. 45° and 90° corners are available independently that don't compromise the minimal bend radius of wire and add to the system's flexibility. System compartments that previously provided ample space for power, communications, and A/V connectivity have been upgraded with 2-gang and 3-gang extension covers for even more space for extra-deep gang products.
Smart-Way blends into any room's decor with its slate-grey or bright aluminum finishes making it ideal for offices, conference rooms, collaborative work environments, or anywhere wire management is desired. The ADA compliant system further preserves the room's aesthetics with a block cable pathway that can interface with a Smart-Way device box using FSR's new mounting bracket. Cables can also now be routed from the under-side of a table down to a Smart-Way device box, the company says.
New plug-and-play DR Cables easily power today’s high-end peripheral devices that use USB Type-C connectors
Woodland Park, NJ – January 27, 2022 –FSR, a leading manufacturer of a wide variety of infrastructure and signal management solutions has expanded its Next Generation Digital Ribbon Cable series to include USB 3.1 Gen 2 Type-C® DR cables designed for most conferencing cameras, hard drives, PCs, laptops or any high-end peripheral devices that use a USB Type-C® connector to transfer data. Introduced at InfoComm 2021, these hybrid fiber/copper cables are now shipping.
Offered in 10m and 15m lengths the cables are compatible with both Windows and Apple iOS, can support a 5V/900 mA transfer limit, and deliver a speed of 10Gbps data transfer without signal loss or delay. Each cable is fitted with a discreet black jacket with connector shells labeled “HOST” and “DEVICE” to aid in error-free connection. The DR USB Type-C® cables* deliver superior performance while providing a reliable plug-and-play user experience without the need for software. The cables are plenum rated (type CMP/FT6) and feature enhanced pull strength of 15kg/33lbs. They join FSR’s extensive range of Next Generation Digital Ribbon Cables which includes 4K and 8K versions that utilize a proprietary technology to allow high-speed, high-definition, HDMI® signal transmission over distances of up to up to 328 ft. or 100 ft, respectively.
“We’re excited to offer our customers a powerful digital ribbon cable solution for today’s high-end peripheral devices that use a USB Type-C® connector,” explains Jan Sandri, President, FSR. “This latest version of our Next Generation Digital Ribbon Cables fulfills a market need with a product that meets the high technical standard the industry has come to expect from FSR’s product portfolio. The new cables are the next logical step to keep our customers ahead of the curve and we look forward to demonstrating their power and performance at events throughout the year.”
FSR is known for its award-winning switching products, control devices, connectivity boxes and collaboration systems for the audio/video, Information and Communications Technologies (ICT), education, corporate, hospitality, and government markets. The Company manufactures in the USA. 
*This cable does not support USB-C® Power Delivery or Alternate Mode.
About FSR
FSR, established in 1981, manufactures a wide variety of signal management and infrastructure solutions for the AV/IT, Information and Communication Technologies (ICT), corporate, education, hospitality, government, and religious markets, including floor, wall, table, and ceiling connectivity boxes and wireways, as well as a full line of interfaces, distribution amplifiers, matrix switchers, seamless scaling switchers and HDBaseT signal delivery solutions. FSR offers live 24/7 technical and sales support throughout the country from expertly trained technicians and sales representatives. The Company is also an HDBaseT Alliance Adopter Member. For more information: www.fsrinc.com.
FSR Contact: Jan Sandri
973-998-2300• This email address is being protected from spambots. You need JavaScript enabled to view it.
Press Contact: Desert Moon Communications
Harriet Diener
845-512-8283 • This email address is being protected from spambots. You need JavaScript enabled to view it.
It was exciting to see our industry back together again at InfoComm 2021. This year was even more special as it was our 40th year in business! Although we had a smaller footprint than previous years, we were still jam-packed with new solutions to showcase to attendees. We showed off a new project wall box, an added feature to our ceiling box line, and also hinged floor box covers, to name a few. Check out our booth interview videos below to see some feature products from FSR in 2021.
InfoComm 2021 PWB-CMU8 Feature
LEARN MORE ABOUT THE PWB-CMU8 Project Wall Box: https://bit.ly/PWB-CMU8
InfoComm 2021 CB-MLS Series Feature
LEARN MORE ABOUT THE CB-MLS SERIES: https://bit.ly/CB-MLS
InfoComm 2021 Hinged Covers Feature
Change the mood at your workstation with a little POP
Color affects our daily lives far more than we realize. In the office, skillful use of colors can boost your productivity, health, and even happiness. Studies have shown that tapping into color psychology can also improve employees’ productivity and job satisfaction, and positively impacts how your clients, visitors, and customers perceive your business. The Symphony POPs combine vibrant colors with accessible power and charging to any workspace.
New dealer relationship underscores manufacturer’s commitment to Canadian market
Woodland Park, NJ (May 13, 2021) — FSR has expanded its presence in Canada with the appointment of Sales Outsource Solutions (SOS) Group as a manufacturer’s representative. The newly formed relationship underscores FSR’s commitment to bring exceptional sales, marketing and technical support to its Canadian market-base by partnering with a company rich in resources and proficient in Electrical, IT and Cabling applications. Toronto-based SOS is known for its portfolio comprised of best-of-breed audio, video and data communications solutions.
SOS Group will focus on FSR’s popular infrastructure product lines which include the company’s flagship floor, wall, table and ceiling boxes; as well as its comprehensive series of power, connectivity and cable management solutions – a perfect fit for the rep group that specializes in fiber optic and copper communication cables and associated accessories. SOS’s region will include all of Canada excluding Alberta, Yukon and the Northwest Territories.
Jan Sandri, FSR’s President said, “This is an exciting time for FSR and we’re delighted to announce this new partnership with SOS Group, a company with a strong portfolio that fits well with our brand. SOS’s philosophy mirrors our own – maximizing market share quickly and economically by connecting people with solutions that work. They’re very well respected in Canada and have earned a reputation as trusted problem solvers and we’re delighted to have them serve as advocates for our customers. We have previously worked with two of SOS Group’s representatives in an independent capacity and we’re looking forward to reuniting our teams.”
FSR is a leading manufacturer of a wide variety of products for the Pro AV and Information and Communications Technologies (ICT) markets. FSR manufactures its audio and video switching, control products, connectivity boxes and collaboration systems from headquarters in Woodland Park, NJ.
About FSR
FSR, established in 1981, manufactures a wide variety of signal management and infrastructure solutions for the AV/IT, Information and Communication Technologies (ICT), corporate, education, hospitality, government, and religious markets, including floor, wall, table, and ceiling connectivity boxes and wireways, as well as a full line of interfaces, distribution amplifiers, matrix switchers, seamless scaling switchers and HDBaseT signal delivery solutions. FSR offers live 24/7 technical and sales support throughout the country from expertly trained technicians and sales representatives. The Company is also an HDBaseT Alliance Adopter Member. For more information: www.fsrinc.com.
FSR Contact: Jan Sandri
973-785-4347 • This email address is being protected from spambots. You need JavaScript enabled to view it.
Press Contact: Desert Moon Communications • Harriet Diener
845-512-8283 • This email address is being protected from spambots. You need JavaScript enabled to view it.This email address is being protected from spambots. You need JavaScript enabled to view it.