How might we scaffold self-management skills for our students?

As an ed tech coach, I am often asked questions about limiting internet access for students. “Can we block youtube?” “How do we block this game site?” “We need to block facebook.” APS has a progressive view on site availability: we recognize that there can be excellent academic and relationship building reasons to leave social media sites accessible by all and we also know that shutting off one game site just means another game site is discovered the next week.

BUT...I empathize with the questions. It's understandable that teachers and principals might want limits on availability. Students finding ways to spend their entire class time on youtube searching for music videos instead of researching the Civil War is frustrating - and the least scary thing about open access. Cyber-bullying, violent or sexually graphic images and videos, and child predators on internet sites aimed at children are infinitely more concerning.
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So what can we do about sites like youtube - which can have both excellent resources for students and teachers AND truly objectionable material?

Annotation, too, might change: My reflections on a recent annotation flash mob

This reflection is "cross-posted" here but it originated on my personal blog. Cross-posting is publishing a blog post in multiple places to reach a broader audience. -Joe Dillon

It wasn't until I became a teacher that I began to annotate texts with real purpose. The pressure of being prepared for class after class of energetic 12 year olds drove me to read professional literature and young adult literature with a new focus and purpose. At the same time I was learning about how annotation helped me develop my professional practice, I also learned how annotation could support my students in making meaning in the texts they encountered in my class. In teaching I learned the authentic value of talking back to a text with annotations.

My copy of Peter Johnston's Choice Words. I must've been thinking about lit circles this day.

Still, though we shared our annotations in discussion, the act of annotating was an independent act that we did alone, while we read silently. Even in guided reading settings, we'd annotate segments of text individually before talking through those texts one segment at a time. The Internet, with its interactive opportunities and Web 2.0 applications, suggest a more social approach, and present an opportunity for teachers and students alike to consider the possibilities for annotating together. In pairs, in interest-powered groups and yes, oh yes, in crowds.

My copy of The Literature Workshop, by Sheridan Blau

With those as yet undiscovered possibilities in mind, some colleagues and I convened online for an experimental "annotation flash mob." Using the tool hypothes.is, we marked up the text "Skills and Strategies | Annotating to Engage, Analyze, Connect and Create," by Jeremy Dean and Katherine Schulten.

Of the small mob that convened online, some talked in a Google Hangout (about 7 of us) and shared their screens to show us how they worked. Others (about 7 more), joined from points around the globe to mark up the text but didn't join the webinar. They dove into the article itself, jotting notes and responding to other annotation mobsters.