Just before the second issue of Space was published, Susan Ettenheim and Paul Allison, from the New York City Writing Project, were joined by:

• Kevin Hodgson, a sixth grade teacher from the Western Massachusetts Writing Project
• George Mayo, an 8th grade teacher from Maryland, and one of his students Pablo, an editor of the second issue of Space.
• Chris Sloan, a high school teacher from the Wasatch Range Writing Project in Salt Lake City, and one of his students, Dane
• Hannah, a student from the Science Leadership Academy in Philadelphia

Join the fun!

1. Listen to this podcast, as we bounce ideas off each other and plan future collaborations.
2. Please share Space, Issue #2 with your students.
3. And register your students at Youth Twitter.

2008space - via kwout

Chat Log

Earlier this month, on Youth Twitter, a student in South Korea, Soojin wrote, "just my opinion about youthtwitter: schooly. concrete."

A bit later, Hannah, a student in Philadelphia, answered on Youth Twitter, "I think Alan's survey is a good example of how not to be 'schooly'. Students should ask questions of each other and interact."

Wow, we thought this would be an interesting conversation on Teachers Teaching Teachers. Perhaps we could have more of a Students Teaching Teachers show.

We invited Soojin, Hannah, Alan, a student from Queens, NY, Lindsea, a studnet from Honolulu, and Ben, a student from NYC to talk about the possibilities and problems with http://youthtwitter on our live webcast, Teachers Teaching Teachers.

What a great a conversation we had about Youth Twitter, and blogging, and social networking and blogging-beyond-school.

OH! We also invited some of the students' teachers. Their insights were invaluable.

We were excited to have Clay Burell, Madeline Brownstone, and George Mayo join us for this conversation as well.

Here's the first paragraph of a blog post that Soojin wrote the day after the webcast. (Click the link to read the whole post, and the responses.)

Enjoy! And pass this podcast on to your students for inspiration.

Imagine, if you would, your department meeting webcast live every month or so. At it's core, that's what we aim for at Teachers Teaching Teachers, and there's more. In this podcast, we go back to the basics, back to the making public our private curriculum discussions. Five National Writing Project teachers and two guests joined together to check what our students were doing and what we were thinking. We work together with a group of sites:

• Youth Voices social network of 9th - 12 grade bloggers
• Personal Learning Space - social network of 6th - 8th grade bloggers
• Elggplans Wikispace - a wiki where we gather collaborative plans
• Youthwiki Wikispace- a wiki for youths to share multimedia in galleries of work
• Youth Bridges - youth podcasting network
• Youth Twitter - a safe, twitter-like blogging network for students

• 10 self 10 world questions
• 12 steps to a post with image, comments, and reflection
• Be a blogger - Self Assessment Guide
• Be a blogger! - Hypertext version

• Chris Sloan, Salt Lake City, Utah
• Bill O'Neal, Trenton, New Jersey
• Lynne Culp, Los Angeles, California
• Mike Sansone, Iowa
• Jim Sigler, Missouri

Some educators, including some of us who meet regularly on Teachers Teaching Teachers, have begun to find places in our curriculum for microblogging.

“Compared to regular blogging, microblogging fulfills a need for an even faster mode of communication. By encouraging shorter posts, it lowers users’ requirement of time and thought investment for content generation. This is also one of its main differentiating factors from blogging in general. The second important difference is the frequency of update. On average, a prolific blogger may update her blog once every few days; on the other hand a microblogger may post several updates in a single day.” (Java Akshay, Tim Finin, Xaiodan Song, Bell Tseng, Why We Twitter: Understanding Microblogging Usage and Communitites. August 12, 2007)