An introduction to SAMR at ASW

Posted by Bill in Educational Tech ,  Design ,  Leadership on Monday, March 21, 2011 Permalink

Click here for a PDF file of a presentation I gave in Budapest at the annual CEESA conference.

SAMR is a framework for looking at technology integration in steps - at the bottom level, a teacher is simply substituting what they used to do. Then we move to augmentation, modification and finally redefinition.

The skeptic in me always gets a little louder whenever the words "framework, technology, and integration" are used in the same sentence. But a simple question remains in my mind; if you teach the same way you have always taught, simply adding in technology, what's the point of using technology?

There's more to speak about SAMR, and getting teachers to ask themselves this simple question, but for now, please feel free to use the notes.

Moving from a drop-off model to an integrated model

Posted by Bill in Educational Tech ,  Design on Wednesday, March 16, 2011 Permalink

The question popped up on a moodle forum about moving from a lab environment to a more integrated environment.

Right now, and for several years, we've had a weekly schedule where teachers bring their classes to the lab and work with an ICT Teacher. (The teacher stays for the lesson; it's not a send-them-away special class like Music or Physical Education.)

The “drop-off” model plagues many school tech integration efforts. If your teachers are already involved and invested in integrating, the transition will be less disruptive.

I see you say, “stays for the lesson” - is that “stays in the back with coffee chatting / checking email” or “stays walking around the room looking / commenting on content”? The distinction is important.

Another key question to ask is who is “responsible” for the lesson. Is there collaborative planning, developing the assessment, sharing responsibility for teaching necessary skills during the project in addition to monitoring students during lab time? If your ICT teacher consistently finds ways to involve the teachers in taking the lead on the lessons, the transition to teachers working with students independently (either in the lab or classroom) will happen naturally, or maybe with a little nudge.

But essentially the lab is fully booked with those scheduled classes, so there's not a lot of wiggle room for extra time in the lab or extra time with an ICT teacher.

Ask 5 random teachers: why do we want to change this? If they can’t answer the “why”, then you’ve got a vision problem. Although you can’t make 100% people happy 100% of the time, this change will ripple into teachers classrooms. Observe good change management.

We're looking at changing that and making it more of a flexible sign-up approach, so that during units where more technology integration is appropriate, classes could book more time with the ICT teachers.

This makes sense. At ASW we use google-shared calendar to manage lab time. The Tech Integrator also shares out her calendar so folks can schedule a project in the lab (or classroom with netbooks) when she is free if needed. Many teachers just sign up for the lab (we use our lab for the higher end projects not feasible on our classroom netbooks).

Also, we'd like to free up the ICT teacher's time a bit more so that they could push into the classroom more often, and not always be in the lab. At the same time, we don't want to lose the contact time with each class.

How do you view the primary role of your ICT teacher? Tech teacher or coach? If it is coach, it is imperative that you free up your ICT teacher to work collaboratively with classroom teachers. Is there technology in the classrooms as well, or is the lab the only technology available?

We're a bit worried that less-tech-enthusiastic teachers would choose not to sign up as often. There's also the concern that students wouldn't get the necessary ICT skills if they weren't taught explicitly, the way we have done it in the past.

This points to vision. There is also clear empirical evidence that administration expectations of technology use stimulates use. I don’t mean to beat this point to death, but vision, vision, vision. If teachers have a plan how they will integrate, you are in luck. If not, oof.

We're thinking of having a trial year to phase it in, maybe cutting every other scheduled class next year so that we could keep some but still free some time up for sign-ups.

Um, no. This way, your reluctant teachers would just wait it out until the model went back to the old way. Do the vision thing right. Spend a year at it, throw some money at it, and get everyone on board. It’s so hard to bring reluctant faculty on board if they haven’t bought into a vision. It’s so much easier when everyone is on board.

Have any of you had experience - positive or negative - in switching from a set schedule to a more open one?

At ASW we have just moved to an open schedule is the ES tech lab. Funny thing, the teachers we spent a year with clearly explaining “we are moving to an integrated model” didn’t have a lot of hard bumps. But there is one grade level who was never told “we are moving to an integrated model”. Guess where we are having our biggest pushback? And this grade level isn't composed of luddites! They are enthusiastic, experienced and willing to try new things - but they didn't hear (or buy into) our move to an integrated program.

Ideas or suggestions for us? Things to watch out for?

Please see above. Really. Visioning isn’t a sexy bold thing, but it SO CLEARLY realizes effective integration.

If you've made this transition, was everyone happy afterwards?

Most people are - but we have a very veteran, experienced, and vocal grade level who wasn’t on board with this change. To be fair, we are actually down an integrator. Our Elementary school should have 2 integrators; we only have 1. Our success this year really belongs to our elementary school integrator, who has been working very hard to push into classrooms and meet with teams on a regular basis. She deserves the credit for our successes.

Looking back, would you do it differently?

Sure we would - spend a year visioning, have 2 full time integrators, and really make sure this change was going to improve student learning. As it stands now, this change feels like an awkward start to a race. But we are finding our stride, and moving forward.

More tools to combat cyberbullying

Posted by Bill in Blogging ,  Educational Tech ,  Security on Tuesday, March 15, 2011 Permalink

Hat tip to our fantastic elementary school integrator, Cheryl Bohn, who found this great news, http://mashable.com/2011/03/10/facebook-anti-bullying/ .

From the article:

Facebook is announcing a new suite of tools to protect users from bullying, foster a stronger sense of community in the social network, and “create a culture of respect” among Facebook users.

Facebook’s latest changes boil down to two main aspects: an improved safety center with more multimedia resources, and better, more social tools for reporting offensive or bullying content.

You can see the Facebook parent and teen safety center by clicking the links below.

http://www.facebook.com/help/?safety=parents

http://www.facebook.com/help/?safety=teens

Thanks, Cheryl!

The four noble truths. Explained, part four.

Posted by Bill in Educational Tech ,  Design ,  Leadership on Thursday, March 10, 2011 Permalink

Original germ here

1. Engage, stop, turn off, reflect.
2. Program
3. Participate
4. Sift


I spoke about part one here, part two here, and part three here.

The last noble truth speaks to sifting through information. This is a new cognitive skill that most kids simply didn't need 20 years ago. You went to the library, grabbed an encyclopedia and got your answer. Today learners need to sift through several layers of information to find their answers.

They need to find the answer to their question
They need to navigate layers of information (media, images, sounds, text)
They need to carefully evaluate the information they find
They need to correctly source or cite the information they find
They need to put the information in their own words, or make it their own
They need to see the debate or discussion about their question

To sift is to cull - to look carefully at the noise and find the signal. No better argument for the neccesity of a teacher. Kids have access to an unparalleled amount of information. But they need to sift through it and look for their answer.

It's a specific skill, to sift, to cull through a torrent of flashing images, pictures, and movies. It's a specific sort of thing to do.

How to sift?

Well, google does this well, by elevating information based on who links to it (although, google, I think you need to be better at comment and blog spam, and efforts to game your search results).

By analyzing arguments, debate, and discussion.

By deeply knowing about one thing, and then hooking other knowledge into that.

I'll sum all this up and probably write a book based on it.

The four noble truths. Explained, part three

Posted by Bill in Educational Tech ,  Design on Thursday, March 03, 2011 Permalink

The four noble truths. Explained, part three.

Original point here

1. Engage, stop, turn off, reflect.
2. Program
3. Participate
4. Sift


I spoke about part one here and part two here.

Here's part three.

What does it mean when a kid can learn about anything, anytime, from anywhere? What is the socio/spirtual meaning of google? Informal learning is this idea that kids learn outside the classroom. The things that aren't really taught in school. The things that kids are really interested in. The third noble truth states kids should deeply participate in a community they are passionate about. You want to use the word affinity space? Fine. One of the things that is "different" in the 21st century is how kids can learn deeply and quickly about something they are passionate about. When you hold an internet-connected device in your hands, you are able to access and learn about almost anything. But you can also contribute and create for your community.

A word about the inevitable "I'm only interested in boobs and computer games". We have a duty to ask our kids to think deeply - when I ask a 17 year old student about his passions, and he says "boobs and computer games" I get it. That is, technically, what many boys are passionate about. However even a brief conversation and time for reflection will reveal deeper more meaningful passions. "Hey kid. What really matters to you?". This is related to point 1, about time for reflection. It's also kind of normal good teaching, asking kids to stop and think. Encouraging kids to use the affinity space amplifies my idea about teacher as guides.

Then our kids connect into a community of like-minded, passionate people who share their interest in making the world a better place. And this beautiful thing emerges about their age not mattering as much, their socio-economic status, just their ideas. And as teachers, that's what we want to grow - a kid's ideas and thoughts. Our kids will access these like-minded communities on forums, social networking, instant messaging, inside of games, websites, youtube, and every other manner of digital expression.

When you have deep knowledge in one area, you can connect and attach new knowledge into it. I am told it is easier to teach a student a new language when they already have mastery of a primary language. It is much harder to teach a new language when there isn't mastery of a primary language.

To ignore, dismiss, block, or marginalize affinity space is to ignore, dismiss, block, or marginalize authentic learning.

QUESTION: moving to cloud-based storage

Posted by Bill in Educational Tech ,  HOWTO ,  web 2.0 on Monday, February 28, 2011 Permalink

In response to this question:

I would be interested in your experience, if you have made the switch, in moving to the ”clouds” for data storage.
I can’t quite get my head wrapped around this concept, but am willing to try.


Good question.

First of all, let's get some terminology out of the way, just to be sure we are all on the same page.

Definitions

1. Cloud computing (from wikipedia) :

The National Institute of Standards and Technology (NIST) provides a somewhat more objective and specific definition:

"Cloud computing is a model for enabling convenient, on-demand network access to a shared pool of configurable computing resources (e.g., networks, servers, storage, applications, and services) that can be rapidly provisioned and released with minimal management effort or service provider interaction." Ref: here

I think of cloud-based storage as "file-storage service located on a remote cluster of high-availability servers, designed to be accessed anywhere, anytime, from anywhere with secure collaborative capabilities."

2. Data Storage:

Purpose-built file storage, as opposed email-as-storage or google-docs as storage. This distinction is important because I know many people who use gmail as storage. I think you are asking about substituting an in-house file-server with cloud-based file server.



Answer

My experience in cloud-based storage has been overwhelmingly positive. We are slowly moving our students to dropbox. Starting in the 8th grade, our middle school integrator is testing dropbox. So far, it has been great.

The cool thing about most cloud-based file servers is how they keep files available even when there is no network access. Unlike traditional file servers, cloud-based file servers sync excellently. Let's say you have three computers called Home, Laptop, and Work. If you are using local file storage (your hard disk) you will not be able to access the files from another computer (e.g. if you create a file on Home, you will not be able to access a file from Work).

Most organizations have a file server that securely stores your files. Some organizations set up systems where you can access your Work files from your Home or Laptop computers, but this requires no small amount of careful configuration. If you are working on a file on your Laptop, there is no way for that file to be automatically added or synced to your Work or Home machines. Enter cloud-based storage.

I use dropbox (watch the video on the front page) as my cloud based storage solution. The neat thing about dropbox (and their ilk) is how they synchronize files across several different computers. Let's say you are on your Work computer and you create a file called Budget. You save this file to your dropbox folder. every computer that is linked to your dropbox account then synchronizes that file. So your budget file is automatically added to your Home and Laptop computers. If you work on Budget at Home, it will be automatically saved to your Work and Laptop. If you a smartphone, and you've setup dropbox, it can be automatically updated there as well.

So basically, anywhere you save, the file is updated on all the other computers that are connected to dropbox. Cool, huh? even if you lose network access you will still have access to your files. Files aren't so much STORED on the cloud as they are SYNCED on the cloud, and with approved devices.

But wait, there's more. You can share folders with friends and colleagues. So you might have a folder in your dropbox folder called "for friends". You can control who has access to this folder, and anytime you add or remove something to this folder, your friends will have access to the files. Very handy, you don't even need to email files and folders.

When I moved from New York City to Poland, I purchased the 50 gig option, and put EVERYTHING (music, files and photos) in dropbox. I could safely ship my desktop computer knowing everything was backed up. In the even you DO lose a file, you can simply restore it within dropbox by clicking "show deleted files".

Keep in mind, you are only paying for what you use. You aren't paying for a server, and spending a bunch of time managing this server. It's really nice. It's not all roses, of course. In no particular, here are the issues with dropbox you should be aware of:

1. data ownership. If an employee saves their stuff in their dropbox it may be hard to keep the data when they leave (not only a problem for dropbox - think USB drives).

2. data security. By default, dropbox stays on a computer. If a laptop is stolen, a malicious person might be able to access the data on your dropbox folders (you can turn off syncing though, so this really isn't THAT big of a deal).

3. no network access. If you lose network for a LONG time (a week or so)

4. the first sync. When you first setup dropbox, it can take a very long time to synchronize your files (upload). Our director waited 3 or 4 days until all his files were uploaded. By now that they are online, he doesn't need to worry about what is where, even on his iphone, he has access to all his files.

Hope this helps!

The 2011 Horizon Report released

Posted by Bill in Educational Tech ,  Leadership on Wednesday, February 23, 2011 Permalink

Want to know what technologies are going to emerge and be implemented in the next 1 to 3 years? What’s happening that is important? Check out these choice bits from the 2011 Horizon Report (PDF here) - 

1. The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing.

2.  People expect to be able to work, learn, and study whenever and wherever they want.

3. The world of work is increasingly collaborative, giving rise to reflection about the way student projects are structured.

4. The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.

On the near-term horizon — that is, within the next 12 months — are electronic books and mobiles. Electronic books are moving closer to mainstream adoption for educational institutions, having appeared on the mid-term horizon last year. Mobiles reappear as well, remaining on the near-term horizon as they become increasingly popular throughout the world as a primary means of accessing Internet resources. Resistance to the use of mobiles in the classroom continues to impede their adoption in many schools, but a growing number of institutions are finding ways to take advantage of a technology that nearly all students, faculty, and staff carry.

The four noble truths. Explained, part two.

Posted by Bill in Educational Tech ,  Design ,  Leadership on Monday, February 21, 2011 Permalink

Original seed here

1. Engage, stop, turn off, reflect.
2. Program
3. Participate
4. Sift


I spoke about part one here.

Here's part two.

Thou shalt program. This is the difference between being a consumer and producer. Computation is more than making a powerpoint presentation. 21st century learning is more than just using a website. It's about understanding code. The numerical, clean, clear code.

Am I saying every kid needs to be a geek? No. Not everyone CAN be a geek. But they should know how to code. It is the next literacy. Really. Alice? Ok, if you must. Our kids need to learn to create programs. Not just use them.

I want to be clear here. I am not saying that kids should only program. I am not saying kids should exclude all the great "web 2.0 stuff" instead of programing, but I am saying that programming a computer is a necessary literacy.

As all my students will tell you, I prefer the command line. Use IDE's, I really don't care. But kids should know how to code. Even to know what code looks like, to program a computer, to "make a computer do stuff". It is the center of things in 2011.

Ask, what if kids don't know this? What if kids don't know know how to program?
Many people drive cars without ANY IDEA how they actually work. I get it, I only have a passing familiarity with how cars work. I can change a tire, change oil, and I have a personal understanding of the horribleness of a CV joint that has failed. But if kids don't have a passing familiarity with programming, and the act of creation, won't they be a distinct disadvantage?

Math, science, even (gasp), the humanities, offer an opportunity to understand and learn programming. Schools should offer programming classes to all kids as part of the "normal curriculum".

Thoughts?

The four noble truths. Explained, part one.

Posted by Bill in Blogging ,  Educational Tech ,  Design ,  Teaching Diary on Thursday, February 17, 2011 Permalink

Orginal thought here

The four noble truths of technology and learning.

1. Engage, stop, turn off, reflect.
2. Program
3. Participate
4. Sift

I believe it is important to stop, reflect, turn off, and consider when we we are using technology in the classroom. This happens naturally when teachers are using technology to reinforce an idea or concept. The classic pattern is "let's learn about XYZ, a discussion, activity, and then a closing discussion". When teachers are using technology to teach, they must remember to stop using technology, and allow their students to reflect and think about what they just did. Take a look at that mashup - is it any good? Does it demonstrate learning, or just that you know how to use the tool? Does it meet our ideas for learning? This is the classic idea of kids who get caught up in the tool, and not the learning. Not rocket science, but very important for learning with technology.

I think we can extend this idea further. When we are asking our kids to use technology and media, we need to ask them to stop and think. We didn't need to do this before the rise of 1:1 programs or ubiquitous computers. Why?

1. Divided Attention. This idea of multitasking really is bull. The more I understand about divided attention, the more I believe that we need to ask kids to focus and input on one thing at a time - sometimes. Part of being a digital learner is sifting (see my discussion on noble truth number 4) and learning to process and filter multiple streams of incoming data. Sometimes, kids should be free to "open the hose" and get drenched in the information flow that is the internet. But sometimes, they should stop, discuss, and think deeply - you know, Zen.

2. That so much of the internet is about commercial posturing, marketing, eyeballs and selling. Kids need now, more than ever, to separate the "froth from the foam". To carefully evaluate the information, the idea, the "sense of truth" they have. Kids need an adult to guide them in this maze of stilted information.

3. We have so many students who see the first three google results as gospel. This is lazy. Again, stopping and reflecting, digging a bit deeper, look for a different facet on this gem. Using different databases, different repositories. Even wikipedia (which I love). Students could benefit so greatly from simply reading the discussion page and seeing the disagreements people have about the article. I often find more truth in the argument about a wikipedia page than the actual page!

4. And finally, the way our brains work. A cognitive scientist I am not. But I know when we step away from the screen, and give ourselves time to digest, we tend to remember better.

There is balance here. There is this unending stream of intense information, media, images, links, connections, and fun. It is not ok to turn it off, but better to teach our kids how to engage and then disengage. And then engage.

Interview with scholastic - Play to Learn

Posted by Bill in Games in education ,  Practical Advice ,  Educational Tech ,  Design on Wednesday, February 16, 2011 Permalink

Many thanks to the folks at Scholastic for this great story about computer games and learning (pdf here). I was interviewed for this, and it's always nice for people to ask what you think.

I'm getting my "first year as a tech director" stuff out of the way, and then I plan on aggressively adding games to the learning at my school, and evangelizing games and learning here in Poland. For the curious, I've set up a doorway portal for games and learning here.

Moving an entire school to dropbox?

Posted by Bill in Educational Tech ,  Design on Tuesday, February 15, 2011 Permalink

Really.

I love online storage. I love the syncing, the backup, the cost, the ease of use, all that stuff here's a suspicious looking review site with some online storage tools.

I especially think dropbox is a great tool. We are piloting it in our 8th grade now, and it's coming up pretty nice. students are saving everything, and already when a kid comes in and complains about a dead hard disk, lost data isn't an issue.

Again, as with everything, insane monitoring and optimization of our network is in order. As long as the network connect in robust, reliable, redundant, and secure we don't have anything to really worry about. We monitor bandwidth, monitor switches, monitor the top 25 users (thank you iftop). We monitor incoming and outgoing traffic, internally and externally. we have a 30mbps line, which only occasionally becomes saturated.

But come on, 5 gigs of free storage, synced here at school, and on the kids computer? What's not to love?

Domains, hosts, and more!

Posted by Bill in Blogging ,  News ,  Personal on Friday, February 11, 2011 Permalink

As my 3 regular readers (hi mom!) pointed out, my site was down for a few days due to an expired domain name. That’s fixed, but it’s time for some changes. 

mackenty.org has been around since 2003 and I’ve switched hosts, domain name providers, etc.,  many times. I’m consolidating my domain registries in linode. This will actually save me a little bit of money every year, and I am in love with linode (come on, a guy can pay $300 bucks a year for a backed-up, multi-continent IP failover solution?! SHWEET!).I spend a little more time doing system administration at the command line,. but I don’t mind that.

SO, I’ll transfer my domain over, switch hosts, and mirror the database for mackenty.org. I’ve already got a mirror of this site setup, so it’s really just a question of transferring domains.  If I do everything right, ahem, your should notice virtually no downtime.

What could possibly go wrong?

disabling private browsing: a pain in the neck

Posted by Bill in Educational Tech ,  Security on Thursday, February 03, 2011 Permalink

I was working with some parents last night discussing internet safety. These parents had children in our elementary school (ages 6 to 11).

Parents want to know where their tweens are going online, and were shocked to learn all major browsers support private browsing. Of course, we discussed putting the computer in a public place, making an agreement with your child, looking for furtive gestures, etc... But part of being a good digital parent is snooping.I know, kids can install a USB-based browser, or revert your changes, but all kids aren't as savvy.

If you are on a public terminal, I can see the utility of private browsing, but for the cases of home computers, the only reason I imagine private browsing exists is to look at adult sites.

I have discussed filtering at the router as a great solution, but many parents simply don't have the technical skill, time, or inclination to set that up.

The options for disabling private browsing are a pain in the neck, more technical than filtering at the router, and in some cases may actually break the browser, but for the curious:

Disabling private browsing in Safari
Looks like you actually can't disable private browsing in Google Chrome
How to disable private browsing in Internet explorer
How to disable private browsing for Opera

All of the solutions above are highly technical. For a slightly better solution parents might want to check in with open DNS.

(technical) Oh goodness, I’m using PERL.

Posted by Bill in Blogging ,  HOWTO ,  Personal on Saturday, January 29, 2011 Permalink

This is a technical post - geek level 5.

Perl is a programming language. It’s a scripting language, as opposed to a compiled language. I first used perl about 15 years ago, playing with cgi-bin and other curious things. I dropped perl in favor of PHP, and usually use bash for my shell scripting (I haven’t scripted in years, but since I found linode, I’ve been scripting a bit more - I love it)

So I’m in a small tiff with my ISP.  They are horrible (dropped internet connections) , and I need proof. Enter perl, and this especially yummy script.  I hadn’t thought of using http requests, I was just going to write something that pinged, and appended the result to a logfile. This is cleaner, and the variety of hosts is a good thought.

Being integrated and meeting technology standards

Posted by Bill in Educational Tech ,  Leadership on Tuesday, January 25, 2011 Permalink

Here in Warsaw we are as about as integrated as they get. We are 1:1, grades 6 to 12, with no computer classes. We have common classroom configuration, decent wireless coverage, and great tech support. 1:1 has been around long enough for teachers to "get it" and they are working harder to integrate everyday. We are a SAMR school (If you come to CEESA Budapest, I'll be talking about our experience with SAMR - Saturday, Session 8 13:00 to 14:00).

We have 1 integrator / coordinator in our high school (~300 students) and 1 integrator in the middle school (also ~300 students). In our elementary school (~320 students), we have 2 integrators (although we are one short this year).

We are trying to fit NETS-S into our model. We want to meet the NETS-S standards, but without weekly classes, we are finding it difficult to teach and assess the NETS-S standards. Of course, many of our students hit many of the standards in our school (as happens in a 1:1 school), but we are concerned with uniform and ubiquitous exposure to these standards. We currently don't have a built-in structure for teaching "technology skills". We mainly rely on informal learning and classroom integration projects. For example, when a teacher uses Rosetta Stone online, they will teach the students how to use that specific tool. Another example, when using voice thread, the integrator will teach many different tech skills so students can effectively create with voicethread.

There is something about meeting with kids 45 minutes a week to teach them how to bookmark and use excel that makes my head hurt. It kind of flies in the face of my idea of "integrated technology" where technology is so woven into the fabric of teaching that it's "just part of the way things are done". I don't want my teachers (and students) to think "oh, technology is something that happens in technology class".

I'm sure there is some balance here. Here are some options:

1. Have a "tech class" where students go every week and learn about technology.

2. Integrators push in X number of minutes a week to "teach tech".

3. Teachers are responsible for meeting technology standards (with support of integrators)

4. Ditch the idea of standards, and focus more on "learning to learn with tech". So for example, if a student doesn't know how to do XYZ on a computer, they will google it.

5. Focus on very broad standards, for example "communication and collaboration" doesn't need to be met with a strict definition of what this means, but we accept a very wide variety of skills as evidence.

6. Offer a remediation session for especially poor (or new) tech users. After / before school.

So my question to you is how to embrace an integrated technology environment and also use fairly traditional scope and sequence for technology skills? I think my main point is I don't want teachers and students to see technology as "over there" I want them to see it as "in here". If we teach "computer class", I think it won't serve the integration model well.

I'll be cross posting this to my local ed-tech listserv, and also on my blog.

Curious to hear your thoughts.

Parents: friending your kids on facebook?

Posted by Bill in Educational Tech on Monday, January 24, 2011 Permalink

Thanks to Nick Kwan for bringing this to my attention: Brief article here (and pdf here).

For younger children (14 to 16) I think this is an excellent idea. However, like all things “tech-parents-kid”, communication and agreement are the most important things parents can do to help teens make good choices online.