Cyberbullying: Law and Policy
Penelope and Rosetta work together on the Kinseytown High yearbook. They are usually friends, but have a heated disagreement over the artwork for the yearbook's cover. During lunch period, Penelope sends a text message to Rosettta stating, "I'm so mad I can't even sit near you. Leave me alone today."
This is not an example of cyberbullying because Rosetta is not being harassed, mistreated, or being made fun of. The girls disagree, and Penelope simply states that she is angry and in no mood for Rosetta's company. Although this may be hurtful to Rosetta, it is not cyberbullying.
Marla is a new student at school. In the school computer lab, William sets up a page on MySpace called "Marla Go Home!" Several students post derogatory messages about Maria's appearance, calling her a "slob" and a "loser." Maria sees the page and leaves early. She stays at home for several days.
This is an example of cyberbullying because Maria is being mistreated and being made fun of. She is also being harassed. Technology is being used here to "humiliate or hurt" Maria. Because this cyberbullying took place on campus the school is responsible for disciplining the bullies and perhaps is also responsible for providing counseling for both Maria and her bullies. At this point, I think the school might consider suspension for William and the other bullies. The legal consequences will not be criminal since no law has been broken at this time. However, Maria may have cause for a civil suit because of defamation.
Thursday, May 1, 2014
Reflections: Chapter 12
What can I do to "get ready" for a lesson in which my students use computers?
Our text lists several steps to take. Begin by preparing handouts. These include the following:
Where does the "computer part" come when I am teaching a lesson?
If I were describing the "during computer use" section to a friend I would say that it is all about classroom management. According to our text, teachers "must manage the movement of students to and from various activities, manage students while they are engaged in activities and oversee the management of extra resources that are used in these activities. If Internet assess is available, the teacher must also manage student use of these web-based resources" (p 316).
How do you ensure equal access for all students with only three computers?
According to our text, group projects would be best. This type of cooperative learning is really effective for students. The examples the text gives include "groups collecting and entering information for a designated section of a class database". Other examples include groups "collecting and entering information for one state from each region, five presidents, endangered species from one country or real-world examples of a particular shape" (p 319).
What can I do to "get ready" for a lesson in which my students use computers?
Our text lists several steps to take. Begin by preparing handouts. These include the following:
- Technical step by step guides that could be made for inserting and formatting tables, creating spreadsheets charts, inserting hyperlinks to an organizer, or adding custom animation to presentation.
- Resource guides to help students use time wisely.
- Assessment tools such as a rubric or a task list.
- create digital folders
- design templates
- load specialized software
- Bookmark Internet sites
- Turn on computers and open applications (p 308).
Where does the "computer part" come when I am teaching a lesson?
If I were describing the "during computer use" section to a friend I would say that it is all about classroom management. According to our text, teachers "must manage the movement of students to and from various activities, manage students while they are engaged in activities and oversee the management of extra resources that are used in these activities. If Internet assess is available, the teacher must also manage student use of these web-based resources" (p 316).
How do you ensure equal access for all students with only three computers?
According to our text, group projects would be best. This type of cooperative learning is really effective for students. The examples the text gives include "groups collecting and entering information for a designated section of a class database". Other examples include groups "collecting and entering information for one state from each region, five presidents, endangered species from one country or real-world examples of a particular shape" (p 319).
Reflections: Chapter 10
How do you know that students understand a concept?
Using a graphic organizer can help students go beyond memorization to deeper understanding and learning. According to our text, graphic organizers support critical thinking. A graphic organizer like a K-W-L chart can connect a student's prior knowledge to what they want to know which is what comprehension is all about. A K-W-L chart can also help students organize their ideas and information and help them generate questions.
How can you depict student misconceptions of key information?
A student-generated graphic organizer like a word map can identify whether or not the student understands the key concepts associated with that word. Does the student understand the definition of the word? Are the images or feelings associated with the word accurate descriptions. Can the student give an example and a non-example of the word.
A student can also use a graphic organizer to identify their own misconceptions. For example, a graphic organizer on controversial issues can enlighten a student by explicitly stating the counterargument or the supporting argument. Students may realize more about the issue by completing this kind of organizer.
How can students capture and transfer brainstorming ideas into written thought?
I would have students use graphic organizers that capture and transfer brainstorming ideas into written thought. According to our text, many graphic organizers "let the recorder type in an idea of one student and then instantly create a link and new icon ready for the next idea with the press of the Enter/Return key. This feature easily captures students thoughts as they are expressed and encourage students to add their ideas to the ideas of others. These thoughts can be recorded without having to renter the information as would be the case if a whiteboard were used" (260). This type of activity engages all the students and reinforces the lesson's objectives.
How do you know that students understand a concept?
Using a graphic organizer can help students go beyond memorization to deeper understanding and learning. According to our text, graphic organizers support critical thinking. A graphic organizer like a K-W-L chart can connect a student's prior knowledge to what they want to know which is what comprehension is all about. A K-W-L chart can also help students organize their ideas and information and help them generate questions.
How can you depict student misconceptions of key information?
A student-generated graphic organizer like a word map can identify whether or not the student understands the key concepts associated with that word. Does the student understand the definition of the word? Are the images or feelings associated with the word accurate descriptions. Can the student give an example and a non-example of the word.
A student can also use a graphic organizer to identify their own misconceptions. For example, a graphic organizer on controversial issues can enlighten a student by explicitly stating the counterargument or the supporting argument. Students may realize more about the issue by completing this kind of organizer.
How can students capture and transfer brainstorming ideas into written thought?
I would have students use graphic organizers that capture and transfer brainstorming ideas into written thought. According to our text, many graphic organizers "let the recorder type in an idea of one student and then instantly create a link and new icon ready for the next idea with the press of the Enter/Return key. This feature easily captures students thoughts as they are expressed and encourage students to add their ideas to the ideas of others. These thoughts can be recorded without having to renter the information as would be the case if a whiteboard were used" (260). This type of activity engages all the students and reinforces the lesson's objectives.
Wednesday, April 16, 2014
Chapter Eleven
What are the benefits of using problem-solving or educational software?
Problem-solving software--Rather than a specific content area, these programs focus on developing an exercising critical thinking skills. I did find several programs that would be appropriate for 9-12 English classes. From Her Inactive there are several Nancy Drew games. These are 3-D games involve solving the mystery.
Educational software--Accelerated Reader monitors the practice of reading. It builds vocabulary and strenghtens the skills of reading comprehension. The software assesses student reading levels and suggests books for that student's level. It also can assess whether the student has done the reading.
How do I choose the correct software?
Although Discovery Education offers free resources for teachers in all grade levels, it does not review software. I think that using SuperKids is the best choice for teachers looking for reviews, it does not clearly define grade level. Learning Village and Children's Technology Review are for elementary students and teachers. TEEM--Teachers Evaluation Educational Multimedia only offered one revie under the heading secondary schools, English. ESPS--Educational Software Preview Guide has not been updated since 2007, so much of the information is obsolete.
When I intergate problem-solving or educational softare into a lesson, what changes will be needed?
Computer Functions--first determine if the functions of the software align with objectives. The software falls into three main categories: providing content, practice and feedback, and process tools. Accelerated Reader aligns with the objective of improving reading comprehension. I don't know of any changes that will be needed other than setting up an appropiate time for students to be assessed.
What are the benefits of using problem-solving or educational software?
Problem-solving software--Rather than a specific content area, these programs focus on developing an exercising critical thinking skills. I did find several programs that would be appropriate for 9-12 English classes. From Her Inactive there are several Nancy Drew games. These are 3-D games involve solving the mystery.
Educational software--Accelerated Reader monitors the practice of reading. It builds vocabulary and strenghtens the skills of reading comprehension. The software assesses student reading levels and suggests books for that student's level. It also can assess whether the student has done the reading.
How do I choose the correct software?
Although Discovery Education offers free resources for teachers in all grade levels, it does not review software. I think that using SuperKids is the best choice for teachers looking for reviews, it does not clearly define grade level. Learning Village and Children's Technology Review are for elementary students and teachers. TEEM--Teachers Evaluation Educational Multimedia only offered one revie under the heading secondary schools, English. ESPS--Educational Software Preview Guide has not been updated since 2007, so much of the information is obsolete.
When I intergate problem-solving or educational softare into a lesson, what changes will be needed?
Computer Functions--first determine if the functions of the software align with objectives. The software falls into three main categories: providing content, practice and feedback, and process tools. Accelerated Reader aligns with the objective of improving reading comprehension. I don't know of any changes that will be needed other than setting up an appropiate time for students to be assessed.
REFLECTING ON WHAT I KNOW CHAPTER NINE
How can my students use multimedia for their projects?
In one lesson on Thahha Lai's Inside Out & Back Again (2013), I could have my students do a read aloud of a picture book related to the novel and specifically for young adults. I could have them use Windows Movie Maker. In another lesson on the same novel, I could have my students produce a Prezi presentation on the prevalence of school bullying and ways to prevent it. In a third lesson, I could have my students produce a summary of the book or excerpts from the book with illustrations using Voicethread.
What applications are available for creating a multimedia presentation?
EWC Presenter is recommended to create multimedia content. It's a free online tool. The uses include creating interactive presentations, infographs, animations, and web pages.
PiKtocart is used to create multimedia presentations.
Easel.ly is designed especially for teacher and children. It's great for storytelling.
Other applications include the following: Sound Slide, Prezei, Empressor, AmCharts, Cacoo, SlideShare,
Animoto, Vuvox, Knovio, HelloSlide, Jux, Present.me, Zentation, Popplet.
Should I place limits on how my students use multimedia?
In using Movie Maker to create a Read Aloud students could encounter problems scanning the individual pages. It may be necessary for students to work in pairs. Timing may also prove challenging and is a bit of a guessing game to begin. It can be frustrating, but does not take long to get the hang of it. Usually the narration takes several attempts to get it right. Adding music requires familiarity with various applications.
How can my students use multimedia for their projects?
In one lesson on Thahha Lai's Inside Out & Back Again (2013), I could have my students do a read aloud of a picture book related to the novel and specifically for young adults. I could have them use Windows Movie Maker. In another lesson on the same novel, I could have my students produce a Prezi presentation on the prevalence of school bullying and ways to prevent it. In a third lesson, I could have my students produce a summary of the book or excerpts from the book with illustrations using Voicethread.
What applications are available for creating a multimedia presentation?
EWC Presenter is recommended to create multimedia content. It's a free online tool. The uses include creating interactive presentations, infographs, animations, and web pages.
PiKtocart is used to create multimedia presentations.
Easel.ly is designed especially for teacher and children. It's great for storytelling.
Other applications include the following: Sound Slide, Prezei, Empressor, AmCharts, Cacoo, SlideShare,
Animoto, Vuvox, Knovio, HelloSlide, Jux, Present.me, Zentation, Popplet.
Should I place limits on how my students use multimedia?
In using Movie Maker to create a Read Aloud students could encounter problems scanning the individual pages. It may be necessary for students to work in pairs. Timing may also prove challenging and is a bit of a guessing game to begin. It can be frustrating, but does not take long to get the hang of it. Usually the narration takes several attempts to get it right. Adding music requires familiarity with various applications.
Wednesday, March 26, 2014
Chapter 6: Exploring the World Wide Web in the Classroom
1. Now that I have access to the Web, how can I use it effectively?
I can use the Web effectively in the following ways:
Tools Function
Google -searching
Dogpile -meta-searching
SafeSearch -filtering
Diigo -bookmarking
Google Docs -creating and sharing files
ePals -filtering email
Skype -web phoning
Abode Connect -accessibility
2. How do I manage students' use of the Web in my class?
One problem that might occur in the classroom during web searching is inappropriate content. There are several kid-safe search engines like "Google SafeSearch, Yahoo's Yahooligans, Ask Jeeves for kids, and Looksamrt's Kid Directory." (151). These search engines filter information. Two other problems that might occur concern email. One, students may be contact by adults who have not been approved by the school system, and two, students may send inappropriate messages. Several websites offer solutions to these problems. "ePal offers kid-safe email, and Gaggle.net offers safe and filtered email services for students" (155).
3. Which features of the Web do I use?
Tools Uses
pixsy.com -search for photographs
of historical events or people
songza.com -ancillary material for lesson plans
dogpile,com -meta-search engine
delicious.com -bookmarking
google docs -creating and sharing files
teacherwebsite.com -classroom website
edublogs -blogging
abode connect -webcasting
1. Now that I have access to the Web, how can I use it effectively?
I can use the Web effectively in the following ways:
Tools Function
Google -searching
Dogpile -meta-searching
SafeSearch -filtering
Diigo -bookmarking
Google Docs -creating and sharing files
ePals -filtering email
Skype -web phoning
Abode Connect -accessibility
2. How do I manage students' use of the Web in my class?
One problem that might occur in the classroom during web searching is inappropriate content. There are several kid-safe search engines like "Google SafeSearch, Yahoo's Yahooligans, Ask Jeeves for kids, and Looksamrt's Kid Directory." (151). These search engines filter information. Two other problems that might occur concern email. One, students may be contact by adults who have not been approved by the school system, and two, students may send inappropriate messages. Several websites offer solutions to these problems. "ePal offers kid-safe email, and Gaggle.net offers safe and filtered email services for students" (155).
3. Which features of the Web do I use?
Tools Uses
pixsy.com -search for photographs
of historical events or people
songza.com -ancillary material for lesson plans
dogpile,com -meta-search engine
delicious.com -bookmarking
google docs -creating and sharing files
teacherwebsite.com -classroom website
edublogs -blogging
abode connect -webcasting
Chapter Four: Computer Software in Today's Classroom
1. There are so many types of software; how do I know which ones to include in my lessons?
From the productivity software category, word processing would be my first choice. Provided that students have keyboarding skills, word processing has been shown to improve the writing skills of students (94). From the research category, students need to use browsers, search engines, and plug-ins. My go-to search engine is Google. From the communication software category I have used email most frequently. One other choice I might include in my lessons would be discussion boards. Problem solving software includes the very popular use of games and simulations. I think games are a great way to encourage and motivate students. Under the educational software category I think drill and practice software is important because it can be used "to reinforce student learning of basic skills" (114).
2. I understand why students should use educational software and the Internet, but why should my fourth-graders learn to use spreadsheet, database, or video editing software?
The list of software recommended for grades 9-12 includes the following:
Beyond educational software, games and simulations like Quizlet and others might improve testing scores. Word processing alone has been shown to "encourage students to write more frequently (94). Reading scores could be improved with the use of software like "2 Words a Day" which introduces new vocabulary. Blogs, wikis, and podcasts are also valuable tools that could improve state test scores.
1. There are so many types of software; how do I know which ones to include in my lessons?
From the productivity software category, word processing would be my first choice. Provided that students have keyboarding skills, word processing has been shown to improve the writing skills of students (94). From the research category, students need to use browsers, search engines, and plug-ins. My go-to search engine is Google. From the communication software category I have used email most frequently. One other choice I might include in my lessons would be discussion boards. Problem solving software includes the very popular use of games and simulations. I think games are a great way to encourage and motivate students. Under the educational software category I think drill and practice software is important because it can be used "to reinforce student learning of basic skills" (114).
2. I understand why students should use educational software and the Internet, but why should my fourth-graders learn to use spreadsheet, database, or video editing software?
The list of software recommended for grades 9-12 includes the following:
- Word
- Web browsers
- Excel
- Publisher
- Powerpoint
- Photostory
- Paint
- Activstudio
- Moviemaker
- Audacity
- eZedia
- HyperStudio
- Inspiration
- Abode Photoshop
- Lightroom
Beyond educational software, games and simulations like Quizlet and others might improve testing scores. Word processing alone has been shown to "encourage students to write more frequently (94). Reading scores could be improved with the use of software like "2 Words a Day" which introduces new vocabulary. Blogs, wikis, and podcasts are also valuable tools that could improve state test scores.
Sunday, March 2, 2014
Chapter 5
How can I get students to ask questions about the research they are conducting?
I can get my students to ask questions about the research they are doing by using strategies like ThinkSheets. One great idea is a K-W-L chart--What I know, What I want to know, and what I learned. Although there are several different ThinkSheets, they all have two basic components. The first is task orientation or instruction and the second is learner capabilities or a strategy the student can confidently complete.
How can I teach my students to solve problems?
I can teach my students to problem solve by using the NTeQ's Problem Solving Process that is aligned with Bloom's Taxonomy (p 135). It identifies the steps to take, the level of learning, and the product the student produces.
I've never used inquiry-based approach, much less computers--so how is a teacher supposed to do both of these at one time?
Using new teaching approaches can be overwhelming. As our text notes, change is uncomfortable. But we need to know that the NTeQ approach benefits student learning. Work slowly and use programs we can handle. We should make sure our first attempts are simple and that they will have positive results. Choosing topics that we feel comfortable with will help us feel more in control. We should also chose problems that have more than one solution to generate conversation among our students
I can get my students to ask questions about the research they are doing by using strategies like ThinkSheets. One great idea is a K-W-L chart--What I know, What I want to know, and what I learned. Although there are several different ThinkSheets, they all have two basic components. The first is task orientation or instruction and the second is learner capabilities or a strategy the student can confidently complete.
How can I teach my students to solve problems?
I can teach my students to problem solve by using the NTeQ's Problem Solving Process that is aligned with Bloom's Taxonomy (p 135). It identifies the steps to take, the level of learning, and the product the student produces.
I've never used inquiry-based approach, much less computers--so how is a teacher supposed to do both of these at one time?
Using new teaching approaches can be overwhelming. As our text notes, change is uncomfortable. But we need to know that the NTeQ approach benefits student learning. Work slowly and use programs we can handle. We should make sure our first attempts are simple and that they will have positive results. Choosing topics that we feel comfortable with will help us feel more in control. We should also chose problems that have more than one solution to generate conversation among our students
Chapter 2
How do I pan an integrated lesson that will work with my students?
To plan an integrated lesson plan I need to consider the length of the lesson. How complex is the problem my students will be investigating? I need to have specific objectives considering the content to be covered. I also need to be aware of the capabilities of my students as well as their attention spans.
Why do I need objectives to help with my planning and lesson development?
Objectives benefit my lesson by clarifying my goals. My goals should support the standards of my district.
How can I encourage my students to engage in the processing of information?
I can encourage my students to engage in the processing of information by making sure the lessons are based on problems my students can relate to. This increases the likelihood of my students understanding the content as well as motivating them.
Do I have to use a different lesson plan when I want my students to use computers?
I need to modify my lesson plans when I want my students to use computers. It is important to use the NTeQ lesson plan model when integrating technology into the lesson because it is structured to engage students to use computers as tools.
What is the relationship between objectives and computer functions?
The relationship between the objectives and the computer functions is crucial. There must be a match. Objectives requiring students to graph or calculate match with spreadsheets. Objectives requiring students to evaluate, infer, or predict require special planning. Spreadsheets or word processing might be matches.
Can you use a computer for every objective or lesson?
I should not expect to meet all of my objectives with a computer. Other resources like books, magazines, journals should be used as well as other instructional activities like group work.
To plan an integrated lesson plan I need to consider the length of the lesson. How complex is the problem my students will be investigating? I need to have specific objectives considering the content to be covered. I also need to be aware of the capabilities of my students as well as their attention spans.
Why do I need objectives to help with my planning and lesson development?
Objectives benefit my lesson by clarifying my goals. My goals should support the standards of my district.
How can I encourage my students to engage in the processing of information?
I can encourage my students to engage in the processing of information by making sure the lessons are based on problems my students can relate to. This increases the likelihood of my students understanding the content as well as motivating them.
Do I have to use a different lesson plan when I want my students to use computers?
I need to modify my lesson plans when I want my students to use computers. It is important to use the NTeQ lesson plan model when integrating technology into the lesson because it is structured to engage students to use computers as tools.
What is the relationship between objectives and computer functions?
The relationship between the objectives and the computer functions is crucial. There must be a match. Objectives requiring students to graph or calculate match with spreadsheets. Objectives requiring students to evaluate, infer, or predict require special planning. Spreadsheets or word processing might be matches.
Can you use a computer for every objective or lesson?
I should not expect to meet all of my objectives with a computer. Other resources like books, magazines, journals should be used as well as other instructional activities like group work.
Saturday, January 25, 2014
Chapters One and Three
Chapter One
Must I use a inquiry-based learning approach in my classroom to use computers as a tool?
According to the text, open-ended environments like inquiry-based learning work best, but other common approaches include problem-based learning and project-based learning. Engaging students in collaborative group work is also important.
Can I still use tutorials and drill-and-practice software?
Drill-and-practice software or computer-based instruction can still be used, but the text recommends that this type of instruction support the scaffolding needed to solve problems. All applications should support the teacher's unit objectives.
Won't I have to spend a great deal of time to develop this units of instruction?
Integrated computer lessons do require time and effort. The text suggests working with other teachers to develop units. The best thing about these units is that they can be used more than once. With each use teachers can make modifications to improve the lesson.
Won't every student need a computer to use it as a tool?
It would be great if every students could have his or her own computer, but it's not absolutely necessary. One way to address the issue of only a few computers to a classroom is to have students work in collaborative groups.
Chapter Three
Why is it important to learn about different technology tools when they are constantly changing?
Although new technology is developed constantly, there are basically four types of digital tools used in today's classroom: computers, mobile devices, peripherals, and data storage devices. New technology builds on the old technology. According to our text, digital tools are designed to work with different types of technology for about five to seven years. Making sure the new tools are compatible with your computer or other technology is required, while downloading the appropriate software driver to use a new device with a older machine may be necessary.
Most desktop computers do the same things as mobile devices, so why do teachers need to use both?
While desktop computers are heavy and immobile, mobile devices are portable and handheld. They also often cost less. Teachers need to use them both to promote digital literacy.
How can the cost of digital devices be justified when the functions they perform are often limited in number and scope?
Although the functions digital devices perform are often limited in number and scope, they are valuable tools for educators. Many of these devices are portable and can be used for field use. Digital cameras are inexpensive and easy to use. Personal response systems increase interactivity between the teacher and her students. Personal data assistants are cheaper than laptops and are light weight with multifunction. Graphing calculators have a positive effect on student learning. Exposure to these devices is important to prepare students for the 21st century work place.
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