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.
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