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.
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