Adolescents Must Be Taught Digital Safety

As technology rapidly advances, and becomes increasingly accessible, it is now necessary for educators to teach our students about online safety. For this project each group was assigned an online safety topic. The topics were fair user practices and copyright issues, cyber bullying, pharming and phishing, and my group topic, textual harassment and sexting. I was a little nervous, but at the same time excited when I found out what our topic was because it is not something that I would have picked, and prior to that I have never heard of textual harassment.

Our first task was to gather the content, and then figure out the mode of presentation, and lastly how we would present. Google Plus was the key to our group's success because we were able to share information about the content of our project, and communicate outside of class using Google Hangouts. Without these features of Google, we would have to email each other back and forth, or physically meet to collaborate. Therefore, I am grateful that you have introduced us to these tools. Here is the link to the website we created: www.ed609safetexting.weebly.com In addition, the following is a public service announcement from Youtube that promotes awareness about sexting.



I think it is safe to assume that majority of my students participate in different forms of social media. This is why it is important to teach about online safety, especially cyber bullying. In this essay I will focus on how to teach about cyber bullying awareness and prevention. According to Bullying Statistics (2010) over one in three young people have experienced cyber threats online, and over 25% of adolescents have been bullied repeated through their cell phones or the Internet. Cyber bullying is becoming so widely spread that the Irish Government is proposing that digital safety and online literacy skills be taught as early as primary school (Brophy, 2014), and I think that the US should follow in their footsteps.

Since I am required to teach character education during homebase, I would love to include lessons on cyber bullying. I would ask my students to explain what it is, if they have experienced it, or if they know someone who has experienced it. I would encourage them to reach out to authority figures if they ever encounter cyber bullying or threats because I know if they keep their feelings inside, then it can affect their emotional and psychological well-being.In addition to teaching about cyber bullying, I would also dedicate some time to teaching about copyright and fair use practices. This would come into play once they start doing their own research for projects.

In conclusion, this second project was very informative for me because I did not know anything about phishing and pharming, and I knew very little about cyber bullying and copyright/ fair use practices. I am glad that I have new knowledge to pass on to my students that will help keep them digitally safe!

References:

Brophy, D. (2014, June 24). Primary school kids must be taught the dangers of cyber bullying: government advised. Retrieved from http://www.thejournal.ie/internet-group-advice-1535274-Jun2014/

Bullying Statistics. (2010). Retrieved from http://www.bullyingstatistics.org/content/cyber-bullying-statistics.html

Youtube. (2009, December 9) Think before you post/ sex texting sexting. 

Useful Technology Tools

The following is an assessment of eight technology tools that teachers and students can utilize in the classroom or at home. I have rated each tool according to the amount of check marks given. 

√√√ Excellent- Use this product NOW. 
√√   Average- I recommend this product. 
√      Below Average- I do not recommend this product. 

MOODLE √√√
http://campus.uogdistance.com

I would highly recommend MOODLE because it is a very diverse technology tool for educators. On MOODLE you can communicate, collect, and assess assignments, set up discussion rooms, and communicate with your students. As a student, I appreciate MOODLE because I can find information for all my assignments rather than having to write it down somewhere. I also like that we can submit assignments and receive feedback via MOODLE. I have nothing negative to say about MOODLE. It is highly useful for both teachers and students. The link above is to the MOODLE homepage.

Firefox √√√
https://www.mozilla.org/en-US/firefox/30.0/whatsnew/?oldversion=28.0

Although I am an avid Safari user, I would still highly recommend Firefox because it has good security; blocking most popups. I like how there is a Google search bar next to the address bar, and how you can easily bookmark a page by clicking on the star on the top right of the address bar. I have no complaints about Firefox because it is simple, and secure. I would recommend using Firefox for students to do research because it can easily be accessed through PCs and Apple products. The link above is to the Firefox homepage. 

Google apps √√√
https://www.ed609rk.blogspot.com


I am a new fan of Google apps! Prior to this class I primarily used Gmail, and seldom used Google Drive. Now I have added Blogger, and Google Plus to my collection of Google apps. I think Google Drive is the most efficient tool for group collaboration because anyone can access it from anywhere, and it automatically updates and saves in real time. It is also like how you can use it as online storage as well. Blogger is a user-friendly tool for creating blogs. I have no complaints about the Google apps that I have been using thus far. Google apps would be great for students to utilize for school work, and for exploring and expanding their creativity. The link above is an example of a blog that I created. 

LiveBinders √√
http://www.livebinders.com/play/play?present=true&id=1369441

I gave Livebinders two checks instead of three because in my opinion it is not user-friendly. However, I still recommend it because it is a good tool for collecting and showcasing resources, and it can also be used as a portfolio. Also, it is free! Livebinder would be a great tool for students to use as a portfolio to showcase their work throughout the school year. That way parents can have access to it as well. The link above is an example of one of my LiveBinders.

Weebly √√√ 
http://ed609safetexting.weebly.com

I highly recommend Weebly for creating websites because it has a free version, and it is extremely user-friendly. I am not technology savvy, and I learned how to use it in less than 30 minutes, which says a lot. Weebly offers countless free templates and features, and you can pay for mini upgrades if there are particular features that you want. Weebly is also a great tool for students to use because they can use their creativity, and showcase their work as well. The link above is an example of a site that I made dedicated to safe texting.

Vimeo √√√
https://vimeo.com/97718455

I highly recommend Vimeo because it is free, and user-friendly tool for sharing videos. I have never created or uploaded a video before this class, and I was able to figure it out using Vimeo in less than ten minutes. This would be a good tool for students to use if they ever needed to create and share a video. The link above is a short video that I created of me introducing myself.

Wideo √√
http://www.wideo.co/view/3921921402964508784-bs-invite

Wideo is an appealing and fresh presentation tool. I gave it two checks instead of three because it is not very user-friendly. It took me about an hour to figure out how to use it, and I still have not mastered it. However, I think that it is worth taking the time to master it because the templates are very eye-catching and fun. I think that students will find Wideo fun and exciting to use for presentations. The link above is a sample of a wideo I made. 

WebEx √√√
http://www.webex.com/index-sky.html

WebEx is a great web conferencing tool because it has a free version, and user-friendly. The design is very basic, and it has useful features such as sharing a whiteboard, files, and even your desktop. You can also chat. The only downside is that with the free version there can only be up to three people in the  web conference. Other than that, I have no complaints about WebEx. WebEx would be a great tool for students to use for group projects because they can collaborate in real time from anywhere they have access to the web. The link above is to the WebEx homepage.

How I Can Use Assistive Technology in My Classroom

Assistive technology is a necessity in the classroom for students with disabilities. Therefore, as a teacher it is my responsibility to educate myself about the different assistive technology tools that are available for students with disabilities. In this reflection I will discuss the advantages of assistive technology, and how I can apply it in my classroom. 

When I think of common difficulties for students with disabilities, writing and reading comes to mind. I believe that writing and reading are necessary for communicating, which in turn is also necessary for learning. This is shown in the Edutopia video "How Assistive Technology Enables Dreams" (2005), where students are given assistive technology to enable them to fulfill dreams such as being a soccer referee in a wheelchair, and playing the Euphonium horn with little physical functionality. In the video, George Rehmet, a teacher at Redwood Heights Elementary School said that " By introducing kids to technology early, it gets them better prepared and makes it easier down  the road and then they can spend the later years of their school years focusing on content material and the curriculum". His quote caught my attention because it is something I never thought of. I knew that assistive technology was helpful, but I did not realize the importance of introducing it at an early age. 

I did not have any students with physical disabilities this past school year, but I know that day will come, and I will have to be prepared. Hence, I researched assistive technologies for writing and reading, and I found one tool that I think I would use in my classroom. An article by Kristen Stanberry, and Marshall H. Raskind (2009) titled, "Assistive Technology Tools: Writing" discusses the different tools for teachers to use in their classroom. The one tool I picked from this article is, EZ Keys for Windows XP and Vista, and Gus! Access Keyboard (see image below), which can also be accessed in Microsoft (2009). I like EZ Keys because it has different modes of access, for example, a mouse, trackball, 1-5 switches, and Morse code. Thus, this tool would be great for a wide range of physical disabilities from mild to severe. I would have my student use this tool to do assignments, and to communicate if necessary. This tool would make it simple to assess for learning because I could use selective response questions, as well as constructed response questions.

Image from Technical Solutions: http://tecsol.com.au/wwweb/ComputerSoft.htm

In conclusion, I am glad that we were introduced to Edutopia's video, "How Assistive Technology Enables Dreams" (2005) because it opened my eyes to the possibilities that assistive technology offers. Now I feel more knowledgeable about what to do when I eventually get students with disabilities.

References:

Ellis, K. (Producer). (2005, February 2). How assistive technology enables dreams. The George Lucas Educational Foundation. Retrieved from http://www.edutopia.org/assistive-technology-enabling-dreams-video

Stanberry, K., and Raskind, M. H., (2009). Assistive technology tools: writing. Retrieved from http://www.readingrockets.org/article/33078

Technical Solutions: Electronics for people with a disability. Retrieved from http://tecsol.com.au/wwweb/ComputerSoft.htm

Code Fred Online Educational Game Rubric

Highlighted in red indicate my answers. 

DESCRIPTION	0	1
Sound?	No	Yes
Appropriate content & tone?	No	Yes
Are there supporting materials?	No	Yes
Proper grammar?	No	Yes

 

REPRESENTATION OF CONTENT	1	2	3
Accurate	Inaccurate representation of content.	Debatable representation of content.	Accurate; appropriate detail for learning objectives.
Interactive	Content is largely static with very few ways to manipulate; basically, flash-cards.	Mixed static and dynamic elements, some limited feedback.	Fully interactive, player can manipulate system and receives meaningful feedback.

 

GAME PLAY	1	2	3
Compelling Objectives	Once I figured out what I was supposed to do, it was trivial, like TicTacToe.	It’s fun.  I’m not sure I’d play it longer than a half hour or so.	A day to learn, a lifetime too master.  The Chess of education games.
Integrated Content and Gameplay	It’s like Go Fish with multiple choice questions stapled to the backs of the cards.	Pretty good.  The educational aspects of gameplay seem a little tangential.	The content and game are ONE.
Embedded Assessment	You could easily beat this game without learning a thing about the content.	Some kids might learn the content but others could probably fudge their way through.	Beating this game without achieving the learning objective seems really difficult.

 

PEDAGOGY	1	2	3
Just-In-Time, adaptive instruction	Out of context, text-heavy instruction, and little in-game feedback.	The directions were heavy in the beginning, but you could learn from just playing too.	I messed up a lot, but it wasn’t frustrating because each time I learned a little more.
Amount of Instruction	Too much / too little.	Sometimes there were too many or too little instructions.  Usually it was just enough.	Just enough.
Interface	Confusing / not user-friendly.	Relatively easy to use.	This is easier to use than my iPad.

 

BLOOM’S ACTION VERBS	1	2	3
Memory - Player memorizes facts, rules, etc.	Least	Somewhat	Best
Comprehension - Player translates, interprets, identifies examples, etc.	Least	Somewhat	Best
Application - Applies rules, methods, and principles to unique problems or puzzles.	Least	Somewhat	Best
Analysis - Breaking wholes into parts, comparing and attributing.	Least	Somewhat	Best
Evaluation - Hypothesizing, experimenting, and testing, reflecting, validating.	Least	Somewhat	Best
Creation - Designing, programming, drawing, etc.	Least	Somewhat	Best

 
 

MULTIMEDIA	1	2	3
Audio	Was not pleasant to listen too.	Not bad.  I wanted to turn it off after playing for a while.	Completes the experience.
Artwork	Seems hastily done.  Could be better used to illustrate content.	Cool concepts but a little rough around the edges.	Imaginative and well-produced.  Excellent visualizations of subject material.
Narrative and Theme	Uninspired and poorly executed.  What does it have to do with the content?	Pretty cool story.  It’s a little stretched how the content fits in.	Engaging and meaningful context for thinking about the content.

My Score 43 points, which is in the "above average" range according to our rubric scale below. 

Rubric Score Range: 
     - Poor < 24
     - Below Average 25 thru 32
     - Average 33 thru 40
     - Above Average 41 thru 48
     - Exceptional 49 thru 55
This is an equal distributed scale to reflect the lowest possible score of 17 and highest possible score of 55

Raisa's Reflection on Project Code Fred

I have never used, or even thought of using an educational game in my classroom. Therefore, I am glad that we came across this assignment because now I feel like it is something I can use as a reinforcer. This post is a reflection on my experience creating a rubric for the online educational game, how I think this game can be used in its content area, what technology is needed to create our presentation, and how we used Weebly to complete our project. 

After choosing Domingo's game, Code Fred, we set out to create our rubric for evaluating the game. We did not have experience in evaluating online educational games, therefore, we searched online to get an idea of what to look for. Once we found a rubric we liked, we edited it to fit the needs of Code Fred. 

Code Fred would be most useful in the Life Science content area where students learn about the body system, and its functions. I think that it would be good reinforcer for the students, as opposed an introduction because it does not include explanations of the different body functions. Or, they could play it before the lesson, evaluate it, then play and evaluate it again after the lesson. Then, I would ask them if they found it to be more helpful in the beginning or the end. 

According to Jackson et al (2013), and Trybus (2014) game-based learning increases student motivation and engagement. Therefore, I think that next year I will try my best to incorporate game-based learning in my lessons. Especially since I teach sixth graders because at their age they are all interested in games. They are always playing games on their phones during lunch, and before school starts. 

Lastly, I would like to reflect on how we created our presentation. As I said earlier, we used Weebly to create a website that showcases Code Fred, http://savingfred.weebly.com. We included an "About Us" tab, which included an avatar from voki.com of each of us that says a short introduction. Additional tabs are "Topics", the "Game", the "Rubric", our "Reflection", and our "Resources". It was definitely a learning experience for our group because none of us have ever created a website before. I think it was a great, but definitely challenging experience, especially because it is something I would never have thought of doing.

In closing, I am glad that we were tasked with this assignment because I learned three new technology tools, which are self-made avatars, websites, and online educational games. I am excited to continue to use these tools, and also to learn about new technology tools I can use in the classroom.

References:

Jackson, G. T., McNamara, D. S., (2013). Motivation and Performance in Game-Based Intelligent      Tutoring System, 105(4).

Trybus, J., (2014). New Media Institute. Game-Based Learning: What it is, Why it Works, and Where    it's Going. Retrieved from www.newmedia.org