Standard 4
Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
As the Freshman Academy Director at Northside High School, it is my responsibility to make sure that part of my students' successful transition to high school includes the education of digital citizenship. One day out of every month in our district, we have a half day on a Wednesday for professional development for teachers. On these days, I have found that it is advantageous to schedule guest speakers or special programs for my freshmen. Last year, I hosted a digital citizenship program for all of my freshmen. I definitely could NOT achieve this without my freshman teachers. I scheduled them to teach a 45-minute digital citizenship lesson to three different classes. The topics covered included: Digital Life Lesson Plan: Oops I Broadcast it on Internet, Digital Life Lesson Plan: Trillion - Dollar Footprint and Digital Life Lesson Plan: With Power Comes Responsibility. I felt that having them to prepare for only one lesson and teaching it three times to three different audiences, it would reduce the amount of stress and work for the teacher. I also felt that it would be easier to transition the teachers versus 200 freshmen in the hallways. It worked perfectly I am proud to say. I asked for feedback from the teachers in order to guide future planning for freshman programs. T.Madsen, B.Franklin, and M.Clawson all felt it was a success with only technical issues. I have worked on these suggestions since this initial trial program.
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
Another adventure in my Teaching Online Courses class, I was tasked to complete an Instructional Strategy/Intervention. I chose 9-12th grade Career Management as my area of interest. This course prepares students to locate, secure, keep, and change careers. Emphasis is placed on self-assessment of characteristics, interests, and values; education and career exploration; evaluation of career information and creation of a career plan. Based on the National Career Development Guidelines, skills learned in this course include, but are not limited to communications, interpersonal skills, problem solving, personal management and teamwork. English language arts are reinforced. My goal would be to find methods that would engage students in a way the face-to-face instruction could not. Some teachers utilize textbooks and some do not. Each of these strategies requires a computer and Internet access. The assumption is that these resources are provided by the school, either through the classroom or library, if they are not available in the home. Each of the solutions in my Instruction Strategy/Intervention uses elements of a learner-centered approach and seeks to stimulate the students' creativity and deeper retention, therefore relieving boredom and increasing understanding.
During a Case Report I designed for my first level marketing students, a lesson utilizing real-world application was assessed for the use of technology, learning goals, and how to facilitate learning. After reviewing each of these areas, it was determined that the learning goal was met and the lesson facilitated learning. The students were to make a two- to three-minute commercial showing branding of a particular product. The learning goal was: The students will demonstrate branding of a product by creating a commercial of that particular product. The results were good. They created commercials for the products that they created: Wake 'n Bake Alarm Clock, Split A Cup, Everlasting Gum, etc.
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information
During my Technology to Enhance Learning course, I was asked to write a Newsy Lesson Plan around a current event topic from the http://www.newsy.com website. I chose the title, "Man Buys More Than 1 Million Facebook Users Data for $5."This video makes a great lead in to discussions about Online Safety and what companies should do as their part. This video provides multiple sources, which state, who is affected by online safety and how. It is not a discussion of identity theft as much as it is a focus on compromised user data for purposes of spam and phishing scams.
As the Freshman Academy Director at Northside High School, it is my responsibility to make sure that part of my students' successful transition to high school includes the promotion and modeling of digital etiquette. Like the example in Standard 4a above, on one of the professional half days in the spring, I hosted an additional, and much needed, digital citizenship program for all of my freshmen. I definitely could NOT achieve this without my freshman teachers. I scheduled them to teach a 45-minute digital citizenship lesson to three different classes. The topics covered included: Reflecting on 1st Semester Grades, Group Think on Cyberbullying and Bullying and Respecting Self AND Others. I felt that having them to prepare for only one lesson and teaching it three times to three different audiences, it would reduce the amount of stress and work for the teacher. I also felt that it would be easier to transition the teachers versus 200 freshmen in the hallways. It worked perfectly I am proud to say.
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools
Throughout the Technology in Schools program, my coursework has centered around this standard. In every course, we have been expected to collaborate with others using a variety of digital tools. From email, to Blackboard and Sakai discussion boards, to teaching a lesson on Blackboard Collaborate, and creating and editing documents through Google Drive, I have engaged with a diverse population of learners representing many cultures. This has given me a global perspective on the resources available. The Instructional Systems Design my group designed on Google Docs is one example of a collaborate project I engaged in with other colleagues. When using chat and comments features of Google Drive was ineffective or left gaps in communication, we used other digital tools that allowed for a conference call to clarify our ideas.
Another way I was able to integrate digital age communication and collaboration tools was through a Wiki created in my Teaching Online Courses class, New Teacher's Guide to Managing Online Teaching Issues, which included the following pages:
A Wiki allows students to post to a common page and edit each others' work.
As the Freshman Academy Director at Northside High School, it is my responsibility to make sure that part of my students' successful transition to high school includes the education of digital citizenship. One day out of every month in our district, we have a half day on a Wednesday for professional development for teachers. On these days, I have found that it is advantageous to schedule guest speakers or special programs for my freshmen. Last year, I hosted a digital citizenship program for all of my freshmen. I definitely could NOT achieve this without my freshman teachers. I scheduled them to teach a 45-minute digital citizenship lesson to three different classes. The topics covered included: Digital Life Lesson Plan: Oops I Broadcast it on Internet, Digital Life Lesson Plan: Trillion - Dollar Footprint and Digital Life Lesson Plan: With Power Comes Responsibility. I felt that having them to prepare for only one lesson and teaching it three times to three different audiences, it would reduce the amount of stress and work for the teacher. I also felt that it would be easier to transition the teachers versus 200 freshmen in the hallways. It worked perfectly I am proud to say. I asked for feedback from the teachers in order to guide future planning for freshman programs. T.Madsen, B.Franklin, and M.Clawson all felt it was a success with only technical issues. I have worked on these suggestions since this initial trial program.
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
Another adventure in my Teaching Online Courses class, I was tasked to complete an Instructional Strategy/Intervention. I chose 9-12th grade Career Management as my area of interest. This course prepares students to locate, secure, keep, and change careers. Emphasis is placed on self-assessment of characteristics, interests, and values; education and career exploration; evaluation of career information and creation of a career plan. Based on the National Career Development Guidelines, skills learned in this course include, but are not limited to communications, interpersonal skills, problem solving, personal management and teamwork. English language arts are reinforced. My goal would be to find methods that would engage students in a way the face-to-face instruction could not. Some teachers utilize textbooks and some do not. Each of these strategies requires a computer and Internet access. The assumption is that these resources are provided by the school, either through the classroom or library, if they are not available in the home. Each of the solutions in my Instruction Strategy/Intervention uses elements of a learner-centered approach and seeks to stimulate the students' creativity and deeper retention, therefore relieving boredom and increasing understanding.
During a Case Report I designed for my first level marketing students, a lesson utilizing real-world application was assessed for the use of technology, learning goals, and how to facilitate learning. After reviewing each of these areas, it was determined that the learning goal was met and the lesson facilitated learning. The students were to make a two- to three-minute commercial showing branding of a particular product. The learning goal was: The students will demonstrate branding of a product by creating a commercial of that particular product. The results were good. They created commercials for the products that they created: Wake 'n Bake Alarm Clock, Split A Cup, Everlasting Gum, etc.
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information
During my Technology to Enhance Learning course, I was asked to write a Newsy Lesson Plan around a current event topic from the http://www.newsy.com website. I chose the title, "Man Buys More Than 1 Million Facebook Users Data for $5."This video makes a great lead in to discussions about Online Safety and what companies should do as their part. This video provides multiple sources, which state, who is affected by online safety and how. It is not a discussion of identity theft as much as it is a focus on compromised user data for purposes of spam and phishing scams.
As the Freshman Academy Director at Northside High School, it is my responsibility to make sure that part of my students' successful transition to high school includes the promotion and modeling of digital etiquette. Like the example in Standard 4a above, on one of the professional half days in the spring, I hosted an additional, and much needed, digital citizenship program for all of my freshmen. I definitely could NOT achieve this without my freshman teachers. I scheduled them to teach a 45-minute digital citizenship lesson to three different classes. The topics covered included: Reflecting on 1st Semester Grades, Group Think on Cyberbullying and Bullying and Respecting Self AND Others. I felt that having them to prepare for only one lesson and teaching it three times to three different audiences, it would reduce the amount of stress and work for the teacher. I also felt that it would be easier to transition the teachers versus 200 freshmen in the hallways. It worked perfectly I am proud to say.
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools
Throughout the Technology in Schools program, my coursework has centered around this standard. In every course, we have been expected to collaborate with others using a variety of digital tools. From email, to Blackboard and Sakai discussion boards, to teaching a lesson on Blackboard Collaborate, and creating and editing documents through Google Drive, I have engaged with a diverse population of learners representing many cultures. This has given me a global perspective on the resources available. The Instructional Systems Design my group designed on Google Docs is one example of a collaborate project I engaged in with other colleagues. When using chat and comments features of Google Drive was ineffective or left gaps in communication, we used other digital tools that allowed for a conference call to clarify our ideas.
Another way I was able to integrate digital age communication and collaboration tools was through a Wiki created in my Teaching Online Courses class, New Teacher's Guide to Managing Online Teaching Issues, which included the following pages:
- Recognizing and resolving social conflicts
- Dealing with behavior disorders
- Copyright and plagiarism
- Technology issues - accessibility, students’ ability to use technologies (e.g., Web 2.0 tools)
- Ensuring privacy and safety
A Wiki allows students to post to a common page and edit each others' work.
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