Increasing Digital Safety

         

With the internet being so broad and vast, there are many things that parents, and educators can do to increase awareness of digital safety amongst children/students. Phishing and Pharming, Sexting and Textual Harassment, Copyright and Fair Use, Cyber bullying, and Digital Safety (in general) are amongst the most important issues. Although each issue is different, I feel that it is crucial and necessary to educate students on this as a whole. Additionally, I would include the topic Parental Controls. Parents play a big role in ensuring that any type of technological activity their children engage in is properly monitored.

 As a future educator, I would design a lesson or activity around digital safety as a collective unit that focuses on awareness. I would encourage my students to come up with necessary and effective approaches in dealing with and reporting digital safety issues. One of the things I would require or have my students do is come up with a class-wide/school-wide plan that explains steps in dealing with digital safety issues. Because these issues are becoming increasingly prevalent amongst school children, I would have my class organize a "Digital Safety Fair" in which they could showcase their work/presentations to the public.

In the process of creating our group's digital safety issue on Cyber bullying, one of the tools we used was Wiggio . Wiggio is an online digital tool that makes working in groups easier it also allows for group members to reply directly through email without having to log back in. (Wiggio.com). Because of our hectic schedules, it was difficult for our group to meet on a daily basis. With the use of Wiggio, we were able to communicate frequently and consistently via messaging. Not only did this tool allow for maximum participation amongst all group members, it also provided a way for our group to keep track of our progress. I felt that the absence of this tool would have caused our group to work with a crammed schedule. Another tool that I have used for previous classes that I would suggest is a face-to face video-calling over the internet called ooVoo. ooVoo enables face to face video calling as well as instant messaging.This tool does require a webcam but a participant who does not have a webcam can still see other participants (ooVoo.com).

  

Overall, digital safety is a serious issue in today's society. It is important that we as future educators take the initiative in increasing awareness through projects such as this. 

References
 

ooVoo. What is ooVoo?. Retrieved April 10, 2012 from http://www.oovoo.com/Help.aspx?pname=HelpFAQ#{1}

 Wiggio. Frequently asked Questions.Retrieved April 10, 2012 from http://wiggio.com/faq.html

Photo retrieved from:

http://digimumsni.com/blog/story/uk-media-regulators-launch-parentport

INCLUSION FOR ALL

In the video Enabling Dreams, Susana Martini says, "Assistive Technology is the major foundation of my life. Without it, I could not exist as I am today"(The George Lucas Educational Foundation, 2005). For many students like Susana, assistive Technology allows for full participation not only in education, but in life itself. 

As it's name suggests, assistive technology "assists" individuals with everyday tasks. Without utilizing assistive technology, students would not be able to perform tasks or talents in their own way. It is crucial that educators take necessary steps in ensuring that students are included in the classroom to the fullest extent.

In order to provide quality education for students with disabilities, teachers must fully understand characteristics of an individual. A full and extensive review of an I.E.P (Individualized Education Plan) or student profile will help educators understand the types of accommodations that are necessary. The video also mentions 'Technology is not always included in the planning process". It is essential to provide/include appropriate AT for students with disabilities during the planning process. It is also important to find out how the student works best, and most importantly,  what works best for the student. Each part of the lesson should provide opportunities to increase participation rate for the student. It is also important that students with disabilities participate in assessments to ensure accountability. "Students with disabilities must be considered and included in the assessment of what students know and can do" (Peer Information Brief, 1999). The result of improper assessments are inaccurate progress levels. Students with disabilities can be assessed using a variety of alternate assessments such as performance-based assessments, portfolios, and checklists (Office of Special Education Programs (OSEP), 2003). 

During my experience in a Special Education classroom, I found that assistive technology was not provided at all. The result was that students had a difficult time comprehending information. Due to the lack of AT as well as appropriate alternate assessments, it was evident that the learning of students with disabilities was immensely hindered. 

According to Enabling Dreams, technology has improved over the years, but assistive technology has been progressing at the same rate. If this statement holds true, then it it crucial that educators keep up with technology trends and provide the appropriate accommodations for students with disabilities. Assistive technology does more than than just "assist" students with disabilities. In fact, AT allows for inclusion not only in the classroom but in life itself.

References

Curtis, D.  (2005, February 5).  Assistive-Technology: Enabling Dreams.  Edutopia.  Retrieved March 12, 2012.  from http://www.edutopia.org/assistive-technology-enabling-dreams-video

OSEP. (2003).Tool Kit on Teaching and Assessing Students with Disabilities: Assessment. Office of Special Education Programs. Retrieved March 12, 2012. http://www.osepideasthatwork.org/parentkit/AltAssessFAQ.as.

Thurlow, M. Ph.D., (1999) Assessment: A Key Component to Educational Reform. Peer Information Brief.Retrieved March, 12, 2012. http://www.fcsn.org/peer/ess/assessmentib.html

Photo- Screenshot from:

Curtis, D.  (2005, February 5).  Assistive-Technology: Enabling Dreams.  Edutopia.  Retrieved March 12, 2012.  from http://www.edutopia.org/assistive-technology-enabling-dreams-video

Spelling Practice with Dolce Sight Words

"Spelling Practice with Dolce Sight" is a great online educational game that provides students with the opportunity to practice spelling sight words. "Sight Words are words that are recognized immediately (on sight) without phonetically decoding or sounding out parts" ("Spelling Practice Dolch Word List", 2012). In this era, kids are increasingly becoming tech savvy, so providing games as such is a great way to include technology in the classroom as well as in the home. However, many online games should be properly assessed by parents and educators to ensure that content of the game is appropriate for the child. Many will find that the use of rubrics in determining appropriate games can be beneficial.

 As an education major, I've been immensely exposed to various types of rubrics. Many are simplistic in structure, while others are merely complex.  It always crossed my mind that one day, I would have to create one of my own. When constructing  the rubric for an online educational game, one of the most difficult tasks was creating categories to cover different aspects of the game without causing the rubric to become too lengthy. For example, the category of layout and design may include various categories such as layout, graphics, sound, color scheme, and navigation. Some of the categories covered the same content, so it was more convenient to compile into one category. Overall, no matter the categories, rubrics are scoring tools that should explicitly represent performance expectations.

Use of this online educational game is appropriate for teachers who are looking to integrate technology and would widely reflects that of NETS*T Standard 2. Design and Develop Digital Age Learning Experiences and Assessments.  By doing so teachers are able to increase learning opportunities by providing students with contemporary tools that help develop knowledge, skills, and attitudes (NETS*T website).  I felt that "Spelling Practice with Dolce Sight Words" is a great tool for the younger primary grades to use as spelling practice at  home or in the classroom. This game, as well as many other online educational games, can be played after students complete assignments. It allows for the students to continue with the learning process even during free time. Teachers can also use this game as an interactive technology activity with the whole class. By turning it into a timed game of who can spell the most words, students are motivated to progress each time they play. 

 After my experience with constructing a rubric for this particular online educational game, I felt students should be provided with different means of monitoring their progress. In the future, because this game does not provide any real form of feedback,I would provide my students with a monitor sheet that allows them to keep track of their progress (Ex: Number of words spelled per game session). I felt that when incorporating technology, students should still be able to monitor how well they are progressing and teachers still need to be able to assess the performance of the student. 


Overall, this assignment has emphasized the importance of ensuring the appropriateness of online educational games. Like many other teaching tools, it is essential that teachers provide appropriate material for their students, but at the same time keep up with different technology trends. Incorporating online educational games is beneficial for students, parents, and teachers and provides appropriate "educational fun".

References

Abcya.com(2012). Spelling Practice Dolch Sight Words .

     Retrieved March 1, 2012, from abcya.com website: http://www.abcya.com/dolch_sight_word_spelling.htm

International Society for Technology in Education.  (2008). NETS*T Advanced Digital Age.

     Retrieved February 20, 2012, from ISTE website: http://www.iste.org/standards.aspx.

Group A (Dana Cruz, Gabrielle Aguon, Tanya Calip) Online Educational Game Rubric

 Online Educational Game: Spelling Practice with Dolch Sight Words
Website: www.abcya.com 

Educational Online  Game Rubric
Criteria	Satisfactory (1)		Good (2)	Excellent(3)
Organization and Design
Layout	Layout is cluttered looking or confusing. It is often difficult to locate navigation links		Game has an attractive and usable layout. It is easy to locate important navigation links.		The Game has an exceptionally attractive layout. Navigation Links are easy to locate. White space, graphic elements, and/or alignment are used effectively to organize material.
Graphics	Graphics seem randomly chosen, are of low quality, or cause disruptions.		Graphics are related to the topic/purpose of the game, are of good quality and enhance interest or understanding.		Graphics are related to the topic/purpose of the game, are thoughtfully cropped and organized, are of high quality and enhance interest or understanding.
Color Scheme	Colors of background and font make content difficult to read or otherwise distract the player.		Colors of background and fonts detract from some of the content that may distract the player.		Colors of background and fonts are appropriate, do not detract from the content, and are consistent throughout the game.
Instructional Design and Delivery
Objectives	Integrates internet access and involves players with the learning process.		Nurtures internet assessors and effectively engages players with internet involvement through the learning process of the game		Game nurtures internet assessors and effectively engages players with internet involvement through the learning process in a diversity of ways throughout the game.
Learning Styles	Provides limited graphical features or auditory activities to enhance the player’s learning		Helps with various graphical features, and /or auditory activities that enhance the player’s learning.		Provides multiple graphical features and or auditory activities to enhance the player’s learning.
Higher Level of Learning Skills	Provides limited activities to help players develop critical thinking and/or problem solving skills.		Provides players with some activities that develop critical thinking and/or problem solving skills.		Provides multiple activities that help develop critical thinking and problem-solving skills.
Game-Based Learning
Rules	Rules are not stated clearly.	Few rules are stated clearly and will cause some confusion.			Rules are clearly stated.
Goals	Goal(s) of the game is incomplete.	Goal(s) of the Game is not entirely stated.			Goal(s) Clearly stated and will help accomplish game
Feedback	Does not provide opportunities for players to receive feedback on their performance	Some opportunities are provided for players to receive feedback.			Feedback is consistent throughout the game.
Interaction	Student to computer and/or student to student interaction is non-existent.	Student to computer and/or student to student interaction is limited.			Student to computer and student to student interaction is consistent and identifiable.
Subject	Subject or topic is unidentifiable.	Subject or topic is partially described.			Subject of the game is clearly stated.

"Fat , sugar, salt, and TECHNOLOGY!"

      Constructing an ASSURE model lesson plan on nutrition was harder than I anticipated. It was my first time using the ASSURE model template and I found it to be rather simplistic in structure, yet complex in the content that would be included in the lesson plan.

      According to the Academy of Technology Excellence website, this lesson plan model is suited for different learning styles/learners and is helpful in using different types of media ("ASSURE," 2002).

      This lesson plan integrates technology to promote student success and collaboration with peers and reflects that of NETS*T Standard 3: Model Digital Age Work and Learning ("NETS*T,"2008). The content of the lesson plan appropriately aligns with the performance indicators under this standard.
     There were many things that I appreciated about this lesson. One thing I liked the most about this lesson was  that it could be revised to fit different learning styles. I also appreciated how a simple task such as finding the salt, sugar, and fat content could be expanded using digital spreadsheets and charts. I felt that by having students create charts based on the information they obtained in their digital spreadsheets, it provided visuals and helped students better compare their findings. I felt that this lesson really reflected how technology could be integrated into almost anything.
      Although the objectives were easy and achievable for average learners,  it did become a challenge when trying to find accommodations for students with disabilities. It was difficult to make sure that the  accommodations aligned for each part of the lesson, but as I progressed with the lesson plan, I found that it was easier to provide accommodations using other forms of technology. Also, for other disabilities that may need further accommodations, students can work in larger groups and tasks can be assigned to each group member to ensure that each person partakes in the assignment.
        For this particular lesson, the part I disliked the most was making sure that the content and the objectives were grade and age appropriate. It took much consideration on my end especially because the content should always be appropriate when using technology.
        This lesson is great for average learners, but many things could be done to enhance the lesson and make it more challenging for upper grade levels or for advanced learners. The teacher can require students to search online for the nutrition facts labels of different foods other than cereals. After inputting their information on a digital spreadsheet and producing charts to illustrate their findings, they can then compare the salt, fat, and sugar content of each food item they selected. 

        Overall, this lesson plan model  is great for covering each part of the lesson and is an appropriate model for ensuring that the lesson is followed through even if the teacher isn't present. This lesson plan along with the ASSURE model are great educational resources that I would use in the future. 

 References

Academy of Teaching Excellence. (2002). ASSURE MODEL.

     Retrieved February 20, 212 from ATE website:

    http://www.mscd.edu/~act2/courseconstruct/assure.html

  

International Society for Technology in Education.  (2008). NETS*T Advanced Digital Age.

     Retrieved February 20, 2012, from ISTE website: http://www.iste.org/standards.aspx.