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
Because I expect my students to produce their final projects digitally, I also have them cite their research sources in this manner. Here you can see how they have used a template I provided to document websites, databases and a textbook used during a project about a human body system of their choice during a Health unit we completed. While that was a very thorough and exemplary example of a third grader providing credit where it is due, I want to also share this struggling gentleman's cited sources document. While his final product left much to be desired, I am happy to report that he very thoroughly completed his bibliography and paraphrased all researched information before he even finished off with an accurate reflection statement.
Additionally, I'd like to share my Acceptable Use Policy (AUP) that I've used since developing it in 2004 during my eMINTS training. While I realigned it into categories that support my school's recent adoption of four character education-based "Hawk Habits," the tenants it contains have served to be very effective in keeping my eight and nine year old students safe and responsible over the past ten years during which they've enjoyed access to their desktop on a daily basis.
b.Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
I implemented Bring Your Own Device (BYOD) in my classroom when I realized that having a 2:1 desktop ratio would no longer suffice. With the increased district requirement for the use of technology for student research and productivity, the portable devices in my school that I'd once used to augment my supply had become hard to requisition. Additionally, I realized that the digital natives that populated my class were likely just as proficient, if not more so, on their handheld devices. Because a majority of my school's population falls in lower socioeconomic statuses, I predicted that the implementation of BYOD would not likely bring in very many devices. Nonetheless I hoped it would be just enough to increase my current count of 14 desktops to at least 19 Internet connected devices in order to enable independent research by my students. I was correct and, with an effective BYOD addendum AUP, the program has been a complete success. I elected this year to wait until after our Christmas break to offer this alternative, but I trust that I can effectively refer to the case study I completed in the Going Mobile course to guide me as I implement earlier next school year.
Because devices are not always capable of performing the tasks needed, and early in the school year access to one of our fourteen desktops sometimes arises, I rely on cooperative learning to facilitate equal participation. After completing a total of six professional development sessions on Kagan's Cooperative Learning Structures, I feel that I have a vast repertoire of structures to ensure that my students participate equitably while using our computers. I've modified and taught the Round Table and Timed Pair Share and use them frequently. Because I'd like to utilize them even more, not just in order to facilitate the sharing of technology, I'm heading a movement to begin voluntary mini PD sessions every week called Teamwork Thursdays. These 15 minute sessions offered before school hours will feature a new structure each week and the presentation will be screencasted for those who are interested but could not attend. I used this Google Doc to organize a group of co-facilitators and we meet this summer to get the ball rolling!
c.Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
In this Kidblog entry, you can see from the comments made by Lucy's classmates that we practice a feedback structure called "Two Stars and a Wish" in which they first compliment a piece before critiquing it. I learned of it during my eMINTS training and have been using it ever since. Granted, my students are more proficient when they can verbalize their feedback since typing is tedious for some, but I hope you can see my point.
Every year after carefully reviewing my AUP with students and receiving signed copies back from all families, I use the NetSmartz activities to reinforce safety tenants. Only then do I begin to allow students to use the computers in pairs or independently. Additionally, when accessing the Internet, I always give verbal reminders to my students about safety and etiquette.
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
This is certainly one area that I need to improve upon. As I look ahead to next year and our new math series, I think that I will utilize our Cross Curricular Math Projects as a starting point. As seen in this sample, I give students one project per topic (every 8 days or so) that allows them to investigate math concepts with a science or social studies real world connection. They complete it at home or during their enrichment time in class. I plan to use the ePals network of educators to find partnering classes with whom we can share our questions and learn how their perspective may differ from ours as we work together to solve the mathematical component presented.
One marginally successful project was this Kids and Money Google Drawing I shared via a post to the Educational Technology Google Circle. Since we were studying economics in our ELA cross curricular unit, I thought this may be a fun way to investigate currency in other countries, reinforce map skills and learn what interests children around the world. While we did get one respondent from Mexico, there was little "back and forth" because the school year was winding down for us. I posted the project to ePals as well, but have not gotten any responses.
Finally, I happened to have a student in class this year whose mother went to Memphis to visit various historical sites relating to Martin Luther King at the same time we were studying civil rights. She was gracious enough to share her photos with me and then come in to collaborate with her daughter to make this VoiceThread. This single mom working towards her MBA was not comfortable recording her own voice, but provided all of the text comments. I invited her daughter (over the summer since this occurred at the very end of the school year) to add her own reactions to the content. While this is not an investigation, yet, into another culture, I plan on using it next year via Google Circles or ePals and invite students worldwide (as well as my own students) to comment with their thoughts and insights about the American Civil Rights Movement and how it may or may not be paralleled in their own country.
***update! Please check out my blog to see what I've been up to after promising myself to get into ePals. The world has OPENED and stay tuned for my latest post. Thanks for reading!***
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
Because I expect my students to produce their final projects digitally, I also have them cite their research sources in this manner. Here you can see how they have used a template I provided to document websites, databases and a textbook used during a project about a human body system of their choice during a Health unit we completed. While that was a very thorough and exemplary example of a third grader providing credit where it is due, I want to also share this struggling gentleman's cited sources document. While his final product left much to be desired, I am happy to report that he very thoroughly completed his bibliography and paraphrased all researched information before he even finished off with an accurate reflection statement.
Additionally, I'd like to share my Acceptable Use Policy (AUP) that I've used since developing it in 2004 during my eMINTS training. While I realigned it into categories that support my school's recent adoption of four character education-based "Hawk Habits," the tenants it contains have served to be very effective in keeping my eight and nine year old students safe and responsible over the past ten years during which they've enjoyed access to their desktop on a daily basis.
b.Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
I implemented Bring Your Own Device (BYOD) in my classroom when I realized that having a 2:1 desktop ratio would no longer suffice. With the increased district requirement for the use of technology for student research and productivity, the portable devices in my school that I'd once used to augment my supply had become hard to requisition. Additionally, I realized that the digital natives that populated my class were likely just as proficient, if not more so, on their handheld devices. Because a majority of my school's population falls in lower socioeconomic statuses, I predicted that the implementation of BYOD would not likely bring in very many devices. Nonetheless I hoped it would be just enough to increase my current count of 14 desktops to at least 19 Internet connected devices in order to enable independent research by my students. I was correct and, with an effective BYOD addendum AUP, the program has been a complete success. I elected this year to wait until after our Christmas break to offer this alternative, but I trust that I can effectively refer to the case study I completed in the Going Mobile course to guide me as I implement earlier next school year.
Because devices are not always capable of performing the tasks needed, and early in the school year access to one of our fourteen desktops sometimes arises, I rely on cooperative learning to facilitate equal participation. After completing a total of six professional development sessions on Kagan's Cooperative Learning Structures, I feel that I have a vast repertoire of structures to ensure that my students participate equitably while using our computers. I've modified and taught the Round Table and Timed Pair Share and use them frequently. Because I'd like to utilize them even more, not just in order to facilitate the sharing of technology, I'm heading a movement to begin voluntary mini PD sessions every week called Teamwork Thursdays. These 15 minute sessions offered before school hours will feature a new structure each week and the presentation will be screencasted for those who are interested but could not attend. I used this Google Doc to organize a group of co-facilitators and we meet this summer to get the ball rolling!
c.Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
In this Kidblog entry, you can see from the comments made by Lucy's classmates that we practice a feedback structure called "Two Stars and a Wish" in which they first compliment a piece before critiquing it. I learned of it during my eMINTS training and have been using it ever since. Granted, my students are more proficient when they can verbalize their feedback since typing is tedious for some, but I hope you can see my point.
Every year after carefully reviewing my AUP with students and receiving signed copies back from all families, I use the NetSmartz activities to reinforce safety tenants. Only then do I begin to allow students to use the computers in pairs or independently. Additionally, when accessing the Internet, I always give verbal reminders to my students about safety and etiquette.
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
This is certainly one area that I need to improve upon. As I look ahead to next year and our new math series, I think that I will utilize our Cross Curricular Math Projects as a starting point. As seen in this sample, I give students one project per topic (every 8 days or so) that allows them to investigate math concepts with a science or social studies real world connection. They complete it at home or during their enrichment time in class. I plan to use the ePals network of educators to find partnering classes with whom we can share our questions and learn how their perspective may differ from ours as we work together to solve the mathematical component presented.
One marginally successful project was this Kids and Money Google Drawing I shared via a post to the Educational Technology Google Circle. Since we were studying economics in our ELA cross curricular unit, I thought this may be a fun way to investigate currency in other countries, reinforce map skills and learn what interests children around the world. While we did get one respondent from Mexico, there was little "back and forth" because the school year was winding down for us. I posted the project to ePals as well, but have not gotten any responses.
Finally, I happened to have a student in class this year whose mother went to Memphis to visit various historical sites relating to Martin Luther King at the same time we were studying civil rights. She was gracious enough to share her photos with me and then come in to collaborate with her daughter to make this VoiceThread. This single mom working towards her MBA was not comfortable recording her own voice, but provided all of the text comments. I invited her daughter (over the summer since this occurred at the very end of the school year) to add her own reactions to the content. While this is not an investigation, yet, into another culture, I plan on using it next year via Google Circles or ePals and invite students worldwide (as well as my own students) to comment with their thoughts and insights about the American Civil Rights Movement and how it may or may not be paralleled in their own country.
***update! Please check out my blog to see what I've been up to after promising myself to get into ePals. The world has OPENED and stay tuned for my latest post. Thanks for reading!***