Cyber-bullying

Case Study #2

This certainly is a case of cyber-bullying because it fits within the definition of cyber-bullying by the the Cyber-bullying Research Center that cyber-bullying is “ when someone repeatedly harasses, mistreats, or makes fun of another person online or while using cell phones or other electronic devices”.(Constitutional Rights Foundation,p. 1, 2010 )   The Myspace page “Marla Go Home” is set up purposely by a student to electronically harass another student by inviting others to post derogatory messages about Marla.  The page and the post contained on the page have a negative effect on Marla’s self-esteem causing her to leave school early and stay out of school for several days.  This page was created on school property in the computer lab.  For this reason, the student responsible for setting up the page should be suspended for two weeks from school.  All other students who contributed to the page in a derogatory way should be suspended for three to five days depending on the severity of their post.  The creator of the page is susceptible to a civil lawsuit as he violated the personal rights of Marla through the “intentional infliction of emotional stress and defamation”. ( Constitutional Rights Foundation,p. 3, 2010) A successful civil suit would likely result in monetary damages being awarded to Marla.   It would be possible but difficult to convict the student of any criminal laws pertaining to threats or harassment.  While there seems to be no threat made upon Marla’s life, it would be possible to find the student guilty of harassment.    

Case Study # 3

This is a definite case of cyber-bullying because students used the internet to create a disparaging and difficult environment at school for Alex by creating a fake Facebook page and insulting other students under the pretense of his name.  The students who created the page did so outside of school, but the effect of the page was a negative and dangerous school environment for the victim.  Since the effects of the page had a direct impact on Alex’s school environment, the creators of the page should be disciplined by the school. Both student’s should both be suspended from school for two weeks, because they not only had a negative impact on Alex’s life, but also the life of those that were made fun of on the page and responded in violence as they will be suspended from school as well. The two boys who created the fake Facebook page will be found guilty of identity theft in the court of criminal law because they stole the identity of Alex by creating a page under his name without his permission.  They will also be susceptible to monetary penalties in civil court because they recklessly caused emotional distress in Alex’s life.  

Bibliography:

1.  Constitutional Rights Foundation. (2010). Cyberbullying: Law and policy. Retrieved from http://www.crfcap.org/images/pdf/cyberbullying.pdf

EDTC 5010 Chapter 12

1. What can I do to "get ready" for a lesson in which my students use computers?

There are many things that a teacher must first prepare before teaching a lesson involving computers and they may vary dependent upon the content and method of computer use.  Before teaching a lesson, you must first make the instructions to the lesson available to the students through a hard copy they may refer back to as well as the verbal instructions given.  Instructions may be printed on handouts or posted upon the class webpage under the assignments tab.  It is also helpful for students to include a list of appropriate resources that they may use in order to complete the lesson.  Again this may be a printed handout or posted on the

class webpage.  You will also want students to understand how their assignment grade will be determined.  For this reason, it is helpful to prepare a grading rubric to share with the students.  When working with computers, it is important to maximize the student learning time and limit the amount of time that students spend on generic tasks such as finding sites, creating templates and folders to save their work in.  The teacher should do their best to maximize student learning time by creating or setting up things of this nature while still facilitating an independent learning environment.

2.  Where does the "computer part" come when I am teaching a lesson?

The "computer part" of a lesson is entirely dependent on the nature of the lesson and how the lesson is intended to engage students and by what means.  It may occur only at the beginning of the lesson, the middle, the end, or computers may be used throughout the entire lesson to deliver the necessary content.  What is most important about how the lesson is conducted is that it follows the NTeQ model which " emphasizes a student-centered environment.  The students are actively engaged in the learning process and assume the roles of researchers.  To engage them in this manner, the teacher must work with the students to create an atmosphere or culture that fosters and supports a high level of student involvement, not only with the information they are learning, but also with each other" ( Morrison & Lowther, 2010).  

3.  How do you ensure equal access for all students with only three computers?

When computers are a limited resource, it is best to create group projects.  Students will be placed into small groups and use one computer together to research, create, or develop what ever it is the project requires.  "Cooperative learning is effective for student learning"  ( Morrison & Lowther, 2010) as it allows students the chance to engage each other, share ideas and methods, as well as developing important social skills that are relevant to today's workplace environment.  "Cooperative learning experiences have also been shown to

improve the relationships among diverse students, when teachers are careful to construct groups of students from various cultures (Kagen, 1990) and levels of physical need and ability" (Stevens and Slavin, 1995B).  Just because technology resources may be limited in a school or classroom, it does not mean that the instructional environment is limited; it is just up to the teacher to find effective ways to use what is available.  

Bibliography: 

1.  Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom: skills for the 21st century . (4th Edition ed., p. 30). Pearson.

2.  Cengage Learning. (1998). Cooperative learning. Retrieved from http://college.cengage.com/education/resources/res_topics/students/coop/index.html

EDTC 5010 Chapter 10

1.  How do I know that students understand a concept?

A great way to have students show their understanding of a concept is to have them complete a corresponding graphic organizer.  Through creating a graphic organizer, higher level thinking is achieved by the student as well as a deeper understanding of the content.  " Graphic organizers yield the best results when integrated into lessons for which student understanding is enhanced by visualizing, organizing, and depicting relationships among and between concepts, ideas, information, processes, systems, and problems." ( Morrison & Lowther, 2010)  When they are used in this manner,  they support four of the six ISTE NETS for students which are, "creativity and innovation, research and information fluency, problem solving, decision making, technology operations and concepts and critical thinking."( Morrison & Lowther, 2010) When these are addressed it helps students to understand the concept fully.  


2. How can you depict student misconceptions of key information?

When graphic organizers are used to present results of problem-based lessons, students should be required to "include a brief written or digital audio recording of the student's explanation of how the product presents a solution to the lesson problem.  This extension will enable you to identify any misconceptions that may not be evident in the results that are presented." ( Morrison & Lowther, 2010)   It is important to identify any
misconceptions that students may have and try and understand "how" and "why" they achieved these misconceptions about the content.  It is then the teachers responsibility to alter any methods, or materials that may of lead to a common misconception about the content to prevent future student misconceptions.

3.  How can students capture and transfer brainstorming ideas into written thoughts?

In health class, we spend a good deal of time discussing the importance of making good decisions in relation to personal health and well being.  I try and help the students understand that every decision they make is important and they all have good and bad consequences, whether intended or unintended.  To help them achieve this understanding, I have them first brainstorm about a recent decision they have made or one they will need to make in the near future.  Once they have one in mind, they are required to brainstorm about all
possible ways to go about the decision.  They will then write down the decision and connect all the possible choices to it.  From here, they will complete a cause and effect web or tree like graphic organizer, where they must write out a corresponding effect caused by each decision that is made stemming from the original decision.  The end result gives students a chance to to look back and reflect upon personal decisions and see just how greatly they affect their lives through the intended and unintended consequences.  

Bibliography:

1.  Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom: Skills for the 21st century . (4th Edition ed., p. 30). Pearson.

Heart Rate Monitors in Physical Education

Some school systems are going away from the traditional gym class grading that consist of dressing out and participation and are now incorporating the use of heart rate monitors.  Student grades are dependent upon maintaining a heart rate within their target heart range for an extended amount of time.  I would love to incorporate this technology into our school as I feel this way of grading helps to emphasize the true purpose of physical education which is physical activity and not just dressing out and being cooperative.  In my experience, students understand that to get an "A" in physical education class they just have to dress out and minimally participate in the days activities.  This does nothing to motivate students to truly exercise and work up a sweat.  Grading that is dependent upon a students heart rate monitor's readings motivates students to do more than just the minimum and will in turn produce more physically fit students.

  

Technological Games in Today's Physical Education

Over the last decade, the popularity of "gaming" has increased drastically due to detailed, realistic graphics and life-like game-play.  The popularity of video games has lead kids to spend more time inside playing games, rather than outside playing and being physically active.  It has also lead to a decrease in the desire to be good at traditional sports as kids seem to feel it is just as important to be good at video games and simulated sports.  Whether kids prefer video games or real sports, the fact is that kids still need to exercise and get daily physical activity.  Some gaming systems like Wii have attempted to use people interest in video games to help them become active and move while playing.  This is also a growing trend in physical education classes as it is becoming increasing difficult to get kids to exercise through traditional sports and games.  Video games can be incorporated into the physical education class to help students achieve the desired physical fitness level.  As a coach and a traditionalist when it comes to sports, I do not particularly care for the trend and use of video games, but I do realize the benefit for a large percentage of children when it becomes the only means to get them to exercise.

EDTC 5010 Chapter 11

1.  What are the benefits of using problem-solving or educational software?

There is an increasing trend in today's problem-solving software to include games and simulations that help motivate students and engage them with the content.  "A key benefit of well-designed educational games is that they are structured to require application of content knowledge and skills in order to "win" the game which results in students wanting to learn the information, rather than learning it pass a test" ( Morrison & Lowther, 2010).   Simulations allow students the chance to control certain componenets of the simulated environment and " actively engage students in critical thinking activities that require real-world application of knowledge and skills" ( Morrison & Lowther, 2010).   Educational software consist of drill and

practice, tutorials, and integrated learning systems which can be useful when used frequently.  "One of the key benefits or drill and practice software is the opportunity for students to engage in interactive basic skills and practice that provides immediate individual performance feedback" ( Morrison & Lowther, 2010).  This instant feedback allows students to understand their performance level relative to their level of effort they just put in. Drill and practice software also allows for more effect time management as "With educational software at your disposal, you can opt to move at your own pace, and return to modules you did not understand completely. No more concerns about face to face interaction with the lecturers or other bright pupils, you can decide to review lectures at any convenient time" (Ignitionmedia, 2012).  Effective tutorials use interactive elements that engage students and make them more interested in the content which in turn increases their content retention and understanding.  

2.  How do I choose the correct software?

There are so many different choices when it comes to problem-solving and educational software, it can be difficult to choose the most efficient and effective one that will benefit your students.  When choosing it is important to keep these criteria in mind: " content accuracy, research-based instructional strategies, alignment with instructional objectives, assessment of learning, ease of use, teacher support materials, technology system requirements, and what student tools are provided" ( Morrison & Lowther, 2010).  While the teacher should test out all software before using it with their students, it is still important to get student feedback to see how they feel about the ease of use of it and the educational effectiveness of it.  "The benefits of

collecting student performance and attitude data outweigh the effort"  ( Morrison & Lowther, 2010). You may also want to check out fellow teacher and student reviews of the software before using it to gain a general sense of the product.  

3.  When I integrate problem-solving or educational software into a lesson, what changes will be needed?

The lesson will still address all ten of the components of the NTeQ lesson plan model, but slight changes may need to be made for the following six components: computer functions, research and analysis, results presentation, activities during computer use, activities before computer use, and activities after computer use.  These changes should reflect on the the objective for the computer to be used as a tool for "when the computer is integrated as a tool, students apply the same skills used in the workplace to analyze and manipulate information. By using the computer in this manner, students not only learn lesson objectives but also develop real-life knowledge and skills. This type of integration supports the current teaching practices, which emphasize a student-centered, open-ended learning environment that uses realistic contexts for learning" (Pearson).  

Bibliography:

1.  Ignitionmedia. (2012, 06 11). 5 benefits of using educational software. Retrieved from http://www.unicentralaccommodation.com.au/student-resources/5-benefits-of-using-educational-software/

2.  Pearson. (n.d.). Integrating technology for inquiry: The nteq model. Retrieved from http://wps.prenhall.com/chet_morrison_integratin_2/0,5603,92855-,00.html

3.  Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom: skills for the 21st century . (4th Edition ed., p. 30). Pearson.

EDTC 5010 Chapter 9

1. How can my students use multimedia for their presentations?

"Multimedia is communication that involves more than one format" (Mayer, Moreno, Boire, & Vagge, 1999) and can be used in the classroom in numerous ways.  "Multimedia can incorporate text, graphics, pictures, and photographs, video, sound, hyperlinks, and animated objects" ( Morrison & Lowther, 2010).  Multimedia is most appropriately used by students to create presentations to display, and explain content knowledge that is enhanced through the inter-activeness of the multimedia platform.  "This publishing process can help students synthesize ideas as they work through their data and determine what they want to tell

others (Brookes, 1988; Corbine, 1995; Johannessen & Kahn, 1991) and to become active and involved in the learning ( Keys, 1999).  The creation of multimedia presentations also provides a period of time of reflection upon the material for the students. The use of multimedia in these presentations engages the audience as well as the creators and presenters to help ensure the retention of the material.  

2.  What applications are available for creating a multimedia presentation?

 "With computers, mobile devices, projectors and Interactive White Boards becoming more common in American classrooms, teachers have increasingly greater opportunities to bring multimedia resources into the classroom. Whether creating a presentation to guide student learning, or showcasing a video to illustrate a new concept, presentations and multimedia add a new dimension to the classroom" ("Teaching and learning,").  Applications that can be used in the classroom to create multimedia presentations include but are not limited to the following; 
1. PowerPoint
2. Prezi                                                 
3. VoiceThread
4. Downcast 
5. Blogger
6. iMovie
7. Keynote
8. Sliderocket
9. Xavier Presentation
10. SlideGrabber

These multimedia platforms provide great ways to present content material in informative, interactive, and engaging ways.

3. Should I place limits on how my students use multimedia?

The limits placed upon students will vary depending on the grade level, the content, and the desired outcome of the multimedia usage.  Students in elementary and middle school may need explanations on how to properly create and present their material as they are more inclined to use distracting and time wasting features. "There are two approaches to addressing this problem.  First, let the students experiment and see what they can craft.  Then have them explain how the "supercharging" helps communicate their idea rather than get in the way.  The second approach is to limit the presentation to a rather plain background and design as they create their presentation" ( Morrison & Lowther, 2010).  Then you can give them a short period of time to go back and spice it up a bit.  High school and college students should be trusted to use the multimedia platform properly and in a highly functioning manner that is both informative and engaging.  A good presentation should support and enhance the content material while not taking away from it or distracting the audience.  

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Bibliography: 

Morrison, G., & Lowther, D. (2010). Integrating computer technology into the classroom: skills for the 21st century . (4th Edition ed., p. 30). Pearson.

Teaching and learning with multimedia. (n.d.). Retrieved from http://edtechteacher.org/index.php/teaching-technology/presentation-multimedia