Redo Standards 5 & 8

Standard 5

Advocate, model, and teach safe, legal, and/or ethical use of digital information and technology, including, but not limited to, respect for copyright, intellectual property, and the appropriate documentation of sources.

I previously discussed ethics and technology but failed to give some concrete examples of how to incorporate into the classroom.  Here are some concrete strategies for the classroom:

1. Discuss with students the acceptable use policy used by the school.  Talk about what classifies as private information that would include home addresses, telephone numbers, e-mail addresses, and labeled photographs of students/friends/faculty.  Ask for examples from the class and put up on the wall for future reference.
2. Discuss bullying policies and cyber bullying.  Discuss the similarities of name calling on the playground and how it would relate to posting or texting mean statements to students.  Have students provide examples to test for understanding. 
3. Have students sign an internet usage agreement that some school districts already have in place.  The code of conduct should discuss the student’s expectations and boundaries.  Aspects of the Des Moines Public Schools one can be used if needed.  Link
4. Practice documenting sources for different research projects. This can be tailored to grade level and explaining that using someone else’s work can be stealing if not properly documented.  Discuss the differences between copyrighted trademarks like NBA, NFL, major brands and intellectual property such as a work or invention that is the result of creativity, such as a manuscript or a design, to which one has rights and for which one may apply for a patent, copyright, trademark, etc.  Have the class give examples of both to display on the chart to refer to as the year continues.  Refer and add to the chart as new examples are brought up and understood. 

Standard 8

Uses educational technology to engage students in collaborative knowledge construction.

I previously discussed using KAHOOT! in the classroom as an effective tool to introduce topics and ultimately assess formatively the understanding of individual students and the class as a whole.  What I left out was how it can also be used to support collaborative knowledge construction.  Knowledge construction is a collaborative process that’s purpose is to produce new thoughts or knowledge that exceed what anyone alone could achieve.  It is also essential that knowledge construction is based on other students’ ideas and thoughts.  Using KAHOOT!  Students would be able to accomplish this by taking off time limits off to allow time to discuss in groups or even as a class.  Students could ask the teacher for qualifying questions or help with clarifying the vocabulary used.  The additional time would also allow students to work and research the questions together as a group.  Students would be able to use their notes or textbook and, in some cases, utilize their computers.  This all depends on the complexity of the test and if it was being used to assess prior knowledge or test understanding at the end of a unit.  In cooperative learning situations, there is a positive interdependence among students' goal attainments; students perceive that they can reach their learning goals if and only if the other students in the learning group also reach their goals. (Johnson, et al) If and when the groups don’t come to the same conclusion than a more important classroom discussion can take place to cement understanding where there is confusion.  Tables that were correct can help teach the other student’s concepts and how they came upon their answers. 

Johnson, David W., et al. “Chapter 1. What Is Cooperative Learning?” What Is Cooperative Learning? www.ascd.org/publications/books/194034/chapters/What-Is-Cooperative-Learning%C2%A2.aspx.