Weir-Brown,+Karen

Check to see when your district’s plan was last updated. Check to see if your districts AUP/RUP includes child safety and cyberbullying provisions. Does it address copyright, plagiarism, and validity of resources? Is the AUP/RUP proactive or reactive (positive or punitive)? Does your district require parental signature for students to be able to utilize the Internet, or does it only require a signiture if parents do not wish their child to use the Internet? How well is the RUP/AUP understood by teachers, students, and parents? Who is involved in revising the AUP/RUP (and the technology plan)? Are teachers, students, and parents included on the committee? Our district's technology acceptable use policy and procedures does not have a date on it. The document is also not available on the district or school website. We got it from our school secretary. Students/parents need to sign it and turn it in at registration time. It is likely that our school is moving at a faster rate than the district's policy agreement! Joy (another member of this class and the other 6th grade teacher at my school) came up with our own permission/agreement form for students and parents to sign at the start of this school year because we wanted parents to give permission (or decline) to allow their students to use the numerous tech tools we wanted to use in class. We also spent time explaining to students what it meant to be a good digital citizen (no cyberbullying, plagiarism, IMing, etc).

Our district has used an online grade book and there is an acceptable use policy and login application that was created 10/6/10 for that tool.

The undated tech AUP is 4 pages long and an additional 2 pages is the agreement/consent form. The majority of the first page describes the technology available at the school/district, the rest of that page states that the district can monitor what you do with the technology. The next page and a half lists unacceptable behavior followed by consequences. The last page and a half discusses printing, email, limitation of liability. Child safety and cyberbullying are minimally addressed in the document. Copyright is mentioned only to the degree that says "copying is against the law" and then specific examples of when documents or files can be legally copied is allowed but the term "copyright" is not used. Plagiarism and validity of resources are not mentioned.

I feel the document is definitely reactive because it does not address anything that the district is doing/teaching to ensure student safety and education about being a good digital citizen.

The form requires parental signature for each student. The signature is to recognize that the parent read the form and then there is another signature required where the parent gives consent to allow student access for internet, email, grade book. The parent selects any/all that he gives permission for.

Interestingly, the AUP states that all instructional personnel are expected to comply with the policy and provide supervision, however, I am in my second year at the district and we did not receive much direction on this at all. As new hires, we were given instruction on using the email and grade book, but not told what students can and cannot do. I found out by word of mouth that students could not use flash drives or access youtube. I definitely think all staff need to sign an agreement themselves! Students should also have to sign the agreement but it is not likely that their parents review the policy with them.

I do not know who revises the document. I do know that a new committee, the tech committee, was created this year at the district level. As far as I know, it is made up of principals and DO people. I hope there are teachers and parents on it but students (especially middle and high school) should be involved too.

Analyze your districts’ AUP/RUP. Compare it to the examples provided in this module. What changes would you make if you were involved in revising it? How might you assure that it is read and understood by all constituents (parents, teachers, administrators, and students)? In reading the first article, I like that it says AUPs should include an acknowledgement of compliance with state/federal rules and regs. I think it would be nice to include a mention of tech standards in the doc too. The article also talks about having teachers, parents, and students sign the agreement and that is something that should be done. The second article talks about having representatives from all user groups. I love that because currently there is a disconnect between our IT group and classroom teachers.

I like the positive "I will" statements of the sample AUPs rather than the statement of the negatives "prohibited behaviors are: ..." that our document contains.

After reading some of the "how to" articles, I understand that our AUP is not that far off. It covers the preamble, definitions, unacceptable uses, and sanctions sections. The document just seems very long and not engaging. Some of the links had the document on a website with links which actually engaged me more than reading non-stop pages. <range type="comment" id="245877">HOW ABOUT ADDING A GOOGLE FORM TEST THAT MUST BE SUBMITTED AFTER READING THE DOCUMENT IN ORDER TO ASSURE THAT THE DOCUMENT WAS UNDERSTOOD?

<span style="background-color: #ffffff; color: #0000ff; font-family: 'Times New Roman'; font-size: medium;">As you view them add to your notes (in your Wikispace) why we need AUP/RUPs and why it is important for all concerned parties (parents, teachers, administrators, and students) to fully understand their provisions.

Being that we will be a BYOD school, I found it very interesting to have a log to complete when students used their own device. Never really thought about that before. something to consider

LOVE the 30 video reminder! This could be a great thing to have our media class put together and show periodically! How easy to remind students this way and it keeps them focused. Maybe I can do this instead of my typical "stern talk" before we go to the computers!

The last video would be a perfect beginning of year staff development day clip. It clearly covers accept use for staff, something we all can need a reminder of!

MODULE 2 <span style="background-color: #ffffff; color: #0000ff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: small;">You will learn how to become knowledgeable on current copyright and fair use laws and know how this affects classroom use of technology. <span style="background-color: #ffffff; color: #0000ff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: small;">Reflect on the part modeling plays as you deal with issues of copyright and ethics in your classroom. How will you model ethical and legal uses of resources for your students? super helpful and easy to read article: Linda Starr's article on education world at [] =<span style="background-color: #ffffff; color: #a20202; font-family: Arial,Helvetica,sans-serif; font-size: 17px;">Copyrights and Copying Wrongs =

<span style="background-color: #ffffff; color: #a20202; font-family: Arial,Helvetica,sans-serif; font-size: 17px;">Part 1 of a Series on Copyright and Fair Use
<range type="comment" id="355158">modeling - if I don't take the time to go it correctly, I can't expect my students to do it to model ethical and legal uses of resources, I will cite my sources properly and point out to students those citations; I will also acknowledge those students who do properly cite their sources and share their work with their peers

didn't know that even anonymous work is copyrighted

<span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: small;">1. How does this information on copyright correspond with what you already know and use in your classroom <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: small;">citing is not enough! yikes! plagiarism and copyright are not the same thing and I tend to make them the same! <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: small;">ppt: I know I need to get permission to use copyrighted information if the document (or whatever form) states that the material is copyrighted but I believed that crediting the creator was enough to satisfy the copyright law for information that did not state copyright protection; also, the statement from the ppt that says "when in doubt, ask" goes against what most people have told me which is ask for forgiveness -- we all know what is the correct thing to do but we are often times too lazy or not prepared (have not left enough time) to ask permission <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: small;">the slide that says what is not copyright protected was very helpful (facts, blank forms, gov docs, works in public domain are not copyright protected) <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: small;">after viewing the ppt, I wonder, can any work be used for educational purposes without first getting permission?

<span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: small;">10 myths: copyright is just confusing; you can't use work without getting permission but it's overlooked for parody because that might actually be beneficial to the original owner - crazy! overall, this article is very clear and easy to follow and the author allows you to use it (link or up to 200 printed copies!)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: medium;">cyberbee.com: great point from one of the "student" questions about posting student work on a website, it then is no longer a just for school project, think about how this affects our eportfolios! <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: medium;">awesome to know that you can use up to 10% or 3 minutes of movies, 30 seconds of songs, and 1000 words of written work under fair use

<span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: small;">2. How are you teaching your students about copyright? <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: small;"><range type="comment" id="945909">I am teaching students about copyright by teaching them to use creativecommons.org to find their images to use and showing them easybib.com to create proper bibliographies

<span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: small;">3. How do you model correct use of copyrighted materials in your classroom and in your daily life? <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">I model correct use of copyrighted materials in class by pointing out to students where the information came from and either point out the "permission granted" statement or clarify why I can use the information (government website, etc)

<span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: small;">4. Do you observe violations of copyright law in your school or among your associates? If so, what violations have your noticed (perhaps now as a result of reading the above materials), and how might you help people to better understand copyright? <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: small;">I definitely observe violations of copyright law at school, mainly with students in their works/presentation but this is also a violation by teachers since the teachers are not instructing students on the proper use of images and information found on the internet <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: small;">to help students and teachers better understand copyright, I would like to have a 3 week mandatory technology program for the beginning of each school year; I think having a set curriculum and having each 1st period teacher (or wheel teacher) use that curriculum for the first 3 weeks of each school year will provide a great introduction and refresher for all, it would also make sure everyone has the information to start with

<span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: small;">5. Why do you think some people violate copyright law? <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: small; line-height: 15px;">people violate copyright law because of ignorance and laziness

<span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: small;">6. Why do we have copyright laws? copyright laws are to protect the general public, but creator and user

FAIR USE <span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: small;">What have your learned about fair use that will help you in your classroom? fair use means I use it for educational purposes and it doesn't affect the economical benefit of the owner the ppt has a slide that lists 6 purposes that are good to turn into questions in order to determine fair use: is it being used for criticism, comment, new reporting, teaching, scholarship, or research? good questions to ask in order to determine if it falls under fair use (educational use is assumed for my purpose): How much of the material is being used? What kind of material is being copied? What's the potential loss to the creator? Linda Starr's 2nd article in the series is another awesome site [] much of the material I use comes from the public domain since it is facts and comes from government websites it's good to know that I can record shows like planet earth and human planet and show them within the first 10 days of broadcasting to my class it's also good to know that we cannot make multiple copies of a purchased DVD so that each teacher has one

<span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: small;">What do you find most confusing about copyright and fair use? What surprised you as you reviewed the above materials? <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: small;">ok, thought I got it but now I'm confused again after reading about internet copyright violations in the ppt - copying and pasting links is a violation! ugh, help! <span style="font-family: Arial,Helvetica,sans-serif;">the posters indicate that a link is fine so somewhere I'm reading one or the other incorrectly

the thing that surprised me was that students and I can actually use video/movie clips in our own video as long as we cite/get permission/use under 3 minutes of it

after reading the UA TEACH worksheet it made me remember about a school I student taught with and they password protected their course/teacher website; this is something I should do too in order to make sure I am limiting access to the material I provide and therefore showing that I am only making the material open to students in my class

I should put a statement on my website that the material on the website may be copyright protected and cannot be used expect for the intentions of my class without seeking permission from the creator of the original work

How might you use them to help your students learn about copyright and fair use? I thought the fair(y) use tale video was very clever but I really had a hard time processing the information because of the short clips; my students probably wouldn't have such a hard time but I'm not sure that I could show it without stopping and having discussions at specific spots

the second video is terrific for me to share with Lee for the media class and I love the reminder to change the song prior to using it like Jeff mentioned at MERIT

for my purposes, I need something shorter than the first video and more general than the second video to show my students; we make our videos all from scratch and I haven't had students put sound in yet for fear of copyright infringement - the second video might help with that part

MODULE 3 <span style="color: #0000ff; font-family: Verdana,Arial,Helvetica,sans-serif;">Think about how what content standards you can meet while helping your students learn to be safe, ethical users of the Internet who do not participate in cyberbulling, and who can protect themselves from being cyberbullied. <range type="comment" id="284950">My science class also involves teaching several weeks of the health curriculum for middle students so teaching safe, ethical use of the Internet fits in with our bullying lessons and the health content standards. Our school also participates in a character ed program so each content area teaches the character trait for the month on one day. Cyber safety and ethical Internet use definitely tie in to lessons on being responsible, trustworthy, honest, etc. For science standards, teaching ethical internet use and cyber citizenship applies to investigation and experimentation.

<span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: medium;">Think about how you teach digital citizenship in your classroom. How do you integrate this with your academic content? <span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">I like how Berson and Berson point out that people who know stealing a CD is illegal and wrong may not have a second thought about illegally downloading music -- interesting and true! Is this because of the anonymity of the internet? Interesting how they compare digital world to fantasy world - good thoughts as this also ties into the gaming world that kids live; they suggest challenging students to ethical actions; love how they point out the disconnect between what we model in the classroom and what we expect for internet use - it must be very confusing to students!

<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">The article by Ribble, Bailey, and Ross awesomely points out that technology is moving faster than we can create use policies for - this is a big problem when trying to teach students because their brains are not developed enough to distinguish "right from wrong" or at least control their impulses to keep them doing the right thing (current research states male brains don't have impulse control until 22-24; this will surely be a problem in helping students use tech properly); I find it interesting that this article is over 7 years old and little has really changed towards any of these teaching strategies in the classroom

<span style="font-family: Arial,Helvetica,sans-serif; font-size: small;">this is a good website for introducing digital citizenship as a discussion-the students will like it because it's like a game []

commonsense media has great videos that I've used in my cyberbullying lesson; the students were able to really relate to the students in the video and they are current

the best clip I used was the AARP lost generation clip: [] this how I introduced responsibility and then we got into using computers responsibily here's the commonsensemedia.org I used: [] I ended the lessons with these clips: this one has a fast written intro but very powerful; too fast for even me to read outloud [] this next one has a bunch of clips made by people for a contest, the grand prize winner is truly amazing, my students didn't get it the first time, some giggles but then we watched it again and you could hear a pin drop, a few tears too, very powerful []

I like this website http://k12digitalcitizenship.wikispaces.com/For+teachers that highlights the standards that apply to teaching digital citizenry;<range type="comment" id="874054"> I can share this with my colleagues

<span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: medium;">How does your school or district promote good digital citizenship? our school promotes good digital citizenship mainly by being reactive; we're working on a better plan

<span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: medium;">How might you, your school, and/or your district better integrate digital citizenship into the curriculum? I like commonsensemedia.org for lessons and clips. I still think it would be a great idea for our school to integrate digital citizenship into curriculum by starting the year with a 3 week class (held during the wheel/elective classes) then everyone will be on the same page.

<span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: medium;">How might you help the parents of your students teach their children to be good digital citizens? <span style="font-family: Arial,Helvetica,sans-serif;">A parent education night would be awesome. To encourage participation, the school could offer a raffle prize of a membership to the tech museum, an itouch, tablet or something big.

<span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: medium;">What types of cyberbullying have you seen at your school? <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: medium;"><range type="comment" id="944759">In my class I've had a few incidents with cyberbullying. While working on a google collaborative document, I had a student erase another group's work and replace it with "IDK." On our discussion board, I've had students state they don't like another student's post. Students use the IM feature while we're working in the computer lab and they even found a messaging tool on our network that our IT dept was unaware of and they sent swear words back and forth.

<span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: medium;">Has your staff discussed cyberbulling and how to deal with it? If so, how cyberbullying being addressed? I've talked with Joy, my colleague who is also using the same tech tools that I am using to see if she is having similar issues. She did have a problem recently with a collaborative doc. We've brainstormed ways we can minimize these occurrences and we've both taught lessons on cyberbullying. Our principal is very supportive and willing to help us with discipline concerns but to be honest, we are flying by the seat of our pants because we're introducing tools faster than our committee can work on policies. The school did have a "positive words" week with presentations against bullying. When I have a cyberbullying issue arise, I address it with all my classes and we have class discussions without singling anyone out.

<span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: medium;">Does your school or district’s tech plan or AUP/RUP contain information on cyberbullying and how it is to be handled? cyberbullying is mentioned in one bullet point of our AUP, mainly as a definition and that the privilege of computer use can be taken away

<span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: medium;">What can you do to prevent cyberbullying? to prevent cyberbullying, I should probably make a monthly reminder of what cyberbullying is and what my expectations for computer use is there are lots of videos and short lessons that I can use as a monthly reminder/follow up lesson and I will definitely continue to point out outstanding examples of good discussion board postings, computer use, etc.

when articles appear in the paper or news about cyberbullying, I make sure to bring them in and have a short class discussion related to them

<span style="background-color: #ffffff; color: #0000ff; font-family: 'Times New Roman'; font-size: medium;">Consider how you might use these and the above information to teach your students about digital citizenship.

The first two videos, "The Nine Elements of Digital Citizenship" and "Digital Citizenship" would be a great introduction to digital vocabulary. The music is strong and the images are catchy. I think the short phrases are a great place to start a discussion. I could see using these to introduce the lesson and then break the class into groups to work on one of each of the 9 areas. They could use these videos as a reminder of what their area is about. The second video is more descriptive but the text moves too fast for my students (and me) to read it.

Ms. Manners Digital Etiquette is very applicable to my 6th graders. This would be something they could understand and even expand on.

Digital Etiquette would be better for a high school group since it is too fast for my middle schoolers to read and mentions cell phones which they don't all have.

Teaching Digital Etiquette is a nice mix of music, words, and images. very informative but still fast moving text

MODULE 4 <span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: small;">As you explore these resources consider how you will teach your students about cyberbullying and what they can do to prevent it. discussions, discussions, discussions! use discussion boards, poetry, wordles, etc. add a page to my website specifically for tech stuff like cyberbullying, netiquette, etc. - kids might use it to research in their own time and then get comfortable/confident enough to talk with an adult at school or a parent

<span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: small;">How will you reach out to students who have been victims of cyberbulling?

The Polly Klaas 2005 press release is pretty powerful to share with parents. I ordered the kit and got the email to download the pamphlet. Below are some good resources from this pamphlet that I want to look into more. I wish the pamphlet was a bit more current. Myspace is old and will date the material which takes away some of the validity of the information. []

for safety advice and tools:

■ CyberTipline (800-843-5678): to report pornography and online enticement.

■ Net Family News (http://netfamilynews.org/index.shtml): a weekly update about a wide variety of online matters.

■ Netsmartz (www.netsmar tz.org): offers games and stories by teens that got into danger on the Internet.

■ Web Wise Kids (www.wiredwithwisdom.org): offers Missing and Mirror Image, online games that teach Internet safety to tweens and teens.

This pamphlet is also awesome because it lists actual stories of how easy it was for a predator to identify a girl using a made up name.

The web wise kids link from Polly Klaas does not work but here it is: [] good info! games for students, more updated info about facebook instead of myspace

<span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: small;">How will you help parents to understand the implications and indications of cyberbullying for their children (both as cyberbulliers and as victims).

The FBI site is awesome [] This reminds me of a meeting I attended when my oldest kid was in middle school. It was hosted by the police and school district and gave similar info as these sites have provided. The personal stories were very powerful. Great info to use for a parents night.

The links are awesome in the module for a parent ed night. I've tagged them all in my livebinder I created for this class. As I think back to my oldest kid starting middle school, the parent night was fantastic. As a parent, the info carried so much more weight having police there and not having school people "lecture."

good cyberbullying videos told by teens: [] this same site has "stories' which are CURRENT! Powerful poems/stories by teens - my students will really pay attention to this.

Our school has a yearly anti-bullying assembly that is current music, flashing pictures, short person stories - the students love it. These sites are good follow up or lead-in discussions or even monthly reminder lessons.

stop cyberbullying.org is great too-focus on prevention; there are so many more sources then I thought; I can really beef up my cyberbullying lesson - possibly have students research specific sites and present information they gleaned from it then we can do a ultimate lesson

I love the article about Honeycutt talking with 2nd graders about cyberbullying - this is when we need to start addressing such topics! Don't hide from the issue, TEACH!

<span style="background-color: #ffffff; color: #0000ff; font-family: 'Times New Roman'; font-size: medium;">As you view these videos think about how you might use them, or the information in them with your students. The smartphone video is so helpful! This is something I was not aware of and would be great information to add to student/parent info. The video on facebook tips to beat cyberbullying is great. I like the way the tips are identified and explained - simple and straight forward; maybe not good for my 6th graders since they shouldn't be old enough to have a facebook account yet anyway.

It would be cool to showthe smartphone video and facebook video and ask students to create their own podcasts.

I like the idea of Surry County's brochure for parents on internet safety. This would be good to have at BTSN! The curriculum from Madison County Alabama will be very helpful next week when I meet to work on the new curriculum to start next year with.

Implementing internet safety and cyberbullying prevention into the curriculum is going to happen two ways: a two week 6th grade "basics" wheel class at the beginning of next school year our character ed lessons and the 6th grade health lessons

MODULE 5 warm-up <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: small;">Make a list of some websites that you frequently use in your lessons that you would like to evaluate for accuracy, authenticity, and ease of use. In science, I typically use government websites like USGS, IRIS or educational institutions like UCMP or UC Berkeley's seismology lab. I also use Discovery Ed and PBS. I tend to believe these sites are accurate, authentic, and easy to use but it would be a good discussion to have with students to look at these sites for validity.

<span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">Make a list of resources that you have experienced in this course that you would like to evaluate for accuracy, authenticity, and ease of use.

<span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: small;">How can you be sure the information you and your students find represents factual information? <span style="background-color: #ffffff; color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: small;">Right now, my students and I rely on the source of the website to determine if the information is factual. If the source is a government, educational institution, or well-known science organization, we rely on it.

<span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: small;">How can you find sites that will hold your students’ attention long enough for them to gather the information they need? Sites that hold students' attention long enough for them to gather information must be easy to skim through, colorful or have animations/videos, and have good site maps or navigation bars that are easy.

<span style="background-color: #ffffff; color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: small;">How can you better integrate higher order thinking skills into your curriculum that will help students be better users of the Internet? <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: small;">Thanks to Rushton Hurley at MERIT, I have been using a wonderful way to integrate higher order thinking skills into my curriculum! I have students search the Internet and find and evaluate/critique 3-4 presentations on our lessons. They then have to identify at least 3 strong and 3 weak components to each presentation by comparing and contrasting the presentations. Finally, they make a recommendation to me on a presentation to use or recommend that I create one that includes points they find to be key concepts. The students love this activity because they do not think they are doing any work but really they are applying higher order thinking skills!

<span style="font-family: Arial,Helvetica,sans-serif;">I will also use more blogging/discussion boards in my assignments.

<span style="background-color: #ffffff; color: #0000ff; font-family: 'Times New Roman'; font-size: medium;">As you view these videos consider how you will approach these two topics with your students. How do you teach these two concepts now? These two topics will be covered during the first two weeks of 6th grade wheel for my students. I would like to use videos and interactive work for students. They need to practice what they learn several times and evaluate each other's work to get feedback on what they've learned.

<span style="background-color: #ffffff; color: #0000ff; font-family: 'Times New Roman'; font-size: medium;">What have you learned or found in this module that will help you as you teach these concepts to your students? Alan November's website is a wonderful resource and great way to teach students what to look for in evaluating sites. [] I would definitely start here with the quiz and then have students look at the dihydrogen monoxide site - pretty clever for water

Andrew Churches digital taxonomy is great. I'm sharing that with staff on Monday at the tech staff development meeting.

<span style="background-color: #ffffff; color: #0000ff; font-family: 'Times New Roman'; font-size: medium;">Which of the above resources have been the most helpful for you? <span style="color: #000000; font-family: 'Arial Black',Gadget,sans-serif; font-size: small; line-height: 24px;">I love Andrews Churches digital taxonomy and Kathy Stronks's apps version of the taxonomy. Both of these are getting printed and posted in my room! []

Holy Angels school library has a nice page of resources tagged for citing and evaluating sources []

Robert Harris's site virtual salt gives a written version of the video clips; I like the videos better, personally []

[] provides a nice source of more info which leads to [] but it just states what the videos do and I like to hear it better than read it

I like [] better because it is more interesting to read

love Dale Carroll's "evaluation web page resources" video because she has her words visible on the screen to follow (I learn best this way) and she explains each component of CRAP! currency: dead links, check update/date of page reliability: does it include a list of sources; check domain extension (not reliable: http://www.martinlutherking.org) authority: author of site, check "about me" point of view: commercial site (trying to sell something)

downside: not sure I should use CRAP for my 6th graders

2nd video from Alden Library series is good in that it walks you through an example site and where to find info and questions to consider when evaluating the date

internet skills 1: how to evaluate a website by ubcleap uses CAPOW which would be much better for middle schoolers CAPOW - use "liquid mountaineering" as an example currency authority purpose objectivity writing style

the video itself was distracting since the mouth movements were constant and not related to who spoke

check out learning commons study toolkits (online workshops)

A Quick Guide to Plagiarism I love how types of plagiarism are labeled and examples are shown and consequences are shown. I think it's a little long and some of the cute parts will be over the heads of my 6th graders - possibly remake?

Plagiarism Don't Do It - Help Children Avoid Plagiarism - Internet Safety video great info but not interesting/exciting to watch

<span style="background-color: #ffffff; color: #0000ff; font-family: 'Times New Roman'; font-size: medium;">At what age should be begin to teach these concepts to students? Students need to be exposed/taught these concepts as soon as teachers begin bringing them into the computer labs to use websites.

MODULE 6: <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: x-small;">The plan should include:
 * Your plan to explain your District’s Acceptable/Responsible Use Plan to your students and their parents
 * Internet Safety/Privacy
 * Cyberbullying
 * Respect: How to be a good cybercitizen
 * Netiquette: Incorporate basic netiquette skills
 * Critical Evaluation Skills to recognize quality on-line resources
 * Internet Safety Resources for Parents

<span style="background-color: #ffffff; color: #0000ff; font-family: 'Times New Roman'; font-size: medium;">What is our responsibility as educators, parents, students, and citizens to assure that all children, young people, as well as all of the people with whom we intersect, be responsible digital citizens? good info from the video: the comcast digital citizenship website is a good resource too; I like the links to the microsoft posters (very colorful) [] the own your space PDF is good - use it as a jigsaw

comcast link: []

__ Video notes (Joy's and my notes combined) __ educate how to use technology in a responsible way 9 elements laid out by Mike Ribble develop resiliency in children empowering students by bringing them to online safety discussion Online behavior different from offline. Learning how to be good to one another, how to stand up to what is right. Universal baseline k-12 teaching. Children needs to be stakeholders of their own experience online, not as victims.

PTA perspective- make something easy for parents to understand ( parents are busy working these days)

Linda Burch - Common Sense Media rating and review source of media use media to teach media, every 8th grader be digitally literate build into state standards

needs to be a priority for 21st C students but how to fit in our curriculum Making choices, time is a great consideration Need to see the importance of the issue, not just a nice idea. Bring young people to the discussion Should scaffold from K-8 ( not hit everything all at once) Keep the model easy so not to become antiquated soon Parents don’t know how to get involved, to start the conversation Digital citizenship can be timeless, not about technology Could be integrated curriculum like the idea of every 8th grader being digitally literate and making this a standard agree that teaching our students digital citizenship is a priority that needs to fit into the curriculum, starting elementary school!

My responsibility as a member of this society is to model and explain the importance of responsible digital use. The digital world is not going away and it is much easier to teach proper use and responsibility as new digital tools are developed and are introduced than it would be to correct practices that have been reinforced through improper use. I need to make sure I am consistent in my messages and therefore model what I expect from others and explain/correct when I see something that could be corrected. Technology and digital interactions are no longer a tool for those that "have," everyone has the exposure and the age at which exposure to technology occurs is at a very early age - even before children reach kindergarten. Parents need to feel comfortable with digital citizenship so they share it with their children. Digital citizenship needs to take on the philosophy of "it takes a village;" however, our students can also be teaching. I often learn things from my students and am willing to take that and pass it on. Ultimately, my responsibility to assure responsible digital citizenship is the same as my responsibility to be a good community citizen and in this digital age, the world is getting smaller so it is even more important that I share and model what I know about being a good digital citizen.

FINAL PROJECT:
 * 1. Make suggestion to our technology department to modify our AUP by adding more information about cyber safety and cyberbullying. **
 * 2. Prepare a Parent Info website that includes useful links and videos. Also introduce the topic to parents at a parent education night. **
 * 3. Use the Live Binder to organize links. Have 3 to 4 days of cyber safety and cyber bullying lessons during the first week of school in wheel classes. Students will watch selected videos, and generate discussion based on the Common Sense Media lesson plan. We will create a Google form to quiz the students and give them the automatic feedback after the quiz. **
 * 4. Give all teachers at our school access to the Technology Live Binder that Karen and I are working on. **


 * 1) ** Your plan to explain your District's Acceptable/Responsible Use Plan to your students and their parents - for parents - prior to back to school night, for teachers - during the pre-student staff development meetings; for students - during the first two weeks of wheel class **
 * 2) ** Internet Safety/Privacy **
 * 3) ** Cyberbullying **
 * 4) ** Respect: How to be a good cybercitizen **
 * 5) ** Netiquette: Incorporate basic netiquette skills **
 * 6) ** Critical Evaluation Skills to recognize quality on-line resources **
 * 7) ** Internet Safety Resources for Parents **


 * The Plan: **
 * During the summer, the letter sent to parents/guardians will include the URL for an interactive technology at Fallon website I will create. If parents/guardians are comfortable with technology and wish to get a head start, they can go through the site on their own and complete the “quiz.” On the day of registration, those who have not looked at the website will have the opportunity to go to the computer lab and visit the sites and ask questions (or use the computer if they don’t have access to one elsewhere). A third opportunity for reaching parents will be at a meeting prior to the classroom visits at back to school night. **


 * The Website: **
 * This summer I will create an interactive website to help teachers, parents, and students understand our District’s AUP, our school’s BYOD policy, and technology use information. This website will include links to videos, websites, and quizzes made on self-grading Google forms. When the results of the quiz are emailed, any questions that are missed will include a link to additional sources and videos for reinforcement of the material. A second quiz will then be available to check for understanding. Teachers, parents, and students will need to pass the quiz as part of the User Agreement. For those student individuals who struggle with this form of instruction, I will have written materials and the assessment method will be the creation of either an audio podcast or visual poster to summarize the key concepts. For parents who struggle with this form, they can come for a 1 hour orientation class with discussion sessions so that we can assess then verbally. I am aiming for understanding and not just checking the box that the material has been read. **


 * To further help parents understand cybercitizenship, the website I will build will include links to: [] and **
 * [] . **


 * There are many others sites that we’ve bookmarked for Parents’ Resources in a LiveBinder that can be linked to our school’s tech website. **


 * The Parent Info Meeting: **
 * Joy Chien and I are working with our administration to have a parent information night prior to back to school classroom visits. The focus of this meeting will be to educate parents about Internet safety/privacy, and cyberbullying. We will share the Netsmartz.org’s Internet Safety Basics video with the parents. **
 * [] We will also print out the Internet Safety Rules for High School and Middle School from [] so that parents can post it around their home computers and teachers can post it next to class computers. The Smart Phone Pictures Pose Privacy Risk video on youtube is a good one to show parents the danger of posting pictures with GPS information embedded in it. **


 * Students: Wheel Curriculum **
 * Currently Joy and I are working on integrating 4 days of online safety lessons into our wheel class next year. Every wheel teacher will address digital citizenship in addition to teaching organizing and test taking skills to 6th graders. We’ll start off with a discussion using some examples from the Zippy Scenarios for Teaching Internet Ethics ( [] to promote discussions between students. The topics to be discussed include: **
 * internet safety/privacy **
 * videos to show students: **
 * [] **
 * [] **


 * cyberbullying **
 * netiquette/digital citizenship **
 * critical evaluation of web resources & citing **


 * http://www.cyberbee.com/cb_copyright.swf **


 * Internet Safety/Privacy: **
 * Besides the wheel curriculum, Internet Safety and Privacy are taught in my health curriculum and during our monthly character education lessons. **


 * Berson and Berson point out the discrepancies between what we as teachers teach, and what we model. We teach to be safe and ethical but then in the rush of pulling materials together at the last minute, we take shortcuts. A large part of teaching safety and privacy will be to make sure I am modeling what I teach. **


 * Cyberbullying: **
 * This video is where I started the lesson. **
 * consequences of cyberbullying video - [] **


 * class discussion and brainstorm about what is cyberbullying **
 * have students assess their own involvement in cyberbullying by taking this survey checklist: [] **


 * Teachers can take the ideas from Ten Tips to Prevent Cyberbullying from Hotchalk.com to discuss with students. **

<span style="font-family: Verdana,Arial,Helvetica,sans-serif;">http://www.commonsensemedia.org/educators/lesson/power-comes-responsibility-6-8
 * follow up with commonsensemedia **


 * show students saying to take a stand [] **
 * and then allow 20 minutes for students to create a poster or goanimate video on things students can do to prevent/stop cyberbullying **


 * Critical Evaluation of Online Resources: **
 * start with worksheet we fill in together using a presentation we create using Alan November’s literacy resources. **
 * [] **


 * CRAP video by Dale Carroll **


 * students will then be paired up and be assigned a website to validate from November Learning’s websites to validate. They will present to the class in 30-60 seconds, what tipped them off that the site is not validate (using CRAP). **