Internet Safety Part 2: Teaching

So, I taught my aunt what I learned about internet safety. It wasn't hard, however I think a lot of what I learned, she already knew. I think that her awareness of the youtube safety videos might be useful as her daughter starts using the internet more though. Also, she and I discussed how awful something are on the web and how scary it is that our kids will be coming across some of it. I feel that one big thing I learned from this assignment is that internet safety is about awareness. If you are aware of what can happen, it's easier to avoid and easier to protect others.

Internet Safety Part 1: Exploration

I viewed/read the following:

http://knowwheretheygo.org/asca/videos/
(the educators - digital reputation video)

http://www.ikeepsafe.org/videos/
(the playing and staying safe online youtube video)

http://v18.lscache1.c.bigcache.googleapis.com/fauxpaw/FP4%20Film%20.mov
(the Faux Paw video)

http://www.diigo.com/bookmark/http%3A%2F%2Fwww.netfamilynews.org%2F%3Fp%3D29924?gname=teaching-with-technology
(cyber-bullying article)

http://www.youtube.com/watch?v=VLTj3WBmY1k&feature=related
(video about girl committing suicide after her sext/text went viral)

1. I feel the most important thing I learned from these readings is that media is playing a huge role in kids' lives, but they don't realize the effects that it can have on their reputation and safety. What may seem to adults to be common sense doesn't occur to the younger generation.
2. As a future parent and teacher, what I read has encouraged me to teach kids about internet safety explicitly and not assume they know what is safe. Also, I plan on actively monitoring their activities, because although they think they deserve privacy (as did I at that age), nothing is private on the internet. They need to know that.
3. To be a positive influence on friends and family, I can share what I learn about internet safety. I can blog about good resources and articles and if I see a child acting irresponsibly, I can inform their parents.
4. I don't feel I fully realized what cyber-bullying was, other than being mean online and that it would reach a wider audience. But cyber-bullying can also affect future employment and future relationships. Also, adolescents may not be as capable at disregarding bullying in any form and become depressed, antisocial, or suicidal. In order to prevent cyber-bullying I can teach kids' how to interact with each other respectfully and foster a unified classroom where everyone feels welcome.
5. To find sources to teach internet safety, I can search our class Diigo group. I also found the videos posted on ikeepsafe.org helpful. They had links to good you-tube videos for teens to watch.
6. Some internet safety issues I may encounter as a teacher include cyber-bullying, sexting, sharing of personal information on the internet, students meeting people they met online, pornography, etc. I plan to make sure their are filters on computers, that students are only using websites related to our class when in class, and teaching about cyberbullying and internet safety when introducing our class website to them. Also, as a biology teacher, I would like to work towards including a pornography addiction lesson in the sex education unit, because it has been classified as an addiction by the APA.
7. I can leverage the power of the internet for students safe benefit by including filters and teaching internet safety.

Participation in Final

I reviewed the videos for Group 6/a couple outsiders.

Here is a link to the comment I made on John B.'s blog:
Pressure and Eggs- comment

For Tori Hanson's blog:
Ecosystems

Elizabeth Anderson's blog"
Crushing Can

Instructional Video

Here is my video on the use of directional terms in biology:

I feel that instructional videos have many uses in the science classroom. They can show things to an entire class that may be too small or too dangerous. For example, in my video, I showed directional terms relating to an insect. It is really hard to show small things to more than a few students at a time. Other uses may be as study materials for students to review concepts, experiments, or demonstrations at home where other materials might not be available, such as to recreate a demonstration.

Storyboard

Link to my Instructional Video Storyboard. Feedback via comments here welcome. :)

Directional Terms

Google Group: Personal Tech. Project #2

For my second personal technology project, I learned how to create a Google Group. I didn't even realize I could make my own until I saw it on the list of possible projects.

Some of the specific things I learned how to do were how to create a group, how to change the appearance, how to change privacy settings, how to add and ban members, how to change the icon to a microscope, and how to attach certain category descriptors. I had trouble figuring out how to attach a document or picture to a post though.

As for instructional problems I could solve with this technology, it could be especially useful in group project collaboration between students who can't meet each other outside of class due to distance, transportation, or illness. It could be a great way to include a student absent for an extended period of time due to illness. This technology could also be a useful way to share information with students, such as lecture notes, corrections to ideas presented in class, or questions for further discussion by students. Credit could be given based on posting a thoughtful response. It would also be a great place for students to share what they might be learning about science through the news or other outside sources (ILO 2: a. Voluntarily read and study books and other materials about science).

Some activities that can be done through Google Groups:

1. Bioethics discussion: For this assignment I would perhaps provide links to a news article on a current bioethical issue for students to debate over. Examples of issues include: stem cell research, euthanasia, animals as test subjects, etc. Students would need to be respectful and show understanding of other people's points of view. I may have them find an article that supports the opposing position, or exhibits a new viewpoint.

ILO #2 Manifest Scientific Attitudes and Interests
c. Maintain an open and questioning mind toward ideas and alternative points of view.
d. Accept responsibility for actively helping to resolve social, ethical and ecological problems related to science and technology.
e. Evaluate scientifically related claims against available evidence.

ILO #5 Demonstrate Awareness of Social and Historical Aspects of Science
a. Cite examples of how science affects human life.
b. Give instances of how technological advances have influenced the progress of science and how science has influenced advances in technology.

ILO #6 Demonstrate Understanding of the Nature of Science
i. Understand that science and technology may raise ethical issues for which science, by itself, does not provide solutions.

2. Group Research Project: I could have students create a group project on any number of subjects using this technology. Google documents would be a useful resource for the actual writing of the report, however this allows me to supervise discussion and provide feedback on appropriateness of sources. It also allows different groups to see what other students are doing for ideas and ask classmates for feedback.

ILO #4 Communicate Effectively Using Science Language and Reasoning
a. Provide relevant data to support their inferences and conclusions.
b. Use precise scientific language in oral and written communication.
c. Use proper English in oral and written reports.
d. Use reference sources to obtain information and cite the sources.

Q: Are there any problems or limitations to google groups that would be make it problematic in the classroom? How can they be overcome? Are there any other technologies that would work better?

A: One limitation I noticed by perusing other groups for high school age kids was that inappropriate comments pop up. The ones that are posted as direct responses to discussion threads, I can deal with by deleting and docking students grades or pulling them aside in class to discipline/teach appropriate conduct. However, I cannot manage responses to individuals. Also, as mentioned above, Google Docs is a better place to do some types of activities, such as group collaboration on projects. I did point out the benefits to Google Groups though. Another limitation would be computer and internet availability for some students. Participation outside of school may not always be possible. I could provide time in class for those students to post.

All in all, I am excited to use it, both for my classes and for my own personal use.

WebQuest : Personal Tech. Project #1

What's Up Doc? : Body System Exploration Activity

Above is the link to the Web Quest I have made through the Zunal website. I found using this website pretty easy. Sometimes it took me awhile to find a needed button to add something, but other than that, I didn't really have any problems. The concept of how to divide up an internet assignment like this into its component steps took me some thinking, but this assignment provided good guidelines for me to learn how to best do this. I would definitely make more webquests to use in my future classes, because it provides students an opportunity to have guided practice using internet sources, a useful life skill. It also provides extra information not always in the textbook, allows students to find information at their own levels, and can excite them through the use of technology in an exploratory fashion.

The Utah State Biology Core that my webquest covers:

Standard III: Students will understand the relationship between structure and function of organs and organ systems.

Objective 1: Describe the structure and function of organs

            ILO 4: Communicate Effectively Using Science Language and Reasoning

Additional Core that I might cover with a webquest:

           ILO 2. Manifest Scientific Attitudes and Interests
a. Voluntarily read and study books and other materials about science.
d. Accept responsibility for actively helping to resolve social, ethical and ecological problems related to science and technology.
e. Evaluate scientifically related claims against available evidence.
f. Reject pseudoscience as a source of scientific knowledge.

And these ILO's especially in relation to:

STANDARD V: Students will understand that biological diversity is a result of evolutionary processes.

I would use a webquest to support instruction on this topic, because it is a hot issue with many people. It would be very useful for students to evaluate recent sources, especially news articles, about controversial topics. This way they can form opinions, recognize biases, and defend their positions.