Scenario Based Portfolio


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Scenario Based Portfolio

  1. 1. Kristen Higgins ECOMP 6201 May 3, 2010 – June 25, 2010
  2. 2. Online Teaching <ul><li>Welcome to Mrs. Higgins online 6 th grade English class. You should be very proud of yourselves to have signed up for the first online class in the Qualters Middle School in Mansfield, MA. In this class you will complete both individual and group tasks. You will have the opportunity to use Blackboard, as well as, to learn and explore about many other learning platforms. </li></ul><ul><li>This is an introductory class, so it is my hope that you will build a basic foundation of your English and technology skills in our virtual classroom! I have enlisted a Parent Manual, an AUP, and pay attention our Learning Support Agreement. I have also included some bits of information about learning platforms, as well as, a few examples/descriptions of some assignments we will be completing. I know you will all be successful! </li></ul><ul><li>You are making QMS history  </li></ul>
  3. 3. Wordle_____________________ Hello,     My name is Kristen, however some people do call me Kris, either is okay with me. I am a sixth grade special education inclusion teacher in Mansfield, MA. Mansfield is a small town, but it is close to my heart as I grew up there and now teach there. I am currently on maternity leave, as my husband and   I have a three year old daughter Jordi, and a month old son, Shawn. Working with children is my passion, I love being both a mother and an educator. I also love being outdoors, whether it is to relax at the beach or go skiing up north. I am excited to take this class and learn of new technologies or websites that I can incorporate into my teaching. I look forward to working with you!   ~Kristen   <ul><li>Copy and paste this code to link to this Wordle: </li></ul><ul><li><a href=&quot;; title=&quot;Wordle: higgins wordle&quot;><img src=&quot;; alt=&quot;Wordle: higgins wordle&quot; style=&quot;padding:4px;border:1px solid #ddd&quot;></a> </li></ul>
  4. 4. Wordle
  5. 5. SORT Assessment <ul><li>The University of Georgia’s SORT assessment tool, is a great match when thinking about the age group, grade, and information needed from my students prior to them participating in an online lesson, project, or class. I also think it is important for them to receive the immediate feedback in regards to their readiness for online learning. In addition, I admired the fact that this assessment will not only give them immediate feedback, but it will also provide them with links for more practice, models, or strategies and suggestions. Overall, I felt that the University of Georgia created an assessment with six categories that are relevant areas for an adolescent to explore prior to an online adventure. In contrast, I felt that the Terra Community College Distance Learning Orientation was not appropriate for my group of students. My opinion is based on the fact that it was not an interactive assessment, it was more of a tutorial. This type of resource would be beneficial to a learner who is self motivated and driven to succeed. However, I am not sure if an adolescent would continue further researching, if they were not required to do so, as sometimes they are not aware that they do not know they are lacking skills in a specific skill set. Overall, I feel that our goal as educators is to make learners responsible for their learning, however, due to my students’ age group and maturity, I feel that without an interactive model that provides them with immediate feedback, I am not sure if a middle school student would gain the benefits and knowledge of their online readiness skill sets. </li></ul><ul><li>After participating in the SORT assessment, the results suggest that I have a good grasp of knowledge regarding common internet skills for an online class. I have access to most tools required of a typical online class. In addition, the survey results suggest that I am able to independently organize, self-discipline, and have the willingness or motivation to succeed within this class itself. The results also mentioned having a “strong reason” to stay focused and persevere through the syllabus. Although, I agree with these results, I feel that because I am learning and utilizing software programs that I am unfamiliar with, I predict that as I encounter new technology difficulties, I will need assistance per each specific situation. </li></ul>
  6. 6. Medieval Personality <ul><li>  M y medieval personality assessment predicted my distinct personality as The Dreamer-Minstrel. This mostly refers to one being able to see the bright side of situations and that everything happens for a reason. In addition, this type of personality eludes to being a positive optimist, spontaneous, charismatic, idealistic, and empathic. However, on the negative aspect, being a sentimental dreamer, is as we know impractical, in some situations. Although, it should be noted that The Dreamer-Minstrel ’ s preference is appreciated in today ’ s corporate kingdoms. </li></ul><ul><li> Overall, I feel that this description does describe me as I reflect on both my personal and work life. I became a special education teacher, because my little sister had an undiagnosed learning disability until high school. Needless to say, our house was always in distress, due to her outburst of behaviors based on her frustration with school. I taught her through middle school, high school, she chose a sister college to mine, and lastly, I helped her achieve her masters degree from Lesley. This has influenced my life in many ways, and therefore I am very empathic towards the children and the families that I work with in the academic setting. In addition, I am more apt to advocate for a student for a “ second chance ” due to a bad day or miscellaneous reasons. I feel being sentimental and compassionate drives me to complete my paperwork to a certain level of efficiency, as I would not want to pass on a student to another grade level without including important details of his/her academic career. I can also see how this motivates me to prioritize my home life, so I have more than ample amount of time to spend with my husband, children, and family or friends. And as stated, I always say, “ When your given lemons, make lemonade! ” </li></ul><ul><li>  </li></ul>
  7. 7. Theories of Online Classification <ul><li> </li></ul><ul><li>Activity 1: Students work in collaborative groups to create a Thinking Map or other conceptual model of the properties and classification of minerals using a graphical wiki program such as Kerika. </li></ul><ul><li>In my opinion, I feel that this activity blends both the Constructivist school of thought, as well as, the Cognitive School of Learning. This activity combines both the ability to actively create and manipulate the information into a graphical program, while working cooperatively with other students. Therefore, both the field-dependent and field-independent cognitive styles would be allowed to both succeed pending on their role in the group. </li></ul><ul><li>Activity 2: Students participate in a virtual dissection simulation called Froguts. </li></ul><ul><li>I believe that this activity correlates with the Construcitivist school of thought due to the activity being active for the students, as they will attain personal knowledge from the learning experience itself. In addition to the activity being interactive, it allows the students to contextualize and process the information, which can hopefully be applied broadly. </li></ul><ul><li>In addition, I also feel this activity could be part of the Cognitive School of Learning due to the fact that within a lab information is chunked according to the lab process, and questions that pertain to the experiment. Therefore, I believe that with hearing, seeing, and writing information regarding the experiment, the students will have a deeper understanding of the information, which would allow it to transfer from the working memory to the long term memory. </li></ul><ul><li>Activity 3: Students take a Blackboard online quiz after reading a story on African cultures. </li></ul><ul><li>I believe that this activity lends itself to the Behaviorist School of Learning due to the fact that students were tested as an assessment after reading the story. Since they participated in a quiz, it coincides with the fact that Behaviorists stated they should be tested to see if they achieved the learning outcome. In addition, it provides the learner with immediate feedback so they can monitor how they achieved or be provided with corrective feedback. </li></ul><ul><li>However, I also believe that this activity blends with the Cognitive School of Learning for the sole purpose of utilizing and manipulating short term memory in conjunction with working memory, as a result it should have been transferred to the long term memory. However, it was unclear if the information was presented in appropriate chunks to be transferred successfully. </li></ul><ul><li>Activity 4: Students work with a partner to create a PowerPoint presentation on the steps in calculating a discount shown in percentage and computing the sales tax. </li></ul><ul><li>  Activity 4 lends itself to both a blend of all three schools of thought for the following reasons. Since the students are working in pairs to create a power point, it allows the students to actively construct a product from their past knowledge of technology. The Cognitive School of Learning is incorporated as this project promotes social and emotional growth for both independent and dependent field learners. In addition, the students’ ability to process the information from working memory to long-term memory is being improved. Another aspect, is the mathematical concept is a real life skill, the value of calculating a discount shown in percentage and computing the sales tax will allow the students to equate a personal meaning to the concept, Which is therefore, supported by the Cognitive School of Learning. Lastly, the Behaviorist School of Learning is incorporated as the students will have an expected outcome where they can judge if calculating the discount was completely covered within the presentation. As a result, the students can receive immediate feedback in regards to their presentation. </li></ul>
  8. 9. Blackboard Video 9 Blackboard 9.1 appears to be more applicable to the modern world and the modern classroom in various ways. The CEO mentioned that with this newly improved faster version they listened to Blackboard users and implemented certain tools that would be helpful to the global world around them. Henderson also stated that they are being upfront with the clients in identifying problems with the software, as well as, listening to feedback to improve the software. In addition, they mentioned that they also improved the training of the support staff to best serve the Blackboard community and improve the Blackboard culture. Blackboard 9.1 was also developed in lieu of reinforcing learning in a fun way for students and teachers. It offers teachers ways to create lesson plans that align with the standards, tools that promote collaboration with fellow students, as well as, new features for higher education students and professionals.  
  9. 10. Tapestry <ul><li>A learning platform by Pearson </li></ul>
  10. 11. Tapestry Description <ul><li>Both Tapestry and Blackboard are online programs that facilitate communication and promotes collaboration amongst instructors and students pertaining to any curriculum content. As a result of these programs, students are allowed immediate feedback in regards to their course syllabus, course expectations, and grades. In addition, both Tapestry and Blackboard offer users web based features (wiki, web portal) to incorporate modern technology within a lesson plan or unit. </li></ul><ul><li>However, it appears that Pearson ’ s program is mainly directed for online learning geared towards K-12. Where in contrast, Blackboard offers features for a wider range of users from K-12, as well as, higher education. Another main difference, as it appears Tapestry is more of a system to monitor progress, as they reference the Teach and Learn cycle which addresses assess, report, diagnose, prescribe, and teach. Blackboard does not offer this type of diagnostive feature mentioned in Tapestry. However, Blackboard does offer features towards creating lesson plans that correlate with state standards for teachers, and incorporating tools for the global world around the community to increase Blackboard culture, which Tapestry does not appear to address. Lastly, in lieu of technical support, Pearson claims the system is effortless in monitoring the performance of a student, group, class, school, and district level. It also allows one to determine where curriculum intervention in required per individual or school. Where as, the president of Blackboard admits to being transparent with their troubleshooting with the community of users, and that they are open to feedback and critiques of the program. In addition, they also mentioned that they improved the training of the support staff to best serve the Blackboard community and improve the Blackboard culture. </li></ul><ul><li>Overall, they both seem like great programs pending on the purpose for which it is needed. I think it ’ s is critical and amazing that both programs link students and teachers to the world wide web. Although, I can ’ t help but to think of Pearson ’ s development in regards to addressing school districts not making effective progress towards their AYP, as it does promise the Teach and Learn system will help individuals to district level. Where as, I like that Blackboard addresses global interaction and global learning. When I think of how our traditional teaching is moving towards technology in the modern world, it is an amazing movement to watch and be a part of. </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
  11. 12. Moodle Ad <ul><li>It is user friendly for teachers and students </li></ul><ul><li>Features audio quizzes, glossary, custom animation </li></ul><ul><li>Support staff is readily available </li></ul><ul><li>$0 annual cost </li></ul>
  12. 13. Voice and Tone based on Learning Online Facilitation Online I believe that my tone and voice reflected the Generative Guide due to the fact that my response provided encouragement to expand and clarify the experience. I feel that it encourage the student to think about the overlooked details, as asking them to include the 5 senses to further expand their thoughts. In addition too, providing the students with guided questions to further develop or communicate their personal feelings within the situation, to state a lesson learned or moral for the reader, as well as, to develop or articulate future wishes for themselves or maybe for an individual that they made a connection with. I feel that given the guided questions for editing their composition, it will provide the writer with a “fresh start”.
  13. 14. Completed Toolkit VCOM ( Virtual Communicators) Kristen Higgins Gary Frady Boedee Reed
  14. 15. <ul><li>123 Greetings </li></ul><ul><li> </li></ul><ul><li>This is a free egreetings website. This website is </li></ul><ul><li>user friendly and appropriate for all ages who </li></ul><ul><li>are in search of sending an ecard for any </li></ul><ul><li>occasion. In addition, 123 Greetings is affiliated </li></ul><ul><li>with Twitter, Widgets, and incorporates a weekly </li></ul><ul><li>news letter which gives the subscriber a weekly </li></ul><ul><li>dose of friendship, love, and misadventure stories I </li></ul><ul><li>in New York. </li></ul><ul><li>  </li></ul><ul><li>Benefits </li></ul><ul><li>User friendly for all ages </li></ul><ul><li>Track/edit/time your ecard </li></ul><ul><li>Ecards available for all holidays, occasions, events </li></ul><ul><li>Updated images available </li></ul><ul><li>Technical support available </li></ul><ul><li>  </li></ul><ul><li>Blue Mountain </li></ul><ul><li> </li></ul><ul><li>Blue Mountain offers individuals a free trial to send someone an ecard for any occasion. However, it should be noted that a membership does require a fee. It appears that Blue Mountain displays established artists work in regards to greeting cards. In addition, they are affiliated with Facebook, which allows one to check their contacts for birthdays or events in to which they would need to send an ecard. Lastly, they have teamed with American Cancer Society to support Cancer Awareness. </li></ul><ul><li>  Benefits </li></ul><ul><li>Ecards available for all holidays, occasions, or events </li></ul><ul><li>Access to established artists </li></ul><ul><li>Access to downloads and screensavers </li></ul><ul><li>Create and print cards or paper based projects (stationary, recipe cards, gift tags, place holders) </li></ul><ul><li>Calendar based reminder </li></ul>Email/Ecards
  15. 16. <ul><li>Famundo </li></ul><ul><li> </li></ul><ul><li>  Famundo is a free online calendar that can be used by all individuals for various purposes. Families can benefit from this website in order to manage everyday events, or by organizations such as churches, schools, or clubs to manage upcoming events. It allows one to share events, photos, and read comments from individuals that are linked to your personal calendar. </li></ul><ul><li>  </li></ul><ul><li>Benefits for Families </li></ul><ul><li>It contains a Family Vault that you may keep important information secret </li></ul><ul><li>Family file allows you may store files, spreadsheets </li></ul><ul><li>Contains a list manager to help make shopping more focused </li></ul><ul><li>The Family Blog section allows you to chat and share experiences with your friends and family </li></ul><ul><li>You can also organize your chores with a to do list manager. </li></ul><ul><li>  </li></ul><ul><li>Benefits for Organizations </li></ul><ul><li>Allows easy online collaboration </li></ul><ul><li>Security levels, to keep information access levels appropriate for members </li></ul><ul><li>Calendars can be embedded into existing website </li></ul><ul><li>Information is hosted on website, there is nothing to download </li></ul><ul><li>Information can be printed from Framundo </li></ul><ul><li>Offers no effort fundraising opportunities </li></ul>Calendars <ul><li>KeepandShare </li></ul><ul><li> </li></ul><ul><li>This free online website allows individuals to share calendars, files, photos, and other free sharing website. It is easy to upload files. Your free account acts as a sharing website, hosting and sharing your information online. You may upload files and use a KeepandShare site for your all your online storage needs, including free hosting of PDF's, calendars, files and photos for your websites. In addition, every account includes detailed reporting of all share & view activity by your collaborators and viewers </li></ul><ul><li>Benefits  </li></ul><ul><li>As easy-to-use as a wall calendar: just click and type! Keep your schedule online : accessible from any computer. Day, week & month views include repeating events and flexible online calendar overlays. Receive event reminders by email. Beautifully formatted PDF printing. Unlimited word processing text in each day. Calendars are privately sharable with just those you want to see it - you always control who sees what . Securely share your calendar: they'll always see the up-to-date online version. No software to install. Completely easy and free. Online calendars don't have to be hard-to-use. </li></ul>
  16. 17. Learner Interactions <ul><li>1. student-teacher interaction </li></ul><ul><li>I believe that teachers, are the guides for both in the class and online learning, which is why I placed this category first. I feel that as the leader of the group and being the specialist in the specific content area, it is their job to communicate with the students personally at the beginning/start of a class with ice breakers in order to build a positive rapport. Once that is established the teacher and student can then engage with each other per content area. </li></ul><ul><li>  </li></ul><ul><li>2. student-content interaction </li></ul><ul><li>It is known that students need opportunities to engage in the curriculum by participating in various activities. A learner needs to use their background knowledge or comprehension skills to engage in the curriculum, which they can then think about in depth, and eventually apply their knowledge in a useful or relevant manner. Therefore, assessment of the content area should vary from questionnaires, reflections, projects (individual and group), tests/quizzes, or portfolios. </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>3.student-student interaction </li></ul><ul><li>It is known that student interaction within either a classroom or virtual classroom is important. Students being able to interact and manipulate the curriculum at hand is vital for deeper understanding of content. Even though all learners have different learning styles and communication styles, everyone can benefit from hearing others perspectives and gaining a different understanding of the material. </li></ul>
  17. 18. <ul><li>Mrs. Higgins </li></ul><ul><li>Learning Support Agreement </li></ul><ul><li>For </li></ul><ul><li>6 th Grade English </li></ul><ul><li>  </li></ul><ul><li>Welcome to Mrs. Higgins 6 th grade virtual English class! I am very excited to be working with you and looking forward to getting to know each and everyone of you. Please continue reading this document as you will learn about my role as the instructor, your role as a learner, and ways to advocate for support in regards to this virtual classroom. </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>About this course: </li></ul><ul><li>No text books are needed, materials will be accessed through various links that will be provided to you through the Blackboard site. </li></ul><ul><li>You will participate in various individual activities and one group activity throughout this course. </li></ul><ul><li>You will have the opportunity to access and manipulate multiple types of technology to learn the content related material. (Directions to the technology will be incorporated into the weekly lessons, you do need to do anything prior to class) </li></ul><ul><li>The content material is aligned with the state frameworks. </li></ul><ul><li>Assignments are due by midnight every Sunday. You will receive a grade on an assignment by Wednesday, unless you requested an extension. </li></ul><ul><li>About the Instructor: </li></ul><ul><li>Please access my homepage to find out about my teaching credentials and some personal information about me. </li></ul><ul><li>The syllabus, weekly assignments, announcements, discussion board, and email will be located on the Blackboard site. </li></ul><ul><li>I can be reached via email or by phone at anytime if there are any questions that arise throughout this course, which is listed in the syllabus. will respond via email or by phone within 24 hours. Grades will be posted 2 weeks after the course had ended. If there are any discrepancies, please let me know immediately . </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
  18. 19. <ul><li>Your role as a learner: </li></ul><ul><li>I am aware that online learning might be new for you, therefore, you will be allowed a 3 week grace period, to explore Blackboard, ask questions and get used to accessing and manipulating the technology in order to complete your assignments. Extensions on assignments within this 3 week period will be provided so long as I receive an email prior to the deadline and it will not count against your grade. </li></ul><ul><li>Time management and organization can be of a challenge, please set aside some time each day to complete your work in a quiet work space. </li></ul><ul><li>You are expected to access and master the contented being presented to you. </li></ul><ul><li>If you are experiencing trouble with either the assignment or the technology you must advocate for yourself, as with distance learning I will not be able to observe this within the classroom. </li></ul><ul><li>You will be expected to participate in all discussion forums and communicate your thoughts with your virtual peers. </li></ul><ul><li>Please be aware that I look forward to reading your thoughts, plagiarism is illegal and it will not be tolerated. </li></ul><ul><li>  </li></ul><ul><li>When Class is Completed: </li></ul><ul><li>Please know that you will have full access to the class content once it is completed. It will remain identifiably and you may use it to reference or retrieve information. </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>Support in regards to this virtual classroom: </li></ul><ul><li>If you are having trouble connecting to the Internet, please contact your provider. </li></ul><ul><li>If you are having trouble with the login page, please contact the Blackboard staff immediately either via email or phone. </li></ul><ul><li>If you are having trouble or have questions with an assignment there will be a Question category within the Discussion Board, please post your troubles and I will respond within 24 hours. </li></ul><ul><li>If you have a diagnosed learning/emotional/physical disability please let me know, as I will make accommodations as necessary. </li></ul>
  19. 20. Parent Manual <ul><li>Presented by: Kristen Higgins Roderick Hull Charles Flynt Jennifer Lindsay </li></ul><ul><li>Is Online Learning for You? </li></ul><ul><li>Many universities and colleges have been offering distance learning for a long time. In the 1980’s distance learning involved television and video tapes. Today, with the advent of the internet and the explosion of broadband connectivity, courses are delivered right to your laptop. It would be difficult to find a recent college grad or current college student who has not had some experience with at least one online course. </li></ul><ul><li>What about students and teachers engaging in K-12 education? Does the value and convenience of online learning translate to this environment? The statistics seem to say that it does. Online learning in K-12 education is growing at a rapid pace, with over one million students registered for courses in the U.S. In addition, the number of courses offered is growing at an annual rate of 30%. (source: ). Online learning offers school districts cost savings, an opportunity to offer more courses and the ability to help struggling students. </li></ul><ul><li>It should be noted that online learning is not for everyone. In addition too the technical equipment needed, there are also issues with technical skills, life situation and personality that must be considered with each student on an individual basis. We have assembled the guide below to help parents and students understand and consider some of the issues related to online learning. </li></ul>
  20. 21. Parent Manual <ul><li>Difficulties Encountered With Online Learning Individual’s ability to organize and manage time </li></ul><ul><li>Manipulating and accessing technology </li></ul><ul><li>Inability for the instructor/student to communicate face to face </li></ul><ul><li>Inability for the student and his/her peers to communicate face to face </li></ul><ul><li>Items to Keep In Mind When Selecting an Online Class for Your Child Curriculum and instruction can be more meaningful to students if they draw upon classmates' pre-existing understanding, interests, culture and real-world experiences (National Research Council and the Institute of Medicine 2004) </li></ul><ul><li>Course content and assessments should also align with state academic standards (SREB 2000) </li></ul><ul><li>Courses in reading, math and science are particularly subject to this provision. As of 2005-2006, &quot;No Child Left Behind&quot; (NCLB) requires all states to measure students' progress in math and reading annually in grades 3-8 and at least once in grades 10-12. In addition to this legislation, as of 2007-2008 Students' progress also has to be measured in science at least once in grades 3-5 and 6-8, as well as in grades 9-12. Ultimately, schools will held accountable for their students' results. </li></ul><ul><li>  </li></ul><ul><li>Ways to Encourage Your Student's Success Encourage and model for your child how to stay organized when given a syllabus </li></ul><ul><li>Before the class begins, ask your child to establish a study routine </li></ul><ul><li>Help your child set up a space where they can work and study </li></ul><ul><li>Frequently check in with your child for course time management assistance </li></ul><ul><li>Track your students assignment completion </li></ul><ul><li>Communicate with the course instructor </li></ul><ul><li>Before you begin your distance learning experience, it may help to determine your student's readiness for this task. As stated above, there are difficulties and issues that must be addressed before students can be successful online learners. The University of Georgia has made their Student Online Readiness Tool, or SORT, available to the public. It is an online quiz that can help learners determine their readiness for the online experience. It can be accessed at . </li></ul>
  21. 22. <ul><li>Benefits </li></ul><ul><li>Of </li></ul><ul><li>Online </li></ul><ul><li>Learning </li></ul>---- Opportunity to participate in a class from anywhere at anytime ---Course variety ---An individual can pursue academic interests ---Distance learning can accentuate an individual's learning style ---Develops self discipline ---Learn online etiquette with social interaction
  22. 23. Acceptable Use Policy <ul><li>Acceptable Use Policy </li></ul><ul><li>Lesley Fictional High School </li></ul><ul><li>Presented by: Kristen Higgins, Roderick Hull, Charles Flynt, Jennifer Lindsay </li></ul><ul><li>Adopted by the LFHS Board of Education Sunday, June 13, 2010 </li></ul><ul><li>Preamble: </li></ul><ul><li>Lesley Fictional High School provides students with access to computers, software, technology and the Internet for the express purpose of educational use. It is expected that students will use technology wisely, safely, and with respect for themselves, LFHS and others. Technology use is a privilege and LFHS reserves the right to restrict access or mete out other appropriate punishment for any person not adhering to the LFHS code of conduct. </li></ul><ul><li>Definitions: This acceptable use policy assumes that &quot;technology&quot; includes, but is not limited to: computers, software, printers, projectors, networks, SMARTboards, school-provided email and the Internet. All data used, collected, shared and/or distributed as part of a project related to LFHS is property of LFHS. LFHS is not responsible for students illegally or inappropriately using any technology provided by LFHS. </li></ul><ul><li>&quot;Student&quot; refers to any child currently enrolled at LFHS for the purpose of receiving an education. Students who have been graduated from LFHS will no longer have access to any LFHS technology or equipment, including email. Students who have graduated will no longer receive the rights as provided in this LFHS AUP. The aforementioned are covered under the AUP provided no illegal activity has occurred. In this case, local authorities will be notified and will assume responsibility for the appropriate punishment. </li></ul><ul><li>&quot;Staff, Faculty&quot; and &quot;Board of Education Members&quot; refers to all employees of LFHS. The aforementioned are covered under the AUP provided no illegal activity has occurred. In this case, local authorities will press charges and assume responsibility for the appropriate punishment. </li></ul><ul><li>&quot;Parents&quot; and &quot;Guardians&quot; refer to the responsible adults who will ensure that their students are prepared for school and learning. LFHS does maintain the right to seek professional assistance with a student whose parents or guardians have surrendered parental responsibility as evidenced in the LFHS handbook. </li></ul><ul><li>  </li></ul>
  23. 24. This AUP provides following rights: Students at LFHS:      1.   Have the right to use up-to-date, appropriate and well-equipped technology components.       2.   Will be trained as deemed sufficient by LFHS in how to operate any technology required.      3.   Will be provided access to the computer equipment at LFHS for educational purposes provided said equipment is used appropriately.      4.   Will feel comfortable learning new and innovative ways to conduct their education using technology.     Staff, Faculty and Board of Education Members:      1.   Have the right to use up-to-date, appropriate and well-equipped technology components.       2.   Will be trained as deemed sufficient by LFHS in how to operate any technology required.      3.   Will be provided access to the computer equipment at LFHS for educational purposes provided said equipment is used appropriately.      4.   Will be provided opportunities to learn new and innovative ways to present curriculum. PLEASE NOTE: LFHS reserves the right to search any account information belonging to students or staff at any time and without cause.   Parents and Guardians of Students:     1.   Will feel secure that their child/children have been provided with appropriate technology in school.  Understand that technology is a tool           for learning, and should in no way be used to conduct business other than that which is directly related to school     2.   Are welcome to contact LFHS at any time to discuss the technology program. All communication must begin with the teacher. Parents           and Guardians may contact the administration with any questions or concerns regarding technology if the teacher was not able to           answer questions or concerns to your satisfaction. Responsibilities: Students:     1.   No pornography, inappropriate use of sites—will result in disciplinary action.     2.   No money-making business shall be conducted.     3.   Will not access sites for social networking that are outside the curriculum of the classroom.      4.   Adhere to all copyright laws.  
  24. 25. Policy statement:   Student access to technology owned and maintained by LFHS will be contingent upon students demonstrating proficiency with technology. Students will pass the &quot;Technology Assessment&quot; with 85% proficiency during the first two weeks of entering LFHS or be assigned to a “ Introduction to Technology” course. This course will not be for credit, and must be completed prior to the student having access to technology at LFHS. Staff:     1.   No pornography, inappropriate use of sites—will result in swift disciplinary actions.     2.   No money-making business shall be conducted.     3.   Will not access sites for social networking that are outside the curriculum of the classroom.     4.   Adhere to all copyright laws.   Parents:     1.   Will monitor student use of Internet, social networking sites, and other technology.     2.   Will ensure that students use all LFHS equipment and property with respect. Acceptable Use of Technology: Acceptable use of technology includes, but is not limited to:     1.   Proper use of passwords:          Students and Staff will not share passwords, or change any passwords on the system.    
  25. 26.     2.   Avoiding unauthorized areas of technology:          Students and Staff will not view or access areas or information for which they are not authorized.      3.   Maintain safety at all times.           Students and Staff are not permitted to share personal information using an technology at any time.     4.   In the event of a problem or concern related to technology: Students will notify a Staff Member for assistance.                      Students and Staff will not attempt to fix, reconfigure or otherwise provide repairs to any LFHS technology without express permission           from the Technology Department Administrator .            Students and Staff will adhere to all copyright laws.           Students and Staff will maintain an attitude of respect for themselves and others at all time.           Students and Staff will not attempt to distribute any material that is not accepted at LFHS according to the expectations established            within the school handbook and code of conduct including but not limited to: pornography, employment, violence, chain mail, SPAM            mail.     5.   As part of an assigned project or in-class assignment:          Students may create and post school-related web-pages blogs, or wikis on the Internet.    
  26. 27. They may also use &quot;Social Networking Tools&quot; such as Chat Options, Instant Messaging, and Skype for educational collaboration as           approved by the Staff Member . Unacceptable Use of Technology: Unacceptable use of technology at LFHS includes, but is not limited to:     1.   Unauthorized access of websites     2.   Any attempt to solicit illegal materials or services     3.   Spamming     4.   Pornography, profanity, threats of violent nature, bullying     5.   Misuse of hardware or software     6.   Attempt to change passwords or data of LFHS   Violations/Sanctions Students or Staff who do not adhere to the expectations set forth in the AUP will be subject to disciplinary action as prescribed in the student handbook. In many cases, this will result in the student or staff member's loss of technology privileges.   PLEASE NOTE: LFHS reserves the right to contact appropriate law enforcement officials for further investigation if any suspected criminal activity is discovered on the network .   Acknowledgement I have read the above AUP and by signing below agree to uphold the expectations of the AUP.  __________________________________________ Date __________________________  Student (Please Print) __________________________________________ Date __________________________ Student Signature __________________________________________ Date__________________________  Parent/Guardian (Please Print) __________________________________________ Date__________________________  Parent/Guardian Signature Acceptable Use Policy Lesley Fictional High School Presented by: Kristen Higgins, Roderick Hull, Charles Flynt, Jennifer Lindsay Adopted by the LFHS Board of Education Sunday, June 13, 2010
  27. 28. Universal Design <ul><li>All learners have the right to access the curriculum both in a traditional or virtual classroom, it is the law. It is the institutions and the instructor’s job to allow access to the curriculum, not matter if there are learning style differences, cultural variances, or if an individual has a learning/emotional/physical disability. In fact, in most cases technology has probably assisted any of the individuals listed above in their academic or daily life at some point in time. As a special education teacher, I always state that, “Fair does not mean equal”. It is my response to the student that says why is he/she doing that? When a disability is present, it is the instructors role to even the playing field, it is not giving the individual an advantage. That is the reasoning behind implementing accommodations or actually making modifications to the curriculum tasks. </li></ul><ul><li>I feel that an instructor should begin a class with a survey that only the instructor and the student see the responses. It is in this task that the instructor can assess the students learning style and it can also be a way for the student to relay any personal information such as learning/emotional/physical disability or if a language barrier exists. It is from this activity that an instructor can/could determine where adjustments to assignments/rubrics or to determine how to support a learner in a diverse manner than the rest of the class. In addition, this information could provide the instructor with a different perspective when placing the student in group activity. Differentiated instruction or Universal Design is a vital factor when the instructor designs a syllabus in order to teach all students. </li></ul>
  28. 29. Skype <ul><li>How to Download </li></ul><ul><li> </li></ul><ul><li>Click on get Skype now </li></ul><ul><li>Downloading will automatically begin </li></ul><ul><li>At the prompt, select save to C drive on your computer from the drop down menu in the Save box. </li></ul><ul><li>Select Run.  Select Install.  Be patient, this may take a few minutes! </li></ul><ul><li>When the sign-in box appears, select “Don’t have a Skype account?” and follow the prompts to set-up your username and password. </li></ul><ul><li>Be sure to complete the tests for speakers, microphone, and webcam.  If you don’t have a microphone or webcam, it’s okay! You don’t need to purchase anything!   We can use the chat feature if you need to talk to me! </li></ul><ul><li>How to access </li></ul><ul><li>1. Be sure to post your Skype username to the Skype Discussion Forum so your classmates can add your name to their chat list.  Be sure to add their names to your Skype chat list, too. </li></ul><ul><li>2. There should be an icon on your desktop to click on when access is needed. </li></ul>
  29. 30. Adobe Contribute 5 <ul><li>How to Download </li></ul><ul><li>1. Adobe Contribute Free 30 Day Trial Download Instructions </li></ul><ul><li>2. Access -> Select Downloads -> Select Trial Downloads </li></ul><ul><li>3. From the drop down menu, Select Contribute CS5 -> Go </li></ul><ul><li>4. Select Create an Adobe Account -> Complete the questionnaire (be sure to write down your log-in info)  -> Select Continue </li></ul><ul><li>Select Contribute CS5 -> Follow prompts for installation </li></ul><ul><li>(If prompted, go ahead and install companion programs and the download manager) </li></ul><ul><li>In the Download Manager Window, Select Launch to complete installation.  </li></ul><ul><li>How to Access </li></ul><ul><li>1. Additional instructions will be emailed to you when this software is needed . </li></ul>
  30. 31. Reflections Describe any experiences in this course that were personally meaningful. Personally, it was meaningfully to me learning how to jump off a learning platform and experiencing the various types of websites and software available to teachers and students. In addition, discussing the software as we were asked to create an assignment helped to critique the positives and/or negatives of the software. How will you use the experiences in this course to shape your online teaching practices? This course will be used as a resource to my teaching in the traditional inclusion setting. I would like to inform the regular ed teachers of PB works when assigning group work. Although I don’t plan on teaching online soon, this course has provided me with a solid foundation of resources from my peers and through personal experience.
  31. 32. Reflections How does participation in this course help you with your professional goals? Taking this course has furthered my knowledge in staying arise on the newly used technology within the virtual classroom. It also provides me with the knowledge to relay to my colleagues and implement within my traditional classroom. What suggestions do you have for improving this course? I don’t have any suggestions for this class, as I feel that I have benefited from individual and group assignments. I feel that I have learned from my instructor, engaging with the content, and working with my peers.