ISTE 2012 - Digital Citizenship and MyBigCampus

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  • Welcome! Introduce myself
  • What we’re going to look at today - explain the story of the presentation, started with course paper in ethics - how do we define ethics in terms of kids and technology? We want them to learn, but we want them to be safe... where do we draw the line? It’s definitely a gray area
  • You can backchannel here
  • Videos that are stripped away the extra around u tube video. Gets good stuff out of You tube for class enrichment . Kahn Academy/ MATH If you upload things into the library that are licensed at your school, you can click it as private, HOW YOU USE THE LIBRARY..... More contributors More sources of content Submissions are auto-approved, BUT UPLOADS ARE SCANED FOR VIRUSES, IT IS POLICED, Usual security suspects blocked from submission, AND ALWAYS CIPA compliance IS enforced Library items are shared across districts SO YOU HAVE HUNDREDS OF ENGLISH TEACHER, SCIENCE..ADDING CONTENT YOU ARE NO LONGER ALONE! Open to everyone on the web Library items bypass filter to minimize over blocking
  • THIS IS NOW KNOWN AS SCHOOLWORK,* TEACHERS CAN POST CLASS NOTES, *WARM-UP ACTIVITIES, REVIEWS, EVEN WHEN STUDENTS ARE ON SCHOOL TRIPS THEY CAN SEE THEIR WORK, **THIS IS WHAT THE STUDENT SEES, they can write in the box or upload a file or document. Assignments are easy to put it, multiple classes at the same time, due dates, allow late submissions, multiple submissions, * As students submit, the teachers can see who has and who hasn’t submitted, which one they have graded or needs to be graded. ** Teachers can grade and make comments, post the grade and send it back to the student.
  • ISTE 2012 - Digital Citizenship and MyBigCampus

    1. 1. Inte g rating D ig ital C itiz e nsh ip intothe C lassro o mw ith M yBig C am p u sw ith M yBig C am p u sAnastasia TreklesClinical Associate Professor, Purdue University CalumetBoard Member, Indiana Computer Educators (ISTE Affiliate)atrekles@purdue.edu
    2. 2. O u tline• Intro d uctio ns and g o als D ig ital citiz e nship in yo ur scho o l and classro o m• M yBig C am p us (M BC ) fo r d igital citiz e nship b e st p ractice s sup p o rt • G e tting starte d Assignm e nts and C o llab o ratio n • Re so urce Lib rary and cre ating le sso ns M o re info rm atio n
    3. 3. Backch anne l D iscu ssio n• Ke e p th e d iscu ssio n g o ing and sh are w ith yo u r p e e rs• h ttp ://to d aysm e e t.co m /iste 2 01 2 -m b c• Yo u r M BC acco u nt w ill g o aw ay afte r 2 4 h o u rs, b u t yo u ’ll still b e ab le to vie w e ve ryth ing in th e p u b lic M BC sp ace
    4. 4. W h e n w e lim it kid s’ acce ss andig no re th e p ro b le m , th e y lo o k atscho o l “co m p u ting ” like th is...
    5. 5. O r w o rse ...
    6. 6. Le arning d o e sn’t h ap p e n w h e n stu d e nts are b o re d- w e kno w th is alre ad y!S o w e d o w h at w e can to e ng ag e th e m , b u t aresch o o l p o licie s h o ld ing u s b ack?
    7. 7. S tu d e nts g e ne rally w ill u se th e Inte rne t th e w ayth e y w ant to , and acce ss th e site s th e y w ant to ,w h ile aw ay fro m h o m e (se e Yan, 2 009).Th e y also sp e nd a lo t o f tim e trying to circu m ve nto u r b e st e ffo rts to “p ro te ct” th e m o nline at sch o o l.W H Y?
    8. 8. D o n’t w e w ant th isinste ad ?
    9. 9. W h at d o e s it m e an to b e a “D ig italC itiz e n” anyh o w ? N ine th e m e s o f D ig ital C itiz e nship ( http ://www.d igitalcitiz e nsh ip .ne t/N ine _ Ele m e nts.h tm l) Access: Fu ll p articip atio n in so cie ty Commerce: Bu ying and se lling o f g o o d s Communication: Ex ch ang e o f info rm atio n Literacy: U nd e rstand ing ap p ro p riate u se s o f te ch no lo g y Etiquette: S tand ard s o f co nd u ct and p ro ce d u re Law: Re sp o nsib ility fo r actio ns and d e e d s Rights and Responsibilities: U nd e rstand ing o u r d ig ital fre e d o m s Wellness: Ph ysical and p sych o lo g ical w e ll-b e ing in th e o nline w o rld • Security and Self-Protection: Pre cautio ns to g uarante e safe ty
    10. 10. W h y S ch o o ls Find it D ifficu ltto Te ach D ig ital C itiz e nship• Th e C h ild re n’s Inte rne t Pro te ctio n Act (C IPA) is th e p rim ary law e nfo rcing filte ring o n sch o o l ne tw o rks Pub lic scho o ls and lib rarie s m ust b e C IPA- co m p liant in o rd e r to re ce ive Fe d e ral E-Rate fund s• 40% o f lib rarie s e m p lo y C IPA-re q uire d filte ring o n th e ir ne tw o rks (See Jaeger & Yan, 2009) 1 00% o f sch o o ls e m p lo y th o se sam e filte rs
    11. 11. (M is)U nd e rstand ing• C IPA C IPA d ictate s that filte rs b lo ck visu al im ag e ry o n the Inte rne t th at is: O b sce ne • C o ntains child p o rno g rap h y • Is “h arm ful to m ino rs” C IPA co m p liance (and co m p liance w ith the C hild re n’s O nline Privacy Pro te ctio n Act [C O PPA]) re q u ire s an Inte rne t safe ty p o licy that ad d re sse s: • Lim itatio ns o n acce ss to inap p ro p riate m ate rials o nline • Safe ty and se curity whe n using e le ctro nic m ail, chat ro o m s, and o th e r co m m unicatio n fo rum s U nauth o riz e d acce ss and circum ve nting o f filte rs th ro ug h h acking • D isse m inatio n o f p e rso nal info rm atio n o f m ino rs
    12. 12. (M is)U nd e rstand ing C IPAC IPA d o e s N O T: • H ave any im p act o n te ache rs o r o the r ad ults at the sch o o l (o r lib rary) • Pro hib it te ache rs fro m o ve rrid ing filte ring o f site s wh e n ne e d e d fo r e d ucatio nal p urp o se s • Re q uire the b lo cking o f so cial m e d ia site s like Yo uTub e , W ikip e d ia, o r Face b o o k Re fe r to “inap p ro p riate ” te x t, o nly im ag e ry • Ad d re ss inte lle ctual p ro p e rty, cyb e rb ullying , p lagiarism , o r any o the r e thical issue s re late d to Inte rne t use
    13. 13. D ig ital C itiz e nsh ip• CDuwrriculu m To d ay H o lland sw o rth , o d y, and D o no van (2 01 1 ) p ro vid e an inte re sting stu d y o f w h at is actu ally tau g h t at m any sch o o ls• M any are no t fo llo w ing state stand ard s, and /o r co nce ntrate o nly
    14. 14. O nline is D iffe re nt • C an w e re ally co ntro l e ve ryth ing kid s se e o nline ? M any sch o o ls re aliz e th at th e y can’t • S o m e are im p le m e nting d ig ital safe ty and citiz e nsh ip cu rricu lum d ue to state stand ard s and ne w E-Rate re g u latio ns Bu t w h at d o e s th is cu rricu lum lo o k like ?
    15. 15. Ele m e nts o fC o m p le te D CLe sso ns In o rd e r to inco rp o rate d ig ital citiz e nsh ip the m e s ( http ://ww w .d ig italcitiz e nsh ip .ne t/N ine _ Ele m e nts.htm l) m o re fu lly, it is ne ce ssary to :• Allo w fu ll p articip atio n and acce ss to co m m u nicatio n and sharing to hap p e n o nline• H e lp stu d e nts u nd e rstand co nte x t and w h at is and is no t ap p ro p riate to share , use , and re m ix Ensure th at stud e nts und e rstand issu e s o f p u b lic ve rsu s p rivate info rm atio n• Ensure th at stud e nts und e rstand th e d iffe re nce b e twe e n ad ve rtise m e nts and re al co nte nt• Allo w stud e nts to co m e to th e ir o w n co nclu sio ns, and h e lp th e m re fle ct o n wh y th e y m ad e tho se cho ice s• Enfo rce re aso nab le co nse q u e nce s o f inap p ro p riate actio ns
    16. 16. S tate C o re SThtand oard stand ard s ad o p te d b y m any e C o m m n C o re S state s stre ss d ig ital lite racy and th e ab ility to co m p re h e nd and ap p ly info rm atio n in a varie ty o f w ays fro m g rad e 2 o n up ( h ttp ://w w w .co re stand ard s.o rg /ab o ut-th e -stand ard )• So , if w e are no t e x p o sing stud e nts to o p p o rtunitie s to m ake im p o rtant d iscrim inatio ns and d e cisio ns in th e re al o nline sp ace th at th e y o ccup y b e yo nd sch o o l, th e n w e are d o ing th e m a d isse rvice
    17. 17. To o ls fo r C re ating D ig ital• C itiz eleamfroums - M yBig C ns p availab Lig h tsp e e d fo r fre e to any ind ivid u al (o r sch o o ls w ith Lig h tsp e e d su b scrip tio ns) Ex te nd s th e classro o m into a safe o nline e nviro nm e nt th at lo o ks and acts like Face b o o k and o th e r p o p u lar site s• Allo w s fo r m o nito ring - no stu d e nt is ano nym o u s o r invisib le at any tim e
    18. 18. M yBig C am p us O ve rvie w• As a co m m u nicatio n syste m , it allo w s te ach e rs and stu d e nts to co nne ct and share id e as and re so u rce s• It also se rve s as an LM S , and is co m p le te ly FREE: h ttp ://w w w .m yb ig cam p u s.co m /faq s/ho w -can-i-start-• D e sig ne d to w o rk w ith Lig htsp e e d filte ring se rvice s, b u t anyo ne can u se it• M BC le ts yo u h ave co ntro l o ve r w h at stu d e nts se e , b u t yo u can also re le ase it to o , to cre ate im p o rtant te ach ab le m o m e nts
    19. 19. Re so ugrce ng th s orary th e Re so u rce Lib f M BC is• O ne o f th e re at stre Lib rary N e ve r w o rry ab o u t no t h aving acce ss to re so u rce s yo u w ant o nline• N o rm ally b lo cke d co nte nt is acce ssib le , and file s can b e sto re d in th e clo u d - no m o re lo sing class tim e se arch ing fo r th e rig h t re so u rce s o r g e tting IT ap p ro val• Te ach e rs can also u p lo ad th ing s to th e lib rary o f th e ir o w n - e ve ryth ing is au to -m anag e d th ro u g h C IPA-co m p liant p o licie s au to m atically
    20. 20. C oo llab nois ratio n to auto -e nab le d• C llab o ratio safe r th anks p o licie s and m o nito ring fo r lang uag e and p h o to p o sting• O p tio ns fo r vario us typ e s o f g ro u p s, allo w ing co llab o ratio n acro ss d istricts and aro und th e g lo b e• Blo g s, Instant m e ssag ing , and Face b o o k-like “d iscussio n stre am ,” w ith th e ab ility to re p o rt ab u se and re ce ive no tificatio ns• Pe rso n-to -p e rso n co nve rsatio ns ke p t clo se d b e tw e e n stud e nts in sch o o l b uild ing s and
    21. 21. S ch o o lw o rk• Allo w s fo r th e p o sting o f assig nm e nts, q uiz z e s, class no te s, and o th e r p e rtine nt ite m s• G rad e s can b e e x p o rte d fo r vario u s stu d e nt info rm atio n syste m s• C ale nd ars and p ag e s o f co nte nt can also b e sh are d w ith stu d e nts o r o th e r g ro up s - g re at fo r activitie s, sp o rts, te ach e r co llab o ratio n• Bund le s can also b e u se d to g ro u p co nte nt, lib rary ite m s, and file s, and o rg aniz e it b y stand ard s if yo u like (se e h ttp ://yo utu.b e /rU C g -U PS6O I)
    22. 22. Le sso n Id e as• C o llab o rative w riting : h ttp ://w w w .yo u tu b e .co m /w atch?v= Eh BR0t1 k1 N A• Flip p e d C lassro o m : h ttp ://w w w .yo u tu b e .co m /w atch?v= 3D RG p _ D lC x A• Virtu al fie ld trip s: h ttp ://w w w .yo u tu b e .co m /w atch?v= G 5 Bw 2 PG rr-Y• Backch anne l co nve rsatio n: h ttp ://w w w .yo u tu b e .co m /w atch?v= cm e jYVVnp 9s• M o b ile le arning initiative s (ye s, the re is an ap p !): h ttp ://w w w .yo u tu b e .co m /w atch?v= Q kh x u _ o nKlM
    23. 23. Try it!• Take th e to u r anytim e : h ttp ://w w w .m yb ig cam p u s.co m /to u r• Lig h tS p e e d ’s Yo u Tu b e C h anne l: h ttp ://w w w .yo u tu b e .co m /u se r/Lig h tsp e e d S y• W h e n yo u ’re lo g g e d in g e t h e lp at h ttp ://w w w .m yb ig cam p u s.co m /h e lp
    24. 24. S ug g e ste d Re ad ing• C h ild re n’s O nline Privacy Pro te ctio n Act, 91 U .S .C . §§ 65 01 -65 06 (2 01 0).• C h ild re n’s Inte rne t Pro te ctio n Act o f 2 000, Pu b . L. N o . 1 06– 5 5 4, 2 0 U .S .C . §§ 6801 , 6777, 91 34 and 47 U .S .C . § 2 5 4.• C o o ke , L. (2 007). C o ntro lling th e ne t: Eu ro p e an ap p ro ach e s to co nte nt and acce ss re g u latio n. Jo u rnal o f Info rm atio n S cie nce , 33(3), 360-376. d o i: 1 0.1 1 77/01 65 5 5 1 5 06072 1 63• Fre ch e tte , J. (2 005 ). C yb e r-d e m o cracy o r cyb e r-h e g e m o ny? e x p lo ring th e p o litical and e co no m ic stru ctu re s o f th e inte rne t as an alte rnative so u rce o f info rm atio n. Lib rary Tre nd s, 5 3(4), 5 5 5 -5 75 , 664.• H o lland sw o rth , R., D o w d y, L., & D o no van, J. (2 01 1 ). D ig ital citiz e nsh ip in K-1 2 : It take s a villag e . Te ch Tre nd s, 5 5 (4), 37-47. d o i: 1 0.1 007/s1 1 5 2 8-01 1 -05 1 0-z• H o u g h to n-Jan, S . (2 01 0). Inte rne t filte ring . Lib rary Te ch no lo g y Re p o rts, 46(8), 2 5 -33, 45 .• H u nte r, C .D . (2 000). Inte rne t filte r e ffe ctive ne ss – Te sting o ve r- and u nd e rinclu sive b lo cking d e cisio ns o f fo u r p o p u lar w e b filte rs. S o cial S cie nce C o m p u te r Re vie w , 1 8(2 ), 2 1 4-2 2 2 . d o i: 1 0.1 1 77/089443930001 8002 09• Jae g e r, P. T., & Yan, Z. (2 009). O ne law w ith tw o o u tco m e s: C o m p aring th e im p le m e ntatio n o f C IPA in p u b lic lib rarie s and sch o o ls. Info rm atio n Te ch no lo g y and
    25. 25. S ug g e ste d Re ad ing• Le ssig , L. (1 999). Th e law o f the h o rse : W h at cyb e rlaw m ig h t te ach . H arvard Law Re vie w , 1 999(1 1 3), 5 01 -5 49.• Laz arinis, F. (2 01 0). O nline risks o b structing safe inte rne t acce ss fo r stud e nts. Th e Ele ctro nic Lib rary, 2 8(1 ), 1 5 7-1 70. d o i: 1 0.1 1 08/02 4604701 1 02 3441• Juke s, I., M cC ain, T., & C ro cke tt, L. (2 01 1 ). Ed ucatio n and th e ro le o f th e e d ucato r in th e future . Ph i D e lta Kap p an, 92 (4), 1 5 -2 1 .• Janse n, B. A. (2 01 0). Inte rne t filte ring 2 .0: C he cking inte lle ctual fre e d o m and p articip ative p ractice s at th e sch o o lh o use d o o r. Kno wle d g e Q ue st, 39(1 ), 46-5 3.• O x le y, C . (2 01 0). D ig ital citiz e nship : D e ve lo p ing an e th ical and re sp o nsib le o nline culture . Inte rnatio nal S ch o o l Lib rariansh ip : Se le cte d Pap e rs fro m the IASL Annual C o nfe re nce , 1 -1 1 .• Pre nsky, M . (2 001 ). D ig ital native s, d ig ital im m ig rants. O n th e H o riz o n 9(5 ), 1 – 5 . Re trie ve d fro m http ://ww w.m arcp re nsky.co m /writing /Pre nsky% 2 0-% 2 0D ig ital% 2 0N ative s,% 2 .
    26. 26. S ug g e ste d Re ad ing• Pre sto n, C .B. (2 007). Zo ning th e inte rne t: A ne w ap p ro ach to p ro te cting ch ild re n o nline . Brig ham Yo u ng U nive rsity Law Re vie w , 2 007(6), 1 41 7-1 469.• Ram asw am i, R. (2 01 0). N o th ing to LO L ab o ut. TH E Jo urnal, 37(6), 2 4-30.• Ro d d e n, K. (2 003). The C h ild re n’s Inte rne t Pro te ctio n Act in p u b lic sch o o ls: The g o ve rnm e nt ste p p ing o n p are nts’ to e s? Fo rd h am Law Re vie w , 71 (5 ), 2 1 41 -2 1 75 .• W e ig e l, C ., Jam e s, C ., & G ard ne r, H . (2 009). Le arning : Pe e ring b ackw ard and lo o king fo rw ard in th e d ig ital e ra. Inte rnatio nal Jo urnal o f Le arning and M e d ia, 1 (1 ), 1 -1 8. d o i: 1 0.1 1 62 /ijlm .2 009.0005• W illard , N . (2 01 0). Te ach the m to sw im . Kno w le d g e Q ue st: Jo u rnal o f th e Am e rican Asso ciatio n o f S cho o l Lib rarians, 39(1 ), 5 4-61 .• Yan, Z. (2 009). D iffe re nce s in h ig h sch o o l and co lle g e stu d e nts’ b asic kno w le d g e and p e rce ive d e d ucatio n o f Inte rne t safe ty: D o h ig h sch o o l stu d e nts re ally b e ne fit fro m th e C h ild re n’s Inte rne t Pro te ctio n Act? Jo urnal o f Ap p lie d D e ve lo p m e ntal Psycho lo g y, 30(3), 2 09-2 1 7. d o i: 1 0.1 01 6/j.ap p d e v.2 008.1 0.007
    27. 27. W e b Re so urce s• Balance d Filte ring : http ://b alance d filte ring .o rg /• S p e e d o f C re ativity: http ://w w w .sp e e d o fcre ativity.o rg• M arc Pre nsky’s w riting s: http ://w w w .m arcp re nsky.co m /w riting• C am ille M ayd o nik’s p o rtfo lio : http ://e p o rtfo lio .cam ille te ach e s.co m /artifacts/re se arch p ap e rs• C IPA O ve rvie w : http ://w w w .fcc.g o v/g u id e s/ch ild re ns-inte rne t-p ro te ctio n-act• S o cial M e d ia tip s fro m th e Fe d e ral Trad e C o m m issio n: http ://w w w .ftc.g o v/b cp /e d u /p u b s/co nsu m e r/te ch /te c1 4.sh tm
    28. 28. Th ank yo u!Anastasia M. TreklesC linical Asso ciate Pro fe sso rPurd u e U nive rsity C alu m e tatre kle s@ p u rd u e .e d u@ instru ct_ te ch o n Tw itte rface b o o k.co m /ice ind ianaz e ld a2 3p u b lish ing .co m /iste 2 01 2

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