The document discusses issues around students' digital rights and responsibilities when using mobile devices at school. While students see it as their right to use devices, many do not do so responsibly. It explores concepts like privacy, freedom of expression, and legal and ethical use of technology. The conclusion emphasizes that digital citizenship is important for students to understand their rights and responsibilities in the digital world. Teachers should educate students on these topics to help them become responsible digital citizens.
The document discusses a technology retreat for the Susquehanna Township School District. It addresses how technology can be used to improve classroom instruction for students and teachers. It provides standards and resources for integrating technology, including the International Society for Technology in Education (ISTE) standards. Teachers are encouraged to develop technology skills and use tools like Discovery Education, Nettrekker, and Moodle to align instruction with 21st century skills.
Is Any Access Good Access? Equitable digital access in rural schoolspjames04
Just because technology is available, does not mean that everyone has the ability to access it. Students should have equitable digital access to assist them in their learning.
Anastasia Trekles discusses the persistence of the digital divide, especially among low socioeconomic groups, older adults, women, and the disabled. She notes that physical access to technology is still linked to socioeconomic status and that motivation to learn digital skills depends on seeing a relevant use. Trekles advocates improving access through assistive technologies, self-paced learning resources, and relating skills to job or lifestyle needs. She recommends customized training, practice opportunities, and ensuring mobile access to help bridge the usage gap.
This presentation discusses assistive technologies that can help students with disabilities. It begins by defining assistive technology as any item or equipment that increases the functional abilities of individuals with disabilities. The presentation then provides examples of technologies that can assist students with specific disabilities, such as reading pens for learning disabilities, braille for visual impairments, hearing aids and captioning for hearing impairments, and alternative keyboards and mice for physical disabilities. It emphasizes the importance of considering assistive technologies when developing a student's Individualized Education Plan. The presentation concludes by providing additional resources on assistive technologies.
Purdue students develop innovative new way to network - Purdue Exponent_ Feat...Yarkin Sakucoglu
Two Purdue students, Yarkın Sakuçoğlu and Alihan Ozbayrak, have created a smartphone application called Socio that allows users to easily connect and share their social media profiles with others nearby with a simple shake of their phone. The app detects other nearby users also using Socio and automatically exchanges their selected social media usernames, eliminating the need to manually input contact information. Within four days of launching initially at Purdue, the app gained over 1,000 users. The students aim to expand the app to other universities and eventually make it available worldwide in order to replace traditional handshakes with digital connections through phone shakes.
The document discusses technology used in special education for middle school students. It outlines various types of assistive technologies and software that can help with communication, research, problem solving, and productivity. Examples of adaptive devices and interactive whiteboards are provided. Laws like IDEA promote accessibility in education for students with special needs. Overall, the document shows how technology advances have created more opportunities for students with disabilities to learn and achieve.
The document discusses copyright and its application in an educational setting. It defines copyright as the exclusive right to copy and distribute creative works. There are several categories of copyright protection including literary works, music, art, and films. Copyrighted works can be used under exceptions for fair use, public domain, or with permission. Fair use allows educational use if the purpose is non-commercial, a small portion is used, and it does not negatively impact the original work's market. The TEACH Act updated copyright law to allow digital distance education without prior permission, within certain limitations such as appropriate citation of sources.
The document discusses a technology retreat for the Susquehanna Township School District. It addresses how technology can be used to improve classroom instruction for students and teachers. It provides standards and resources for integrating technology, including the International Society for Technology in Education (ISTE) standards. Teachers are encouraged to develop technology skills and use tools like Discovery Education, Nettrekker, and Moodle to align instruction with 21st century skills.
Is Any Access Good Access? Equitable digital access in rural schoolspjames04
Just because technology is available, does not mean that everyone has the ability to access it. Students should have equitable digital access to assist them in their learning.
Anastasia Trekles discusses the persistence of the digital divide, especially among low socioeconomic groups, older adults, women, and the disabled. She notes that physical access to technology is still linked to socioeconomic status and that motivation to learn digital skills depends on seeing a relevant use. Trekles advocates improving access through assistive technologies, self-paced learning resources, and relating skills to job or lifestyle needs. She recommends customized training, practice opportunities, and ensuring mobile access to help bridge the usage gap.
This presentation discusses assistive technologies that can help students with disabilities. It begins by defining assistive technology as any item or equipment that increases the functional abilities of individuals with disabilities. The presentation then provides examples of technologies that can assist students with specific disabilities, such as reading pens for learning disabilities, braille for visual impairments, hearing aids and captioning for hearing impairments, and alternative keyboards and mice for physical disabilities. It emphasizes the importance of considering assistive technologies when developing a student's Individualized Education Plan. The presentation concludes by providing additional resources on assistive technologies.
Purdue students develop innovative new way to network - Purdue Exponent_ Feat...Yarkin Sakucoglu
Two Purdue students, Yarkın Sakuçoğlu and Alihan Ozbayrak, have created a smartphone application called Socio that allows users to easily connect and share their social media profiles with others nearby with a simple shake of their phone. The app detects other nearby users also using Socio and automatically exchanges their selected social media usernames, eliminating the need to manually input contact information. Within four days of launching initially at Purdue, the app gained over 1,000 users. The students aim to expand the app to other universities and eventually make it available worldwide in order to replace traditional handshakes with digital connections through phone shakes.
The document discusses technology used in special education for middle school students. It outlines various types of assistive technologies and software that can help with communication, research, problem solving, and productivity. Examples of adaptive devices and interactive whiteboards are provided. Laws like IDEA promote accessibility in education for students with special needs. Overall, the document shows how technology advances have created more opportunities for students with disabilities to learn and achieve.
The document discusses copyright and its application in an educational setting. It defines copyright as the exclusive right to copy and distribute creative works. There are several categories of copyright protection including literary works, music, art, and films. Copyrighted works can be used under exceptions for fair use, public domain, or with permission. Fair use allows educational use if the purpose is non-commercial, a small portion is used, and it does not negatively impact the original work's market. The TEACH Act updated copyright law to allow digital distance education without prior permission, within certain limitations such as appropriate citation of sources.
The document discusses e-learning, including definitions and types such as traditional and rapid e-learning. It provides facts about online course costs compared to non-online courses, time spent online, and how Ireland's e-learning system is progressing compared to other European countries. Advantages of e-learning include flexibility, lower costs, and the ability to study abroad, while disadvantages include needing reliable internet access, lack of physical contact, self-motivation, and distraction from social websites. Participating universities in e-learning are displayed in a spider diagram.
Ed 6620 – Future Trends In Educational TechnologyJames Parsons
This document discusses future trends in educational technology, including personal learning environments, the semantic web, and ubiquitous computing. Personal learning environments allow customized, personalized learning for each student. The semantic web enhances the world wide web by adding meaning to data through structured relationships. Ubiquitous computing enables learning to occur anywhere through access on mobile devices and wireless networks. These trends are pushing education towards personalized, contextualized learning that is not limited by location.
This presentation is a considering of the Bring Your Own Device (BYOD) approach to mobile learning, especially for considering in use by schools and 6th form colleges. This presentation formed part of the Colleges-University Leciester Network Librarians' Working Group session on 26 June, 2013 at University of Leiceter.
Instructional Design and Technology Profile Assignment on Dr. Sharon SmaldinoGenevaD
Dr. Sharon Smaldino is a distinguished faculty member at Northern Illinois University where she teaches graduate courses in instructional technology, distance education, and professional standards. She has devoted her career to researching how technology can enhance teaching and learning. Smaldino helped secure over $7 million in grants to fund teaching initiatives incorporating new technologies. She believes online learning can provide quality educational experiences for students when implemented well. Smaldino has authored several influential textbooks on instructional design and technology and is a leader in the field known for her work integrating technologies into classrooms.
The document discusses the future of technology in education and some key themes:
1. It discusses how new technologies will change the world and how building new systems can make old ones obsolete.
2. Some opportunities discussed include digital content and tools, learning space entitlements, and developing responsible digital citizens.
3. Key areas that will be impacted include pedagogy, the economy, and infrastructure.
The document discusses how classrooms are evolving thanks to new technologies like smartphones, tablets, and laptops. Students will soon trade pencils for these mobile devices, enabling mobile or mLearning where education can be accessed online anywhere and anytime. This new paradigm allows students more flexibility in how, when, and where they take courses. It also facilitates intergenerational learning as older generations learn to use these technologies from younger family members. A variety of new programming languages are also part of this evolution in education, and mobile devices are driving higher quality global standards in mLearning.
Are you wondering what your students can find at MySpace and YouTube? What are your concerns about cell phones on campus? This presentation preceded a hands-on introduction to social networking with a guided tour of MySpace, YouTube, and interesting ways that cell phones are used. The presentation wrapped up with a discussion about school options for responding when these social networking tools are on campus.
This document lists 10 best uses of the Internet for education purposes. These include using online images for lessons, finding virtual help for students, subscribing to education newsletters, researching mathematicians' histories, finding real-world examples of math concepts, accessing virtual field trips, taking online professional development courses, continuing education through online degree programs, using email for communication, and more. Each use includes an example website URL to illustrate that particular use.
1. The document discusses differences between digital natives, who have grown up with technology, and digital immigrants. Digital natives prefer receiving information quickly from multiple sources and in visual formats like pictures and video.
2. It provides statistics on teenagers' use of the internet and technology for social networking, news, and creating their own content. More than half of teens get news online rather than newspapers.
3. While new technologies provide opportunities for learning, they also present risks if used without guidance. Teens are more open to learning from peers online but also face risks of cyberbullying and inappropriate content. The document suggests ways parents can guide and monitor youth internet use.
This is the presentation I gave at the 2011 Japan Association for Language Teaching (JALT) CALL Conference in Kurume, Japan. Please contact me with any questions you may have at forsythe@hirogaku-u.ac.jp.
This presentation was created by Evan Rubin of LARC to deliver on August 25, 2012 to a group of language teachers in the Escondido Union High School District, CA
Mobile learning, or m-learning, utilizes portable electronic devices like smartphones, tablets, and laptops to enable learning anywhere. It allows education to be accessible to people of all ages, abilities, and resources. Major universities are adopting m-learning and integrating mobile technologies into their courses, bringing flexibility to students. M-learning bridges the gap between formal education and daily life by making learning interspersed with activities outside of school.
Gathered information second news story (yikyak)shaunaeleacy
1) The document discusses the social media app Yik Yak, which allows anonymous messaging within a 5 mile radius. It was popular on college campuses but also led to cyberbullying in middle schools and high schools.
2) In response to bullying issues, the developers used geofencing technology to disable the app in areas around schools. This helped curb bullying but did not eliminate all issues with the anonymous nature of the app.
3) The document also describes the founding and funding of Yik Yak, as well as one student's experience being bullied on the app which led her to start a successful petition calling for changes to curb bullying on the platform.
The document discusses parking problems faced by students at Arizona State University. It notes that with 21,000 parking spaces but 83,000 students, half of whom have cars, finding parking is extremely difficult. This causes students to have to park far from their classes, making them late and stressed. The document proposes some solutions like using empty fields for parking or learning from other universities' parking policies. It references several sources on parking issues at ASU and policies at other schools like Williams College.
This document discusses a wearable device called Hakeeme that monitors construction workers' health in the United Arab Emirates. It provides statistics showing that hundreds die from heat-related issues every year in the UAE, and thousands suffer injuries. While companies are banned from working in extreme heat, these regulations are often not enforced. Hakeeme aims to address this by monitoring workers in real-time and reporting on their well-being and any issues to relevant parties. The document outlines some challenges in accommodating emergencies and enforcing regulations. It then demonstrates a prototype of Hakeeme and discusses moving from prototype to a final product, including considerations around network architecture, feasibility, safety, and social impact.
This document discusses incorporating 21st century skills to engage learners. It describes how digital technologies like mobile devices, social media, cloud computing and open educational resources can be harnessed to rethink learning and education. These trends are influencing education through mobile learning apps, social learning networks, access to information anywhere through the cloud, and sharing of open resources online. New technologies like augmented and virtual reality also provide new ways to enhance learning.
Holy Gardens La Union Memorial Park held a funeral service for Edita P. Sanchez on July 20, 2011. The memorial park provided the location for Ms. Sanchez's last farewell. Family and friends gathered at Holy Gardens La Union Memorial Park to remember Ms. Sanchez.
This document discusses digital rights and responsibilities for students. It addresses that while students have a right to privacy and freedom of expression online, they also have responsibilities such as protecting personal information, using devices safely and ethically, and following school policies on device usage. The document suggests that teachers help students understand both their digital rights and the responsibilities that come with exercising those rights.
The document discusses e-learning, including definitions and types such as traditional and rapid e-learning. It provides facts about online course costs compared to non-online courses, time spent online, and how Ireland's e-learning system is progressing compared to other European countries. Advantages of e-learning include flexibility, lower costs, and the ability to study abroad, while disadvantages include needing reliable internet access, lack of physical contact, self-motivation, and distraction from social websites. Participating universities in e-learning are displayed in a spider diagram.
Ed 6620 – Future Trends In Educational TechnologyJames Parsons
This document discusses future trends in educational technology, including personal learning environments, the semantic web, and ubiquitous computing. Personal learning environments allow customized, personalized learning for each student. The semantic web enhances the world wide web by adding meaning to data through structured relationships. Ubiquitous computing enables learning to occur anywhere through access on mobile devices and wireless networks. These trends are pushing education towards personalized, contextualized learning that is not limited by location.
This presentation is a considering of the Bring Your Own Device (BYOD) approach to mobile learning, especially for considering in use by schools and 6th form colleges. This presentation formed part of the Colleges-University Leciester Network Librarians' Working Group session on 26 June, 2013 at University of Leiceter.
Instructional Design and Technology Profile Assignment on Dr. Sharon SmaldinoGenevaD
Dr. Sharon Smaldino is a distinguished faculty member at Northern Illinois University where she teaches graduate courses in instructional technology, distance education, and professional standards. She has devoted her career to researching how technology can enhance teaching and learning. Smaldino helped secure over $7 million in grants to fund teaching initiatives incorporating new technologies. She believes online learning can provide quality educational experiences for students when implemented well. Smaldino has authored several influential textbooks on instructional design and technology and is a leader in the field known for her work integrating technologies into classrooms.
The document discusses the future of technology in education and some key themes:
1. It discusses how new technologies will change the world and how building new systems can make old ones obsolete.
2. Some opportunities discussed include digital content and tools, learning space entitlements, and developing responsible digital citizens.
3. Key areas that will be impacted include pedagogy, the economy, and infrastructure.
The document discusses how classrooms are evolving thanks to new technologies like smartphones, tablets, and laptops. Students will soon trade pencils for these mobile devices, enabling mobile or mLearning where education can be accessed online anywhere and anytime. This new paradigm allows students more flexibility in how, when, and where they take courses. It also facilitates intergenerational learning as older generations learn to use these technologies from younger family members. A variety of new programming languages are also part of this evolution in education, and mobile devices are driving higher quality global standards in mLearning.
Are you wondering what your students can find at MySpace and YouTube? What are your concerns about cell phones on campus? This presentation preceded a hands-on introduction to social networking with a guided tour of MySpace, YouTube, and interesting ways that cell phones are used. The presentation wrapped up with a discussion about school options for responding when these social networking tools are on campus.
This document lists 10 best uses of the Internet for education purposes. These include using online images for lessons, finding virtual help for students, subscribing to education newsletters, researching mathematicians' histories, finding real-world examples of math concepts, accessing virtual field trips, taking online professional development courses, continuing education through online degree programs, using email for communication, and more. Each use includes an example website URL to illustrate that particular use.
1. The document discusses differences between digital natives, who have grown up with technology, and digital immigrants. Digital natives prefer receiving information quickly from multiple sources and in visual formats like pictures and video.
2. It provides statistics on teenagers' use of the internet and technology for social networking, news, and creating their own content. More than half of teens get news online rather than newspapers.
3. While new technologies provide opportunities for learning, they also present risks if used without guidance. Teens are more open to learning from peers online but also face risks of cyberbullying and inappropriate content. The document suggests ways parents can guide and monitor youth internet use.
This is the presentation I gave at the 2011 Japan Association for Language Teaching (JALT) CALL Conference in Kurume, Japan. Please contact me with any questions you may have at forsythe@hirogaku-u.ac.jp.
This presentation was created by Evan Rubin of LARC to deliver on August 25, 2012 to a group of language teachers in the Escondido Union High School District, CA
Mobile learning, or m-learning, utilizes portable electronic devices like smartphones, tablets, and laptops to enable learning anywhere. It allows education to be accessible to people of all ages, abilities, and resources. Major universities are adopting m-learning and integrating mobile technologies into their courses, bringing flexibility to students. M-learning bridges the gap between formal education and daily life by making learning interspersed with activities outside of school.
Gathered information second news story (yikyak)shaunaeleacy
1) The document discusses the social media app Yik Yak, which allows anonymous messaging within a 5 mile radius. It was popular on college campuses but also led to cyberbullying in middle schools and high schools.
2) In response to bullying issues, the developers used geofencing technology to disable the app in areas around schools. This helped curb bullying but did not eliminate all issues with the anonymous nature of the app.
3) The document also describes the founding and funding of Yik Yak, as well as one student's experience being bullied on the app which led her to start a successful petition calling for changes to curb bullying on the platform.
The document discusses parking problems faced by students at Arizona State University. It notes that with 21,000 parking spaces but 83,000 students, half of whom have cars, finding parking is extremely difficult. This causes students to have to park far from their classes, making them late and stressed. The document proposes some solutions like using empty fields for parking or learning from other universities' parking policies. It references several sources on parking issues at ASU and policies at other schools like Williams College.
This document discusses a wearable device called Hakeeme that monitors construction workers' health in the United Arab Emirates. It provides statistics showing that hundreds die from heat-related issues every year in the UAE, and thousands suffer injuries. While companies are banned from working in extreme heat, these regulations are often not enforced. Hakeeme aims to address this by monitoring workers in real-time and reporting on their well-being and any issues to relevant parties. The document outlines some challenges in accommodating emergencies and enforcing regulations. It then demonstrates a prototype of Hakeeme and discusses moving from prototype to a final product, including considerations around network architecture, feasibility, safety, and social impact.
This document discusses incorporating 21st century skills to engage learners. It describes how digital technologies like mobile devices, social media, cloud computing and open educational resources can be harnessed to rethink learning and education. These trends are influencing education through mobile learning apps, social learning networks, access to information anywhere through the cloud, and sharing of open resources online. New technologies like augmented and virtual reality also provide new ways to enhance learning.
Holy Gardens La Union Memorial Park held a funeral service for Edita P. Sanchez on July 20, 2011. The memorial park provided the location for Ms. Sanchez's last farewell. Family and friends gathered at Holy Gardens La Union Memorial Park to remember Ms. Sanchez.
This document discusses digital rights and responsibilities for students. It addresses that while students have a right to privacy and freedom of expression online, they also have responsibilities such as protecting personal information, using devices safely and ethically, and following school policies on device usage. The document suggests that teachers help students understand both their digital rights and the responsibilities that come with exercising those rights.
Francisco Nones Millares had his last farewell at Holy Gardens La Union Memorial Park on August 15, 2011. The memorial park held a service to commemorate Millares' life and passing. Friends and family gathered to remember Millares.
Holy Gardens La Union Memorial Park is the burial site of Oliver F. Marquez Sr. who passed away on August 20, 2011. The document provides information about Oliver F. Marquez Sr.'s final resting place and date of death.
Holy Gardens La Union Memorial Park is a memorial site for Jeaneth Tingdan Baduyen who passed away on January 14, 2012. The memorial park honors treasured moments and memories of Jeaneth Tingdan Baduyen through a memorial site. Jeaneth Tingdan Baduyen is remembered at Holy Gardens La Union Memorial Park.
Last farewell of marlyn pajimola at holy gardens la union memorial parkHolyGardens LaUnion
Holy Gardens La Union Memorial Park held a funeral service for Marlyn Hidalgo Pajimola on November 12, 2011. The memorial park provided a final resting place and funeral rites for Marlyn Hidalgo Pajimola, who passed away. Friends and family gathered at Holy Gardens La Union Memorial Park to remember and honor the life of Marlyn Hidalgo Pajimola.
1. Smartphones can be used for educational purposes such as conducting research, taking notes, capturing photos and videos for school projects, using apps for quizzes and games, and accessing educational content and resources.
2. They allow for multiple ways to input and organize information, and can serve as a digital notebook or repository for notes, files, pictures, audio, and video.
3. Smartphones provide opportunities for collaboration between students and teachers through sharing information.
1. Smartphones can be used for educational purposes such as conducting research, taking notes, capturing photos and videos for school projects, using apps for quizzes and games, and accessing educational content and resources.
2. They allow for multiple ways to input and organize information, and can serve as a digital notebook or repository for notes, files, pictures, audio, and video.
3. Smartphones provide opportunities for collaboration between students and teachers through sharing information.
Moreton Bay College is a P-12 Girls’ School on the eastern outskirts of Brisbane. Three years ago the decision was taken at executive level that filtering was not the solution to our students’ cybersafety. In fact, stringent filtering was proving counter productive, as many new and potentially useful Web 2.0 sites were being blocked. The proliferation of 3G devices and the constant battle against proxy bypass sites also meant that filtering as a solution was doomed to failure. This presentation will look at the steps the school has taken to foster a climate of digital citizenship with its students inpreparation for the schools’ 1-to-1 implementation that began this year.
The document discusses the role of mobile technology in K-12 education, noting that tools like smartphones, tablets, and apps can enable new forms of learning but also come with risks if not implemented carefully. A number of current mobile learning projects and tools are described, and tips are provided on safe and effective ways to integrate mobile into teaching and learning. The future of mobile technology in education is uncertain but holds potential if its opportunities and risks are understood and mitigated.
The document discusses using students' mobile devices in schools for learning. It argues that banning devices is ineffective since students already use them outside of school. Instead, schools should create policies allowing responsible device use under teacher supervision. Examples are given of how students at Notre Dame High School use devices for activities like science experiments, language presentations, fieldwork, and research. The policy focuses on banning irresponsible use rather than the devices themselves.
The document discusses using students' mobile devices in schools for learning. It argues that banning devices is ineffective since students already use them outside of school. Instead, schools should create policies allowing responsible device use under teacher supervision. Examples are given of how students at Notre Dame High School use devices for activities like science experiments, language presentations, fieldwork, and research. The policy focuses on banning irresponsible use rather than the devices themselves.
The document discusses how students today are immersed in technology such as cell phones, MP3 players, laptops, and social media. It notes that 76% of secondary students have cell phones, with 30% having smartphones. It also discusses how students want to use their own technology for learning. The document provides examples of how some schools are integrating students' personal technology into the classroom, such as allowing cell phone use for assignments. It emphasizes that schools must prepare students for the technological workplace of the future.
The document discusses several opportunities and challenges that technology presents for education. It notes that technology allows greater access to multimedia content and online learning tools. However, it also points out that there are disparities in technology resources between wealthy and low-income school districts. The document advocates for the use of technology in the classroom to prepare students for their professional futures and argues that educational technology can provide motivational benefits, cost savings, and the ability to instantly assess student performance and connect classrooms globally.
The document discusses the Phoenixville Area School District's implementation of a net safety and digital citizenship curriculum called CyberSmart. The curriculum is designed to teach elementary students how to use the internet safely and responsibly. It covers topics like digital rights and security, cyberbullying, and interacting appropriately online. The district provided teacher training and integrated the lessons into various subjects like library and health classes. The goal is to empower students to take advantage of online tools and opportunities while avoiding related risks.
The document discusses the Phoenixville Area School District's implementation of a net safety and digital citizenship curriculum called CyberSmart. The curriculum is designed to teach elementary students how to use the internet safely and responsibly. It covers topics like digital rights and security, cyberbullying, and interacting appropriately online. The district provided teacher training and integrated the lessons into various subjects like library and health classes. The goal is to empower students to take advantage of online tools and opportunities while avoiding related risks.
The document discusses the increasing role of computers and online education in classrooms and some key considerations around their use. It promotes safety tools like i-Safe America that provide online safety lessons to students. While technology provides opportunities, it is important to evaluate pros and cons, effects on learning, and ensure student safety both online and in the classroom.
Technology is important in education for several reasons:
1) It promotes equality by providing disadvantaged students access to the same educational resources as their peers through technology.
2) Technology prepares students for their professional futures, as technology will be integral to every career.
3) Mobile technology allows learning to extend beyond the classroom by enabling students to learn anywhere.
4) Technology provides instant feedback on student progress, which increases motivation to improve.
The document discusses the increasing prevalence of mobile phones and how schools are responding. It notes that many students now bring their phones to school daily, despite some school bans. It then suggests ways that phones could potentially be incorporated into education, such as for research, collaboration, ebooks, math formulas, photography, and more. Some specific apps are also mentioned that could help with subjects like science, language learning, and test preparation. Both advantages and disadvantages of allowing phones in schools are outlined.
What is the purpose of a digital citizenship program? Who is the audience in schools - teachers, parents, students? This presentation looks at some of the research and discusses the factors to consider when developing a digital citizenship program for your school.
This document discusses students' usage of technology and how it can be incorporated into education. It finds that students extensively use the internet, mobile phones, social media, and games. However, there is a disconnect between how students use technology for leisure and how it is used in schools. The document argues that education needs to evolve to embrace technology by having students actively create and collaborate with technology. It also suggests teachers learn to use social media and online tools to enhance learning.
The Twenty First century is considered as an era of technology. It plays an essential part in our lives. Starting from an individual to a country’s economy – technology has managed to leave an impact on all. The rapid growth of technology finds its roots in the human urge of time optimization. Also, it ensures that even the toughest of jobs can be performed with ease.
Presentation Research and Web Tool to ShareJoan Wall
This document discusses using technology to create engaging learning experiences that meet diverse needs. It examines research on student and faculty access and use of mobile devices at Portage College in 2014. The research found high access to smartphones but also distraction as a drawback. It provides examples of apps that can be used for various purposes like notes, communication, and presentations. Specific recommendations include guiding effective mobile device use, having valid uses, and addressing access issues through professional development.
This document discusses using cellphones in the classroom for 21st century teaching and learning. It provides examples of student projects created using cellphones, such as digital photo galleries, video projects, and apps for organization. The document also addresses ethics, safety, and creating appropriate cellphone policies to ensure student learning while preventing distraction. Guidelines are proposed for using cellphones as educational tools and developing digital citizenship.
This document discusses using cellphones in the classroom for 21st century teaching and learning. It provides examples of student projects created using cellphones, such as digital photo galleries, video projects, and apps for organization. It also addresses ethics, safety, and creating appropriate cellphone policies to guide student use and ensure learning rather than distraction. Guidelines are suggested for balancing cellphone benefits with avoiding improper usage.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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Ass1ppt.orgn
1. Starting the Conversation: ISSUES SURROUNDING DIGITAL RIGHTS AND RESPONSIBILITY http://www.flickr.com/photos/shane58/3156303127/
2. Students own many different mobile devices and view it as their right to use them at school. Many students do not use these devices responsibly.
3. We can bury our heads in the sand, but mobile devices are here to stay http://www.flickr.com/photos/38104469@N00/3899953986/
4. DIGITAL RIGHTS DIGITALRESPONSIBILITIES Attribution – http://bluepuzzle.org/iceberg Creative Commons License
5. Privacy Access Digital Rights Freedom Of Expression Legal Safety
6. Students seem to think it is their inherent right to use digital devices at school ACCESS The power of the social network drives many students to use their digital devices inappropriately during classes even though they know it is not the right thing to do. View this u-tube clip http://youtu.be/TaDz-6-l8WU http://www.flickr.com/photos/jalcfr/5440320932/in/photostream/
7. PRIVACY RESPONSIBILITIES protect identity Protect personal information Digital footprints http://www.flickr.com/photos/mrenjoy/549547256/sizes/o/in/set-72157594570977315/
8. Freedom of Expression R E S P O N S I B I L I T I E S Ethical use Appropriate use Creativity Respect Digital Footprint httpwww.flickr.comphotossocialistcartoonist5082351422sizeslinphotostream
9. RESPONSIBLITIES Privacy settings Know who you chat to Block Security Report http://www.flickr.com/photos/48293609@N02/4424152823/sizes/l/in/photostream/
10. Criminal Law and SNS LEGAL RESPONSIBILITIES copyright Social Networking Sites Cyber-bullying Privacy http://www.flickr.com/photos/8185675@N07/4369023717/
11. CONCLUSION Digital Citizenship is part of the Northern Territory Learning Technology outcomes that require students to have an understanding of ones rights and responsibilities in a digital world. As educators we should educate our students on rights and responsibilities when using digital devices to enable them to become responsible digital citizens. Recommended Readings Australian Communications and Media Authority (ACMA) (2009) Cyber smart Schools. Available at: Media AuthoAwww.cybersmart.gov.au/schools.aspx CHAPTER 5: Teaching Digital Citizenship to Students. (2007). Digital Citizenship in Schools (pp. 73-79). International Society for Technology in Education. http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=27694673&site=ehost-live Greenhow, C. (201o) A New Concept of Citizenship for the Digital Age, Learning & Leading with Technology, March/April. ISTE (International Society for Technology in Education), Northern Territory Government Curriculum Framework. (2009) Learning Technology, pp 1-33. http://www.flickr.com/photos/artimagesmarkcummins/513969188/
12. How as teachers can we use social media to teach students about their rights and responsibilities when using ICT? Digital Security Digital Rights Digital Responsibility Digital Access Digital Safety Digital Accessibility Digital Citizenship Digital Etiquette Why should Learning Technology outcomes be included by all teachers in their programs? What ways arestudents using electronic devices at school AND how can we use this knowledge to change our pedagogies? Digital Location
Editor's Notes
SLIDE 1 – Frosty WebINTRODUCTION To begin our conversation, we are going to delve into the digital citizenship issue of rights and responsibilities when using mobile and electronic devices.Our college has 1048 enrolments, with separate middle school and senior school timetables and programs. Within classrooms and in the schoolyard, students are using a range of technology for social and educational purposes. Throughout this presentation, think about the ways our students are using mobile devices at school, how we teach students to use these devices responsibly and finally how we can implement Digital Citizenship, which is part of the Learning Technology strand of the Northern Territory Curriculum Framework (NTCF,2009, p.3), into all of our programs.
SLIDE 2There are varying degrees of dissatisfaction at our school about student use of mobile devices. It is also valuable to note that the Northern Territory Department of Education and Training (DET, 2009, p.1) policy on the use of Electronic Devices in the school environment, outlines major issues that educators face relating to use of electronic devices.With this is mind, it is important that we first address the issue of rights and responsibilities as a starting point of conversation. The ensuing slides will look at a range of different digital rights and responsibilities students need to successfully live in this digital world (Ch.5, Teaching Digital Citizenship to Students, 2007, p.75) and to understand appropriate technology use.
SLIDE 3 – Heads in the SandThe Department of Education and Training (DET, 2009, p.1) supports the use of emerging technologies for educational delivery and personal development and states it’s the responsibility of individual schools to develop their own policy around use of these electronic devices. As educators we should embrace the potential technology has in enhancing students learning experiences. Quality online participation, notes Greenhow (2010, p.25) should entail demonstrating respect for the rights and responsibilities of self and others in the digital commons and that today’s standards for professional competency require teachers to model and instruct students on digital citizenship. As educators, we teach our students how to be good citizens of our country and what their rights and responsibilities are as members of that society. (Ch5. Teaching Digital Citizenship to Students, 2007, p73.) The same issues need to be addressed with regard to the emerging digital society, so that students can learn how to be responsible and productive members of that society
SLIDE 4 – Tip of the Iceberg Digital Rights and Responsibilities are defined as “the privileges and freedoms extended to all digital technology users, and the behavioural expectations that come with them.” (Ch2. The Nine Elements of Digital Citizenship, 2007, p 29.) Digital rights can be thought of as entitlements, so at our school, what are student digital entitlements? Are students entitled to use computers, are they entitled to use their iPads, iPhones and iPods in class and at break?Digital responsibility supports rights. In the context of our school, responsible behaviour is influenced by individual and group Attitudes, Behaviour, Culture, Decisions and Ethics. Teaching students the importance of being a responsible digital citizen is the foundation towards helping students be successful members in an online world where “users will enjoy the benefits of digital technology because they will understand that there can be rights in a society only if there are also responsibilities.” (Ch.2, The Nine Elements of Digital Citizenship, 2007, p. 30).
SLIDE 5 – DIGITAL RIGHTSThe digital rights identified are rights applicable to our school and students in the context of digital rights and responsibilities. These rights and associated responsibilities will be addressed in the following slides. They were sourced from articles such as Digital Citizen Rights (2007) pp. 79-71; Westen & Madaras (2007) A Digital Citizens’ Bill of Rights; Zwart, Lindsay, Henderson and Phillips, (2011) Teenagers, Legal Risks and Social Networking Sites; and DET (2009) Mobile Phones and Electronic Devices in the School Environment Policy, pp. 1-3.
As the u-tube clip shows, students acknowledge that they should not be accessing social networking sites during classes. In our online world, students have a right to access information as part of their learning. According to Missingham (2009, Encouraging the digital economy and digital citizenship, p.392) there is a range of daily activities for which the digital environment is vital. Access is a digital citizenship element, but in the context of rights and responsibilities’ the access issue at our school is students using digital devices inappropriately during class: texting , facebook, twitter, playing games and going onto inappropriate sites when given class computer access. Access rights in class and out of class need to be made clear through school policy – acceptable use policy and mobile devices policy.Access responsibility has to be clear: student responsibility is to follow school policy on use of mobile and electronic devices, using technology in class to only access sites that are necessary for achieving their curriculum outcomes.Access information – with the world online 24/7, students should be taught about responsible access e.g.: not opening spam, clicking on pop-ups or unknown hyperlinks at sites, and that there are serious consequences of accessing inappropriate content. (ACMA, 2009, Protecting computers e-security, Common cyber safety Issues Download, p4)
SLIDE 7- PRIVACYPrivacy in a digital world is largely protected through responsible behaviour. Young people are often unaware that private content may become visible and accessible to an unknown audience both now and, given the permanency of information on the internet, potentially the future. (ACMA, 2009, Digital Reputation)Schools have a responsibility to teach students about responsible behaviours they should adopt to protect their privacy such as:Identity responsibilities: Do not give disclose personal information, when access requires information fill out only red asterisk mandatory information. (ACMA, 2009, disclosing personal information online) Be aware that your identity can be used inappropriately by others.Protection responsibilities: Know what makes a secure website ( https, padlocks), never email anyone your password, change passwords regularly, read user agreements and install spam filtering software. (ACMA, 2009, disclosing personal information online)Digital Footprint: Students need to be aware that their personal data is available on the internet and may be permanently accessible, and that they have a digital reputation which can have legal and employment consequences in the future. “The discovery of personal information by people, for whom it was not intended, such as future employers or university officials, may have long-term negative consequences.” (Zwart, Lindsay; Henderson, and Phillips, 2011, p. 13)
SLIDE 8 - FREEDOM OF EXPRESSIONOur society prides itself in our right to have freedom of expression and speech. Students need to be reminded of the consequences of not being responsible online:Creativity or copyright breaching?Chat/Gossip or bullying and harassment?Viewpoint or racist rant Opinions posted on twitter, face book, emails, texts, blogs, and pictures posted online – they are there for all to see potentially forever. Think about consequences of freedom of expression and act responsibly.
SLIDE 9 - SAFETY The Learning Technology (2009) NTCF Information Communication Technology (ICT) in Society [LT-S] Domain requires learners to practise responsible use of technology systems and understand safety issues relating to ICT use in a rapidly changing society. By year ten our students are expected to demonstrate competencies which require them to apply, critique and practice safe, secure and responsible ICT and Internet use in local and global contexts. Our students need to be shown how to act responsibly and stay safe online as part of our curriculum. Security: Provide students with information on common security threats and how to protect personal information.Be aware of risks: grooming, misuse of your information, bank details and fraud.Block – unwanted or unknown contactReporting - save details (ACMA, 2009, Unwanted Contact, p.6) and tell a trusted adult.Privacy Settings – strong passwords, firewall turned on, anti-virus software, check default settings Use sites such as Cyber-smart, Stay Smart Online and Digi teen.
SLIDE 10 - LEGALThe ICT in society domain of Learning Technology, (NTCF,2009) requires learners be able to analyse the benefits, constraints and influence of social, legal and economic issues on the use of the internet and enabled devices’ (NTCF, 2009, p8) and understand about intellectual property, copyright and plagiarism. We have a responsibility as educators to inform students about their legal rights and responsibilities. Social Networking sites: students take risks, but need to be aware that there are legal consequences that can be long term (Zwart, et al, 2011, p 17) for breaches of privacy, intellectual property infringement, defamation and criminal offences. Privacy: students are responsible for what they post online. They need to be taught that there are laws to protect people’s privacy, so if you post picture of someone without their permission or upload a school fight onto a SNS or send to others – privacy laws have been breached with serious legal consequences. Cyber Bullying – The legislation through parliament of BrodiePanlock’s law protects people from online bullying and harassment with up to ten years jail for offenders. Copyright – Students should be taught that you need permission to use someone else’s work. They need to develop responsibility through education for ownership of work, use of images and pictures and how to attribute information so as not to breach copyright. Copyright Law in Australia, a short guide (2005, p. 15) explains how copyright can be enforced. Criminal Laws and SNS – Social Networking Sites are as much a part of many of our student’s lives as eating and sleeping. Students have a responsibility to behave ethically – harassment, identity theft, fraud, posting of offensive material, accessing pornographic material – all have criminal consequences. Students need to be aware that from 14 years to 18 years, young people are considered fully responsible for criminal acts that are subject to criminal penalties. ((Zwart, et al, 2011, p. 78)
SLIDE 11 – Conclusion and Recommended Readings.
BIBLIOGRAPHYAustralian Communications and Media Authority (ACMA) (2009). Cybersmart Schools: Digtal Reputation. October 2009. Available at: http://www.cybersmart.gov.au/Schools/Common%20cybersafety%20issues/Protecting%20personal%20information/Digital%20reputation.aspx Australian Communications and Media Authority (ACMA), (2009), Cybersmart Schools: Disclosing Personal Information Online. October 2009. Available at: http://www.cybersmart.gov.au/Schools/Common%20cybersafety%20issues/Protecting%20personal%20information/Disclosing%20personal%20information%20online.aspx Australian Communications and Media Authority (ACMA), (2009), Cybersmart Schools: Protecting computers e-security, Common cyber safety Issues Download, February 2010. Avaliable at: http://www.cybersmart.gov.au/Schools/Common%20cybersafety%20issues/Protecting%20computers.aspx Australian Communications and Media Authority (ACMA), (2009), Cybersmart Schools: Common CybersafeyIssyes; Unwanted Contact: Keeping Children and Young People Safe Download, October 2009. Available at: http://www.cybersmart.gov.au/Schools/Common%20cybersafety%20issues/Unwanted%20contact.aspx Chapter 2: The nine elements of Digital Citizenship. (2007). Digital Citizenship in schools (pp 13-37) International Society for Technology in Education. CHAPTER 5: Teaching Digital Citizenship to Students. (2007). Digital Citizenship in Schools (pp. 73-79). International Society for Technology in Education. Both Ch2 and Ch 5 Accessed from:http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=27694673&site=ehost-live Copyright Law in Australia, (2005) A short guide, Commonwealth of Australia Available at: http://www.ema.gov.au/agd/WWW/rwpattach.nsf/VAP/(CFD7369FCAE9B8F32F341DBE097801FF)~Copyright+Law+in+Australia+-+A+Short+Guide+-+June+2005.pdf/$file/Copyright+Law+in+Australia+-+A+Short+Guide+-+June+2005.pdf Cybersmart, (2011) Australian Government. Available at:http://www.cybersmart.gov.au/Schools.aspx Department of Education and Training, (2009) Policy, Mobile Phones and Electronic Devices in the School Environment, available at: http://www.det.nt.gov.au/about-us/policies?result_485_result_page=M Digital Citizen Rights (2007) Case study Report 2, Ch 5, pp 79-11. Accessed from: http://www.egovbarriers.org/downloads/deliverables/casestudy/Case_study_report.pdf Davis, V. (2011) Digi teen – Digital Citizenship for Teenagers. Available at:http://digiteen.ning.com/ Greenhow, C. (2010) A New Concept of Citizenship for the Digital Age, Learning & Leading with Technology, March/April. ISTE (International Society for Technology in Education). Missingham, R. (2009) Encouraging the Digital Economy and Digital Citizenship. The Australian Library Journal, November, pp. 386-399. Stay smart online, (2011) An Australian Government Initiative, Cyber Security Section, Department of Broadband, Communications and the Digital Economy, Canberra, Australia. Available at: http://www.staysmartonline.gov.au/ Westen, T. & Madaras, A. (2006) A Digital Citizens’ Bill of Rights. Accessed from:http://journal.webscience.org/211/1/websci09_attachment_171.pdf Zwart, M; Lindsay; Henderson, M; and Phillips, M. (2011 ) Teenagers, Legal Risks and Social Networking Sites, Faculty of Education, Monash University, Victoria, Australia. Accessed from: http://newmediaresearch.educ.monash.edu.au/moodle/pluginfile.php/2117/mod_label/intro/SNSandRisks_REPORT.pdf