Case study lms__associated_apps_2020
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This document discusses three learning management systems (Google Classroom, GSCS Cyber School (Moodle), and Microsoft Teams) and their compliance with privacy laws. It notes that the division's IT department manages passwords, data storage, and account deletion for students after they leave the division. However, changing privacy settings could allow student work to be shared more publicly. The document recommends reviewing privacy settings with students, ensuring proper forms and plans are in place, communicating clearly with parents, and archiving materials at year-end as normally done in a physical classroom.
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Student privacy and_technology_2020
This document discusses student privacy and technology. It emphasizes that schools must have an Acceptable Use Policy (AUP) and Digital Citizenship Plan that addresses the risks and benefits of technology use. It also introduces the concept of LAFOIP, which governs how educators handle student information in Saskatchewan. When using web tools, apps or cloud technology, educators should consider three big questions regarding student privacy: who owns the information, how erasable is the information, and who has access to the information. Having awareness of privacy issues is stressed as the most important factor.
Case study storage_vs_sharing_2020
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Blognewsletters
The document provides instructions for teachers on setting up online newsletters using blogs. It recommends blogs over class pages because blogs are easier to use and are formatted like diaries. It outlines a 3 step process: 1) gather content like text and photos, 2) set up a free blog on Blogger.com, and 3) add an initial blog post. It includes examples of blog settings and existing blogs created by teachers at a school to share newsletters, student work, and more with families and communities online.
Student privacy and technology
This document discusses student privacy and technology use in schools. It emphasizes that schools must have an Acceptable Use Policy (AUP) and Digital Citizenship Plan that addresses the risks and benefits of technology use. It also discusses LAFOIP, the Local Authority Freedom of Information and Protection of Privacy Act, which governs how educators handle student information. When choosing technology tools, schools should consider the educational benefit, ownership of student information, how removable the information is, and who has access. The "3 Big Questions" are identified as the most important factors to evaluate - who owns the information, how erasable it is, and who has access. The focus should be on educating students and ensuring awareness of privacy issues.
Case Study - Age Restrictions
Both Animoto and Microsoft's terms of service could potentially be used with a class of twelve year olds according to the snippets provided, if certain conditions are met:
1. The teacher ensures the tool is appropriate and researches privacy policies.
2. For teacher-directed tools, students do not need to falsify age. For student-chosen tools, students must understand privacy policies.
3. The school's AUP allows teachers discretion in choosing tools that require older ages, as long as privacy is taught.
Learning 2.0 workshop 2009
This document discusses the growth of information and web technologies. It notes that the amount of information created annually now exceeds what is in the Library of Congress, and that by 2020 a pocket-sized device will be able to hold all content ever created. It then discusses concepts like wikis, blogs, social networking and how they contribute to the phenomenon known as "Web 2.0". The document also highlights statistics on internet and technology use among different age groups and regions. It concludes by encouraging the reader to start using new technologies like blogs and wikis to learn.
Web 2
The document discusses the author's experiences with Web 2.0 technologies and how it will impact her future teaching. Some of the positives included access to materials from anywhere, sharing information with others, and opportunities for creativity. Challenges involved ensuring technology availability, learning new materials, safety of personal information, and credibility of online information. The author believes her experiences will allow her to be more creative in teaching, present material in new ways, and help students learn important technology skills while maintaining safety by setting guidelines and monitoring student internet use.
Recommended
Student privacy and_technology_2020
This document discusses student privacy and technology. It emphasizes that schools must have an Acceptable Use Policy (AUP) and Digital Citizenship Plan that addresses the risks and benefits of technology use. It also introduces the concept of LAFOIP, which governs how educators handle student information in Saskatchewan. When using web tools, apps or cloud technology, educators should consider three big questions regarding student privacy: who owns the information, how erasable is the information, and who has access to the information. Having awareness of privacy issues is stressed as the most important factor.
Case study storage_vs_sharing_2020
The document provides guidance on the appropriate use of cloud storage and sharing platforms for student work and photos. In Case 1, it finds that a teacher's use of Dropbox for storing classroom photos is acceptable if access is password protected, photos are deleted at the end of the year, and the teacher reviews Dropbox's privacy policy annually. Case 2 examines sharing class e-books on Google Drive and finds it is appropriate if only parents have access, files are deleted at year-end, and educational merit is communicated to parents. The document emphasizes clearly explaining the purpose and benefits of technology tools used for student work.
10 questions for LAFOIP in the classroom
This document discusses cloud technologies and LAFOIP (Local Authority Freedom of Information and Protection of Privacy Act) legislation in Saskatchewan schools. It provides guidance on evaluating educational tools, ensuring they have merit and benefit before using. When using tools that involve student personal information, educators must consider LAFOIP requirements, like obtaining written consent, understanding who owns the data, and ensuring privacy. Key questions to ask about any tool include who has access to student information, how erasable it is, and who owns the data. Student privacy and informed consent should be the top priorities.
Blognewsletters
The document provides instructions for teachers on setting up online newsletters using blogs. It recommends blogs over class pages because blogs are easier to use and are formatted like diaries. It outlines a 3 step process: 1) gather content like text and photos, 2) set up a free blog on Blogger.com, and 3) add an initial blog post. It includes examples of blog settings and existing blogs created by teachers at a school to share newsletters, student work, and more with families and communities online.
Student privacy and technology
This document discusses student privacy and technology use in schools. It emphasizes that schools must have an Acceptable Use Policy (AUP) and Digital Citizenship Plan that addresses the risks and benefits of technology use. It also discusses LAFOIP, the Local Authority Freedom of Information and Protection of Privacy Act, which governs how educators handle student information. When choosing technology tools, schools should consider the educational benefit, ownership of student information, how removable the information is, and who has access. The "3 Big Questions" are identified as the most important factors to evaluate - who owns the information, how erasable it is, and who has access. The focus should be on educating students and ensuring awareness of privacy issues.
Case Study - Age Restrictions
Both Animoto and Microsoft's terms of service could potentially be used with a class of twelve year olds according to the snippets provided, if certain conditions are met:
1. The teacher ensures the tool is appropriate and researches privacy policies.
2. For teacher-directed tools, students do not need to falsify age. For student-chosen tools, students must understand privacy policies.
3. The school's AUP allows teachers discretion in choosing tools that require older ages, as long as privacy is taught.
Learning 2.0 workshop 2009
This document discusses the growth of information and web technologies. It notes that the amount of information created annually now exceeds what is in the Library of Congress, and that by 2020 a pocket-sized device will be able to hold all content ever created. It then discusses concepts like wikis, blogs, social networking and how they contribute to the phenomenon known as "Web 2.0". The document also highlights statistics on internet and technology use among different age groups and regions. It concludes by encouraging the reader to start using new technologies like blogs and wikis to learn.
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The document discusses the author's experiences with Web 2.0 technologies and how it will impact her future teaching. Some of the positives included access to materials from anywhere, sharing information with others, and opportunities for creativity. Challenges involved ensuring technology availability, learning new materials, safety of personal information, and credibility of online information. The author believes her experiences will allow her to be more creative in teaching, present material in new ways, and help students learn important technology skills while maintaining safety by setting guidelines and monitoring student internet use.
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Using iclickers [autosaved]
I>Clickers are audience response systems that allow students to anonymously vote on questions using wireless clickers. The teacher can then instantly display voting results to provide feedback. Using clickers engages students and helps teachers assess understanding. Key benefits include interactive participation, anonymity, and immediate feedback. Four University of Illinois physicists invented I>Clickers and later sold them to Macmillan.
Using iclickers [autosaved]
I>Clickers are audience response systems that allow students to anonymously vote on questions using wireless clickers. The teacher can then instantly display voting results to provide feedback. Using clickers engages students and helps teachers assess understanding. Key benefits include interactive participation, anonymity, and immediate feedback. Four University of Illinois physicists invented I>Clickers and later sold them to Macmillan.
Internet publication
The document discusses the author's use of the internet both personally and professionally as a teacher. It covers how the author first learned to use the internet in middle school for research and now uses it for many daily tasks. As a teacher, the author understands the school's strict internet policies to block inappropriate content and monitors student internet use, enforcing consequences for violating rules. The author plans to implement more research-based projects in the future that teach students to properly cite online sources and avoid plagiarism through documentation of research processes.
The Web
The document discusses how C.I.S. 339 School of Technology uses web-based education to serve future adults by interconnecting teachers and students through the internet and peer support networks. It advocates for curriculum delivery that aligns with students' communication interests and abilities to empower teachers and students to use technology more effectively, critically, and safely. The document raises questions for educators to consider about how to harness technology to meet student needs through observing, piloting, integrating, training and reviewing approaches at various paces of connection with web-based tools.
Social Networking
The document discusses using Facebook in the classroom as a social networking tool. It outlines the various features of Facebook like live chat, photo and video upload, friend finder, news feed, and groups. It argues these tools could be beneficial for projects, constant updates, and creating virtual classrooms. However, it also notes privacy and monitoring concerns that would need to be addressed. Overall, the document concludes Facebook could be a "yes" for education by allowing teachers to connect with students on a platform they are already using.
Internet Safety Lesson Plan 1
This lesson plan introduces 5th grade students to internet safety. During a 30 minute lesson, the teacher will start with an internet safety quiz using clickers. They will then discuss how students use the internet and how to stay safe online, such as protecting usernames and passwords, not sharing personal information, and understanding how locations can still be identified without directly stating them. The teacher will also cover computer viruses, how they spread, and tips to avoid downloading unknown files or sharing emails. Students will have guided practice through discussion questions. At the end, the teacher will review quick internet safety tips and discuss how online behavior will be covered in the next lesson.
Internet 1 lesson plan
This lesson plan introduces 5th grade students to internet safety. During a 30 minute lesson, the teacher will start with an internet safety quiz using clickers to engage students. They will then discuss how students use the internet and how to stay safe by protecting personal information, usernames, passwords, and location. Students will learn about computer viruses and how to avoid downloading unknown files or sharing emails. The lesson aims to teach students to make safe decisions online and protect their computers.
Geek Squad
This document outlines the work of student technology teams. It introduces Chris Champion and Brad Shank, who lead these teams. The teams help address common hardware and software issues at their schools. The teams have processes for handling technology requests from teachers, dispatching students to help, and getting teacher feedback. The students learn skills in troubleshooting, documentation, graphic design, and web design. Other schools have implemented similar student tech support programs.
A school’s duty of care for students to students
Schools have a duty of care to students both for data that comes into them (content regulation) and data about them that is shared (privacy) when students access cyberspace. This raises legal tensions as the internet provides educational opportunities but also liability for schools. To balance these, schools should carefully check websites before allowing educational use, directly teach e-safety, and consider restricting direct student logons in favor of teacher-controlled options like monitored blogs. While issues will always exist, comprehensive e-safety education programs and oversight can help schools fulfill their duty of care for students online.
Achievement Show 2009
Twynham School has implemented a learning platform to raise student achievement. The platform provides students with 24/7 access to information, guidance, and revision materials from any location. It also facilitates collaboration between students, teachers, and parents. Research shows parental engagement is a key factor in student success, so the platform includes a parent portal that provides updates on students' progress and opportunities for parents to become involved in their child's learning. The platform has been well-received by students and parents and allows the school to customize content to best support learning.
Online safety web project description
The document summarizes an online safety web-based project created by educators for fifth and sixth grade students and their parents. It addresses three main online safety issues: spending too much time online/gaming, cyberbullying, and sharing personal information/pictures. The project uses a Glogster platform to inform students and parents about school rules regarding online safety and provides additional resources like websites, games, and videos to educate about age-appropriate guidelines. Research for the project was obtained from various state and federal online safety websites and articles.
Final Assignment
The document discusses the author's experience in an online technology course. While apprehensive at first due to changing rules, the author found the readings on integrating technology into classrooms to be interesting. Exposure to new tools like blogging helped the author see opportunities for students. Though the course did not meet high standards, the information was worthwhile. The author plans to share ideas from the course, like blogging and podcasting, with colleagues and research tools before presenting them. Overall, the exposure to new technologies was the most interesting part and the author sees potential for tools like blogging in the classroom with proper precautions.
Aggregation Tools
Aggregation tools like RSS readers allow users to selectively follow updates from websites and manage incoming information. The document discusses various RSS tools like Google Reader that let the user choose sites to follow without being inundated by notifications. The author intends to become familiar with these tools to help technical college instructors select appropriate web tools, as many instructors know little about web technologies. The author plans to start with an RSS reader to stay updated on topics like adult learning and instructional design in a manageable way.
Presentation1
When the author was a kid, they were curious about how things worked and how to find answers. After joining college, the author was able to learn about how computers exchange information and connect to the internet. While completing their B.Tech, the author's curiosity continued growing each day and they did not want to stop learning new things even after college. The author is now looking for a company that can provide even more learning opportunities in a real-world development environment, where as a computer science fresher they can take part in the growth of the organization.
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This document provides information about digital literacy and online safety for parents and students. It defines digital literacy as the ability to find, evaluate, create and communicate information using technology, requiring both cognitive and technical skills. The importance of technology use in education is discussed, as well as how to identify good research sources and achieve online safety. Resources for digital literacy and safety training are provided, including websites, games and surveys.
Ethics NowConference08
This document discusses challenges related to student online safety, privacy, and responsible use of web tools. It notes that students are doing more online at home than school and outlines issues like posting copyrighted content without permission, including personal information without consent, and not properly attributing sources. The document recommends having conversations with students about ethics, copyright, personal identity, data privacy, and online behavior. It also suggests skills like online searching, dealing with inappropriate content, building trust online, and critical literacy that all need to be developed.
Fall 2015 ci 350 syllabus
This 3-sentence summary provides the essential information about the document:
This document outlines the syllabus for an instructional technology course, including course objectives, requirements, policies, and schedule. Students will learn how to use various technologies and digital tools to enhance learning, and will be assessed through assignments submitted on the LiveText online platform. The course meets 3 times per week online and requires 9 additional hours of work offline each week to successfully complete assignments and explore the various modules covering topics like desktop publishing, unit planning, social media, and web technologies.
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Massive open online courses (MOOCs) provide online learning content from universities to large numbers of students worldwide. There are two main types - xMOOCs based on traditional university structures and cMOOCs emphasizing collaboration. MOOCs deliver lectures, readings and assessments asynchronously. They offer free courses and certificates but typically do not provide college credit. MOOCs increase accessibility to quality education through affordable, flexible and repetitive online learning.
Tpf week 8 term 2
The document discusses developing students' digital citizenship skills through e-learning integration and cyber safety programs. It outlines that students will use appropriate online tools and have awareness of digital etiquette. Teachers will integrate e-learning effectively and increase their use of digital tools. The school will develop a cyber safety program to teach students their rights and responsibilities online, and conduct a cyber safety survey. It provides examples of cyber safety lessons for different year levels and homework for teachers to work on achieving online safety badges.
Top 10 Best Apps Presentation.pptx
The document discusses the top 10 instructional apps for the classroom. It provides details about each app, including specific uses, student feedback features, difficulty of use, privacy options, and connections to curriculum standards. Some of the apps highlighted include Kahoot, Google Classroom, Remind, Flipgrid, ClassDojo, Epic!, XtraMath, GoNoodle, Prodigy, and Blooket. Overall, the apps chosen provide effective learning experiences for students both inside and outside the classroom, while maintaining student privacy and providing feedback opportunities.
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This document provides an overview for a 6th grade online health course. It includes 4 objectives that will be met through various online tools and activities. Students will compare old and new food pyramids, track their food/exercise, demonstrate healthy food preparation choices through creating a poster in Glogster, and develop a nutrition term glossary wiki. Assessments include quizzes in QuizStar, blogs, discussions in Google Groups, and surveys in Survey Monkey. The course aims to educate students about health and nutrition from a Christian perspective.
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What's hot
Learning 24/7: How to teach our elementary students so they will keep learnin...
Some of the slides are out of order with the audio, but all links are posted on the slides and you can review the actual sites.
Using iclickers [autosaved]
I>Clickers are audience response systems that allow students to anonymously vote on questions using wireless clickers. The teacher can then instantly display voting results to provide feedback. Using clickers engages students and helps teachers assess understanding. Key benefits include interactive participation, anonymity, and immediate feedback. Four University of Illinois physicists invented I>Clickers and later sold them to Macmillan.
Using iclickers [autosaved]
I>Clickers are audience response systems that allow students to anonymously vote on questions using wireless clickers. The teacher can then instantly display voting results to provide feedback. Using clickers engages students and helps teachers assess understanding. Key benefits include interactive participation, anonymity, and immediate feedback. Four University of Illinois physicists invented I>Clickers and later sold them to Macmillan.
Internet publication
The document discusses the author's use of the internet both personally and professionally as a teacher. It covers how the author first learned to use the internet in middle school for research and now uses it for many daily tasks. As a teacher, the author understands the school's strict internet policies to block inappropriate content and monitors student internet use, enforcing consequences for violating rules. The author plans to implement more research-based projects in the future that teach students to properly cite online sources and avoid plagiarism through documentation of research processes.
The Web
The document discusses how C.I.S. 339 School of Technology uses web-based education to serve future adults by interconnecting teachers and students through the internet and peer support networks. It advocates for curriculum delivery that aligns with students' communication interests and abilities to empower teachers and students to use technology more effectively, critically, and safely. The document raises questions for educators to consider about how to harness technology to meet student needs through observing, piloting, integrating, training and reviewing approaches at various paces of connection with web-based tools.
Social Networking
The document discusses using Facebook in the classroom as a social networking tool. It outlines the various features of Facebook like live chat, photo and video upload, friend finder, news feed, and groups. It argues these tools could be beneficial for projects, constant updates, and creating virtual classrooms. However, it also notes privacy and monitoring concerns that would need to be addressed. Overall, the document concludes Facebook could be a "yes" for education by allowing teachers to connect with students on a platform they are already using.
Internet Safety Lesson Plan 1
This lesson plan introduces 5th grade students to internet safety. During a 30 minute lesson, the teacher will start with an internet safety quiz using clickers. They will then discuss how students use the internet and how to stay safe online, such as protecting usernames and passwords, not sharing personal information, and understanding how locations can still be identified without directly stating them. The teacher will also cover computer viruses, how they spread, and tips to avoid downloading unknown files or sharing emails. Students will have guided practice through discussion questions. At the end, the teacher will review quick internet safety tips and discuss how online behavior will be covered in the next lesson.
Internet 1 lesson plan
This lesson plan introduces 5th grade students to internet safety. During a 30 minute lesson, the teacher will start with an internet safety quiz using clickers to engage students. They will then discuss how students use the internet and how to stay safe by protecting personal information, usernames, passwords, and location. Students will learn about computer viruses and how to avoid downloading unknown files or sharing emails. The lesson aims to teach students to make safe decisions online and protect their computers.
Geek Squad
This document outlines the work of student technology teams. It introduces Chris Champion and Brad Shank, who lead these teams. The teams help address common hardware and software issues at their schools. The teams have processes for handling technology requests from teachers, dispatching students to help, and getting teacher feedback. The students learn skills in troubleshooting, documentation, graphic design, and web design. Other schools have implemented similar student tech support programs.
A school’s duty of care for students to students
Schools have a duty of care to students both for data that comes into them (content regulation) and data about them that is shared (privacy) when students access cyberspace. This raises legal tensions as the internet provides educational opportunities but also liability for schools. To balance these, schools should carefully check websites before allowing educational use, directly teach e-safety, and consider restricting direct student logons in favor of teacher-controlled options like monitored blogs. While issues will always exist, comprehensive e-safety education programs and oversight can help schools fulfill their duty of care for students online.
Achievement Show 2009
Twynham School has implemented a learning platform to raise student achievement. The platform provides students with 24/7 access to information, guidance, and revision materials from any location. It also facilitates collaboration between students, teachers, and parents. Research shows parental engagement is a key factor in student success, so the platform includes a parent portal that provides updates on students' progress and opportunities for parents to become involved in their child's learning. The platform has been well-received by students and parents and allows the school to customize content to best support learning.
Online safety web project description
The document summarizes an online safety web-based project created by educators for fifth and sixth grade students and their parents. It addresses three main online safety issues: spending too much time online/gaming, cyberbullying, and sharing personal information/pictures. The project uses a Glogster platform to inform students and parents about school rules regarding online safety and provides additional resources like websites, games, and videos to educate about age-appropriate guidelines. Research for the project was obtained from various state and federal online safety websites and articles.
Final Assignment
The document discusses the author's experience in an online technology course. While apprehensive at first due to changing rules, the author found the readings on integrating technology into classrooms to be interesting. Exposure to new tools like blogging helped the author see opportunities for students. Though the course did not meet high standards, the information was worthwhile. The author plans to share ideas from the course, like blogging and podcasting, with colleagues and research tools before presenting them. Overall, the exposure to new technologies was the most interesting part and the author sees potential for tools like blogging in the classroom with proper precautions.
Aggregation Tools
Aggregation tools like RSS readers allow users to selectively follow updates from websites and manage incoming information. The document discusses various RSS tools like Google Reader that let the user choose sites to follow without being inundated by notifications. The author intends to become familiar with these tools to help technical college instructors select appropriate web tools, as many instructors know little about web technologies. The author plans to start with an RSS reader to stay updated on topics like adult learning and instructional design in a manageable way.
Presentation1
When the author was a kid, they were curious about how things worked and how to find answers. After joining college, the author was able to learn about how computers exchange information and connect to the internet. While completing their B.Tech, the author's curiosity continued growing each day and they did not want to stop learning new things even after college. The author is now looking for a company that can provide even more learning opportunities in a real-world development environment, where as a computer science fresher they can take part in the growth of the organization.
Digital Understanding 101
This document provides information about digital literacy and online safety for parents and students. It defines digital literacy as the ability to find, evaluate, create and communicate information using technology, requiring both cognitive and technical skills. The importance of technology use in education is discussed, as well as how to identify good research sources and achieve online safety. Resources for digital literacy and safety training are provided, including websites, games and surveys.
Ethics NowConference08
This document discusses challenges related to student online safety, privacy, and responsible use of web tools. It notes that students are doing more online at home than school and outlines issues like posting copyrighted content without permission, including personal information without consent, and not properly attributing sources. The document recommends having conversations with students about ethics, copyright, personal identity, data privacy, and online behavior. It also suggests skills like online searching, dealing with inappropriate content, building trust online, and critical literacy that all need to be developed.
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Fall 2015 ci 350 syllabus
This 3-sentence summary provides the essential information about the document:
This document outlines the syllabus for an instructional technology course, including course objectives, requirements, policies, and schedule. Students will learn how to use various technologies and digital tools to enhance learning, and will be assessed through assignments submitted on the LiveText online platform. The course meets 3 times per week online and requires 9 additional hours of work offline each week to successfully complete assignments and explore the various modules covering topics like desktop publishing, unit planning, social media, and web technologies.
MIL-2nd QTR-MODULE 8.pdf
Massive open online courses (MOOCs) provide online learning content from universities to large numbers of students worldwide. There are two main types - xMOOCs based on traditional university structures and cMOOCs emphasizing collaboration. MOOCs deliver lectures, readings and assessments asynchronously. They offer free courses and certificates but typically do not provide college credit. MOOCs increase accessibility to quality education through affordable, flexible and repetitive online learning.
Tpf week 8 term 2
The document discusses developing students' digital citizenship skills through e-learning integration and cyber safety programs. It outlines that students will use appropriate online tools and have awareness of digital etiquette. Teachers will integrate e-learning effectively and increase their use of digital tools. The school will develop a cyber safety program to teach students their rights and responsibilities online, and conduct a cyber safety survey. It provides examples of cyber safety lessons for different year levels and homework for teachers to work on achieving online safety badges.
Top 10 Best Apps Presentation.pptx
The document discusses the top 10 instructional apps for the classroom. It provides details about each app, including specific uses, student feedback features, difficulty of use, privacy options, and connections to curriculum standards. Some of the apps highlighted include Kahoot, Google Classroom, Remind, Flipgrid, ClassDojo, Epic!, XtraMath, GoNoodle, Prodigy, and Blooket. Overall, the apps chosen provide effective learning experiences for students both inside and outside the classroom, while maintaining student privacy and providing feedback opportunities.
Health Online
This document provides an overview for a 6th grade online health course. It includes 4 objectives that will be met through various online tools and activities. Students will compare old and new food pyramids, track their food/exercise, demonstrate healthy food preparation choices through creating a poster in Glogster, and develop a nutrition term glossary wiki. Assessments include quizzes in QuizStar, blogs, discussions in Google Groups, and surveys in Survey Monkey. The course aims to educate students about health and nutrition from a Christian perspective.
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This document discusses various digital tools that can be used by teachers and students, including:
1. Slideshare - A site for sharing presentations that allows uploading slides, sharing with others, and tracking views. It has limitations compared to PowerPoint but is more accessible.
2. Glogster - A tool for creating online posters with text, images, and video. Teachers can use it to creatively explain concepts in history, science, and math. Students can make self-introductions.
3. Delicious - A bookmarking site teachers can use to organize websites into categories by subject. It allows seeing what others have bookmarked and competing based on site traffic.
4. Google Docs
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Instructional activity assigment
This document outlines a lesson plan to create a classroom social story book about classroom rules. Students will brainstorm rules, discuss their importance, and vote on the top five rules. They will then work collaboratively in groups using Google Docs to write definitions for each rule. Finally, students will use Storybird to illustrate and publish their book online. Diverse learners will be supported through assistive technologies, modified activities, and instructional aides.
Instructional activity assigment
This document outlines a lesson plan to create a classroom social story book about classroom rules for 7th grade students with moderate intellectual disabilities. The lesson involves students brainstorming and voting on classroom rules, dividing into groups to write about each rule, and using Storybird and Google Docs to collaboratively create an online book. Strategies like group discussion, brainstorming, and collaborative learning are employed to engage students and facilitate discussion of rules.
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Case study lms__associated_apps_2020
- 1. Case Study Using a Division suggested Learning Management System & Associated Apps
- 2. Learning Management Systems & Associated Apps 1. Google Classroom 2. GSCS Cyber School (Moodle) 3. Microsoft Teams The good news. All three of these options are LAFOIP compliant. 1. Accessibility - All 3 are managed by our division’s IT department. This includes passwords and data storage. 2. Ownership - The student retains ownership of the record. The division nor the app developer owns any of the records. 3. Erasability - Division IT department manages the accounts for as long as user is a student in GSCS. Account is deleted by the IT department after the student leaves the division.
- 3. Why Should I Care Then? 1. Teachers and students can change the privacy settings. Once the settings are changed. The student work/record can be shared to a global audience. 1. A Virtual Classroom can be viewed by other students/families in the same class. Once your own online classroom is live, student records could become visible to other students and families. The student work/record could then be shared to a global audience.
- 4. What Should I Do? 1. Before sharing or collaborating be sure to review and explicitly teach privacy settings with students. a. Students should understand what happens when you change privacy settings. b. Students should understand the privacy impacts on others. 1. Setting up your online classroom. a. Ensure that you have a signed GSCS Media Release Form, School AUP and DC plan and a classroom AUP. b. Whether you are in a face to face classroom or a virtual classroom, the rules remain the same.
- 5. What Should I Do? 3. Communicate with parents. a. When emailing parents, use bcc. b. Send a note home explaining the tool you are using. Be sure to include the three big questions to provide context around the virtual classroom and its use. c. Continue with clear and regular communication with families. d. Share the GSCS “Etiquette Online” document with parents.
- 6. End of the Year Do what you normally would do in a face to face classroom. ● Hand back assignments. ● Delete what you don’t need. ● Archive items in student’s/school files