The document discusses ways for teachers to help address cyberbullying among students. It notes that cyberbullying involves inappropriate use of technology to harass or threaten others. Many students ages 8-15 experience cyberbullying through means like cell phones, social media, and more. The impacts on victims can include truancy, depression, and sometimes suicide. While laws and policies aim to address cyberbullying, more research is still needed on effective prevention and intervention methods. The document provides guidance for teachers on creating a classroom technology policy to help prevent cyberbullying and set clear expectations and consequences for inappropriate technology use among students.
Gender and technology was the theme of the Becta presentation, given by Phil Bannister and Di Levine. They referred to a range of research, published between 2005 and 2008, which had looked at gender and use of ICT both in school and outside of school. see http://www.ttrb.ac.uk/ViewArticle2.aspx?ContentId=15098
Gender and technology was the theme of the Becta presentation, given by Phil Bannister and Di Levine. They referred to a range of research, published between 2005 and 2008, which had looked at gender and use of ICT both in school and outside of school. see http://www.ttrb.ac.uk/ViewArticle2.aspx?ContentId=15098
Cengage Learning Webinar, American Governement, Demonstrating Relevance in Am...Cengage Learning
Making American Government courses relevant to students is essential for gaining interest, participation, and high performance. But what's the best way to make this topic resonate with today's learners? Find out how an interactive solution, Aplia, can be applied to your course to enable customization and integration of current events.
Knowing your audience and using current tools are keys to bringing relevancy and interest to your American Government course. Participants engaged in an immersive discussion about how to help students identify with the concepts presented and to inject pop culture, humor, or fresh presentation techniques into your classroom discussion. Best of all, they learned how technology can simplify and enrich the process for you (and your students).
An electronic copy of a handout that is used with the presentation "A Parent and Teacher Training Program for Cyberbullying Detection and Intervention", Andy Jeter's presentation on his action research proposal. The handout includes a list of web resources and cyberbullying prevention tips for teachers and parents. The PowerPoint for the presentation can be found at - http://www.slideshare.net/andymanj/a-parent-and-teacher-training-program-for-cyberbullying-detection-and-intervention
Incorporating student technologies into the curriculum in order to expand the classroom beyond the school. Thanks to Liz Kolb for the bulk of the material.
Cengage Learning Webinar, American Governement, Demonstrating Relevance in Am...Cengage Learning
Making American Government courses relevant to students is essential for gaining interest, participation, and high performance. But what's the best way to make this topic resonate with today's learners? Find out how an interactive solution, Aplia, can be applied to your course to enable customization and integration of current events.
Knowing your audience and using current tools are keys to bringing relevancy and interest to your American Government course. Participants engaged in an immersive discussion about how to help students identify with the concepts presented and to inject pop culture, humor, or fresh presentation techniques into your classroom discussion. Best of all, they learned how technology can simplify and enrich the process for you (and your students).
An electronic copy of a handout that is used with the presentation "A Parent and Teacher Training Program for Cyberbullying Detection and Intervention", Andy Jeter's presentation on his action research proposal. The handout includes a list of web resources and cyberbullying prevention tips for teachers and parents. The PowerPoint for the presentation can be found at - http://www.slideshare.net/andymanj/a-parent-and-teacher-training-program-for-cyberbullying-detection-and-intervention
Incorporating student technologies into the curriculum in order to expand the classroom beyond the school. Thanks to Liz Kolb for the bulk of the material.
Presentation on Plastic By Kanishka and Nishtha from Hillwoods academy school...prakashrohit
This brief presentation on understanding plastic has been made by the young students of Hillwood Academy School in Delhi. The presentation also presents some simple ideas on what can be done to protect earth from the menace of plastic
A Parent and Teacher Training Program for Cyberbullying Detection and Interve...Andy Jeter
A Parent and Teacher Training Program for Cyberbullying Detection and Intervention is a presentation of Andy Jeter's action research proposal for his Master's program.
Running head: HOW TECHNOLOGY AFFECT COLLEGE STUDENTS 1
HOW TECHNOLOGY AFFECT COLLEGE STUDENTS 3
How Technology Affect College Students
Date
How Technology Affect College Students
1.0 Introduction
It is a fact that we live in a high technology world with classrooms of high technology. Students now have the chance to enjoy the benefits of using iPads in classrooms, the opportunity to integrate tweets during presentations and the teachers also have the benefit of teaching students through the use of smart TVs. The use of internet facilitates communication internationally or even nationally and helps the students maintain close ties with family and friends most especially those leaving far away. In accordance to different researches, many college students use internet for interpersonal communication which is mostly through emails, instant messaging as well as chat programs (Gemmill & Peterson, 2006). The major benefits that are associated with the use of technology while teaching include increasing the interaction of students, adding diversity of the lessons and enabling the idea of bringing new knowledge and perspectives to the class. But despite the advantages that students may enjoy from the use of high technology, many other negative impacts may result as a result of using the technology inappropriately or over-usage. This essay majorly aims at evaluating the main benefits that students are likely to embrace when they use high technology in classes as well as negative impacts that may affect students learning and concentration in class. The essay also aims at evaluating the literature showing the studies that have earlier been conducted on the impacts of technology to college students. For teachers, students and parents to enjoythe best of the advancement in technology, they must be able to recognize their weaknesses and try and get rid of them ( DeLoatch, 2015).
Just like any other aspect, the advancement in technology has it benefits as well as its consequences. Many of college teens spend a significant portion of their time in screen and most especially computers and smartphones. Not all the time the teens spend on the computers or the smartphones goes to waste since it may also be beneficial to the student’s college experience. The student is able to learn about various technological devices as well as several uses before going to the college and thus the student is more prepared for the class. The best advantage of useof technology is the ability to connect with people both internationally and nationally but many students use internet just to fill all the time they have, neglect normal social interactions or even avoid other life responsibilities (Inoue, 2007). Other negative implications of technology to students may include loneliness, increased stress, disruption in paying attention in class, reduction in the grades attained, st.
Part 13 short (paragraph) Vignettes in style of house on mango s.docxdanhaley45372
Part 1
3 short (paragraph) Vignettes in style of house on mango street by sandra Cisneros. Should be about a place, a person, or even school.
Each piece should have atleast six of the following devices:
Metaphor/simile
Personification
alliteration
Six in tota
Part 2
Evaluate Before Terminate Case Study
Read the case study “Evaluate before Terminate” at the end of Chapter 15.
Write a paper that discusses the following:
· On the basis of your work experiences, identify examples of behaviors that might be considered dangerous by managers, supervisors, and/or coworkers. How did your employers respond, and was anyone terminated? (For students without work experiences, please describe dangerous behaviors you have observed at school or with friends).
· If you were an HR professional, how would you handle the termination of a potentially dangerous employee? What policies might you create to make your organization less susceptible to wrongful termination or discrimination lawsuits?
The requirements below must be met for your paper to be accepted and graded:
· Write between 750 – 1,250 words (approximately 3 – 5 pages) using Microsoft Word in APA style, see example below.
· Use font size 12 and 1” margins.
· Include cover page and reference page.
· At least 80% of your paper must be original content/writing.
· No more than 20% of your content/information may come from references.
· Use at least three references from outside the course material, one reference must be from EBSCOhost. Text book, lectures, and other materials in the course may be used, but are not counted toward the three reference requirement.
· Cite all reference material (data, dates, graphs, quotes, paraphrased words, values, etc.) in the paper and list on a reference page in APA style.
References must come from sources such as, scholarly journals found in EBSCOhost, CNN, online newspapers such as, The Wall Street Journal, government websites, etc. Sources such as, Wikis, Yahoo Answers, eHow, blogs, etc. are not acceptable for academic writing.
(example attached)
Part 3 –a
"Venture Capital" Please respond to the following:
· Use the Internet or the Strayer Library to identify a business recently acquired or financed by a venture capitalist. Next, evaluate the business decision to use a venture capitalist to raise funds, indicating whether or not you believe the company will benefit from this decision in the long run. Provide support for your position.
· Assess the challenges for businesses using the resources of a venture capitalist, given that significant returns on the investment are likely to be impacted by the firm. Indicate how a business can manage these expectations. Provide support for your rationale.
Part 3 b Ethnocentrism in Your United States
We discussed ethnocentrism briefly earlier in the quarter. Given what you’ve learned over the last five weeks, we’ll now write more broadly about this important topic. What is ethnocentrism? How can it be both positi.
2. o Cyberbullying has many definitions but can
be summed up as any inappropriate use of
technology that is intended to harass,
humiliate, stalk, threaten, terrorize, or
slander others.
o It is not uncommon for cyberbullying to be
prevalent in students ages 8-15 and
beyond.
Webb 2010
3. o Cell phones
o Text messages
o Picture messages
o Email
o Internet
o Social networking sites
o Chatrooms
o Chat tools and more…
Webb 2010
4. o Approx. 160,000 children
miss school because they
fear bullying
o One in three teens (ages
12-17) have been victims
of cyberbullying
o One in six pre-teens
(ages 6-11) have been
victims of cyberbullying
o Children are just as likely
to receive threatening
messages at school as
they are at home
o The impact on the victims
of bullying often include
truancy, depression, poor
academic performance,
and sometimes suicide
Webb 2010
5. That depends…
In the First Amendment we are all given the
right of freedom of speech.
There have been numerous court cases concerning
cyberbullying, however each is individual and rulings
remain just as unique and difficult to predict.
Webb 2010
6. o Fifteen states (including Illinois) have legislation
requiring districts to create policies about
cyberbullying.
o On this website, each state receives a letter
grade based on the occurrences of cyberbullying
cases and how they are handled.
www.bullypolice.org
o Also in Illinois schools are required to provide a
minimum of two hours of Internet safety
instruction annually to their K-12 students.
Webb 2010
7. o What constitutes an offense of
cyberbullying?
o Is bullying that takes place at home able to
be disciplined within the school?
o When do teachers step in?
o What steps should be taken to decrease
occurrences?
Webb 2010
8. None of these questions can be answered
definitively. So…
What does the research say?
Webb 2010
9. Bullying is a relatively recent research focus
with work beginning in the early 70’s.
Because of the even more recent nature of
cyberbullying, there are several issues that
characterize research in this area, and there
are not many helpful conclusions.
Webb 2010
10. With frequent and considerable advances in
technology, the issue of cyberbullying is quickly
growing, but very little research exists that deals with
intervention methods or programs. These are two
questions teachers may ask:
→ What are some effective methods proven to reduce
instances of cyberbullying in school settings?
→ What are some effective intervention methods from
previous studies in traditional bullying that could effect
work on cyberbullying?
Webb 2010
11. There is a significant body of research on the
phenomenon itself, but not any research on
prevention methods.
Several pieces of cyberbullying research cite
previous studies of traditional bullying, but it is
difficult to transfer any prevention methods because
of the often secretive nature of cyberbullying
Overall:
Flaws in research
Inconsistent results
Webb 2010
12. For now, short of conducting more
research, teachers can choose to follow
their school’s technology policy and/or
compose their own. Having a classroom
technology policy could prevent problems
from happening before they occur. It can
also provide teachers with a set of fair and
equal consequences for policy violations.
Webb 2010
13. A good policy:
o is informative (defining cyberbullying and other terms
that may be unfamiliar) and directed toward both
parent(s)/guardian(s) and student
o clearly states the goals that the teacher intends to
achieve by using technology and names any known
activities that will use certain technologies
o shows compliance and understanding by both
parent(s)/guardian(s) and student (preferably by means
of a signature) and returned to the teacher to be filed
Webb 2010
14. A good policy:
o refers parent(s)/guardian(s) to sources of additional
information if they wish to access it
o provides the teacher and administrator’s contact
information
o is thoroughly checked for correct spelling, grammar,
and structure
o is approved by an administrator before being sent home
with students (Some schools require this, others do not,
but it’s still a good idea!)
Webb 2010
15. Between the previous two slides and several additional slides that
will be seen shortly in this presentation, you will be easily able to
compose a technology policy for your desired setting and fulfill the
assignment requirements. Note those slides!
16. o Be proactive in presenting classroom
expectations, outlining acceptable usages,
and introducing policy early.
o Remind students of the policies in place
frequently throughout the duration of a project
or school year.
o Post your policy in the classroom or computer
lab so students have no excuse for being
unfamiliar with it.
Webb 2010
17. Locate the Cyberbullying Activity on WesternOnline.
Read it carefully and complete it by the posted due
date. Worth 40 pts.
Don’t forget to review the rubric before starting!
The following slides will help you create your
submission. Read the instructions and use this
presentation to guide your progress.
Webb 2010
18. An introduction should begin by stating the need for
keeping our students safe while using technology and
defining unfamiliar terms like “cyberbullying.”
Next, it should mention what types of technology
students may use in the classroom, for which activities
they will be used, and what this document actually is.
Lastly, the introduction should provide additional
resources for parents/guardians or students to find
more information on different computer programs,
processes or devices you might be using.
Webb 2010
19. Divide your policy into two or three paragraphs
depending upon the age of your students.
¶ - Expectations (i.e. …)
• students are expected to treat all technological equipment
with care and respect.
• Students are expected to follow teacher instructions with
regard to internet usage and website viewing with no
exceptions.
• Students are prohibited from…
¶ - Consequences (might be identical to school’s
handbook consequences)
Webb 2010
20. ¶ - Student usage expectations of outside
devices:
• Cell phones
• Pagers
• Cameras
• Mp3 players
• Gaming devices
• etc…
Many schools simply prohibit use of these during school hours
or on school grounds.
Webb 2010
21. This consists of a couple simple sentences.
All the sentences need to state is that a
signature at the bottom of the document
represents agreement with the policies outlined
in the document, and that students who do not
comply will not be allowed to participate in such
activities.
Both student and parent(s)/guardian(s)
signatures should be present.
Webb 2010
22. Finally, include your personal as well as school
office contact information for families to use if
they have any questions.
• Ms. Doe, 3rd grade, 555-1234, jdoe@school.edu
• Elementary office, West Best School: 555-5678
Webb 2010
23. Bully Police U.S.A. (2009). Retrieved from website: www.bullypolice.org
Meyers, J. J. (2009). Censoring cyber speech on campus??? Unpublished
manuscript. Presented September 29, 2009 at Western Illinois University.
Meyers, J. J., & Carper, G. T. (2009). Cyberbullying: The legal challenge for
educators. West’s Educational Law Reporter.
Meyers, J. J., Carper, G. T., & Hemphill, L. S. (2009). Cyber Bullies Come to
Campus: Are Administrators and Faculty Ready?
Roskamp, T. J. (2009). Cyberbullying in Illinois public schools. Unpublished
doctoral dissertation, Western Illinois University.
Webb 2010
24. Backer, T. E., & Russ, A. (2007). Implementing evidence-based youth violence
prevention programs: one community’s experiences. Human Interaction
Research Institute, Retrieved from:
http://www.humaninteract.org/images/finalrep149.pdf.
Hirschstein, M. K., Van Schoiack Edstrom, L., Frey, K. S., Snell, J. L., & MacKenzie,
E. P. (2007). Walking the talk in bullying prevention: teacher implementation
variables related to initial impact of the Steps to Respect program. School
Psychology Review, 36(1), 3-21.
Hoff, D. L., & Mitchell, S. N. (2008). Cyberbullying: causes, effects, and remedies.
Journal of Educational Administration, 47(5), 652-665.
Juvonen, J., & Gross, E. F. (2008). Extending the school grounds? Bullying
experiences in cyberspace. Journal of School Health, 78(9), 496-505.
Webb 2010
25. Salmivalli, C., Kaukiainen, A., & Voeten, M. (2005). Anti-bullying intervention:
implementation and outcome. British Journal of Educational Psychology, 75, 465-487.
Slonje, R., & Smith, P. K. (2007). Cyberbullying: another main type of bullying?
Scandinavian Journal of Psychology, 49, 147-154.
Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008).
Cyberbullying: its nature and impact in secondary school pupils. The Journal of Child
Psychology, 49(4), 376-385.
Wright, V. H., Burnham, J. J., Inman, C. T., & Ogorchock, H. N. (2009). Cyberbullying: using
virtual scenarios to educate and raise awareness. Journal of Computing in Teacher
Education, 26(1), 35-42.
Yasuda, H. (2009). Preventing cyberbullying without prohibitions: looking at web science
from an educational perspective. In: Proceedings of the WebSci ‘09: Society On-line, 18-
20 March 2009, Athens, Greece. (In Press)
Webb 2010