This document discusses cyberbullying, its forms and characteristics, its prevalence among adolescents, and strategies for prevention and education. It defines cyberbullying as deliberate and repeated hostile behavior through technology intended to harm others. Common forms are harassment, denigration, impersonation, and trickery. Warning signs may include sadness, withdrawal, and declining grades. Prevention strategies recommended include teaching social skills, conflict resolution, digital responsibility, and making schools bully-free zones through education, supervision, and discipline policies.
The document discusses digital etiquette and appropriate online behavior, especially for students. It notes that while social media has become very popular, some young people choose not to participate. The document emphasizes teaching digital citizenship and promoting netiquette through awareness of how technology use affects others and following etiquette guidelines. Teachers can help guide students to responsible and respectful use of technology.
The document discusses creating a positive digital footprint and educating students about managing their online presence. It emphasizes that schools must model good digital citizenship and teach students practical skills to curate positive digital footprints through empowerment and education. Recommended readings on digital literacy and managing online identities are also provided.
Bridging the digital divide: How schools can prepare students to be good digi...williamslibrary
Abstract
As technology moves at a rapid pace it is important to review how students from low socio economic areas are catered for. Schools in these areas face many challenges; how they address these issues impacts on the students’ participation and skills as digital and global citizens. The government is implementing policies and funding to reduce the digital divide, but is it enough to prepare students from low socio economic areas to function effectively as digital citizens.
Online Colaboration & Digital citizenshipSonya Engelen
The document discusses the importance of digital citizenship education and how collaboration using Web 2.0 tools can foster responsible digital citizenship. It defines digital citizenship as including rights and responsibilities, media literacy, communication, commerce, health and wellness, and security. Collaboration online can promote digital citizenship while integrating other subjects like HSIE, maths, and English. However, guidance is needed to ensure students use technology responsibly and don't justify unsafe behaviors by saying "everyone's doing it" or "I won't get caught".
Students effectively obtaining, organising and sharing information from the World Wide Web.
This presentation looks at strategies and tools schools can apply to support students in getting information from the Internet, using it effectively, and becoming good digital citizens.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
Slides to support a master class on making student thinking visible through practical hands-on activities and structured around Dylan Wiliam's work on formative assessment and active learning.
The document discusses digital etiquette and appropriate online behavior, especially for students. It notes that while social media has become very popular, some young people choose not to participate. The document emphasizes teaching digital citizenship and promoting netiquette through awareness of how technology use affects others and following etiquette guidelines. Teachers can help guide students to responsible and respectful use of technology.
The document discusses creating a positive digital footprint and educating students about managing their online presence. It emphasizes that schools must model good digital citizenship and teach students practical skills to curate positive digital footprints through empowerment and education. Recommended readings on digital literacy and managing online identities are also provided.
Bridging the digital divide: How schools can prepare students to be good digi...williamslibrary
Abstract
As technology moves at a rapid pace it is important to review how students from low socio economic areas are catered for. Schools in these areas face many challenges; how they address these issues impacts on the students’ participation and skills as digital and global citizens. The government is implementing policies and funding to reduce the digital divide, but is it enough to prepare students from low socio economic areas to function effectively as digital citizens.
Online Colaboration & Digital citizenshipSonya Engelen
The document discusses the importance of digital citizenship education and how collaboration using Web 2.0 tools can foster responsible digital citizenship. It defines digital citizenship as including rights and responsibilities, media literacy, communication, commerce, health and wellness, and security. Collaboration online can promote digital citizenship while integrating other subjects like HSIE, maths, and English. However, guidance is needed to ensure students use technology responsibly and don't justify unsafe behaviors by saying "everyone's doing it" or "I won't get caught".
Students effectively obtaining, organising and sharing information from the World Wide Web.
This presentation looks at strategies and tools schools can apply to support students in getting information from the Internet, using it effectively, and becoming good digital citizens.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
Slides to support a master class on making student thinking visible through practical hands-on activities and structured around Dylan Wiliam's work on formative assessment and active learning.
The document discusses the importance of digital citizenship education and collaboration using Web 2.0 tools to foster responsible digital citizenship. It defines digital citizenship as including rights and responsibilities, media literacy, communication, commerce, health and wellness, and security. Collaboration online can promote digital citizenship while integrating other subjects like HSIE, maths and English. However, there needs to be guidance to ensure students use technology responsibly and do not justify irresponsible behavior by saying "everyone is doing it" or "I won't get caught".
The document discusses storytelling and how it can be used as a tool for learning. It suggests that storytelling allows students to think in metaphors and learn through stories. It provides examples of how digital tools like QR codes and apps can be used to incorporate storytelling into the classroom. It also outlines some rules of thumb for using storytelling, such as personalizing tasks to students' experiences, collaborating on group projects, and getting feedback from both inside and outside the classroom.
Digital Ethics or The End of The Age of Legends v4Darren Kuropatwa
Slide deck in support of a conversation with educators about how to embed the teaching of digital ethics across the curriculum and holding up a mirror to our own ethical online behaviour before becoming too critical of the students who learn from us.
Held at the Building Learning Communities Conference in Boston, MA. 16 July 2014.
We live in an age where everything is recorded digitally – in pictures, video, and text – live as it happens; it's the end of the age of legends. "Selfie", according to the Oxford dictionary, is the word of the year 2013. Often the selfies our students are sharing aren't putting their best digital foot forward. As teachers, how can we help our students leave digital footprints they can be proud of? Is only sharing your "best stuff" such a good idea? How do we address the issue of digital ethics across the curriculum and in our classrooms?
The document provides an agenda and overview for a workshop on creating and using data visualization and infographics. The workshop covers goals of understanding successful infographics, finding infographic examples, and planning original infographics. It discusses what makes a good infographic, including using data, design, and storytelling. Different infographic types are presented. The document concludes by demonstrating how to create infographics in PowerPoint and encourages participants to look at example infographics for inspiration.
3D Printing Breakout session at Faculty Technology Day 2014Kristen T
The document discusses 3D printing at Fordham University. It introduces Kristen Treglia, Steve Holler, and Guy Robinson who will discuss 3D printing and present on faculty and student projects using 3D printing technologies. The agenda includes an overview of the Makerbot 3D printers available, demonstrations of current 3D printing projects, and a brainstorming session for future uses and initiatives.
Trends and Philosophies in Eportfolio and Open EducationMichael Smith
Presentation to the Center for Excellence in Teaching and Learning, York College/CUNY 03/31/2011. Focuses on current trends and philosophies in ePortfolio and Open Education.
Social Stigma in the Online Dating World instabella
The document discusses online dating and compares it to traditional dating. It references several studies and articles that have looked at the safety, stigma and popularity of online dating versus traditional dating. Specifically, it notes that some studies have found that traditional dating is not necessarily safer than online dating, though some stigma still exists regarding online dating. The document also discusses how dating apps and online dating have grown in popularity in recent years.
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Kristofer Layon | @klayon | UST — 04.30.13
Mobile Roadmap + User Story Backlog
Rev. November 12, 2012
Kristofer Layon, Mobile product manager
Courses:
read assignment
descriptions
Presentation Building Learning Communities Conference. Boston, MA. 19 July 2012.
In a word or two you remember the whole story: glass slipper, sour grapes, cold porridge. You remember more than the facts (a step mother & two step sisters, an absent father, a godmother) you remember the relationships and deeper connections between the characters (nasty step mom & sisters, warm but lonely friendships with the animals in the house, a dream of a better life).
The challenge for teachers and students is not to find problems but to find stories. Powerful narratives, in a word or two, bring to mind a wealth of ideas and relationships; more than just facts. How can we find the stories that make our teaching sticky? How do we help kids find, and more importantly tell, the stories that make their learning sticky?
We’ll look at some strong examples and send you on your way with a toolkit of ideas and practices to make teaching & learning sticky in your class.
A series of stories woven together to start a conversation with middle and high school students about living our lives on and offline (on The Fourth Screen) more thoughtfully.
This talk focuses primarily on the ideas of Empathy, Empowerment & Persistent Kindness and shares resources teachers can use to lead these sorts of conversations with their own students.
Digital Ethics or The End of The Age of Legends v5.2Darren Kuropatwa
Slide deck in support of a conversation with educators about how to embed the teaching of digital ethics across the curriculum and holding up a mirror to our own ethical online behaviour before becoming too critical of the students who learn from us.
Held at the Building Learning Communities Conference in Boston, MA. 17 July 2015.
We live in an age where everything is recorded digitally – in pictures, video, and text – live as it happens; it's the end of the age of legends. "Selfie", according to the Oxford dictionary, is the word of the year 2013. Often the selfies our students are sharing aren't putting their best digital foot forward. As teachers, how can we help our students leave digital footprints they can be proud of? Is only sharing your "best stuff" such a good idea? How do we address the issue of digital ethics across the curriculum and in our classrooms?
This document discusses trends in information consumption and production. It notes the rise of digital formats and mobile access to information. Photos and quotes are provided on topics like e-books, smartphones, augmented reality, hyperlocal information, and challenges for print media. The role of libraries is discussed in relation to shifting from a focus on books and information toward community engagement and experiences.
A talk I gave Sept 8, 2010 on major technology trends & their impact on the library user during my interview as a candidate for the position of Head of Digital User Experience at IU Bloomington Libraries.
#ALTNWESIG 2016 - University of Cumbria Tuesday 7th June, 2016 Alex Spiers
Our second event of 2016 sees us visit the lovely University of Cumbria (Lancaster Campus) on Tuesday 7th June, 2016 from 11:00 AM to 2.30 PM (Lunch will be provided)
Full programme to follow but is likely to include these topics:
BYOD/Mobile Strategy
Teaching Excellence Framework (TEF) white paper
ePortfolios & Pebbplepad V5
Turnitin Feedback Studio
VLE Review
Digital Capabilities
If you have an issue, case study or topic relevant to the group then get involved! Please get in touch with Alex livasp@liverpool.ac.uk or Chris c.r.jones1@ljmu.ac.uk
Please get in touch with Esther Jubb by Thursday 3rd June if you have any dietary requirements Esther.jubb@cumbria.ac.uk
The North West England Sig (#ALTNWESIG) exists to provide a network for the exchange of ideas and practices in relation to current issues in educational technology with the aim of supporting the informed use of learning technologies in North West England. Join us in our Google Plus Community
Hashtag for the day will be #ALTNWESIG
Look forward to seeing you all soon
Alex, Chris & Esther
WHEN
Tuesday, June 7, 2016 from 11:00 AM to 2:30 PM (BST) - Add to Calendar
WHERE
Alexandra Building - University of Cumbria, Lancaster, LA1 3JD - View Map
Social Media is Controlling Your Future rachelgaudio
This document appears to be a collection of references on the topic of social media and its impact on careers and job searching. It includes 11 citations from news articles and industry publications discussing how social media profiles now factor into hiring decisions and job applications, how to effectively represent your experience and skills online, and strategies for maintaining an optimal professional social media presence. Safety and privacy issues related to social media use are also addressed.
This document provides guidance and suggestions for schools on cybersafety issues. It discusses having cybersafety agreements, policies, and identified personnel in place. It also stresses the importance of educating students and actively teaching about cyber issues. The document contains examples from an online world called Hector's World that provides educational resources on these topics.
The document discusses effective leadership for today's learners. It addresses 3 universal issues that leaders face: 1) overcoming misconceptions through analysis and creative solutions, 2) listening to data to inform decisions, and 3) addressing how students consume information in school. The document advocates for leaders to challenge traditional approaches, create novel problems for students to solve, and measure their progress in achieving their school's mission of developing lifelong learners.
The document discusses the importance of digital citizenship education and collaboration using Web 2.0 tools to foster responsible digital citizenship. It defines digital citizenship as including rights and responsibilities, media literacy, communication, commerce, health and wellness, and security. Collaboration online can promote digital citizenship while integrating other subjects like HSIE, maths and English. However, there needs to be guidance to ensure students use technology responsibly and do not justify irresponsible behavior by saying "everyone is doing it" or "I won't get caught".
The document discusses storytelling and how it can be used as a tool for learning. It suggests that storytelling allows students to think in metaphors and learn through stories. It provides examples of how digital tools like QR codes and apps can be used to incorporate storytelling into the classroom. It also outlines some rules of thumb for using storytelling, such as personalizing tasks to students' experiences, collaborating on group projects, and getting feedback from both inside and outside the classroom.
Digital Ethics or The End of The Age of Legends v4Darren Kuropatwa
Slide deck in support of a conversation with educators about how to embed the teaching of digital ethics across the curriculum and holding up a mirror to our own ethical online behaviour before becoming too critical of the students who learn from us.
Held at the Building Learning Communities Conference in Boston, MA. 16 July 2014.
We live in an age where everything is recorded digitally – in pictures, video, and text – live as it happens; it's the end of the age of legends. "Selfie", according to the Oxford dictionary, is the word of the year 2013. Often the selfies our students are sharing aren't putting their best digital foot forward. As teachers, how can we help our students leave digital footprints they can be proud of? Is only sharing your "best stuff" such a good idea? How do we address the issue of digital ethics across the curriculum and in our classrooms?
The document provides an agenda and overview for a workshop on creating and using data visualization and infographics. The workshop covers goals of understanding successful infographics, finding infographic examples, and planning original infographics. It discusses what makes a good infographic, including using data, design, and storytelling. Different infographic types are presented. The document concludes by demonstrating how to create infographics in PowerPoint and encourages participants to look at example infographics for inspiration.
3D Printing Breakout session at Faculty Technology Day 2014Kristen T
The document discusses 3D printing at Fordham University. It introduces Kristen Treglia, Steve Holler, and Guy Robinson who will discuss 3D printing and present on faculty and student projects using 3D printing technologies. The agenda includes an overview of the Makerbot 3D printers available, demonstrations of current 3D printing projects, and a brainstorming session for future uses and initiatives.
Trends and Philosophies in Eportfolio and Open EducationMichael Smith
Presentation to the Center for Excellence in Teaching and Learning, York College/CUNY 03/31/2011. Focuses on current trends and philosophies in ePortfolio and Open Education.
Social Stigma in the Online Dating World instabella
The document discusses online dating and compares it to traditional dating. It references several studies and articles that have looked at the safety, stigma and popularity of online dating versus traditional dating. Specifically, it notes that some studies have found that traditional dating is not necessarily safer than online dating, though some stigma still exists regarding online dating. The document also discusses how dating apps and online dating have grown in popularity in recent years.
chatbot for common
questions
Course discussions:
unread indicators,
read/unread status
Notifications:
classmate replies to
discussion post
Notifications:
new course message
Notifications:
advising alert for non-
participation
Notifications:
course grade is posted
Notifications:
discussion post is due
Notifications:
advising alert for not
being registered
Notifications:
on/off,
set event preferences
Kristofer Layon | @klayon | UST — 04.30.13
Mobile Roadmap + User Story Backlog
Rev. November 12, 2012
Kristofer Layon, Mobile product manager
Courses:
read assignment
descriptions
Presentation Building Learning Communities Conference. Boston, MA. 19 July 2012.
In a word or two you remember the whole story: glass slipper, sour grapes, cold porridge. You remember more than the facts (a step mother & two step sisters, an absent father, a godmother) you remember the relationships and deeper connections between the characters (nasty step mom & sisters, warm but lonely friendships with the animals in the house, a dream of a better life).
The challenge for teachers and students is not to find problems but to find stories. Powerful narratives, in a word or two, bring to mind a wealth of ideas and relationships; more than just facts. How can we find the stories that make our teaching sticky? How do we help kids find, and more importantly tell, the stories that make their learning sticky?
We’ll look at some strong examples and send you on your way with a toolkit of ideas and practices to make teaching & learning sticky in your class.
A series of stories woven together to start a conversation with middle and high school students about living our lives on and offline (on The Fourth Screen) more thoughtfully.
This talk focuses primarily on the ideas of Empathy, Empowerment & Persistent Kindness and shares resources teachers can use to lead these sorts of conversations with their own students.
Digital Ethics or The End of The Age of Legends v5.2Darren Kuropatwa
Slide deck in support of a conversation with educators about how to embed the teaching of digital ethics across the curriculum and holding up a mirror to our own ethical online behaviour before becoming too critical of the students who learn from us.
Held at the Building Learning Communities Conference in Boston, MA. 17 July 2015.
We live in an age where everything is recorded digitally – in pictures, video, and text – live as it happens; it's the end of the age of legends. "Selfie", according to the Oxford dictionary, is the word of the year 2013. Often the selfies our students are sharing aren't putting their best digital foot forward. As teachers, how can we help our students leave digital footprints they can be proud of? Is only sharing your "best stuff" such a good idea? How do we address the issue of digital ethics across the curriculum and in our classrooms?
This document discusses trends in information consumption and production. It notes the rise of digital formats and mobile access to information. Photos and quotes are provided on topics like e-books, smartphones, augmented reality, hyperlocal information, and challenges for print media. The role of libraries is discussed in relation to shifting from a focus on books and information toward community engagement and experiences.
A talk I gave Sept 8, 2010 on major technology trends & their impact on the library user during my interview as a candidate for the position of Head of Digital User Experience at IU Bloomington Libraries.
#ALTNWESIG 2016 - University of Cumbria Tuesday 7th June, 2016 Alex Spiers
Our second event of 2016 sees us visit the lovely University of Cumbria (Lancaster Campus) on Tuesday 7th June, 2016 from 11:00 AM to 2.30 PM (Lunch will be provided)
Full programme to follow but is likely to include these topics:
BYOD/Mobile Strategy
Teaching Excellence Framework (TEF) white paper
ePortfolios & Pebbplepad V5
Turnitin Feedback Studio
VLE Review
Digital Capabilities
If you have an issue, case study or topic relevant to the group then get involved! Please get in touch with Alex livasp@liverpool.ac.uk or Chris c.r.jones1@ljmu.ac.uk
Please get in touch with Esther Jubb by Thursday 3rd June if you have any dietary requirements Esther.jubb@cumbria.ac.uk
The North West England Sig (#ALTNWESIG) exists to provide a network for the exchange of ideas and practices in relation to current issues in educational technology with the aim of supporting the informed use of learning technologies in North West England. Join us in our Google Plus Community
Hashtag for the day will be #ALTNWESIG
Look forward to seeing you all soon
Alex, Chris & Esther
WHEN
Tuesday, June 7, 2016 from 11:00 AM to 2:30 PM (BST) - Add to Calendar
WHERE
Alexandra Building - University of Cumbria, Lancaster, LA1 3JD - View Map
Social Media is Controlling Your Future rachelgaudio
This document appears to be a collection of references on the topic of social media and its impact on careers and job searching. It includes 11 citations from news articles and industry publications discussing how social media profiles now factor into hiring decisions and job applications, how to effectively represent your experience and skills online, and strategies for maintaining an optimal professional social media presence. Safety and privacy issues related to social media use are also addressed.
This document provides guidance and suggestions for schools on cybersafety issues. It discusses having cybersafety agreements, policies, and identified personnel in place. It also stresses the importance of educating students and actively teaching about cyber issues. The document contains examples from an online world called Hector's World that provides educational resources on these topics.
The document discusses effective leadership for today's learners. It addresses 3 universal issues that leaders face: 1) overcoming misconceptions through analysis and creative solutions, 2) listening to data to inform decisions, and 3) addressing how students consume information in school. The document advocates for leaders to challenge traditional approaches, create novel problems for students to solve, and measure their progress in achieving their school's mission of developing lifelong learners.
TEDxSookmyung Presenation for CC Friends PartyJi Lee
The document is a collection of images and captions from various Flickr users depicting themes of open knowledge sharing and collaboration. The images show people working together, accessing and contributing information, and dreaming big with ideas. Captions promote open sharing of knowledge and moving ideas forward together through open collaboration.
Open and Connected : Learning in the 21st centuryDave Cormier
Presentation to the PEI department of education and early childhood by dave cormier and bonnie stewart. Copyright of images as indicated in image links by author (various versions of CC) all other content is CC attribution.
1. The document discusses three areas of change in scholarly communication: public access to papers, treating papers as data, and dataset archiving. Attendees of iEvoBio are well-positioned to understand and guide these changes.
2. Preliminary results from a study on researcher attitudes towards data archiving show that some researchers are worried about others using their data without proper recognition or collecting their own data.
3. The key messages are that the world of scholarly communication is changing, attendees can help shape the future by raising expectations, voices, and glasses to change the status quo.
This document discusses the negative effects of excessive smartphone and digital device usage. It notes that people now spend more time on their devices than sleeping, and feel panicked without their phones. Heavy usage can cause physical issues like bad posture and eye strain, as well as psychological dependence. While digital connectivity has benefits, the document advocates setting limits on screen time, turning off notifications, using password locks, and quitting apps to promote healthier habits and real-world social interaction instead of constant connectivity.
Universities are using various Web 2.0 technologies to better engage with students and promote their libraries. These "digital natives" prefer visual and interactive learning over passive memorization. They are highly connected, using social networks, smartphones, and the internet for information gathering. Libraries are adopting technologies like blogs, wikis, podcasts, videos on YouTube, and social networks like Facebook and MySpace to meet students in their online spaces and make libraries more relevant.
Bringing Machshavah to Machshevim: A Mindful Approach to Technology in Jewis...forestfortrees
This document discusses the arguments for using technology in Jewish education. It argues that while technology can increase efficiency and possibilities, its use requires a mindful approach. Simply introducing new technologies into classrooms does not guarantee educational benefits. Educators must understand how to leverage technologies to connect lessons to their affordances and avoid "just-so" explanations that technology will automatically improve education. A thoughtful approach is needed to skillfully blend technology with deep understanding, ethical values, and community.
The Secret Revolution (Keene State College)Alan Levine
Keynote presentation for Keene State College Faculty Technology Showcase (Feb 19, 2011).
Join the Revolution! http://secretrevolution.us/
Audio available at
http://cogdogblog.com/wp-content/audio/keene-state-2011.mp3
The document discusses the transition from Web 1.0 to Web 2.0 and the importance of embracing new technologies and approaches to learning. It encourages becoming a "knowledge player" by spending 15 minutes a day exploring new information and becoming a "discovery guide" who helps others learn through collaborative and fun approaches. The key is focusing on concepts like curiosity, creativity, collaboration and empowering users.
The document introduces the Metronet Information Literacy Initiative (MILI), which aims to promote information literacy and the responsible use of resources and technology among teachers and students. MILI provides professional development for teachers on how to integrate information literacy and technology standards into classroom teaching. Its goals are to influence the teaching of research skills, increase awareness and use of Web 2.0 tools, and encourage collaboration between teachers and libraries on research.
This document discusses and provides examples of using four technology tools - Answer Garden, Tuxpi, Animoto, and QR codes (generated with QR Monkey and QR Voice) - in K-12 classroom instruction and activities. Screenshots and descriptions show how each tool can be used for assignments, assessments, project documentation, and more across various subject areas.
The document promotes the value and importance of libraries in today's digital world. It notes that more information is being created than ever before, so libraries are needed to help people navigate information overload. Libraries can help people access and use information from the internet as well as provide educational and job resources. The key message is that now, more than ever, libraries and librarians are vital to help people effectively use and understand information.
The document discusses improving learning through the use of technology. It argues that goals, strategies, and tactics need to be aligned, with the goal being to define what students should learn. Technology is presented as a tactic that can be used to achieve learning strategies. A variety of technologies and tools are described that can help with engagement, collaboration, assessment, and access to information. The document advocates embracing new technologies and possibilities to simplify learning and make students more knowledgeable and able.
The document discusses how young adults are highly engaged with social media but may not fully understand the permanence and implications of what they share online. It notes that 55% of 18-34 year olds have social media profiles, but many don't use privacy controls. The Digital Tattoo project aims to raise awareness about managing digital information and privacy through an interactive online tutorial for students, educators, and professionals. The tutorial covers topics like privacy settings, copyright, and professional networking online.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
The document outlines an agenda for a workshop focusing on digital tools and resources. It includes: a warm-up activity, overview of tools, collaborative exploration in small groups, lunch, report backs, experimentation with tools, and a whole group reflection. Participants are directed to a workshop website to access activities and tools to learn about interactive timelines, comic creators, and other digital resources. They provide feedback and discuss integration ideas and challenges. The agenda aims to help educators learn how digital tools can enhance teaching and student learning.
The document discusses the challenges facing education today and the need for innovative solutions. It emphasizes learning specific challenges so that students can independently create collaborative solutions to overcome them. It highlights using Google for research and the importance of expanding definitions of literacy to include skills valued by colleges. Images within the document depict codes, traditional vs new approaches, and challenges to belief systems.
2. Technology & Responsibility Attribution: “We shape our tools and then our tools shape us.” http://www.flickr.com/photos/dkuropatwa/4285762190/sizes/m/in/faves-44940340@N05/#cc_license
3. “A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself."- Dan Olweus Attribution: “They’re Warm Now… http://www.flickr.com/photos/mangee/200168929/in/faves-44940340@N05
5. Traditional Bullying Attribution: “Bully” http://www.flickr.com/photos/trixer/3531445744/in/faves-44940340@N05/
6. "Cyberbullying involves the use of information and communication technologies to support deliberate, repeated, and hostile behavior by an individual or group, that is intended to harm others." – Bill Belsey Attribution: “Keyboard 2” http://www.flickr.com/photos/spadgy/313251515/sizes/m/
11. 83% of adolescents sampled used cell phones at least weekly. Attribution: “Teenagers and Cell Phones” http://www.flickr.com/photos/orinrobertjohn/2722304966/sizes/m/
12. 78.3 % of adolescents sampled reported using text messaging at least weekly. http://www.flickr.com/photos/pikmin/3357778371/in/faves-44940340@N05/ Attribution: “Texting…do not disturb”
13. 49% of adolescents reported using facebook weekly and 37.6% reported using myspace. http://www.facebook.com/ http://www.myspace.com/
16. Warning Signs of Cyberbullying A child may be experiencing cyberbullying if he or she: appears sad, moody, or anxious avoids school withdraws from or shows a lack of interest in social activities experiences a drop in grades or decline in academic performance appears upset after using the computer or being online appears upset after viewing a text message on a cell phone
20. What do we do? Get Involved! Attiribution: “In the Computer Lab” http://www.flickr.com/photos/judybaxter/43995673/
21. Review the school district guidelines for computer safety with students. Supervise students during the school day using computers or digital devices. Recognize bullying behavior and take action. Follow school discipline procedures and board policy for cyberbullying incidences Help Prevent Cyberbullying
22. We Must Teach Students Necessary Skills Social skills Ethical decision-making Conflict resolution Attribution: “Textual Revolution” http://www.flickr.com/photos/dayland/2873143171/in/faves44940340@N05/
23. Digital Responsibility is a must! Attribution: “Day 256: And So It Begins” 7794@N04/4311030134 Attribution: “Text Messages” Attribution: “eye phone” http://www.flickr.com/photos/ebolasmallpox/3536804299/sizes/m/in/faves-44940340@N05/#cc_license http://www.flickr.com/photos/maximalist/377052869/in/faves-44940340@N05/
24. So…. Attribution: “CornerBannerLeft” http://www.flickr.com/photos/rjames/439136155/in/faves-44940340@N05/ and make our school and community a….. Attribution: “ Bully Free Zone” http://www.flickr.com/photos/pointshoot/2500644518/sizes/m/in/faves-44940340@N05/
25. Works Cited Belsey, Bill. “Cyberbullying: Always On? Always Aware!” Cyberullying.ca. Cyberbullying.ca, n.d. Web. 1 May 2010. <http://www.cyberbullying.ca/> Halligan, John. “Ryan’s Story.” Ryan’s Story Presentation, LLC. 2009. Web. 1 May 2010. <http://www.ryanpatrickhalligan.org/> Hinduja, Sameer and Justin W. Patchin. “Research.” Cyberbullying.us. Cyberbullying Research Center, Feb. 2010. Web 1 May 2010. <http://www.cyberbullying.us/research.php> Olweus, Dan. Olweus Bullying Prevention Program. Olweus.org.Hazeldon Foundation, 2010. Web 1 May 2010. <http://www.olweus.org/public/index.page> Palfrey, John, and Kurt Eisele-Dyrli. "Educating Digital Natives." DistrictAdministration 45.10/11 (2009): 25-26. Academic Search Complete. EBSCO. Web. 1 May 2010. Willard, Nancy. "Social Networking, Part 2: A Toolkit for Teachers." MultiMedia & Internet@Schools 13.4 (2006): 18-21. Academic Search Complete. EBSCO. Web. 2 May 2010.
Editor's Notes
AASL Standards for the 21st Century Learner addressed in this presentation:Standard 1: Inquire, think critically, and gain knowledge.1.3.5 Use information technology responsibly.Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.3.1.2 Participate and collaborate as members of a social and intellectual network of learners.3.1.6 Use information and technology ethically and responsibly.Standard 4: Pursue personal and aesthetic growth.4.1.7 Use social networks and information tools to gather and share information.4.3.4 Practice safe and ethical behaviors in personal electronic communication and interaction.
Technology trends today have a profound impact on society. The impact is felt in our schools with the increasing number of students utilizing electronic devices of all kinds. These tools are exciting and provide access to vast amounts of information and social networking opportunities. We can be connected in ways never thought possible. Communication can take place through the internet and cell phones around the clock. We have access to vast amounts of information at the click of a mouse or touch on a cell phone. With this utilization of technology comes responsibility, for ethical use of technology, as well as personal character development. This brings us to the issue of cyberbullying, a negative side effect of our digitally connected world, one that we must understand and prevent. First, let’s revisit the issue of bullying and its definition.
DanOlweus is the creator of the Olweus Bully Prevention Program and author of Bullying at School: What We Know and What We Can Do. He states on the Olweus Web site, “Even with a school's best efforts, bullying can affect the safety and wellbeing of the entire student population. In order to stop bullying, it needs to be addressed at every level of a student's experience.”
This definition includes three important components: Bullying is aggressive behavior that involves unwanted, negative actions.2. Bullying involves a pattern of behavior repeated over time.3. Bullying involves an imbalance of power or strength.
This is what probably comes to mind for most of us when thinking about bullies. We think of students intimidating others on the playground. A bully might take another student’s swing every day at recess or tell others they are slow, dum, or fat. The bullying might be physical such as trapping these students or pushing someone off the slide. Bullying may also be verbal with students making secret club lists leaving the same girl out every time. We deal with these types of bullying issues in school every day and have in place an anti-bullying policy and program. What do we do when the bullying goes electronic? So, what is cyberbullying and how is it different?
According to Bill Belsey, President and creator of bulllying.org, “cyberbullying involves and imbalance of power, aggression, and a repeated negative action just as in traditional bullying.” Cyberbullying can involve insults or threats. Spreading lies about someone or excluding a person from a group is known as social or relational bullying.
There are characteristics that make cyberbullying different:Anonymity: As bad as the "bully" on the playground may be, he or she can be readily identified and potentially avoided. On the other hand, the child who cyber bullies is often anonymous. The victim is left wondering who the cyber "bully" is, which can cause a great deal of stress. Accessibility: Most children who use traditional ways of bullying terrorize their victim at school, on the bus, or walking to or from school. Although bullying can happen elsewhere in the community, there is usually a standard period of time during which these children have access to their victims. Children who cyber bully can wreak havoc any time of the day or night. Punitive Fears: Victims of cyber bullying often do not report it because of: (1) fear of retribution from their tormentors, and (2) fear that their computer or phone privileges will be taken away. Often, adults' responses to cyber bullying are to remove the technology from a victim - which in their eyes can be seen as punishment. Bystanders: Most traditional bullying episodes occur in the presence of other people who assume the role of bystanders or witnesses. The phenomenon of being a bystander in the cyber world is different in that they may receive and forward emails, view web pages, forward images sent to cell phones, etc. The number of bystanders in the cyber world can reach into the millions. Disinhibition: The anonymity afforded by the Internet can lead children to engage in behaviors that they might not do face-to-face. Ironically, it is their very anonymity that allows some individuals to bully at all.
Some ways studentscyberbully:Harassment – sending offensive, insulting and rude messages.Denigration – posting or distributing information about someone else that is derogatory and untrue.Flaming – this is “fighting” using electronic messages with angry or vulgar language.Impersonation – hacking into someone’s social networking account and sending or posting vicious or embarassing material about the person to others.Outing and Trickery – divulging someone’s secret or tricking someone into revealing secrets then forwarding it to others.Cyber Stalking – threatening someone repeatedly through online activity that make the person afraid for their safety.
Why is cyberbullying on the rise? Here are some statistics regarding the use of technology among teenagers. This study, conducted by SameerHinduja and Justin W. Patchin of the Cyberbullying Research Center, surveyed a random sample of approximately 4000 youth between the ages of 12 and 18 from a large school district in the southern United States. Data were collected in February of 2010 from 41 different schools. There were some interesting statistics indicated in the study as follows……….
As the data shows, many of the students sampled have cell phones, using them for many functions. They are texting, instant chatting, and posting on social networking sites.
Text messaging is used widely among adolescents on a frequent basis.
Social networking sites are gaining popularity with students, according to Hinduja and Patchin’s research, the 49% of students using facebook is up from last year where it was 33.1%. In the terms of use, facebook requires the user to be at least 13 years old, but some adults help kids create an account with a fake birth date. This means there are students under 13 years old potentially using facebook alongside teenagers and adults. This certainly leads to cyberbullying and safety issues. Next, we will look at data related to gender and cyberbullying.
According to the gender research conducted by Hinduja and Patchin, adolescent girls are significantly more likely to have experienced cyberbullying in their lifetimes (25.8% vs. 16%). This difference disappears when reviewing experiences over the previous 30 days. Girls are also more likely to report cyberbullying others during their lifetime (21.1% vs. 18.3%). The type of cyberbullying tends to differ by gender; girls are more likely to spread rumors while boys are more likely to post hurtful pictures or videos. This leads us to the question, why do students bully?
Information about bullying suggests that there are three interrelated reasons why students bully:1. Students who bully have strong needs for power and (negative) dominance.2. Students who bully find satisfaction in causing injury and suffering to other students.3. Students who bully are often rewarded in some way for their behavior with material or psychological rewards.
These are some of the warning signs of cyberbullying. Students who are being cyberbullied often appear sad, anxious, or moody. They may avoid school or withdraw from normal social activities. Their grades may drop or their attitude about school becomes negative. After using the computer or cell phone they may seem down or depressed. Some of these warning signs are also signs of traditional bullying.
Bullying in any form can have serious effects on students. Whether it’s traditional bullying or cyberbullying, the impact is long lasting, often very detrimental to a student’s well being. Children who are bullied often become sick, get headaches, stomach problems, and may have trouble sleeping. They are often scared, can’t concentrate, and grades slip. There have been cases of students becoming so depressed that they have suicidal thoughts. Some children have committed suicide as a result of repeated and unrelenting bullying.
RyanHalligan was only 13 when he committed suicide after years of being bullied, both traditional and cyberbullying. Ryan’s father John dedicated the site to Ryan’s memory and to educate parents and educators on the warning signs of depression. Ryan had been dealing with problems in school regarding bullying which carried over to online activity. Ryan’s depression overwhelmed him after a popular girl at school pretended to like him online and said she would be his girlfriend when school started. When school began and Ryan looked forward to this relationship, the girl admitted she was only joking and her friends were all in on it. Ryan was humiliated in front of everyone and his depression sank lower and he ended his life. John Halligan writes on his blog, “It’s one thing to be bullied and humiliated in front of a few kids. It’s one thing to feel rejection and have your heart crushed by a girl. But it has to be a totally different experience then a generation ago when these hurts and humiliation are now witnessed by a far larger, online adolescent audience. I believe my son would have survived these incidents of bullying and humiliation if they took place before computers and the internet. “ JohnHalligan does not blame one person or group for Ryan’s death. He stresses being aware of the impact bullying has on young people, how powerful online communication can be, and how to prevent bullying.
In a random sample by Hinduja and Patching, of 12-18 year olds, 20.4% reported they had been cyberbullied in their lifetime. 17% reported they had been bullied one or more, two or more times, in the last 30 days. This data would suggest that cyberbullying is an issue we need to focus on. As educators we need to be aware of cyberbullying, identify the warning signs, and seek help within the school. We also need to work closely with local law enforcement when appropriate.
John Palfrey is the Co-author with Urs Gasser of Born Digital: Understanding the First Generation of Digital Natives. Hestates in an interview with Kurt Eisele-Dyrli, “Educating Digital Natives”; “One crucial aspect of what schools need to do is to start a conversation grounded in real practice, to find out what young people are involved with online and get them to talk about it. The same rules about bullying apply to cyberbullying. It’s more complicated in some respects because these environments keep changing.”
The nature of online communication and twenty-four hour access to digital devices makes it tough for teachers to observe cyberbullying. We must however, create an anti-bullying atmosphere at school, educating students regarding appropriate behavior. It is our job to make school a positive and safe environment for our students. If we become aware of bullying activity we must take immediate action. Information must be provided to parents, administrators, and anyone else who may offer assistance. Cyberbullying goes way beyond the playground and classroom walls. While parents and teachers are not with students twenty four hours a day, we should be tuned in to their needs, helping them develop self-esteem and positive social relationships.
We must teach social skills, ethical decision-making, and conflict resolution. These must be taught in the context of digital learning and in the utilization of electronic devices.
The digital revolution is upon us and we must help keep our students safe.