Etiquette for Social Media

I think the rules for online etiquette listed on the 11 rules for social media are perfect. I would have never guessed that someone would create rules of social media use but I think it is important that they did. Teachers are going to have to teach their students how to properly use technologies. These rules create guidelines for the students so they are aware of how to appropriately use social media and online technologies. A teacher could rewrite some of these rules to give their students a better understanding what they mean, but for the most part I believe that they easy to follow, and encourage the safe and appropriate use of social media. I don’t think that I would necessarily use the first rule in my class room, “Give more than you receive”. If I was having my student use blogs for instance I would want them to “give” as much as they are willing to or even able to. Because these blogs would be for peer communication they would “receive” enough information back that would be useful to them with our having to give anymore then they are willing to. Also the second and fourth rule deal a lot with not talking “trash” to those online or “sabotaging” others, I think these are great rules but for classroom use maybe unnecessary. If students are using social media at school they are most likely going to be monitored and working on something specific so they will not have time to do these things. This also could closely relate to cyberbullying, which I believe students should receive a lesson on prior to technology use any way. Two rules that I would have my students definitely follow would be “Respect the Community and Listen to Others”. My students need to use the social etiquette that they use toward their peers in person, online. They need to respect those online because in a classroom setting they will most likely be their peers. They need to treat others online just as they want to be treated. Also, they need to listen to others. If it is assigned for students to give and receive responses on their blog from their peers they need to be able to take what their peers are saying into consideration. They need to understand that their peers aren’t trying to harm them or make them feel bad, but they are giving them useful and resourceful information that they can learn from.

Cyberbullying

Cyberbullying is defined as willful and repeated harm inflicted through the use of computers, cell phones and other electronic devices ( Hinduja, Patchin pg 1). This refers to cases in which adolescents and sometimes even adults use technologies to humiliate, hurt or damage a person’s feelings or reputation. Technology is normally used for a resource to either look up or inform people of information. Cyberbullies abuse technology to spread rumors about their peers or even communicate harmful words to them in the public eye. Cyberbullying can affect students in a number of different ways. Because cyberbullying is mostly displayed to a number of people and causes humiliation and sometimes depression for the victim. It can cause low self-esteem for victims and even depression, sometimes resulting in the student becoming withdrawn and distracted from school work. Also, teaching students to use technology may be unknowingly teaching them how to use the technologies to cyberbully. Also, if teachers give the students time to engage in online activities, they may use that time and internet access to cyberbully their peers. Therefore, during online activities students need to be closely monitored to ensure they are using the technologies appropriately. As a teacher something I may do to protect my students from cyberbullying, is set up a technology contract. This contract would have to be signed by both the student and their parents. It would address all uses of technology including cell phones, computers and the internet. The contract would outline appropriate uses of technology and inappropriate. The contract would also have the consequences for inappropriate technology use (cyberbullying being one of them). Having the parents sign the contract will inform them of the possible consequences their child may face if using technology inappropriately as well as keep them aware of the possibilities of them abusing technology, so hopefully they will monitor their children at home as well. Also, in the beginning of the year I could teach a mini-lesson on what bullying is, the affects bullying has and what to do if you are bullied; I would include cyberbullying in this lesson as well so that the students know what it is. If I encountered a case of cyberbullying in my classroom, I would have to revoke technologies privileges from the student who was abusing technology, for the rest of the school year. That student would receive alternate activities to participate in that did not involve the technologies that the other students would have privileges to use. I would also call the parent of the cyberbully to inform them of their students actions; as well as ask them to monitor their child’s technology at home to prevent further bullying.

Hinduja, S., & Patchin, J. (n.d.). Cyberbullying identification, prevention and response. Cyberbullying Research Center,

Equitable Access

• Technologies for learning enhance learning and engage the students in the lesson. Technologies like smartboards allow teachers to use visuals and experience to enhance learning for students to the fullest. Technologies for learners provide students with tools to further their knowledge and learning experience. Something like providing the students with laptops to research a particular topic would be a technology for a learner, because they are using technology to further their own learning. Technologies allow students to have equitable access for students. It allows students to succeed that may not be able to otherwise. It may be inequitable for students if they have fewer technologies available to them. The current use of technology in schools creates equitable access to students because most schools offer computer labs in which students can engage in to complete online activities and assignments. This may be inequitable for students who do no have access to these technologies at home and therefore, maybe unable to complete these types of assignments. Also, technology gives students equitable access to researching different topics. It allows students to find more information outside of library books. This may be inequitable because as library books never change, information on the internet is constantly changing and some may be falsified. For the most part I believe technology has more equitable qualities than inequitable.

Digital Age Best Practice

I wrote up a lesson plan on weather exploration last semester. The lesson had the students go outside and observe the weather each day and record their findings in a weather journal. The students would also make predictions about the weather the following day and relate the weather to the current season. All of this was recorded in their weather journals with pictures from magazines and illustrations. The digital age best practice would be used to make the lesson active and engaging for the students. It would include collaborative learning to further engage the students. A part of digital best practice is that student questions drive inquiry, so this lesson could be modified so that the students could still make their predictions about the weather the following day and then check and compare their predictions with what meteorologists predict online. Students could also find the temperature each day online and compare it to other countries temperatures. And maybe instead of having them record their findings in a journal they could record them in a blog and upload actual pictures from the environment that they are observing. These activities will encourage investigation and engagement of the students, which is a part of the digital best practice.

Phase 2 -Cycle 2

Instructional Decisions/ Teaching - I first showed the students a large picture of the solar system. I had a short discussion about what the picture was and what they already knew about the solar system. After the discussion I showed the students a youtube video which consisted of a catchy song about the planets in the solar system. The song included the planet's order as well as short facts about each planet. After the students watched the video they participated in their first web activity. The activity had the students click on each planet and view facts about them. After they were given a suitable amount of time to do this, they began their second web activity. The second web activity had the students name as many planets as they could remember. Once the students identified the planet's name by typing it in a designated area, the planet appeared in the correct order in the solar system. After they finished their web activity, I instructed them to pull up their smartboard notebook activity. The first activity had the students put all of the planets in order, and the second activity had the students read a group of facts, the students then had to match the planet to its corresponding fact. Through this lesson I learned that some students may have difficulties with the first 2 web activities. The activities were at the appropriate grade level however some students may need more time than others. If was difficult to give them needed time because of the shortness of the lesson. Also, I accidentally showed the video right after the anticipatory set, but I had planned to show the video right before the smartboard activities. The video was supposed to be used for reinforcement, to help the students remember what they learned in the lesson and then reapply it to their smartboard activity. This would have been more beneficial for the students. - The standard that I chose for this lesson was Strand 6: Earth and Space Science PO 1: Identify the known planets of the solar system. My learning objectives were that the students would know the order of the planets in the solar systems as well as the planets specific properties. My web activities as well as my video addressed these objectives. The smartboard activities at the end also ensured that the objectives were met at the end of the lesson. - I did not have to modify this lesson for students individual needs this time. I only had to allow a student more time to complete the activities, than the others. However, the lesson was designed in a way that it could easily be modified to meet and individuals needs depending on the circumstances. Assessment of Learning -My smartboard activities at the end required the students to recall various information from the lesson. The activities had the students order the planets and as well as identify them based on specific proprerties. Also, the second web activity had the students recall the names of all the planets. Because my learning objectives were that the students would be able to order the planets as well as identify the planets and their properties, the activities at the end that were collected for assessment would show that the objectives were met. -If the students were able to order the planets accurately in their smartboard notebook activity as well as match the planets with their specific properties, I would be able to know whether my assessment was successful or not. -My reflections as well as my classmates determined that overall my lesson was successful and met all of the objectives. Due to time limits some lesson modifications had to be made, but the lesson was still successful and beneficial to the students and myself.

Phase 1 Cycle 2- Planning Assessment

The smartboard notebook activities will serve as assessments for this lesson. The first activity will be graded for accuracy to see if the students are able to put the planets in order. The second activity will also be graded for accuracy as well to see the students are able to match the planets to their corresponding planet. The students are forced to recall all the information they experienced and learned throughout the lesson. Both assessments are hands-on which forces the students to stay focused and engaged. The assessments can be easily adjusted to meet students individual needs; however, the assessments include visual pictures of the planets which can be very helpful for some students.

Phase 1-Cycle 2 - Designing Instruction

My lesson is designed so that the students stay interested and motivated. They have many activities throughout the lesson as well as discussions and a video. Using different technology gives the students an opportunity to experience the information in a hands-on way. The web activities allows the students to explore and experience the different planets. The video teaches the students a new song that will help them remember facts about the planets as well as the order. The smartboard notebook activities access everything that the students learned throughout the lesson. The students are constantly doing something different, new and exciting. The technology integrated in this lessons allows students to have a memorable experience; therefore they will remember the information they are being taught for a long period of time.

Phase 1-Cycle 2 - Plans Instruction

The objectives are clear to the students by the activities that they are required to do within the lesson. The activities clearly show the students facts and the order of the planets in the solar system which is part of the objectives and standards. The lesson activities are at the appropriate learning and technology level for the students. The activities also can be modified for ELL students, special education students or gifted students.

Phase 1-Cycle 2 -Assessing Prior Knowledge

Prior knowledge is assessed in the beginning of the lesson when the teacher shows a picture of the solar system and asks the students questions about the planets. A pre-test of some sort could be given before the actual lesson to access the students knowledge and see what level they are at technology wise as well as what they already know about planets. This would be helpful to know before the lesson so that the teacher would know what to incorporate into the lesson. Knowing what the students learning level of the solar system is before the lesson will also help the teacher know what activities will keep students engaged or make them bored.