The Danger is Out There: Steps to Internet Safety

As more and more educators and students use the Internet, the relevance of Internet safety becomes more and more apparent. How do we use the Internet effectively so that students are not wasting time “searching” the Internet? How do we keep students from stumbling upon a porn site or protect them from pedophiles, hate mongers, and/or bullies, and encourage them to take the moral high road and not cheat? This may seem like a tall order, but a little web awareness can go a long way.

Education is key. First, educators, as well as parents, should gain awareness of the potential dangers of the Internet, some of these dangers were just listed. A great site for raising web awareness can be found at the Media Awareness Network. Students’ web awareness can also be developed. Students can be taught the skills to critically assess websites.

Utilising WebQuests are a great tool for keeping students on task, since students are directed to specific websites. WebQuests also protect students from stumbling on inappropriate material. Another method to protect students from inappropriate material is to use child-friendly search engines such as Yahooligans.

In the end the key to promoting web safety is to promote awareness by identifying the dangers and learning the various ways to keep students on task and to protect them from the potential dangers.

Let's Talk About . . .: Discussion Boards in the Classroom

There are numerous pros and cons to using discussion boards in the classroom. A pro is students may feel more comfortable contributing to a discussion board than to an in class discussion. I would like to mention though that I think it is important for students to develop public speaking skills. It might be best not to rely too heavily on discussion boards, but first focus on developing a healthy learning environment in which all students feel comfortable contributing to an in class discussion. Discussion boards may provide students with time to reflect and think about a response before they contribute. Students would also have time to work on their writing skills and work towards making well written and well edited contributions. Their overall content and delivery may be of higher quality. There is a chance for cyber bullying on discussion boards, which is clearly detrimental to a healthy learning environment. The chance of cyber bullying may require more involvement from the monitor, in our case a teacher, which is good. The closer the teacher monitors the discussion board the better because s/he will then gain a better understanding how the students are interacting and what they are discussing. Teachers can still be actively involved in the learning process. I do have an issue with the accessibility to discussion boards. I invite you to continue a discussion on accessibility. Visit vBulletin Forums, under Education 3508--Fall 2007, select Section PQR , and the discussion is under Open Discussion.

There are also several ways discussion boards can enhance the learning experience.

1) The discussion can be initiated in the classroom. Students could then continue the discussion online. As mentioned above, this gives students the chance to think before they answer. Also, due to time constraints not all of the students may have contributed. Everyone can contribute to the discussion board.

2) Discussion boards can enhance writing workshops that are initiated in class. Students can submit work to the bulletin then another student can TAG it, or help with editing. The student can then use this feedback to improve his or her work.

3) Discussion boards can be used for an assignment on debates. Students could practise posting premises backed by evidence. They could also visit other discussion boards in which other people might be debating and, with class instruction, and learn to evaluate the debates.

4) There is potential beneficial for group work. Students no longer need to meet in person, which is sometimes difficult, to co ordinate a group project. The final project could be one that could be totally online, for example a webpage.

5) Discussions can extend beyond the classroom. Students from around the world can contribute to the discussion, which may introduce to students to new ideas and perceptions. Multiculturalism and acceptance of others is important in today’s globalised world.

Finding the Path to Successful Technology Integration: Concept Mapping

Topic A in the grade six social studies curriculum entails an exploration of the needs of the individual and how those needs are met by the local, provincial, and federal levels of government. Students explore the structure of each level of government, including the names of the various leaders, and discover which level of government is responsible for meeting which needs. This concept map provides that information. However, I do not think that I would use this exact concept map in the classroom. Depending on the skills and knowledge of my students, I could leave out certain information, such as the names of the mayor, premier, prime minister, and so on, send my students on a WebQuest to the Lethbridge City Hall, the Alberta Legislature, and Parliament Hill to retrieve the missing data. It would be akin to an electronic fill in the blank. I could also start a lesson in which the students build a basic concept map of something familiar to them. After the students gain confidence with the Inspiration program, I could again send them on a WebQuest to research sites that detail the structure of governments. With this knowledge, students could then go on to build their own concept maps. They could also research the services provided by each level and include that in the map or represent the data in a T chart. In small groups, students could also specialise in one level of the government and represent it in a concept map. That group could then join with another group specialising in different level and link the two concept maps together. This assignment could even include a fieldtrip to City Hall, during which the students could interview a representative of the city and ask them questions about the structure and roles of the municipal government. As I might keep repeating, the limits of tool such as this are limited only by the creativity of the teacher.

Several ICT outcomes are met in the lessons suggested above.

6.S.4. Students will use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present connections among ideas and information in a problem-solving environment.

6.S.7 Students will access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locators (URLs).

and organize information, using such tools as a database, spreadsheet or electronic webbing.

6.S.9 Students will use selected presentation tools to demonstrate connections among various pieces of information.

Together at Last: Technology and Lesson Planning

Title: Legends of the Land

Grade: Five

Activity:

• The aim of the activity is to introduce the students to the cultural diversity of Canada through the stories of the First Nations peoples. Students use the school library to find a book of a First Nations story. After reading the story, students will visit the class website which will direct them to a video recording of a First Nations story. Then they will be directed to a site with an audio recording in Oji-Cree and English. In small groups of two or three, students will discuss what they liked or disliked about the stories, how the stories differed from what they were accustomed, and what they thought of the different media. This discussion could be recorded electronically using a table. Using the information from the table the students will discuss what constitutes a good story. Students will individually draft a story, but only in point form. Students will go through the five steps of writing in small groups. The final product will be a story that they record orally and share with the class. Story should tell of the student’s relation to the land.

General Outcome: 5.2 Students will demonstrate an understanding of the people and the stories of Canada and their ways of life over time, and appreciate the diversity of Canada’s heritage.

Specific Outcomes

Values and Attitudes

Students will:

5.2.1 Appreciate the complexity of identity in the Canadian context:

• recognize how an understanding of Canadian history and the stories of its peoples contributes to their sense of identity

• acknowledge oral traditions, narratives and stories as valid sources of knowledge about the land and diverse Aboriginal cultures and history

Knowledge and Understanding

Students will:

5.2.2 Examine, critically, the ways of life of Aboriginal peoples in Canada by exploring and reflecting upon the following questions and issues:

• What do the stories of First Nations, Métis and Inuit peoples tell us about their beliefs regarding the relationship between people and the land?

SKILLS AND PROCESSES

Students will:

5.S.1 develop skills of critical thinking and creative thinking:

• re-evaluate personal opinions to broaden understanding of a topic or an issue

• generate original ideas and strategies in situations of individual and group activities

5.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:

• work collaboratively with others to achieve a common goal

5.S.8 demonstrate skills of oral, written and visual literacy:

• select appropriate forms of delivery for written and oral information, taking particular audiences and purposes into consideration

• respond appropriately to comments and questions, using language respectful of human diversity

ICT:

5.S.2 develop skills of historical thinking:

·organize information, using such tools as a database, spreadsheet or electronic webbing

5.S.4 demonstrate skills of decision making and problem solving:

·use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present connections between ideas and information in a problem-solving environment

5.S.8• listen to others to understand their perspectives

·communicate effectively through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes

References:

Alberta Education. (2007) Histories and Stories of Ways of Life in Canada. Retrieved 28 October 2007, from
http://www.education.gov.ab.ca/k_12/curriculum/bySubject/social/default.asp

Fiddler, Jerry. (d. 1983) Legend of Iyash. Retrieved 28 October 2007, from
http://legends.knet.on.ca/

Sacred Circle: Creation. (n.d.). Retrieved 28 October 2007, from http://www.edukits.ca/aboriginal/origin/grade4/videos/index.htm

Rationale:

I believe this is a good use of technology in the classroom. First, students are not wasting precious time sifting through numerous web pages looking for First Nations’ Stories. The students are going directly to the sources. Second, the students are able to hear the stories. This is significant because the original stories were all oral. Hopefully the students will be able to appreciate that oral story telling is a valid form of story telling and conveying cultural values. Third, students will be able to take steps to gaining confidence presenting in front of the class. I believe that students might be more comfortable recording their stories than presenting them live in front of the class.