4.2 Safe, Healthy, Legal & Ethical Use
Candidates model and facilitate the safe, healthy, legal, and ethical uses of digital information and technologies.
Candidates model and facilitate the safe, healthy, legal, and ethical uses of digital information and technologies.
Artifact - Internet Safety Blog
As my artifact for Standard 4.2, Safe, Healthy, Legal, and Ethical Use, I selected my Internet Safety Blog which I completed for ITEC 7430, Internet Tools in the Classroom. For this assignment, I researched the Children's Internet Protection Act as well as the current literature on Internet safety in the classroom. I reflected on the positive side of Internet use and also the negative.
On the up side, students have access to a wealth of information that was non-existent until the past few decades. They can access this information twenty-four hours a day, seven days a week on their computers, their tablets, their cell phones, even their game consoles. They can communicate and collaborate with friends, family, classmates, even experts in almost every field, giving them authentic learning experiences in and out of the classroom. On the down side, they are frequently uneducated on how to spot harmful or unethical use of the Internet. The news is filled with stories of students becoming victims of molesters or of online bullying. Frequently, students are not taught how to recognize untruthful solicitations in their emails that can lead to identity theft or viruses that destroy their computers and the computers of all their contacts.
Yan (2009) found that although schools have filters in place to block the negative aspects of Internet use, few high school students have Internet filters in place in their homes. In addition, few teachers actually educate their students on safe and ethical use of Internet resources. Mastery of this standard has taught me that it is all the more important that I, as an instructional technology coach, teach educators to take the time to instruct their students on Internet use and help them learn to safely navigate this wonderful but potentially dangerous digital ocean.
From researching and reflecting on safe, ethical Internet use, I was able to model and facilitate the same in my Lesson Plan Project which I also completed for ITEC 7430. Taking Richardson's (2010) advice, I had students use first names only in their Wikispaces account and set up the site to allow access to only the students and teachers involved in the project. Students used avatars to further protect their identities. This blog helped me master the strategies that I need to keep my students safe and convinced me that teaching Internet safety should be reiterated to students over and over again to ensure their privacy and well-being as they explore our digital world. I have used what I learned creating this artifact do things differently, modifying instruction to make it safer for students at my school.
This artifact has impacted student learning by creating a safe environment in which they can conduct research and connect with experts and peers outside the classroom. It has impacted professional learning as I coach teachers in effective ways to integrate technology using safe, ethical, legal practices and tools to facilitate learning. The impact is assessed by observation of classroom practices.
On the up side, students have access to a wealth of information that was non-existent until the past few decades. They can access this information twenty-four hours a day, seven days a week on their computers, their tablets, their cell phones, even their game consoles. They can communicate and collaborate with friends, family, classmates, even experts in almost every field, giving them authentic learning experiences in and out of the classroom. On the down side, they are frequently uneducated on how to spot harmful or unethical use of the Internet. The news is filled with stories of students becoming victims of molesters or of online bullying. Frequently, students are not taught how to recognize untruthful solicitations in their emails that can lead to identity theft or viruses that destroy their computers and the computers of all their contacts.
Yan (2009) found that although schools have filters in place to block the negative aspects of Internet use, few high school students have Internet filters in place in their homes. In addition, few teachers actually educate their students on safe and ethical use of Internet resources. Mastery of this standard has taught me that it is all the more important that I, as an instructional technology coach, teach educators to take the time to instruct their students on Internet use and help them learn to safely navigate this wonderful but potentially dangerous digital ocean.
From researching and reflecting on safe, ethical Internet use, I was able to model and facilitate the same in my Lesson Plan Project which I also completed for ITEC 7430. Taking Richardson's (2010) advice, I had students use first names only in their Wikispaces account and set up the site to allow access to only the students and teachers involved in the project. Students used avatars to further protect their identities. This blog helped me master the strategies that I need to keep my students safe and convinced me that teaching Internet safety should be reiterated to students over and over again to ensure their privacy and well-being as they explore our digital world. I have used what I learned creating this artifact do things differently, modifying instruction to make it safer for students at my school.
This artifact has impacted student learning by creating a safe environment in which they can conduct research and connect with experts and peers outside the classroom. It has impacted professional learning as I coach teachers in effective ways to integrate technology using safe, ethical, legal practices and tools to facilitate learning. The impact is assessed by observation of classroom practices.