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These last five weeks were very demanding in the Digital Citizenship course and in my teacher's school work. It was the first part of the school year, so I was trying to get things set up in my classroom. There were so many readings in the Digital Citizenship course. I had to read a lot to get ready for the assignments and discussions for each week. The first thing that I did each week was to do the quiz. If I did not get a good grade on it, I would save it for later in the week. This allowed me to know what I was going to learn about (like a formative assessment.) I would then download the assignment sheet for the week, and this allowed me to see all the reflections that I was going to do during the week. I thought of the time that I was going to do each of the parts. Then I started to watch the videos and take notes on each of them. Mondays were the class, and I wrote my reflection for the course after I attended or watched the video of the class. I skimmed a lot of the readings and took notes in my journal, so I could go back and look at the articles or books. I would work on my other reflections about case studies and other assignments. The last thing that I would be to write the journal refection that I posted on my ePortfolio.
Even though it was hard starting off the school year and taking the course at the same time, I am glad that it happened. I was able to see that teaching my first graders to be good citizens were about the same as a digital citizen. I was able to talk about teaching digital citizenship in my class in the discussion boards (because it was fresh on my mind.) I loved to write Ribble’s (2015) nine elements of digital citizenship’s definitions because it made things clear in my mind. For the third week, I enjoyed writing the descriptions of plagiarism, copyright infringement, attribution, and transformation. I was able to think creatively in the examples of these things.
There is a couple of things that I am proud of from this course. In the second week, I researched Pinterest and how it was a technology advance in today’s society. I was able to go back to the nine elements of digital citizenship and really think about what factors Pinterest impacted people. This made me think that Pinterest might not be a good site for younger users because “bad” people might be targeting them by seeing what their interests are. I spent about four hours on this part of the assignment because of the research, and I used Powtoon. This was the first time that I used Powtoon, and some parts were challenging. I did love how it turned out. As I was going along in the course, I kept hearing “responsible, respectful, prepared, and safe” in my classroom. I also found out that the school district wanted all schools to be a Common Sense school. This got me thinking about making a presentation that had the aspects of our school and had Common Sense videos in it.
There was so much reflection during the last five weeks. I would say that it was hard, but I know that it made me think about what we learned about during this time in the class. If I were to change anything, I would actually add the case studies in my reflections. Some of the case studies were hard to understand, but they made me think about being a Chief Technology Officer in the district. I do not want any of my reflections not to be at my fingertips in the future.
Ribble, M. (2015). Digital citizenship in schools: Nine elements all
students should know. International Society for Technology in
Click on this picture to see the presentation and all of the reflections on one page...
Click! That is what can get people in trouble. The more it happens, the more that people can comment mean things about people and the more they can lose a reputation, and that turns into depression. I know that Lewinksyś TED talk (2015) was four years, but it does make me think about what I write on social media or even email. She had parents that watched and stood by her when she was into a deep depression. As college students, they can go unnoticed. They are not seen by their parents all the time, and maybe they do not want their parents to worry about them. I know that Lewinsky did not have a choice in her ̈private ̈ things coming out, but if someone stopped sharing it, it would help the situation. Parents cannot see what is happening to any child in middle school or high school too.
There are some things that educatorś need to do to prevent cyberbullying, as Hinduja & Patchin (2015) put in their book. It is essential to educate the students and staff by talking about examples and telling them that cyberbullying is a serious topic to discuss with each other. Tell the students to stop and think before they post anything online. They need to realize that what they post could hurt someone emotionally or maybe that someone might want to kill themselves. If the teachers start to see a student begin to have their grades slip or not talk when they usually do, they need to intervene. Ask counselors to come in and talk too.
Parents should be educated too. In their meeting about cyberbullying, they should see the statistics of it and get different examples, like in the case of Ryan Halligan from 2003. They should be told that it is okay to have apps to monitor their childś social media. A school should make sure they are talking to the parents at least every other month either during a parent conference, electronic newsletter, or a phone call. This hopefully will make the parents talk to their children more about what might happen for cyberbullying.
As I have been reading and watching videos about cyberbullying this week, I have figured out that this is getting to be a significant problem among students. Cyberbullying can be defined as being threatened, made fun of, or posting pictures online. This can happen on different social media sites, or in some instances, a website is put up online. Cyberbullying affects the person being bullied and the people around the site at that time. When kids see things happen and do not say anything, they are called bystanders. Ryan Halliganś father gave the term ¨upstanders¨ as people getting up and telling that something is going online. Cyberbullying needs to be stopped!
Hinduja, S., & Patchin, J. W. (2015). Bullying beyond the schoolyard: Preventing and responding to cyberbullying. Corwin.
TED (2015, March 20). The price of shame: Monica Lewinsky [video file]. Retrieved from
Ryan's Story Presentation. (n.d.). Retrieved from http://www.ryanpatrickhalligan.org/
As I have been reading this week's required readings, I have thought about what I use in my classroom. There are things that I have bought through Teacher Pay Teachers (TPT) that have enhanced my teaching from vocabulary to design thinking. They sometimes have a choice of single-use and multiple uses. If I share any of the pages, I need to be buying the multiple-use one because this is a copyright infringement. I can tell the person asking to use it where it is on the TPT site.
When I was looking at Creative Common (n.d.) site, I noticed that it mentioned that you could use things from The MET. I remember going into museums as a kid and that it was not allowed to take pictures of paintings or other pieces of art. When I go to museums now, I see people taking pictures, and they are posting them on Facebook or other social media page. Creative Common (n.d.) has let the works of arts be part of the public domain so that many people (including students) can see and be able to study them. This especially since they might never be able to actually to the museum.
As I think about the videos that I use in my classroom, most of them are for education purposes. I use the "Discovery Education" site that has been approved, and I believe the district bought for the teachers. Most of You-Tube videos have a little teaser sand then it makes you pay for the movie. I know that if you want movies for an incentive, the school has to pay for film licensing. This amount for a film license is about $500- the PTA at my school has put this in their budget.
These four words are very important in copyright issues:
Bailey, J. (2013, October 07). The difference between copyright infringement and plagiarism. Retrieved from https://www.plagiarismtoday.com/2013/10/07/difference-copyright-infringement-plagiarism/
CC0. (n.d.). Retrieved from https://creativecommons.org/share-your-work/public-domain/cc0
The Original TEACH Act Toolkit. (n.d.). Retrieved from
For this week, I have learned about how a digital footprint or tattoo can impact the future of a person. Last week, I gave a lesson to my first graders on Digital Citizenship. I showed them four things- toothbrush, padlock, permanent marker, and toothpaste- and explained how these things were like digital citizenship. The permanent marker and toothpaste are examples of digital footprint/tattoos. The video from Common Sense (2013) says that they can be searched, copied, shared, broadcasted, and permanent. The footage that Steve Johnson (2009) states that it is where we’ve been, who we’ve been with, where we’ve wandered, and where we are going. As I was explaining both examples, I told the students that once they put something on the internet, people could find it again (even if they try to take it down.) I also told them that they should make sure that they do not put anything hurtful to someone else.
I have realized that I have a long line of being on technology. In elementary school, I have a vague remembering when I was in a class that had basic programming on a big white computer. In middle school, I had a class that had some more programming on the computer. At my university, I had a Computer math class and an email for the first time, so I spent a lot of time in the library. As I entered the classroom, I found out that I could get “stuff” (like Elmo or tech things- 2000s) when I went to technology classes. After just substituting for a few years, I went back to the classroom and once again, started to go to the district technology classes. This time around, I was able to get a Chromebook, two iPads, and lots of other things. I started to find programs like Seesaw and greenscreen that would help teach things in the class. The PD in the PJs in Seesaw introduced me in all sorts of stuff like videotaping myself or the students. Seesaw has been a great way for me to see what the students know about a specific topic that I am teaching.
As I have been in the DLL program at Lamar, I have added not only to my e-portfolio but also to my You-Tube account. An intentional digital footprint/tattoo are things like pictures or statements that “person” put on the internet. An unintentional digital footprint/tattoo are pictures or comments when other people mention the “person.” I need to remember that there are pictures of friends that being used and I need to get permission from those people.
This week, I went to the Tech Liaison training for my district and found out that the district wants all of the schools to be a “Common Sense School.” I found it surprising all the information that is on this site about the impact of technology with different media. There is so much information that talks about apps, games, and websites. My video of how Pinterest has impacted digital citizenship is below.
As I finish this week, I will remember that I should always be positive what I put out on the internet. Everything is public with Facebook, Twitter, Instagram, and school websites. It is important to think about the pictures and words that will be looked at for years to come. A footprint might be washed away, but a tattoo is hard to get off.
Johnson, S. (2009, November 09). Digital Footprints - Your New First Impression. Retrieved from https://www.youtube.com/watch?v=eZjmrJvL_eg
Sense, Common (2013, August 12). What's in Your Digital Footprint? Retrieved from https://www.youtube.com/watch?v=4P_gj3oRn8s
After a week of diving deep into what digital citizenship is, I was able to explain it to my aunt, who had pretty much no clue what it was. I tried to pull the definition from my brain- "the teaching of what is right and what is not right about the digital world." She was a little confused, so I pulled out my new definition- "the ability for a digital citizen to be prepared, responsible, respectful, and safe as they move through the digital world." I was able to explain Ribble's (2015) nine elements of digital citizenship:
I started this week watching videos from CyberWise (2015) and Bbrandino68 (2010.) These videos let me get the necessary 101 on what digital citizenship was and how I was going to put the nine elements of digital citizenship in place. CyberWise (2015) said that digital citizenship was the rules of the road and the collaboration, connection, and learning community information access. I liked that I could find out what the nine elements were in Bbrandino68's (2010) video, and then I went into detail in Ribble's (2015) book.
With all that I have read, internalized, and reflected on, I realize how critical digital citizenship is. Ohler (2012) commented that digital citizenship is like "character education" for things online and needs to be talked openly, so everyone has a buy-in. I have introduced digital citizenship with four items to my first graders for three years. I have four objects in a bag- padlock, toothbrush, permanent marker, and toothpaste. For the padlock, I explain that it is essential to have passwords, and they need to be strong (I give an example of bank accounts for parents.) For the toothbrush, I tell them not to share their passwords (but I say that it is okay for parents and teachers to know.) For the permanent marker, I tell them whatever they post or write online will be permanent. They need to be careful about what they post because it could hurt others' feelings. For the toothpaste, I tell them that what comes out online is hard to get back in (again- don't say mean things.) These four things are in the category of digital etiquette with digital rights & responsibilities and digital security. One boy in my class told his mom what a toothbrush and toothpaste stood for- this is pretty cool that kids do listen to us, teachers.
Bbrandino68. (2010, December 15). The nine elements of digital ditizenship. Retrieved from https://www.youtube.com/watch?v=87JiUrWaQVk
CyberWise. (2015, June 10). What Is digital citizenship? Retrieved from https://www.youtube.com/watch?reload=9&v=OH6869bD8iU
Ohler, J. (2012, April). Digital citizenship means character education for the digital age. Kappa Delta Pi Record, 47(Sup1), 25-27. doi:10.1080/00228958.2011.10516720
Ribble, Mike. Digital citizenship in schools: nine elements all students should know. International Society for Technology in Education, 2015.
What is Digital Citizenship? By Common Sense
How to be a responsible digital citizen?
How to be a prepared digital citizen? (THINK)
How to be a respectful, responsible and safe digital citizen? (video with lesson)
As I have been building my online course these five weeks, I have also been getting ready for a new school to begin. I know that I will probably change things in the course as I usually do with my new group of students. The students in this master class were asked to reflect on these guiding questions:
As I built an "Intro to Makerspace" online course for teachers and administration, I thought about how they can learn about makerspace and also get to do hands-on things. Bates (2015) says that a constructivism teacher should be teaching thinking skills, critical thinking, problem-solving, creativity, and originality. That is how I strive to teach each day. And that is how I wanted to form my online class. I will have the participants make things and then upload pictures in the fifth module. They will be building their knowledge by doing and then get to reflect and collaborate with their hands-on learning (Behaviorism, Cognitivism, Constructivism & Learning and Instructional Theory, n.d.) This will allow the participants to guide their thinking as they develop their Makerspace for either their classroom or school.
As I worked on this online course, I thought about the end result- the teachers would be so excited to start a Makerspace in their classroom. Wiggins & McTighe (2005) has teachers designing curriculum with beginning with the desired results, then thinking of the evidence and last planning the learning experiences and instructions. I first thought about what was my goal for each module and then evidence of that goal that ended up going into a portfolio in Google Slides. Last was the planning of the learning, in which I found different videos and sites that would teach the participants.
When we learned about the UbD plan in EDLD 5313 (Creating Significant Environments), we also went over Fink's (2003) 3-column table. This has been the guiding force of most of the courses for "Digital Learning and Leading." I used this as a guide for my online class.
All teaching should hit on different learning styles for students- auditory, visual, kinesthetic, and reading/ writing preferences. For this said, UDL (Universal Design for Learning) has action and expression, representation and engagement being the standards for this learning (UDL at a Glance, 2010.) Online learning can provide all of this:
As I teach first graders, I have set up my classroom with direct teaching with different technology options to find out if the students understand what they are learning. I know that all children learn differently and also a different speed. This course has let me think about how I should design online courses to guide some of the teachings of my students. As I watched UDL at a Glance (2010), I thought about what goals and barriers are going to be for students and that I should be flexible along the way.
Bates, A. W. (2015). Teaching in a digital age.
Behaviorism, Cognitivism, Constructivism & Learning and Instructional Theory. (n.d.). Retrieved from https://amara.org/en/videos/EGp9AZspE8hl/info/behaviorism-cognitivism-constructivism-learning-and-instructional-theory/
Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.
UDL at a Glance. (2010). Retrieved from https://amara.org/en/videos/8Aygby4OcIcF/info/udl-at-a-glance/
Wiggins, G., Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Ascd.
As I am pondering what 2 courses I could make for my first graders, I thought that this would not work for me. Then I thought about the video on Universal Design for Learning. I know that I will be getting a very diverse group of students- 2 VI (visually impaired) and one student that is super smart (and very excited to be in my class.) I want to reach all the students and find out about their interests and needs. Since I have never had a VI student, this will be a big learning curve (they do have VI teachers that will help us.) I am thinking about doing part of my Social Studies curriculum on Google Classroom (and through Seesaw- digital portfolio.) I might start with just one assignment a week when I get the class set of chrome books. The other online course that I plan to write is for at least one child in my class that needs to be challenged. I want to challenge him to take math to a whole new level. I teach at an applied learning center and all of the things about UDL is something that applies to my school. I am excited to share all of this with my new principal- action & expression, representation and engagement is so part of who we are!
As I was building my course, I got over-excited about finding videos and articles about makerspace. I then put 7 resources (that is what they call it on Google Classroom) for the first module. I was overwhelmed by just looking at what the teachers were going to be looking at. The "2 Minute Teacher Multimedia Principle" video mentioned that people have "limited capacity." (I see that in first graders, but I also get this way on inservice days.) I decided to condense the number to 3 or 4 and then put the other resources in a bibliography for that module. This way, the participant will have a choice to look at the other resources.
2 Minute Teacher Multimedia Principle. (2015). Retrieved from https://amara.org/en/videos/Hi6zw91qPqTJ/info/2-minute-teacher-multimedia-principle/
UDL At A Glance. (2010). Retrieved from https://amara.org/en/videos/8Aygby4OcIcF/info/udl-at-a-glance/
I have thought of myself as a constructivist this past year as we had studied the different perspectives to "teach." As I looked at figure 7.7 in Bate's (2015) book, I say that the discussion forums were in the constructivist area (which I am using), but I am using more of the connectivist's ideas. In a way, I am having my participants make e-Portfolios in Google Slides. This will be like their assessments and it will allow the learners to be in more control of their learning.
(Side note, but it does pertain to the media idea. I have been at training with the four schools in my district that is Applied Learning. It has been interesting to see how different teachers presented their sessions. One talked to us about 30 minutes about herself (standard 40.) While this was a little too much, it helped us understand her position with the topic, but pretty much all she did was talk and we were not able to do anything but just listen-kind of hard. The sessions that were the best were ones that had video, some writing on slides, and discussion with the presenter and the "audience." In some of my modules, I have lots of resources that my participants are either going to watch or read. I know that they might not get something out of every site, and so I will be asking their feedback (Standard 29) in case I need to switch things out.)
I am not sure if I have picked one standard from OSCQR this week that is the most important. As I said before, (note- my course topic is Intro to Makerspace) I want the participants to be more in control of their learning. I will ask them if they find resources or have knowledge about makerspace, I would like them to share it with the class (Standard 43.) Having an icebreaker at the beginning would be a great way for the participants to know that this is a safe place to share what they are feeling and that there will be rich sharing (Standard 41.) I am also going to introduce myself at the beginning and share why I want to participants to learn about makerspace (Standard 40.) (I think I could go on and on...)
At the end of me putting together my Google Classroom course, I am going to screen videotape how to navigate throughout the course. This will be one more way that the participants could make sure they are understanding how to find all the pieces in the course.
Bates, A. W. (2015). Teaching in a digital age.
OSCQR – The Open SUNY Course Quality Review. (n.d.). Retrieved from https://oscqr.org/ on July 25, 2019.
As I have been developing the online course, I have gone back to many of the sites and watched the videos that I looked at at the beginning of my research. This made me more excited about Makerspace! I wanted to make this course for teachers to excite them too. It is to make them think about how they can put it in their school.
As I have thought about putting the course together, I don’t want the participants to read so much that they want to stop this course. As I was listening to Darren NcNelis about cognitive overload, I realized that I need to remind the teachers to pause and reflect and also take their time doing this course. I also want to keep this simple and not to make it to complex. The whole point is for the teachers to finish. This is the outline that I have been working on for this course.
Here is a list of the materials that I am working on for the online class:
Cognitive overload -- rewire your brain in the digital age: Darren McNelis: TEDxTallaght. (n.d.). Retrieved from https://amara.org/en/videos/JNHMjDiZmYdF/info/cognitive-overload-rewire-your-brain-in-the-digital-age-darren-mcnelis-tedxtallaght/