- Ability to model safe, responsible, legal and ethical use of technology and implement school and district acceptable use policies including fair-use and copyright guidelines and Internet user protection policies.
- Ability to develop and implement a classroom management plan to ensure equitable and effective student access to available technology resources.
- Ability to promote, model, and communicate the safe, legal and ethical principles of digital citizenship, equitable access, digital etiquette, and responsible online social interactions in a global culture including respect for copyright, intellectual property, the appropriate documentation of sources, and Internet user protection policies.
In Fall 2019, I was enrolled in the course ED 505 (Technology and Education). I was grouped with other students to create a digital citizenship website. The website consisted of information about the definition of digital citizenship, digital equity, netiquette, social networking policies, copyright, plagiarism, and fair use policies. I found the information to be quite helpful. Certain things I did not know before creating the website, such as the rules of plagiarism and the concepts of netiquette. I also found resources that helped me create my own classroom technology rules and internet use policy.
I am now enrolled in the course ED 508 (Teaching Portfolio). I had to create two lessons that consisted of my students using technology. The knowledge that I gained from the digital citizenship activity from ED 505 helped me with the two lessons. I used the knowledge from the course ED 505 to create an internet use policy agreement for each student and their parent. The agreement consisted of information about the websites that the students would be accessing and rules about using the internet. I also explained how to use netiquette properly and how not to plagiarize. The digital citizenship activity helped me to prepare and assist my students with internet policies and guidelines. Also, it helped me to ensure my students' safety and proper usage of the internet. Overall the students understood and displayed proper digital citizenship during the two lessons.
Ability to model safe, responsible, legal and ethical use of technology and implement school and district acceptable use policies including fair-use and copyright guidelines and Internet user protection policies.
My knowledge of making a digital citizenship website helped me to make an internet use policy. I learned why a user policy is important and the steps to create one. At the beginning of the school year, I sent home my school district's internet use policy and my personal internet use policy contract for my classroom. Both policies were to be read and signed by each student and their parent. The policies had guidelines on what students could do on the internet, netiquette, and technology rules. I made my classroom's internet user policy agreement to get the parent's permission to let their child use the internet. Also, to have parents and children understand the rules and regulations of using the internet in my classroom. Before I started the two lessons for my ED 508 course, I had students and parents sign another internet policy agreement that was similar to the first agreement at the beginning of the year.
2.Ability to develop and implement a classroom management plan to ensure equitable and effective student access to available technology resources.
My school has a one to one technology set up for third-grade students. Every student in the third grade has their own Chromebook. At the beginning of the year, I assigned each student a numbered Chromebook. The students are responsible for that Chromebook for the rest of the year. The students are not allowed to harm, touch, or play with anybody's Chromebook. Also, each student has a personal email address.
Students are allowed to access their computers for specific reasons. I have a poster on the classroom's wall that shows students the websites they can go to at certain times. Students can use their Chromebooks for the following: taking AR tests, logging on to approved math games and reading games, GoogleClassroom, and any other approved website. My students are not allowed to access any other website without my permission. If they do, they have broken one of the agreements on their user policy contract. The student will lose their computer privileges. I also have a poster of the internet use policy agreement on the classroom's wall.
3. Ability to promote, model, and communicate the safe, legal and ethical principles of digital citizenship, equitable access, digital etiquette, and responsible online social interactions in a global culture including respect for copyright, intellectual property, the appropriate documentation of sources, and Internet user protection policies.
Before I taught the two lessons for ED 508, parents and students had to sign a user policy agreement. The agreement described the activities that the students were going to do and the rules for using the websites and Chromebooks.
Before each lesson, I talked about the components of the website. I taught the students how to use the website and pointed out any dangerous or questionable aspects such as pop ups and suspicious chat boxes. For example, on the website, Blabberize, I warned students not to use the search bar or look at other people's videos without my permission. When the students researched natural disasters, they were only allowed to use the search engine Kiddle rather than Google and Bing. Kiddle is a kid-friendly search engine developed to show kids things that are appropriate for them.
I also taught the students about digital etiquette. I explained what digital etiquette is and modeled good and bad digital etiquette. The students had to create a Kahoot game about adjectives. I explained to them how not to use harmful and negative sentences. They also had to have an appropriate group name. The students also had to access Googleclassroom and comment on a post. I explained and modeled how they should be respectfully comment on the post. I also taught students the importance of acknowledging the source of their research. When students researched their natural disasters and created a video, they had to give credit to the person or website that they got their information from at the end of the video. My knowledge of digital citizenship helped me organize and safely plan and facilitate my lessons for ED 508.