Week 5 ReflectionWhat an amazing journey! During this course I learned that the term digital citizenship involved much more than being courteous online. The most shocking thing I learned in this course were all the pieces of copyrights. Who knew there were so many aspects under the term copyright? We began our journey into the pleasant world of citing with our discussion on defining different terms and how they are essentially connected to protect works that have been produced. Our prompts for the week really made me question, second guess, and re-think my outlook on numerous topics that I thought I knew the answers to. The discussion this week asked us to read an article called Copyright in the News-Hudson Institute White Paper, and if it makes a good case for separation should they remain together. I agreed that the U.S. Copyright Office should be separated from the Library of Congress because the office needs to stay updated in this fast pace world we live in with technology growing each day. Keeping a paper trail is not going to be sufficient in a few years. There should be a single branch devoted to keeping track of copyrights. My biggest accomplishment in this course is making it to week 5! Seriously, it was the fact that I read, watched and enjoyed most of the material provided in our readings, sources, etc. weekly. All my other EDLD classes have put me to sleep reading the material, but I guess since there were so many aspects of this topic that I was unaware of, I was able to fully indulge in the information provided. Honestly time was not me best friend while trying to complete this course. It was the beginning of the year and mother nature was not having it! I am currently coaching two sports that take time Wednesday and Thursday night. I am also in a district that pushes supporting your feeder patterns, meaning my Tuesday nights and Friday nights are devoted to cheering on our Lady Wolves. With that statement being said…Hello from the half court line of our Varsity game! I am also an AVID teacher at an AVID Demonstration school. We are up for re-validation this year and our Coaching visit took place last week when I was mid-way through my culminating project…FUN. I feel like my best work was completed in week 4. At the middle school level, we cyber-bullying all the time which why my first instinct was to pick that for my final project. After week 3, it hit me that if we educate parents on all there is to know on the security side of this, we could probably eliminate a big chunk of these issues. What I learned in this course is I need to add more information to the first few weeks of my class. I need to probably start my course with 6 weeks of digital citizenship, then lead into my Canvas course. If there were topics, such as the copyright laws, that I was unaware of, I can only imagine how oblivious my 11-year-old babies are. Things I have learned in this course that will help me to continuously grow as an educational leader is that everyday something in technology is being produced. We have to stay aware and informed to keep our students and staff protected. My favorite portion of this course was the week that googled ourselves. That was the day that a digital footprint could truly make or break everything you work towards in life. Suggestions I would give other students to get the most out of this course would be use the resources to your advantage. Make sure to tune into the lectures and see what your peers are saying, and to read all the discussion board posts because you can get an enormous amount of information. Honestly, this course has probably been one of my more exciting courses. I have learned a tremendous amount and will forever go back and refer to my homework. To my friends, co-workers, and administrators I would say this course needs to be implemented into public school systems for teachers, students, parents, and staff. Finally signing off...Coach Ro! Week 4 ReflectionWhat a week of discovery! I had an idea of what cyber bullying entailed, the depth and the stories that I have uncovered this week have truly put me in a place of tissues, eye-drops, and reflection. In my mind, I feel as though I am aware and I place emphasis on internet safety in my classroom. This week’s lesson gave me ideas of areas to improve and additional lessons to put in place for my students. In our discussion this week we were asked to watch Monica Lewinsky’s The Price of Shame and figure out how we can guard ourselves against the endless outlets of internet humiliation. By being meticulous about what we post and what sites/apps we are accepting terms and policies for without reading through them. It is sad that we live in a time where the world has access to anything that we thought was private simply because we did not read through the terms and condition. Taking that extra time is key when you are a public figure, have a job that requires discretion, or if you have children that will someday find that terrible thing you thought was funny at some point being relived on the internet. Coping with a shame game is never easy when the story is about you. I was in 7th grade when the Clinton-Lewinsky scandal broke out. I was glued to the TV listening and watching every clip to figure out who was lying and who was telling the truth. The media did an outstanding job of following and sensationalizing this story even for an 11-year-old at the time. Had this story come out 7 years later when social media had taken off, I feel like Monica may have taken her own life. Cyber-bullying is nothing to be played with. When the WORLD is commenting on a moment that was meant for 2 people, I can only imagine the damage it does to your self-worth, esteem, confidence, etc. We have got to do better with laws against social media and people’s private lives. Continuing with our cyber-bullying lesson, we looked at two cases. The first case really touched my soul. Ryan’s Story is one of many years of being bullied by the same group of people up until the summer of 2003. Being cyber-bullied made Ryan feel out of control and depressed. There was nothing more to look forward to. He had already been harassed by this boy since 5th grade, he asked to be removed from the school, he learned how to fight, and with a sick twist of fate, was “be-friended” by the little boy. All these events still led down a path of children being mean to him. Physically, Ryan was only in one fight where he got in a few hits, but emotionally, he was depressed. Years of torment, and to add the girl pretending to be his girlfriend on top was the breaking point. I feel as though Ryan followed the rules for dealing with cyberbullies as best he could. He told his parents but warned them that the Principal would not take the necessary actions. He ignored them. He then asked to be removed, where his parents denied the request. He learned how to defend himself by exercising to Tae-bo with his mother. Finally, he felt as though life had given him a break and the boy who had made his life so miserable was now his friend. It was not until after his death that his mother checked his IM and received all the information no parent would want to hear about their child’s school experience. I do not have kids, but I feel like if my child came to me with these concerns, my first response would have been to be at the school no matter how my child felt about it. Second, if it continued after me going to the school, I would have documented the accounts and placed him in another school. I also feel as though the IM’s should have been checked nightly. There would not have been time for the bullying to continue. The steps that were taken by the trusted adults was the parents telling Ryan to ignore the bullies, the Principal calling about the fight, and finally the mom getting the password to Ryan’s IM. These steps were not effective because they allowed Ryan to make the first call of not going to the Principal to raise awareness. The second issue was not taking the situation more serious when he wanted to learn how to fight. Finally, allowing him to get an online profile for any reason was not an ideal situation, especially with the online generation. Ryan's Story Presentation. (2017). Ryanpatrickhalligan.org. Retrieved 30 September 2017, from http://www.ryanpatrickhalligan.org/ Schoolyard bullying has gone high-tech. (2006). DeseretNews.com. Retrieved 1 October 2017, from https://www.deseretnews.com/article/645194065/Schoolyard-bullying-has-gone-high-tech.html Additional Resources that helped: Honestly, Dr. Borel did not leave any stone unturned with this week’s lesson. All the resources and videos were ones that I have used previously in class, except for Ryan’s Story and Monica Lewinsky’s TedTalk. Week 3 Reflection What a week!!!! Who knew there were so many aspects under the term copyright? We began our journey into the pleasant world of citing with our discussion on defining different terms and how they are essentially connected to protect works that have been produced. Our prompts for the week really made me question, second guess, and re-think my outlook on numerous topics that I thought I knew the answers to. The discussion this week asked us to read an article called Copyright in the News-Hudson Institute White Paper, and if it makes a good case for separation should they remain together. I agreed that the U.S. Copyright Office should be separated from the Library of Congress because the office needs to stay updated in this fast pace world we live in with technology growing each day. Keeping a paper trail is not going to be sufficient in a few years. There should be a single branch devoted to keeping track of copyrights. We were then asked to define some terms that I was sure I knew, but eventually found out that I simply lump together in the same category because they are similar…but not the same.
Sources that helped I found several sources this week that “dummied” the information down for me! Kinds of Copyrights. (2017). Smallbusiness.chron.com. Retrieved 23 September 2017, from http://smallbusiness.chron.com/kinds-copyrights-56983.html Movie Clips and Copyright. (2017). Insidehighered.com. Retrieved 23 September 2017, from https://www.insidehighered.com/news/2010/07/28/copyright Thompson, K. (1993). Report of the Ad Hoc Committee of the Society for Cinema Studies, "Fair Usage Publication of Film Stills". Cinema Journal, 32(2), 3. doi:10.2307/1225602 Wolfe, M. (2014). FAQ: Authorship and Ownership in U.S. Copyright Law | Authors Alliance. Authorsalliance.org. Retrieved 23 September 2017, from http://www.authorsalliance.org/2014/05/20/authorship-and-ownership-faq/ Week 2 ReflectionThis week we discussed so many topics that sparked my interest. In our discussion, technology in our classroom and personal lives was the focus. Lack of technology in today’s classroom, is almost comparable to not having a classroom book to teach from. My students use technology every day and in multiple forms. For instance, my bell ringer is completed through an app called padlet, we may review something from the day before using quizlet, kahoot, or breakout boxes. Finally, we will turn in a project using Canvas or google docs. As far as personal lives, there is not a day that goes by where I do not check my phone, laptop, iPad, or Samsung gear watch. My students feel the same about their devices. My personal and professional can be found on any of my devices, so without them life would seem hectic. Social media is a plus as well. According to our lecture, a digital tattoo or footprint is the mark that you leave behind when using the Internet and can shape your online reputation as well as your online experience. The footprints can be either positive or negative and mold your present self or future self. Intentional footprints are paths that you leave on purpose; such as posting on our social media pages. Unintentional footprints are made when you are on snapchat and the navigation has placed you in a location without you knowing that setting was on. Students can deliberately cultivate a digital footprint by creating their own websites/eportfolios. When they create these sites, they need to make sure that vital information is not shared. This would include: address, full name, age, phone number, social security number, etc. My digital footprint is not as scary as I thought it was going to be. When I “Googled” my full name, nothing but positive things came up about me. My job was the first thing that appeared on the list for Mansfield ISD, and several pages later, my LinkedIn account appeared. However, when I search my first and last name only more sites appear, still positive, but more. My Facebook, Instagram, twitter, and my profile picture is second on the images. I was not surprised by what I found, but rather the different search options I was typing in to find more information. There are several different places that I have a digital profile because of my profession. I have to say that the university I received my undergraduate and first graduate degrees from did an outstanding job with teaching us about Digital Citizenship. Since I grew up in the era of needing a college email address to create a Facebook account, our athletic director and the academic advisor of the Kinesiology department of Tarleton State University held an athletics meeting where they encouraged all students participating in any type of NCAA sports on campus to not set up an account if we were not going to post responsibly. If we were, the second suggestion was to keep the content elementary friendly because we represented the community as well and were role models for all students still in school striving to play collegiate sports. The final suggestion was to not post anything that could have a negative connotation in our future lives while trying to apply for jobs. At 17, I took my digital footprint seriously because I knew the amount of work I was going to put into my future and succeeding, I did not need a picture of a drunken night at the bar holding my career path back. Since the big talk at Tarleton, I have always been aware and conscious of the things I post. I have almost every social media account; however, I treat them as if they are a school account. Not to say that I invite my students to be my friends, but when they do a search, there is nothing they would find there that they would not find in my classroom. All in all, I would give myself a 4 in the digital footprint category. My grandmother is always pleased when she views my page! I could go on to talk about the impressive TedTalk video we had to dissect and pick a quote from, but I am sure I my reflection is little long winded at this point. Until next week.... Additional Sources: Honestly, this week it was tough to find additional resources other than those provided through the class. There were a few that I used last week that were present in this week’s resources tab. A 30-year history of the future | Nicholas Negroponte. (2017). YouTube. Retrieved 16 September 2017, from https://www.youtube.com/watch?v=5b5BDoddOLA Jacobson, L. (2017). What is net neutrality?. ABC News. Retrieved 16 September 2017, from http://abcnews.go.com/Technology/net-neutrality/story?id=48596615 Oversharing: Think Before You Post. (2017). YouTube. Retrieved 16 September 2017, from https://www.youtube.com/watch?v=wyjd73tUXig Week 1 Reflection As I reflect over the first week of digital citizenship, I realized that there were numerous aspects that went into culminating and defining the term. Nine elements compose what we know as digital citizenship, all working together to build an online community that is safe, legal, and informative for users. In our discussions this week, we were asked if there was a difference between digital citizenship and citizenship. I do not believe there is a difference between digital citizenship and citizenship. Being a good Samaritan is simply being a law-abiding citizen, and according to Marshall (1950), “Citizenship is a status, given to all full members of a community”. I feel as though the same concepts apply when dealing with digital citizenship. We were also asked to define digital citizenship in our own words. My definition of digital citizenship is simple,” Think before you click”.
Digital citizenship is the path of digital footprints you are leaving behind whenever you access the internet, media, etc. Will your trail lead to rainbows and sunshine, or does it lead down a path of cyber-bullying, inappropriate posts, or pictures that could make or break a college, career, or relationship opportunity? There are nine elements that are involved in the digital citizenship model, and although all of them are important, some areas need to be emphasized and focused on more when teaching lessons to students, teachers, and parents. In particular, I teach middle school students which is why the emphasis for me will be more on the access, communication, and security aspects of the nine components. Digital access is huge initiative in Mansfield. We are a 1:1 district, and our iPad roll out is happening today for our new 7th graders…yay for us! With access comes the responsibility. Our students can connect via Wi-Fi during school hours and wherever they are able to get internet connect outside of school. With Mansfield being a large district, our students can connect to our school Wi-Fi no matter what school location they are at elementary to high school. Digital communication was next on my list because our students are required to communicate with us via Skyward, through our websites, gmail, and our online classrooms. The first few weeks of school are spent going over etiquette, proper language, and plagiarism. We want our students to be productive learners and communicators in the online world, so we take pride in really enforcing the correct communication tools for them to be successful. Finally, digital security is of the upmost importance in our district. We recognize that our students are minors (11-12 years old) and they are being handed access to the world with these devices. We also realize that even though you have to be 13 or older to get most social media pages, students lie and create accounts anyway. Our district has a program that monitors what our students and staff are downloading on their iPads. We also have a “blacklisted” page that lists all apps that students are unable to download. Lastly, our students can only access the app store if they are 13. The iPad is customized to their real birthday and students are unable to change this setting. These protocols are in place for their safety and ours. Students put in too much information sometimes and are not aware of the danger they are putting themselves in. YouTube was my friend this week as I ventured out to find additional resources to support my research and build evidence for my culminating project. I found three videos that probably took the words straight from my mouth and into mini motion. The links below will take you to these videos.
Other helpful resources that I found this week were two websites. They helped me get a clear understanding of digital citizenship. Please check them out!
Marshall, T.H. (1950). Citizenship and social class: and other essays. Cambridge, MA: University Press. Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know (3rd ed.). Eugene, OR: International Society for Technology in Education
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Erica RobersonEager learner who loves to challenge the minds of today's youth and figure out ways to keep them interested and engaged in the learning process. Archives
December 2017
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