Internet Safety in the Classroom

Internet safety is an extremely important concept for students to grasp. There are multiple factors to consider that include: the "truth" that they see out there, what others can see of them, and the viruses/software issues that can come from being online. 

I strongly believe in the idea of modeling the correct ways of internet safety. This means I will always cite the information I present and support my findings with research. I will also have a classroom Twitter account and my own Facebook that students will not be my "friend" on but can view my public profile. This will show them that I am a real person and capable of being safe on the internet too. 

 One unit that I have already developed targets this idea. I created a text set for my English classroom that uses texts focused on school shootings in a variety of formats (novels, newspaper articles, songs, diaries, programs, posters, etc.) Some of the texts also deal with conspiracy theories. The students would investigate to determine what they believe is accurate and not accurate. They would have to support their ideas with evidence. 

I also have intentions of working with high school children and doing several units that focus on college application essays and other college materials. This activity that was found on the Harrisonburg City Public Schools site listed by Common Sense. It is titled College Bound: Admissions Packet Student Handbook (http://www.commonsensemedia.org/educators/lesson/college-bound-9-12). The activity would emphasize the idea of a student's digital footprint and have them think about their own safety on the internet. 

I hope that by modeling and using activities that students will understand the importance of internet safety and know how to properly manage it. 

WebQuests

Discovering and searching for WebQuests was a new "thing" for me. In school at the beginning of the year we would have Textbook Quests/Searches to allow us to be more familiar with our textbook. I think the WebQuest idea is similar, but allows students to take control of their learning, uses multiple resources, and provides an excellent assessment. 

I noticed there were several WebQuests for specific books that allowed students to take different reading approaches focusing on the culture, history, author, or more. I selected a lesson I would use with 6th graders, because that was the most recent practicum I had. This WebQuest deals with figurative language which can be a fun, exciting lesson but also confusing for students. The Figurative Language WebQuest also involves group work and collaboration, which is an important factor for students to learn. 

http://questgarden.com/131/61/4/110921144522/index.htm

Does the introduction provide an element of interest to engage the students to explore further?

The introduction assigns students a role. Giving them this role and providing examples of figurative language allows them to attach to the activity and understand the material before they are submerged into the task.

Are a variety of resources and media used?

I particularly like this WebQuest because it mixes the use of technology with literature. Not only is the topic important for writing, but the task has students handwrite sentences using figurative language. There is also a number of videos, images, and outside websites for students to find more information. Each outside website uses a poem or excerpt from a text to support the explanation.

Does the link take the student directly to the page they need to go to or are they still required to navigate through different levels? (related to student age/ability)

All of the links are direct and precise. I think despite the age or ability level this site would be beneficial for students because they would not get confused while searching for information and examples on their text.

Are the question or tasks appropriate to the age level?

The task is very appropriate for the age level. Having the students create their own examples of figurative language shows that they are able to comprehend the material. It also gives them enough independence for middle schoolers, since they are not just filling in a worksheet. The group aspect is also beneficial for middle schoolers and their development.

What level are the questions? (knowledge/comprehension or higher level thinking such as evaluation/analysis)

The questions combine both knowledge/comprehension with evaluation and higher level thinking skills. The first task has students individually write sentences based on their assigned figurative language, this would be a knowledge/comprehension question. However, when the group has to evaluate and decide on how to change the children's story it shows that they are using higher level thinking skills.

Is sufficient explanation provided to guide students so they can complete the task successfully?

The directions for the assignment are simple and clear. Each step is broken down allowing the students to slowly process the assignment and feel a sense of completion with each element.

Are links made to resources such as online dictionaries, or documents to support the processing of information (data grids, tables, graphic organizers)?

The WebQuest has students link to various websites that explain the figurative language element in further detail than the picture and example given initially. These extra sites provide students with more examples and text excerpts to support and explain the information.

Does the conclusion link back to the introduction / offer options for further exploration of the topic?

The conclusion is written more like the final step of the task. It allows students to share their work, which does correspond with the role given to them in the beginning, but it does not conclude what lessons were learned or provide more options for exploration.

Is there information provided for teachers who may wish to use the resource? 

The WebQuest has a form for both teachers and students to evaluate the WebQuest, which is helpful for the creator. As a teacher I would like to receive the information that my students submitted. The creator has also included a disclaimer allowing use for the WebQuest. However, there are no outside citations explaining the sources or discovered information.

Collaboration Tools & Use in the Classroom

It is essential that we show students how to properly collaborate early in their lives. If students are able to see how to listen, offer criticism, and respond to each other they will be more successful in their future. In an English classroom there is plenty of availability for collaboration and use of collaboration tools.

Peers and the teacher can revise and edit papers using Google Docs or Pirate Pad. This would allow students to freely offer their opinions in a manner that allows for everyone to participate without fearing ridicule.

Charts created on Inspiration will allow students to create pre-writing plans as they brainstorm about their topic. A valuable aspect about this would be the ability to see the students' thought process and how they came to the conclusion.

Skype, Twitter, Facebook, Blogs, and websites allow for parents, teachers, and students to all stay connected. There are endless possibilities for allowing students who are ill still actively participate by using collaboration technology. The classroom walls are also able to expand greatly by finding connections with authors, other students in different countries, and specific locations.

Students could also use each other as a collaboration tool. In my classroom I intend to have students personally select what they want to read instead of having a text as a class set. Therefore, students could create different products like movie trailers, advertisements, create QR codes, and record their own book talks to promote a book.

It would also be valuable to have students prepare for and participate in discussions using various technological resources. Using strategies like SOAPS for discussion will provide each student with a specific role and help prepare them for the business world. If students are familiar with using technology in the classroom lessons and actively engaging with it they will be more used to working with it and understand how to use it to their advantage. The most valuable lesson students can learn while using collaboration in the classroom

My Vision for How Technology will be Used in My Classroom

I want my classroom to be based around the Dr. Seuss quote, "the more that you read, the more things you will know. The more that you learn, the more places you'll go." I plan on incorporating this idea by having an "airport lounge" for the students to read in. I will encourage them to mark on the classroom map the different places they have visited while reading their books. Students will work in groups named after various airlines. Assignments will focus on what the students have learned from their travels. The reality of students seeing new places and learning new things will strongly depend on the use of technology in the classroom. 


As mentioned in both the article "Why Integrate Technology into the Curriculum?" and the "Technology Integration" video on Edutopia, technology allows for the student-teacher relationship to become stronger. The teacher takes on a facilitator/coach role and the student is able to take ownership of their learning by creating. Almost all educators have struggled with students' engagement while still successfully meeting different educational objectives. If all of the available technological resources and tools were used students and teachers would be more satisfied with their learning.
Personally, I can see myself using endless technological resources in the classroom. I would like to have a classroom website with a calendar, blog, pictures, and links so that my parents are aware of what is happening in my classroom. This website will also provide more opportunities for student learning through educational links related to the content we are currently studying. I want to have consistent, technology routines in my classroom too. Allowing students to use Google Docs to peer edit will be an engaging tool for them. I have also seen other teachers use Google Forms to have students complete weekly "check-ins" with their teacher to see how they are doing academically and personally. Students can use the internet to research and make presentations on various authors and settings. I have also seen several graphic organizers inspired by technology, such as a Facebook profile page for a character. Interactive activities would be possible through the use of a SmartBoard and other technology where I can post grammar exercises for students to practice and show their skills. Students could interact with other students from different cultures through online pen-pals. Using various sites and videos would promote reading and specific books. I can trust that my students will also be creative on ideas for other curriculum ideas including reading comprehension, vocabulary, oral presentations, and any other component evaluated by SOLs or Common Core State Standards.
It is obvious that using technology in the classroom only allows my students to learn, read, and travel more!