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.