Recent Changes

pg. 256-258
-The use of technologies to harass, defame, or intentionally harm another student or group of students is cyberbulling.
-can be dramatic and extremely damaging to children involved and result in emotional stress, withdrawal from school, relocation and even suicide.

Tools used to bully: messaging, creating a website, pictures, videos, other recordings, impersonations.

-Best strategy to prevent the effects of cyberbylling is education teachers, students, and parents.

-At the point that inappropriate online actions involve adults, the behavior becomes more serious and can lead to cyberstalking or engage the predator.

pg. 229-235
Don't know what happened with the formatting...
LOL.
Disregard :)

pg. 229-235
Modeling and Facilitating Effective Use of Technology Tools-
1. Protecting Students and Technology Resources

• School Designs are Changing

-Be aware of the load on circuits
-Dust is bad for computers
--Change chalk boards to dry erase
--Use air filters
-Technology that is wireless is better for small spaces or multiple buildings
-Consider the location of your computer

• Technology-Related Health Practices

-Ergonomics- study of development of furniture, tools, and systems that promote productivity in a safe and healthy way.
--Ergonomic Checklist NIH (2005)
*Monitor Placement
*Chair Adjustment
*Desk Height
*Keyboard and Mouse Placement
-Repetitive Strain Injuries- occur during computer use due to sensitive nature of body that are subject to repetition, force, or awkward motion.
-Tendinitis- inflammation, irritation, or swelling of tendons.
-Carpal Tunnel Syndrome- median nerve of the hand becomes compressed at thumb and the side of the hand closest to it.
-Vision Concerns
-Resolution- clarity of an image related to pixels.
- Computer Vision Syndrome-inability to maintain focus on items displayed on a computer screen causing headaches, loss of focus, blurring, and/or sore neck due to extensive computer use.

p. 245-250
Ch. 10- Safe, Legal, and Ethical Use

Acceptable Use Policies (AUPs)- document that clearly outlines what is and is not acceptable behavior, as well as the consequences of unacceptable behaviors.
-common elements: overview, glossary of terms, purpose of tech use, rights/responsibilities of district, examples of acceptable and unacceptable use, consequences of unacceptable use

Copyright
-If not listed as public domain (creative works or info that are not "owned" by an individual but are still considered part of common culture), you could be breaking copyright laws if using it.
-TEACH Act- must be nonprofit and accredited to apply; clarified copyright laws

Fair Use and Technology in the Classroom
-fair use- refers to the part of U.S. copyright law that allows limited use of copyrighted material w/o requiring permission from the copyright holder
Fair Use Criteria
1. purpose and character of the use
2. nature of copyrighted work
3. amount/substantiality of portion used in relation to copyrighted work as a whole
4. effect of the use upon potential market for/value of the copyrighted work

Follow 10% rule

pg. 246-250 (Kevin)
I. Plagiarism Prevention
A. Avoid need for heavy reliance
B. Gather and report info
II. Cheating Prevention
A. Simple observations
B. Standing and moving about the room
C. Management software
III. Keeping Data Secure
A. Family Edu. Rights and Privacy Act
B. Large-scale networked services
C. Directory information

pg. 116-119
• Whole Group-
◦ Typically used for presentation devices in this setting
▪ Other equipment will be needed:
• One of the most popular- and common- the data projector.
◦ Data Projector- connects to the computer and projects a computer desktop image onto a blank wall, screen, or whiteboard.
◦ LCD (Liquid Crystal Display)- projection panels that can be used to display the images on the computer monitor using an overhead projector.

p. 153-157
Assistive Technology Continuum
1. Low-Tech- inexpensive, lack moving parts, have limited functionality, require little or no training to use;
Examples: talking picture frames, calculators, timers, spell checkers

2. Mid-Tech- use some form of power source, moderately priced, may require initial training
Examples: CD/MP3/media players, text messaging, portable word processors, word-processing software

3. High-Tech- complex, expensive, can be customized to meet individual needs, may require extensive training
Examples: speech synthesizers, voice recognition software, eye-tracking technology, tough-sensitive pads


Computer Adaptations
1. Positioning
2. Keyboard Adaptations
Ex: placing large colored alphabet stickers on keys, mark most frequent keys specially, create key guard
3. Mouse Adaptations
Ex: special decoration on mouse, joy-stick, different mouse from "typical" mouse

pg.106-108
KWHL chart
Identify what students know
What students want to know
What they learned in the lesson
Resource Guide
List of material
Digital resources
Rubric
Chart helps students know what is expected.
Form of a matrix
Components of performance
Differentiated levels of performance

PG. 108-112
I. Supporting Self-Directed Learning
>1. Teachers should not only have a GAME plan for their own self-directed learning, but for the student's learning as well.
*Setting Goals for Student Learning
Begin by analyzing task at hand:
*What do my students need to know?
*What do my students already know that can help them meet their learning goals?
*How will I know if they have been successful?
*Taking Action by Providing Learning Experiences
Actions involve designing and arranging experiences that help them meeting their learning goals:
*What content information do my students need?
*What instructional strategy will I use?
*What resources do my students need?
*Monitoring Student Progress
Just as we monitor our own goals and actions, we must help the students monitor how well they are meeting their learning goals using a variety of formal and informal means:
*“Reflection-in-Action”-- Informal assessments
*“Reflection-on-Action”-- Formal assessments
_Formative Assessments_- assessments used to inform instruction or to help students monitor their learning.
*Are my students understanding the information and mastering the skills they need?
*What patterns are emerging from my students' responses?
*Should I modify my lesson and unit plans?
*Evaluating Instructional Effectiveness
Key to determining how successful your instruction has been as well as which resources and method will most likely be successful in the future.
*Did my lesson or unit plan work?
*If not, should I modify the goals, the assessments, or my instructional strategies?
*What should I do differently in the future?
*Supporting Students' Efforts to Be Self-Directed
KWHL Charts-
*K- what students Know
*W- what they Want to know
*H- How they will learn the topic
*L- what they Learned** in the lesson

Praise and Polish for Abbey, Meagen, and Kevin
Our praise is that the customization of your concept map is beautiful and well organized.
Our polish is that the font is too small and difficult to read.

-Tori, Corey, Kristen