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Standard IV
Promote and model digital citizenship and responsibility
This standard focuses on using information responsibly and becoming a good digital citizen. Teachers must be models of citizenship and responsibility themselves before they can teach this to students. Many educators are not aware or ignore copyright law and acceptable use policies. How can an instructor expect students to respect the intellectual property of others if the students view his or her presentations that do not contain citations or references? Modeling is only one way that teachers can show proficiency in this standard. They must also teach students how to be a model citizen and responsibly use information resources. Another facet of this standard is providing equitable access to technology. This can mean providing devices to assist special needs students in accessing technology, or it might be providing a student with printed copies of information he cannot access outside of school. Teachers must also understand how other cultures view the importance of technology, as this can have an impact on student access as well.
The audio project that I created for IT 569 meets this standard because it provides equitable access to students. For a student who has a vision impairment, the audio podcast could help him or her access the information in a way other than visually. This type of material could also be useful for a student with ADHD who needs to be up and moving while learning. The podcast could be accessed via an audio device with headphones while the student walks around.
The YouTube video I created as a type of rubric is similar to the podcast in providing access. However, this video addresses copyright and explains to students how to be a proper digital citizen and give credit to sources. The video further discusses some etiquette when it comes to creating presentations for others to view. This standard shows that I model the legal and ethical use of digital information.
The Technology Plan I created for IT 709 meets every piece of this standard. The plan has an entire section on copyright and fair use, and it provides for the teachers to be trained in this area on a regular basis. It addresses the needs of diverse populations. And, through the acceptable use policies, it promotes digital citizenship and proper social interaction. The plan requires that students be taught these specific skills when using the new technologies. Finally, it involves members of the community and students' families in the plan for technology implementation.
Artifacts
- Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
- Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
- Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
- Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools.
This standard focuses on using information responsibly and becoming a good digital citizen. Teachers must be models of citizenship and responsibility themselves before they can teach this to students. Many educators are not aware or ignore copyright law and acceptable use policies. How can an instructor expect students to respect the intellectual property of others if the students view his or her presentations that do not contain citations or references? Modeling is only one way that teachers can show proficiency in this standard. They must also teach students how to be a model citizen and responsibly use information resources. Another facet of this standard is providing equitable access to technology. This can mean providing devices to assist special needs students in accessing technology, or it might be providing a student with printed copies of information he cannot access outside of school. Teachers must also understand how other cultures view the importance of technology, as this can have an impact on student access as well.
The audio project that I created for IT 569 meets this standard because it provides equitable access to students. For a student who has a vision impairment, the audio podcast could help him or her access the information in a way other than visually. This type of material could also be useful for a student with ADHD who needs to be up and moving while learning. The podcast could be accessed via an audio device with headphones while the student walks around.
The YouTube video I created as a type of rubric is similar to the podcast in providing access. However, this video addresses copyright and explains to students how to be a proper digital citizen and give credit to sources. The video further discusses some etiquette when it comes to creating presentations for others to view. This standard shows that I model the legal and ethical use of digital information.
The Technology Plan I created for IT 709 meets every piece of this standard. The plan has an entire section on copyright and fair use, and it provides for the teachers to be trained in this area on a regular basis. It addresses the needs of diverse populations. And, through the acceptable use policies, it promotes digital citizenship and proper social interaction. The plan requires that students be taught these specific skills when using the new technologies. Finally, it involves members of the community and students' families in the plan for technology implementation.
Artifacts
Future Learning Goals
One area that I feel I need more practice with is cultural understanding and the use of technology. For example, I have several students for whom English is not a first language. I would like to provide them with more resources that will make their learning more effective. I notice that these students are not as proficient with using technology, and I am not sure if that is due to the language barrier or lack of emphasis their families may place on technology. Because of this, I would like to learn more about helping these types of students.
I think my school could do a better job with accessibility for students with disabilities when it comes to technology. We do not have a technology plan or budget set aside for this, so I would like to research more free resources and tools that would be helpful to these students.
I feel that I do a good job of expressing the importance of using information responsibly, but I would like to continue to find new ways to do so.
One area that I feel I need more practice with is cultural understanding and the use of technology. For example, I have several students for whom English is not a first language. I would like to provide them with more resources that will make their learning more effective. I notice that these students are not as proficient with using technology, and I am not sure if that is due to the language barrier or lack of emphasis their families may place on technology. Because of this, I would like to learn more about helping these types of students.
I think my school could do a better job with accessibility for students with disabilities when it comes to technology. We do not have a technology plan or budget set aside for this, so I would like to research more free resources and tools that would be helpful to these students.
I feel that I do a good job of expressing the importance of using information responsibly, but I would like to continue to find new ways to do so.
©2018 Jennifer Dunkin e-Portfolio for MSIT at The University of Southern Mississippi