Digital Health Forum

Family Gatherings will allow time to spend with family in lieu of working on computers, cell phones, and tablets.  Sometimes, these gatherings incorporate shared technology for fun with each other.


Bible study is a time to put away technological resources, and it allows quiet time for meditation.

My hair appointments is time for relaxation.  I can still use my digital technologies, but it is more so for fun and games instead of work.  This time allows me to be "brainless."

• What is the most proactive means of ensuring the most balanced blend of technology and well-being?
• What can students and teachers do to make sure they get the most from technology while simultaneously safeguarding good health?

1.  When I am at work, my cell phone and tablet are in airplane mode.  This mode blocks any incoming information, and it saves my batteries.  Since I do not use my phone and iPad for work, I lock them away.  Students have a problem putting their technologies to the side, but I attempt to show them how by practicing what I preach.

2.  Teachers can set aside time and create lessons that blend technologies.  This will allow students some access to technology in schools.  But, lessons need to be balanced.  For me, to put aside technologies, I will use the Interactive Notebook.  This notebook still follows a lot of traditional, old fashion ways of learning, but it still fosters creativity because students can cut, paste, use tactile activities to engage in the product. Other times are driven by multimedia presentations and resources where students can use their phones to aggregate various information.  Also, I remain calm when students are playing on their phones because I do know it is more of a social problem that afflicts most communities.

Digital Rights and Responsibilities: Safety

• What is the most important step we can take in terms of ensuring our digital safety?
• What strategies can we take to help our students consistently keep digital safety in the forefront of their minds?

Steps to ensure digital safety (based on Youtube video):

1.  Strictest privacy settings;

2.  No personal information

3.  Phone Safety

4.  Avoid Strangers

5.  Handle Hacking Intelligently

• Change password, make it unpredictable
• Create a 2-step verification
• Contact your contacts
• Run antivirus software
• Backup your files
• Clean your hard drive

Teachers disseminate Student Handout on Online Scams.  Students have several activities to participate in potential online scams.


Teachers can find resources using CommonSense Media's and Edmodo's Lessons on Digital Citizenship Starter Kit.

Teachers can disseminate information to parents to help securing student safety online.  Click here for Parent Tips for Online Safety.


Annotated Websites on Digital Safety

Digital Rights and Responsibilities

Compose a blog post that addresses each of the points above. After completing a blog post that meets the requirements of this quest, submit the link to your post in the Submission Form at the bottom of this page.

Action Plan

Fulton County Schools already provides an Acceptable Use Policy that students and parents must sign acknowledging that they will respect the rules and regulations of Network and Internet Access.

1.  Disseminate Fulton County School's Network and Internet Access.

2.  Students are to return this form and teachers must keep it on file!  Teachers are encouraged to give some kind of extra points or extra credit options to promote returning of the form.  Another precaution is to make the form accessible online so parents and students can electronically sign the form.

3.  All classrooms should have CommonSenseMedia's Poster on the walls!

4.  Have students watch a video lesson in Copyright (see below)

5.  Allow students to take a quiz on what they learned.  File the answers for future reference if necessary.

6.  Have students read and annotate Congress Keeps Mickey Mouse out of Public Domain for 15 Years.

7.  Allow an open discussion of the article.

NETIQUETTE

This is my infographic on Netiquette using Smore:



The Netiquette Guidelines

Access to the Digital Community

In a blog post, describe the results of researching your level of access to digital resources. Respond to the following questions:

• What types of barriers might impede students’ opportunities to access digital learning?
• What might we do to eliminate such barriers?

Compose a blog post that addresses each of the points above. After completing a blog post that meets the requirements of this quest, submit the link to your post in the Submission Form at the bottom of this page.

Next, as a courtesy to fellow TOOL participants, join the Participate 3.1.1 Access to the Digital Community Forum and share the link to your post. Upon sharing the link with fellow TOOL participants, consider providing helpful feedback to others regarding this topic.

Types of Barriers (What research shows)

The Pew Research Center

1.  People/children in lower socioeconomic statuses have limited access to computer and Internet access;

2.  People/children that lack post-secondary education tend to not use the Internet;

Solutions

1. Integrate technology at schools when available, even if the school serves a lower socioeconomic community;
2. Write for grants to help lessen the digital divide.  There are a number of grants offering funds to teachers and schools to help bridge the digital divide.
3. Teachers can advocate for more professional learning resources to help them integrate technology.

Collecting Reputable Digital Resources

What were the three most useful tools or resources resulting from the web walkabout? How can students be taught to safely collect tools and resources that can help them maximize their learning? What policies or procedures might need to be in place to make this possible?


Three Useful Tools

Berkeley University's resource on evaluating websites is a "must keep" tool.  It is a quick reference to help students remember what features to examine as they begin their search.  Students will have to use this resource repeatedly until the techniques and suggestions become second nature.


The Web of Trust is a nice extension on the Chrome OS to help students find websites that are untainted.  I am not sure if this can be accessed from other platforms.  And, a number of teachers may not know how to use extensions.  I do, and I am already Google APPS Certified, so I will definitely add this one to my arsenal of resources.


Wikipedia's list of domains is equally essential when teaching the research process.  Many students do not examine the web address, but I teach this step to help eliminate meaningless resources.  When students research, they must show me every resource they are using.  My best advice is to have students locate reputable resources from the start versus sifting through junk only to tell them to do it again!



Teaching Students/Policies/Procedures

1.  Teachers need to already have selected a cadre of tools for students prior to the research process.  This ensures that students don't stray as much, and it teaches students how to use the resources.

2.  Teachers must already know specific web tools prior to assigning anything.  This means that the teacher has already scoped resources for the instructional purpose.

3.  Place these web tools in a Digital Learning Community that students can always access.  Annotate them to help students minimize their time in selecting resources.

4.  Use them, repeatedly!

5.  Reject any resource that has not been evaluated.  Or, have students complete web quests on their own for various resources then share their findings on the class' DLC.



My DIIGO List of Web Reputable Digital Resources

Ideal Digital Learning Community (DLC)

A DLC is like a discussion/sharing forum that is 24/7; it is always available and always on!  For students, this is actually quite overwhelming because they are never really using their social medias for concentrated bouts of time.  Many of the resources students use are for brainless, fun activities.  So, my first advice is to limit the number of DLCs as to not overwhelm students.  And, I would find a DLC that is actually user friendly and incorporate that DLC in my daily work.  For instance, I use Edmodo as a DLC because its features resemble "Facebook," something students are quite familiar.  And, I promote the use of Edmodo on iPhones and Android devices.  And, I am constantly referencing it and referring to it as a means to communicate with students.  Because of my classroom promotions, students learn to value it.  In order to really promote a DLC, it needs to be something "shared" between the students and teacher.  The only way I can get better utilizing it is to use it daily (i.e., post word for the day, classroom tips/specials, study guides, etc.).

Another feature of a DLC is that it must be free and accessible.  Free is a must because many students do not see their education as an investment, and they think that anything related to school should be Free (even though we know there is a price for everything).  I also look for DLCs that make apps for both Android and iPhone devices.  Even though there are some great apps for the iPad, every student doesn't have one.

Finally, does the DLC do what I need it to do?  That is a question only I, the teacher, can answer, and I can only answer it once I have plotted my goals for the semester or the year.  Some DLCs, especially the free ones, may be limited.  So, I have to choose the best platform for my instructional goals.  I also read reviews, particularly instructional technologists' reviews when deciding on a DLC.  If I used one DLC one year, I may change and try something new.  It all depends on my instructional needs.