Week+14+Lab


=AI Meeting Agenda (12/1/2008)= 1. Put the GOMotion and GOTemp stuff in the TTL available for check out. It's in the game black bin in the back of the TTL. = =

=Week 13 and 14 Lectures (11/24 Podcast and 12/1 lecture)=

=Week 14 Lab: Issues in the Digital Classroom=

Discussion (10 minutes)
Lab instructors will conduct a discussion of student submissions to this week’s lecture worksheet.

Lab Workout (20-30 minutes - options below)
//Just as a note: I have put **THREE** different options below. Option 1 is one possibility to expose students to a lot of the issues, while option two is both a time-saver and a chance to help engage students in a professional discussion of issues (if we facilitate it right...) and seems to align well with the NETS-T standards.//

Option 1: “Teacher’s Survival Guide to the Digital Age:”
Lab students, in groups of three, will be creating a set of digital/web-based resources that could help a new teacher as they encounter and wrestle with the many issues that arise when (computing) technology meets the classroom. Groups will be responsible for finding at least two distinct resources on the web that directly relate to each of the questions below. The lab instructor will take one question from the list below and walk students through examples of resources found.

(Version 1a) Groups will, using a del.icio.us account, create a set of tagged bookmarks, which relate to each of the questions below. These bookmarks will include a brief description of what the resource is and how it answers the questions. This will then be linked (? Help, those more familiar with del.icio.us!!!!) to their ePortfolio. Each group member will have a copy of this workout for their own selves.

(Version 1b) Groups will create a new page in Google sites, and following a format similar to a “FAQ,” and will create a page of links (with brief descriptions of what the resource is and how it answers the questions) to be used as a “Survival Guide.”

//Questions for Option 1://
1. Where can I go to learn more about how socioeconomic issues affect how much access my students have to technology in school? 2. Where can I go to learn more about how socioeconomic issues affect how much access my students have to technology outside of school? 3. I hear other teachers talk about the “digital divide?” Where can I go for more information? 4. Where can I go for the most recent news and information related to issues of the digital divide? 5. What show I know about computer virus, spam, and other “attacks” on computer users? 6. How can I best protect my own and my school’s computers from viruses and other attacks? 7. Where can I go to learn more about the social concerns some have about technology in schools? 8. Where can I go to learn more about the ethical concerns some have about technology in schools (both in-general and up-to-date information)? 9. What resources are there to learn more about cybercrime, especially cyberhate and identity theft? 10. What resources can I, my students, or parents turn to when cybercrime happens to them? 11. I use a social networking site (MySpace, Facebook, etc) myself, as a teacher. Where can I go to learn more about what I should keep in mind when using such a site as an educator? 12. What resources are there for me as a teacher that can help me learn more about the benefits and risks of social networking sites for my students? 13. Are there any good resources for teachers and parents for ways to protect students/minors who are active on the Web, both in and out of school? 14. Where can I go to learn more about how to reduce how often students use Web-based plagiarism in completing assignments for my classes? 15. Where can I go to learn more about what the law says about copyright law and how it affects what I can use in my classroom, and how? 16. What resources are there for my students to learn more about copyright law, plagiarism and their responsibilities

Option 2: Issues Forum
Students, in groups of 3-4 will be expected to take on one of the issues from the Week 13 lecture podcast and conduct in the following week a discussion of that issue which follows the following format: • A definition of the problem, in which all students must both participate and "challenge" each other (this will require teaching students how to discuss productively and sensitively about issues in an online space) • 3-4 alternative points of view (one per student) on the issue, and each student must respond to each of the alternate points of view

Option 3: Contextualizing Issues
Note: This option closely parallels part of the final exam, for either good or ill. Just so you are aware... - CE For this activity, all that would be asked of students would be to take one of their cases (not their artifacts - this is a halfway step here to their exam questions) and do a simple analysis in a well-written paragraph-form short essay of the following: We are looking at the case only, not their "D" proposal to address this case (GRADE)
 * how issues of ethnicity and technology may affect this case
 * how issues of gender and tech may affect this case (What about gender would a person possibly need to know about in this case, if at all?)
 * how issues of class/socioeconomic factors and tech may affect this case (some people still may not have access to tech or the skills)
 * how legal requirements and limitations may affect how one responds to this case
 * How student special needs and any adaptive technologies may affect how one responds to this case

ePortfolio Production/Lab Time (80 minutes)
Lab instructors are to assist and supervise students in their production and assembly of artifacts for their ePortfolio requirement for this course. Please note that this is the last in-lab session that the students will have for this project.