4.2 Safe, Healthy, Legal, & Ethical Use
Candidates model and facilitate the safe, healthy, legal, and ethical uses of digital information and technologies. (PSC 4.2/ISTE 5b)
Artifact: Internet Safety Blog Posting
Reflection:
The module seven blog post entitled, “Don’t Talk to Strangers…and Other Online Safety Tips” discusses several methods for teachers and other adults who work with children to keep kids safe when using technology. In completing this blog post, I had to research different technologies that are beneficial in promoting safe digital use by students in a classroom environment. The blog post addresses several options for adults to implement in their classrooms or environments with kids to keep them safe when online and using different technologies. I researched the resources independently and posted the blog post independently as well.
Standard 4.2 sets the foundation for the modeling and facilitating of safe, healthy, legal, and ethical uses of digital information and technologies. This artifact demonstrates my ability to research and then model safe online resources. The blog post addresses several methods to use in the classroom. The most important resources facilitate learning about technology safety via an online course through Google about digital footprints. In addition, research suggests that by having casual conversations with students about technology, teachers can better facilitate future conversations about more serious technology topics regarding the safe, healthy, legal, and ethical use. In addition, as the artifact points out, teachers should model safe, healthy, legal, and ethical use at all times in the classroom. When students see their teachers performing safe, healthy, legal, and ethical use of online resources and digital technologies, they have a model for what this use should look like and are more likely to model the same behavior to their peers.
Completing this particular blog post was a very beneficial process to me. I had no idea that there were such great resources for teaching students about digital safety! The Google resource about teen digital footprints was especially beneficial. I believe this should be a mandatory course for all students. A great time to do this would be at the beginning of freshmen year for all high-schoolers. I also really enjoyed the resources offered by the University of North Carolina and some of the tips they provided were topics I had never even thought of in regards to internet safety. In doing this blog post and similar research on internet safety, I would like to actually have my students complete the Teen Digital Footprint program and reflect on their attitudes and opinions about digital safety.
This work impacted student learning and faculty development significantly. Many teachers were not aware of the digital resources available to help teach teens digital safety. The students of younger teachers have already engaged in multiple casual conversations about technology which allows for more transparency should a more serious issue arise. The older faculty do not necessarily know how to have these conversations. After having discussions with several of these faculty members they seemed to be more at ease addressing digital safety concerns with their students. The students also benefited in that their teachers are more knowledgeable and they were able to learn proper methods for safe internet use. This learning can be assessed by examining student behavior when it comes to safe internet use and surveying teachers regarding their comfort with talking to students about technology use in general and in terms of safety.
The module seven blog post entitled, “Don’t Talk to Strangers…and Other Online Safety Tips” discusses several methods for teachers and other adults who work with children to keep kids safe when using technology. In completing this blog post, I had to research different technologies that are beneficial in promoting safe digital use by students in a classroom environment. The blog post addresses several options for adults to implement in their classrooms or environments with kids to keep them safe when online and using different technologies. I researched the resources independently and posted the blog post independently as well.
Standard 4.2 sets the foundation for the modeling and facilitating of safe, healthy, legal, and ethical uses of digital information and technologies. This artifact demonstrates my ability to research and then model safe online resources. The blog post addresses several methods to use in the classroom. The most important resources facilitate learning about technology safety via an online course through Google about digital footprints. In addition, research suggests that by having casual conversations with students about technology, teachers can better facilitate future conversations about more serious technology topics regarding the safe, healthy, legal, and ethical use. In addition, as the artifact points out, teachers should model safe, healthy, legal, and ethical use at all times in the classroom. When students see their teachers performing safe, healthy, legal, and ethical use of online resources and digital technologies, they have a model for what this use should look like and are more likely to model the same behavior to their peers.
Completing this particular blog post was a very beneficial process to me. I had no idea that there were such great resources for teaching students about digital safety! The Google resource about teen digital footprints was especially beneficial. I believe this should be a mandatory course for all students. A great time to do this would be at the beginning of freshmen year for all high-schoolers. I also really enjoyed the resources offered by the University of North Carolina and some of the tips they provided were topics I had never even thought of in regards to internet safety. In doing this blog post and similar research on internet safety, I would like to actually have my students complete the Teen Digital Footprint program and reflect on their attitudes and opinions about digital safety.
This work impacted student learning and faculty development significantly. Many teachers were not aware of the digital resources available to help teach teens digital safety. The students of younger teachers have already engaged in multiple casual conversations about technology which allows for more transparency should a more serious issue arise. The older faculty do not necessarily know how to have these conversations. After having discussions with several of these faculty members they seemed to be more at ease addressing digital safety concerns with their students. The students also benefited in that their teachers are more knowledgeable and they were able to learn proper methods for safe internet use. This learning can be assessed by examining student behavior when it comes to safe internet use and surveying teachers regarding their comfort with talking to students about technology use in general and in terms of safety.