Title: Digital Citizenship in Schools
Author(s): Mike Ribble and Gerlad Bail

In the following excerpt from Digital Citizenship in Schools, Mike Ribble and Gerlad Baily deem it necessary for teachers to be aware of what the positive benefits and negative consequences are for using technology in the classroom. They think that technology can be used in a productive manner in the classroom and greatly benefit the students but if used inappropriately it can prove to be a nuisance to the teacher and disrupt students’ learning. They define the use of technology as digital communication as the electronic exchange of information. The way people communicate has been changed by cell phones, instant messages, videoconferencing, and e-mail. These forms of communication enable users to communicated faster not matter the distance. These forms of communication provide “instant access to others on an unprecedented level.” Mike Ribble and Gerlad Baily propose that teachers research any form of technology that they want to use in the classroom or be part of the curriculum to determine how its use will benefit students; teachers also have to communicate to students the appropriate etiquette for the use of these forms of communication.

How do students benefit from the use of technology?
The use of technology as a means for communication creates a forum in which students can express their ideas and accesses others ideas as well. The example that the excerpt uses, is of Mr. Baxter who after starting on the wrong foot when she introduced the concept of blogging to her students as a means for an open forum to communicate ideas concluded that if students are taught the proper etiquette for the is of technology, technology can be used as a great tool to enhance learning.

What do teachers have to do, to make the use of technology in the classroom successful?
Teachers have to research the benefits and consequence of the use of a particular technological tool in the classroom. A teacher also needs to have a productive concept of why the use of that particular technology will benefit the students.

Software Review: Learning.com

Software Review: Learning.com

Web Browsing Grades: 6-8

Web-Browsing Unit Review:
The interactive lessons on web browsing are helpful for students who are not familiar with the internet. I thought that I knew the basics of web browsing but after completing the mini lessons I realized that there were many things that I was overlooking. I never realized that a sites URL was similar to a filing system or that the suffix of a website lets you know what type of information to expect. These lessons are a get tool to use when teaching students how to browse through the internet and they will make looking for information more productive by allowing students to determine if the site is reputable. The only problem that I had with the lesson was that some of the directions were a little confusing. I don’t think there will be any problems when using this program in the classroom since the learning happens through interaction with the software, allowing students to have hands on experience. What may be a problem is keeping all students on task since this is an individual activity.

Browsing Basics: ISTE NETS Student Standards
1) K-12 [5] Students understand human, cultural, and societal issues related
to technology and practice legal and ethical behavior

a) K-12 [5.a] advocate and practice safe, legal and responsible use of information and technology
2) K-12 [6] Students demonstrate a sound understanding of technology concepts, systems and operations.
a) K-12 [6.a] understand and use technology systems
b) K-AS [6.b] select and use applications effectively and productively
3) 6-8 [7] select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.

URLs: ISTE NETS Students Standards
1) K-12 [1] Students demonstrate creative thinking, construct knowledge, and develop innovative products ad processes using technology.
a) K-12 [1.a] apply existing knowledge to generate new ideas, products, or processes using technology.
2) K-12 [2] Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a) K-12 [2.a] interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media.
3) K-12 [6] Students demonstrate a sound understanding of technology concepts, systems, and operations.

a) K-12 [6.a] understand and use technology systems
b) K-12 [6.b] select and use applications effectively and productively.
4) 6-8 [7] Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems

Web Searches: ISTE NETS Students Standards
1) K-12 [3] Students apply digital tools to gather, evaluate, and use information.
a) K-12 [3.b] locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
b) K-12 [3.c] evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
2) K-12 [4] Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
a) K-12 [4.c] collect and analyze data to identify solutions and/or make informed decisions
3) K-12 [5] Students understand human, cultural, and societal, issues related to technology and practice legal ethical behavior
a) K -12 [5.a] advocate and practice safe, legal, and responsible use of information and technology
4) K-12 [6] Students demonstrate a sound understanding of technology concepts, systems and operations.
a) K-12 [6.a] understand and use technology systems
b) K-12 [6.b]select and use applications effectively and productively.

Validity and Sourcing: ISTE NETS Students Standards
1) K-12 [1] Students demonstrate creative thinking, construction knowledge, and develop innovative products and processes using technology
a) K-12 [1.a] apply existing knowledge to generate new ideas, products, or processes.
2) K-12 [2] Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a) K-12 [2.a] interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media
b) K-12 [2.b] communicate information and ideas effectively to multiple audiences using a variety of media and formats.
3) K-12 [5] Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a) K-12 [ 5.a] advocate and practice safe, legal, and responsible use of information and technology.
b) K-12 [ 5.b] exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
4) K-12 [6] Students demonstrate a sound understanding of technology, concepts, systems and operations.

a) K-12 [6.a] understand and use technology systems.
b) K-12 [6.b] select and use applications effectively and productively.
5) 6-8 [3] Gather data, examine patterns, and apply information for decisions making using digital tools and resources.
6) 6-8 [4] Participate in a cooperative learning project in an online learning community.
7) 6-8 [7] Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.


Citation:
(2007) Learning.com. Retrieved March 2, 2009, from http://www.learning.com(2007)

ISTE's Educational Technology Standards for Students. Retrieved March 4, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007
Standards/NETS_for_Students_2007.htm

KidBiz300 by Martha L. Perez

In the article KidBiz300 Martha Perez, an eighth–grade ELL teacher, writes about the challenges that she faces trying to find material that her students, which have different likes and dislikes and who read at a different level, will like. Her main challenge is motivating her students to read. She has been using a web-base-program called kidBiz300 which “motivates [her] students to read… [and] engages them in leaning about what’s happening in our world.” The program “differentiates reading instruction for grades 2-8,” allowing each student to move at their own pace. Each current event is writing at different reading levels, freeing the teacher from having to find appropriate reading material for each student and having students left behind because the material is not at their reading level. Once in the program students are prompted to respond to a short prompt, then they read the article (which includes audio support), and then their comprehension and vocabulary are assessed. This program offers students immediate feedback, and it also adjusts their reading level depending on how they did on the quiz.

Question 1: What is beneficial about this program for students?
Answer 1: The program allows students to learn in a safe environment; they are reading at their reading level and don’t feel any anxiety trying to catch up to their classmates. The material is current so they may already have some knowledge.

Question 2: How can the teacher help those students that still need more help?
Answer 2: Since the student’s results can generate reports that the teacher can then assess, he/she can determine which students still need more help. The teacher can supplement the program with worksheets that help the student and he/she can talk to the student about the areas that are presenting problems for the students.