"Growing Up Online"

“Growing Up Online”

I think most parents have no idea what teens do online. It has become a world that teens can hide from their parents watchful eyes. Teens can say just about anything without worrying about using their true identify. It has become a social network that has a dark side, such as a place where teens can trade sex for drugs, and a place where teens use anonymity to post things about themselves and others.

The first girl posted pictures of herself in her underwear and sent them to her boyfriend and of course most of the time the boyfriends sends them to everyone else.

Another young girl was known as the “goth” girl at school.  She was depressed because she felt like she didn’t fit in anyplace. She began to post pinup pictures of herself online. She instantly became popular until students at school told the principle that she was posting nude photographs of herself. Her parents were called and informed of their daughter’s online activity. They had no idea of their daughter’s secret life. She became depressed and suicidal so her parents agreed that she could keep her website but no nude photos and they could monitor the website.

 Another group of teens snuck into a concert and got drunk. They took pictures of teens vomiting, doing drugs then they posed them on the internet. One of the boy’s parents found out so she decided to call some of the parents. Instead of grateful parents they were upset because this wasn’t any of her business. Even though the ER was full of underage kids with alcohol poising and kids over dosing that night.

I was not surprised or shocked by Frontlines “growing up online”. Since I have worked at a high school for many years now I am not surprised by too many things. It is shocking sometimes because you never know who the internet will suck into its clutches even an honor roll student. Parents beware and never say never.

QUESTIONS:

1.A survey by the Pew Internet & American Life Project found that in 2004, 67 percent of parents said the Internet has been a good thing for their children. However, this number decreased to 59 percent in 2006. In 2012, 69% of parents of online teens said they were concerned about how their child’s online activity might affect their future academic or employment opportunities, with some 44% being “very” concerned. Cite some reasons why parental support for their children’s independent internet use is decreasing. Why do you think the number of parents who reported the Internet being a good thing for their children has decreased?

In 2004, 67 percent of parents said the internet has been a good thing for their children because they saw the internet as a learning tool. The internet is a great way to find research for papers and a vast source of knowledge but there is a dark side. With the use of social media, such as Fackbook, Twiter, and Yik Yak teens use anonymity to post comments without worrying about repercussions. Teens say things they normally wouldn’t say to someone’s face, nothing is private. It has become a common place for bullying, sending explicit photos of themselves or others, and a place that predators prey for new victims. Nothing or no one is safe. That is why the number has decreased to 59 percent in 2006 and 69 percent in 2012. Parents are concerned and they should be.

2. More teachers are using tools to try to detect cheating or deter students’ inclination to cheat. In the program, we see the use of plagiarism-detection tools like Turnitin.com and writing assignments completed during class time to make sure students do their own work and generate their own ideas. How can we as educators stop students from using material they found online as their own work? Should that be considered cheating, in your opinion?

More teachers are using tools like Turninin.com to detect cheating but some teachers do not use the resources they have. Our students are always one step ahead of us when it comes to cheating. I am always amazed how a student that is behind in credits can catch up quickly with online learning. As educators I am not sure if we can detect all plagiarism. We will always have students that want to cheat. I don’t think we can stop that but we can make it harder with resources like Turnitin.com. I hope students remember if they are using ideas from a source they remember to cite the source. In the long run they are only hurting themselves.

3,One student claims he "never reads books" but relies on summaries and annotated notes he finds on Web sites. He confesses that he feels guilty about this, stating, "I feel like I kind of cheated it." In your opinion, should he feel guilty? Why or why not?

I am sure there are more than one student that “never reads books” than there are students that read books. In part it comes from heavy workloads, such as honor and AP classes. Along with extra activities or responsibilities. Their time is limited so they use the resources they have like summaries and annotated notes.

 They should feel like they are cheating but I see their point.  We are in such a hurry to push students to the limits and it’s a race to the top. Who is the best? Who had the highest ACT scores? Why the hurry? Let them have time to be kids. We are creating a new generation of young people that have high levels of anxiety, panic attacks, and suffer from depression.

4.Before the Internet, in order to be seen by the world, you had to be portrayed in some form of mass media, and you had to be famous in some respect -- in the news, in politics or as a celebrity. Now anyone can be seen online by anyone else in the world. Some people have become famous for videos or photos they’ve posted (such as Autumn Edows). In your opinion, should people like Edows, or others who become “famous” through their online presence, be considered “celebrities?” Has the ability to create an online persona, and receive worldwide attention for it, affected our cultural values?

That’s true before the internet you had to be portrayed in some form of media like television or the tabloids and you had to be famous. Today with reality shows you don’t even need to have talent to be seen. You just need some type of drama in your life. People seem to crave that so with the internet you don’t need to be famous. You just need to be willing to tell it all or show it all to have followers.

I don’t feel that people who become famous by their online presence should be considered famous. Let’s look at a family who became “famous” because of a sex tape that went public. Really, why are we fascinated by all of the drama?   This family has their own show and are making millions because we want to see all of the drama in their life. They have no talent. I guess they are smart because they are getting rich and we still tune in every week to watch the drama. I am not  sure why we think it is okay for people on TV not to have any values. It has a trickle down affect because we start to dress like them and behave like them. Have you seen how high school girls dress now a days?

5. Shows like "To Catch a Predator" on Dateline NBC (http://www.nbcnews.com/id/10912603/) contribute to parental anxiety about online media. It is obvious that certain elements of programs like “To Catch a Predator,” and even this documentary, will likely increase parents’ fears.Cite one current event from the past year where a young person has been affected (positively or negatively) by being active online. (find a link to a news story, describe it in your answer to this question, and provide the link as well).

It is our responsibility to inform the public about how some people use the internet for evil, for example; cyber-bullying, predators, sexing, and social networking. Maybe it is the only way to inform parents of what their children are doing behind closed doors when parents assume they are doing homework. So if news shows like "To Catch a Predator" contributes to parental anxiety it should. Parents should be alarmed about cyber-bullying. Some parents have no clue what their child is saying on the internet. Children that are being bullied never get away from the bully. The internet allows for anonymity therefore people say things they would never say in person. Here is a link to an additional six stories like the Rebecca Sedwick story: http://nobullying.com/six-unforgettable-cyber-bullying-cases/. All six end up committing suicide because of cyber-bullying. Unfortunately, there are many more stories like that, they go unreported.

6.Teasing, lying, gossiping, threatening, spreading rumors or harassing online (and offline)can severely affect people’s self-concept and self-esteem and have an impact on their emotional state. In the     program, we see one girl who describes flirting with boys and then revealing she was just kidding. She explains: "You wouldn’t do that to someone’s face, but online is completely different. ... No one can do anything. You’re at your house, they’r e at their house." In her quote, this teen is describing Suler’s disinhibition effects. Which one do you think it is, and why?

Actually, there are a few of Suler’s disinhibition effects that apply to cyber-bullying, such as DISSOCIATION ANONYMITY and INVISIBILITY.  As people chat on the internet you may see a username or address but you don’t see the identity of the user. They can remain anonymous. They can say anything and not be held accountable for what they say, therefore; they become monsters.  Once you think you have things under control a new app is developed and the cycle begins again. Invisibility gives people courage so when they are in chat room they can become someone other than themselves. In emails or text messaging no one can see how you look and you can’t see disapproval. The teenage years are hard enough without cyber-bullying.

7.At the end of the program, Greg decides it’s time for him to "disconnect" by going to the Coast Guard Academy, where he will spend seven weeks without cell phones or the Internet. Have you ever thought about "disconnecting" from it all? Do you think it would be easy or difficult for you personally? What would you enjoy or dislike about disconnecting?

I like how Greg realized that he was struggling with the fact that he had to “disconnect” when he entered the Academy. I think everyone should be able to disconnect. Our brains need a break. Sometimes I forget my phone and I feel guilty that no one can get in touch with me. My family goes nuts and I hear I tried to call you but you forgot your phone. I think I forget my phone intentionally because it gives me freedom not to be connected.  I personally don’t need to be connected 24/7 but I am not a teen. I know life will continue without the internet. Last year we rented a condo on the beach for vacation and we had no internet. Everyone was upset at first but we spent more time together playing board games and just talking and laughing. I enjoyed the peace and quiet plus my brain needed the break. After a week I felt energized; everyone should try it!

Tech Tool Review

"National and State Technology Standards"

"National and State Technology Standards"

As you read the Introduction to the National Education Technology Plan, what did you determine to be the purpose of the National Education Technology Plan? How does it affect teachers and students, people like you and me? (feel free to be critical if you like).

After reading the Introduction to the National Educational Technology Plan, I believe the purpose of the plan is to reinforce the Equal Education Opportunities Act of 1974 by adding a technology plan to the Equal Education Opportunity to all students regardless of race, demographic area, disability, or age.

It affects teachers when schools do not have updated Wi-Fi or technology in their building or classroom. Students already use their smart phones at school so we might as well embrace the technology use. It also affects teachers when their students’ knowledge surpasses their knowledge. School districts must provide additional learning opportunities for their staff as well. School directs usually have a limited funding so money can have a huge impact on the amount of technology a school can provide.

As you read the Introduction to the National Education Technology Plan (NETP), what were the main assumptions under which the plan was developed?  (you may copy and paste the main assumptions, and then answer the question below in your own words). Many of the failings of our education system stem from our failure to engage the hearts and minds of students.

“MAIN ASSUMPTIONS:

·         What students need to learn and what we know about how they learn have changed, and therefore the learning experiences we provide should change.

·         How we assess learning focuses too much on what has been learned after the fact and not enough on improving learning in the moment.

·         We miss a huge opportunity to improve our entire education system when we gather student-learning data in silos and fail to integrate the information and make it broadly available to decision-makers at all levels of our education system—individual educators, schools, districts, states, and the federal government.

·         Learning depends on effective teaching, and we need to focus on extended teams of connected educators with different roles who collaborate within schools and across time and distance and who use technology resources and tools to augment human talent.

·         Effective teaching is an outcome of preparing and continually training teachers and leaders to guide the type of learning we want in our schools.

·         Making engaging learning experiences and resources available to all learners anytime and anywhere requires state-of-the-art infrastructure, which includes technology, people, and processes that ensure continuous access.

·         Education can learn much from such industries as business and entertainment about leveraging technology to continuously improve learning outcomes while increasing the productivity of our education system at all levels.

·         Just as in health, energy, and defense, the federal government has an important role to play in funding and coordinating some of the R&D challenges associated with leveraging technology to ensure the maximum opportunity to learn.”

What are some concerns administrators, educators, or even students might have with these assumptions?

As I mentioned earlier money would be the largest concern. Our economy is still recovering and tax payers are not as willing to give school districts more funding. Some districts have older buildings and the Wi-Fi is not up to date so that would be an additional cost. It is a wonderful idea that every school in America had updated technology in their building but I am afraid that it is not possible without funding.

As you read the Executive Summary, the NETP presents a model of learning powered by technology, with goals and recommendations in five essential areas. ( You may copy and paste the areas directly from the document and then answer the question below in your own words).

“GOALSs and RECOMMENDATIONS: learning, assessment, teaching, infrastructure, and productivity.”

What are the “21st century competencies” - see the section titled “what and how people need to learn”- listed in the summary? How will technology support the growth of these competencies?

“Our schools are directed at teaching the “21^st century competencies” which are:

·         Cognitive skills: critical thinking, problem-solving and knowledge application, creativity 

·         Interpersonal skills: communication and collaboration, leadership, global and cross-cultural awareness

·         Intrapersonal skills: self-direction, motivation, learning how to learn”

Let’s look at how technology can support cognitive skill, collaboration, and motivation: It gives teachers the recourses to share ideas and information, for example, lesson plan, blogs, and You-Tube videos are just a few ways to share the information with other teachers around the country. It also provides another dimension to classroom learning by creating an exciting classroom environment. It grabs student’s attention.

As you read The State of Ohio's Educational Technology Plan's "purpose and mission" (page 6), how do you believe it aligns with the National Education Technology Plan? In which respects are the two plans perhaps not aligned?  Why?

After reading both plans; The State of Ohio’s Educational Technology Plan and The National Education Technology Plan are very similar. They both believe we need to use technology now rather than later. The Ohio plan seems to concentrate on grades PreK-12 whereas the national plan focuses on everyone. Again both plans think that technology should be implemented in the classroom as soon as possible.

As you read Ohio’ s State Educational Technology Plan outlined on page 8, how do you believe this outline aligns with the "model of learning powered by technology, with goals and recommendations in five essential areas" proposed by the National Education Technology Plan?  In which areas are the two plans perhaps not aligned?  Why?

Ohio’s plan wants to educate more people through virtual learning to all Ohio learners, develop curriculum for advanced learners and for foreign languages. Plus provide state of the art professional development for teachers. The national plan focuses on improved learning through advanced technology for everyone, not just the state of Ohio. Both plans would not require any cost to the student.

As you read Ohio’s State Educational Technology Plan's "measurements of success" (page 16), what barriers do you see to fulfilling this plan? Provide four reasons why it may not be possible to reach these "measurements of success" in the state of Ohio.

I believe there are many barriers with both plans; first, it takes time and money to provide every school with the proper Wi-Fi along with the additional money for computer and other things needed. Secondly, the added funds needed to maintain the equipment and training for the staff.  Thirdly, having staff that are qualified to teach dual credit courses could be limited and will take time to train and qualify. I personally am not convinced that online is the future of educating grades PreK-12. Students still need interaction to survive in real life.

“ORC Lesson Plan”

http://www.ohiorc.org/Literacy_K5/K2Bookshelf/Default.aspx?BookID=7

 Lesson Plan - Grade 2
Standard - Writing W.2.5 -Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

 PRIOR LEARNING
 Class read alouds.

                                                                             

     
                                                                         OBJECTIVES                                              This lesson is designed to expand primary students' summarizing skills. In this lesson, students will summarize Arthur Writes a Story by Marc Brown. First, they will work in groups to complete assigned parts of a story map; Characters, Setting, Beginning, Event 1, Event 2, Conclusion. Then, they will summarize the entire story as a class. Finally, they will create their own summary picture books to help them summarize the story.
        

Make a story map together as a class and tape the story map across the front board.

For students who need more help, use this lesson plan using stories that students already know well.

If additional support is needed, use the previous summarizing lesson plans, and use different books. Encourage students to make "summary books" of stories that you read aloud to them throughout the year and have them share their summaries with other classes to encourage other students to read the same wonderful books your students are reading in class.

Remind them that their summaries should always be shorter than the real book because a summary only includes the most important information about a story. (short and Sweet)

For students who are struggling writers, tell them that they can draw whatever they want that reminds them of their section for their story map.

 Instructional Strategies: Detailed descriptions specific teaching strategies that can be used with any level of student and in any subject.

Activities

First, you'll ask them to break into groups and fill in one part of a story map, without too much of your help, about Arthur Writes a Story.

 Second, you'll ask them to help you put the parts of the story map in order.

Third, they will summarize Arthur Writes a Story to you as a class.

Fourth, you are going to give them "book" pages on which they will write and draw about Arthur Writes a Story. They will use their books to summarize the story for their family members. Remind them that their summaries should always be shorter than the real book because a summary only includes the most important information about a story. It should be "short and sweet."

Fifth, Create a decorative story-map title page on a piece of chart paper that includes the title of the story, and the author's and illustrator's names.