Internet Safety

The internet is a wonderful resource. Students can find very valuable information in almost no time, with just a few clicks of a mouse. However, there are many dangers lurking on the internet and teachers and parents must inform students about these to help ensure that they remain safe on the internet. Some of the dangers include:

It can be very easy to come across sites which are inappropriate for children

Pornography
Violence/death
Illegal and dangerous information (ex. How to make a bomb, or how to commit suicide)

Children can be easily persuaded to reveal personal information such as their name, gender, age, school, phone number or address, which could put them in danger

Another danger is that anyone can post their opinions on the internet, so there may be a lot of false information that students stumble across

The best way to protect students from these dangers is to inform them. Teach children about the possible dangers of the internet and why it is not a good idea to give out personal information. When properly educated students will be able to use logical thinking and make decisions that will keep them safe and make the most of their internet experiences.

Assignment #5: Discussion Boards

When used wisely discussion boards can be great tools for enhancing education. There are many ways discussion boards can be used in (and out) of the classroom lesson. However, there are also some cons related to discussion boards.

Pros:

• Helps create sense of community and cohesion for students in both online instruction and face to face classrooms

• Makes communication among group members easy

• Can be used to supplement class discussions

• Can be accessed anywhere, anytime

• Promotes student interaction

• Enhances face-to-face educational activities

• Allows for sharing information

• Encourages peer review and tutoring

• Allows time to think, reflect and write

Cons:

• Privacy issues, students need to understand the importance of privacy

• Some students may not have computers or internet access at home, making it difficult to participate in discussions

• Some students may not participate, maybe because of shyness or lack of confidence

• Discussions could get out of hand or off topic if the mediator is not monitoring closely

• Discussion may be lacking, students don’t know what to say

Five ways to enhance classroom interactions using discussion boards:

1. Discussion boards allow students to ask questions and receive help from their peers when they are struggling with a concept or studying for a test. This is helpful for the entire class because the student asking the question gets an answer, the student answering the question reinforces what they know by explaining it to others, and the rest of the class gets exposed to the information so it is also reinforced for them.
2. Students who are away can keep up on homework and classroom activities through discussion boards. Again, they can use this medium to receive further explanations from students who attended class.
3. Discussion boards give students time to think about a topic, and determine their response. This will result in deeper, more thought full discussions.
4. Some students dislike speaking in class. Discussion boards allow these students to express themselves and their opinions, which may otherwise never be heard by the rest of the class.
5. The use of discussion boards can create a sense of community in the classroom. They allow students to participate and interact with one another more than in the classroom. So the classroom becomes a learning community instead of a group of students being instructed by a teacher.

Assignment #4: Concept Mapping Using Inpiration

Topic A in grade one science is called creating colour. Students learn about the different types of colours (primary, secondary, and tertiary), and that by mixing colors you can create other colours. Two of the specific outcomes from this unit are to:

• identify colours in a variety of natural and manufactured objects, and
• predict and describe changes in colour that result form the mixing of primary colours

At the end of the colour topic it would be effective to have students create a concept map about colours to demonstrate their knowledge. Students could be instructed to include the primary and secondary colours and how these two types of colours are connected, and to use descriptions or pictures of objects to give examples of each colour. This concept map would demonstrate whether or not a student meets the specific outcomes listed above.

The general and specific outcomes from division one of the ICT program of studies, which relate best to this project include:

F6 Students will demonstrate a basic understanding of the operating skills required in a variety of technologies.

1.1 Perform basic computer operations, including powering up, inserting disks, moving the cursor, clicking on an icon, using pull-down menus, executing programs, saving files, retrieving files, printing, ejecting disks and powering down.

P3 Students will communicate through multimedia

1.1 Access images, such as clip art, to support communication

P4 Students will integrate various applications

1.1 Integrate text and graphics to form a meaningful message

1.2 Balance text and graphics for visual effect

Assignment #3: Incorporating Technology into a Lesson

My grade five class is learning about weather in science. Today we are going to learn about clouds in an activity titled “All about Clouds.” First students will have to search two web sites (http://www.weatherwizkids.com/cloud.htm and http://www.eo.ucar.edu/webweather/cloudhome.html) for information, such as, how clouds are formed, and the different types of clouds. They will record their answers on a worksheet that I give them before they begin their research. After the students researched clouds I will have them present the information they learned. I'll allow them to choose how to display this information. They may decide to make a poster or brochure, write a poem about clouds, make a power point, draw a picture, etc. to demonstrate what they have learned.

The general and specific learner expectations, from the grade five science curriculum, that would apply to this activity are:

General learner expectation:

Students will observe, describe and interpret weather phenomena; and relate weather to the heating and cooling of the earth’s surface.

Specific learner expectation:

Identify some common types of clouds, and relate them to weather patterns.

The general and specific outcomes from division two of the ICT curriculum, which would best be met by this activity are:

General Outcome:

C.1 - Students will access, use and communicate information from a variety of technologies.

Specific Outcomes:

2.1 access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs)

2.2 organize information gathered from the Internet, or an electronic source, by selecting and recording the data in logical files or categories; and by communicating effectively, through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes

By incorporating technology into this lesson it would allow the students to take more control of, and be more responsible for their learning. As the teacher I could have the students sit quietly in their desks and listen while I taught a lesson on clouds. I feel however, that using computers and the internet would be more engaging to the students. There are many colourful, illustrative pictures and games about clouds on these pages which provide students with multiple ways of learning the information, making this lesson more suitable for many learning styles.

References

UCAR, Web Weather for Kids. Retrieved Septemper 29, 2007, from Clouds Web site: http://www.eo.ucar.edu/webweather/cloudhome.html

Wicker, Crystal Weather Wiz Kids. Retrieved September 29, 2007, from Clouds Web site: http://www.weatherwizkids.com/cloud.htm