Kid Safety - Itinerary

Syllabus for Sailing the Digital Rough Seas

Kids, Safety, and Ethics in the Digital Classroom

EDUC 691-1G Spring Quarter 2001

Welcome! As travel agents from CCC (Cyber Cruises of Cyberspace), all of you have boarded the S.S. Cookie to take part in a cruise of the Internet so that you can jointly write a travel guide for your clients (students, teachers, and parents). As you investigate the ports of call (the lessons), you will learn critical information for you to include in the Tour Guide for Safe Travel on the Internet. Your successful completion of assignments will insure that the contents of your final guide will be accurate and up to date. Bon voyage!

In an Information Age, students have more access to primary source material than any previous generation. A primary source can be current or historical. It might include newspaper stories, videoclips, sound recordings, documents, photographs, posters, diaries, and other artifacts that happened at the time of an event or through an eyewitness account. The Internet provides portals to many digitized materials such as the Ohio Historical Society, California Heritage Collection, Denver Public Library, American Memory at The Library of Congress, and the National Archives.

A secondary source is created by someone either not present when the event took place or removed by time from the event. Examples of secondary sources include textbooks, journal/magazine articles, histories, and encyclopedias.

Many of the artifacts on the Internet are in raw format without any supporting information. Since primary sources are fragmentary, students may not relate to these bits and pieces. This is when interrogation techniques can be employed where students ask questions on their own terms and begin to make sense of the artifacts.

There is also a dark side to primary sources that may be offensive. Many lyrics in sheet music of the past depict individuals in stereotypical ways. Documents may contain racial slurs. Photographs can tell biased stories. Examine the examples below. click on the images to see a larger view. Click on the underlined words to view the entire record of the primary source.

From the above illustrations, one can see that primary sources are potential minefields in the K-12 classroom. Many would argue regardless of the source, this kind of material should be off limits to school children. On the other hand, we want students to learn from historical documents. Carefully crafted discussion and analysis are a way to effectively use "difficult" primary resources. Teachers need to teach in context and help students demystify what they see. This is where literacy skills come into play. When students learn to read images and text with a critical eye, they will begin to see other, sometimes-extreme, viewpoints (Jacobson, F. F. (2000). The dark side of primary sources. Knowledge Quest, 29, 35-37.)

As a teacher, you will need to guide this process with your students. There are tools available to assist you in this task.

Discovering American Memory - Library of Congress

Discovering American Memory shows you how to use the American Memory collections, provides activities for understanding primary sources, and offers several analysis guides.

Document Analysis Worksheets - National Archives

The National Archives has developed a series of worksheets to use when studying primary sources such as posters, motion pictures, and written documents.

Assignment:

Select a primary source from one of the sites below. You can choose from a variety of items such as photographs, posters, sound recordings, documents, and motion pictures. Develop a lesson you could use with students in your own class. Follow this lesson plan format: Topic, Grade level, Objective(s), Resources, Process, and Evaluation. You can create your lesson in a word processing document such as Microsoft Word or Microsoft Works. Note: Macintosh users need to type a . (period) and the extension like doc for a Microsoft Word document. The filename should be 8 characters or less plus the extension, ex. filename.doc. Post your lesson (file) and the artifact (file) you used under the Log Entries.

California Heritage Collection
Denver Public Library
Library of Congress
National Archives
Ohio Historical Society

Title: Computers in the Workplace: Integrating Technology in Daily Instruction: 3 graduate hours

Recent survey results demonstrated that the majority of respondents wanted to: (a) be more active on the Internet, (b) integrate telecommunications into daily classroom instruction, and (c) increase students' knowledge and access to the Internet. Class activities will include structured and unstructured Internet activities/programs, as well as, cooperative learning groups, large group discussion, and networking with others outside of class. Out of class assignments will support and reinforce in-class activities. A final project will reflect learning disseminated throughout the quarter. Participants will have assigned lab times as well as regularly scheduled open lab times to complete assignments.

Title: Counselor Education: Transforming School Counseling: 3 graduate hours

This course focuses on strategies that school counselors can use to assist students in increasing their achievements. Concepts discussed will include: (a) students' time and task management skills, (b) self-assessment techniques, and (c) metacognition strategies (learning-to-learn skills). Counselors will be expected to practice these approaches in their current school setting.

Title: The Healthy Workplace: Enhancing Emotional Wellness in Our Schools: 3 graduate hours

Participants will learn the knowledge and skills needed to develop a healthy work environment in schools. Theoretical models of stress will be evaluated for their applicability to educational settings. Participants will: (a) acquire and practice stress and personal management skills, (b) develop skills to improve their work environment, and (c) explore the relationship between healthy school environments and student achievement.

Lecture materials, text, and handouts will provide participants with growth opportunities in building personal awareness, observation skills, and transfer of knowledge to creating a healthy workplace where people can focus on the goals of education.

This course is available via interactive videoconferencing.

Title: Kids Safety On The Internet: K-12: 3 graduate hours

While many school districts are training teachers on how to use computers, very few are providing information and strategies on the ethical and legal issues involved in accessing and using the Internet. This course explores the role and responsibilities of educators, various legal issues relevant to Internet use by minors, and the ethical and etiquette "rules" that should be observed by Internet users. In addition, participants will learn how to integrate these safety strategies related to the Internet into daily instruction.

This course is delivered via the Internet.

Title: National Board Preparation: Knowledge and Skills needed to Become an Exemplary Teacher: 3 graduate hours

The National Board for Professional Teaching Standards (NBPTS) has established high and rigorous standards for what accomplished teachers should know and be able to do. This course was established to help teachers become familiar with the standards and processes required to complete National Board Certification, as well as the research describing what constitutes a master teacher. While teachers planning to apply for National Board Certification will benefit from enrolling in this professional development course, those not intending to apply for National Board Certification will learn a great deal about themselves and their teaching.

Participants will: (a) engage in systematic, reflective thinking about their teaching through video-taped lessons, reflective papers, and small group discussions, (b) develop interdisciplinary and cross-disciplinary lessons, (c) provide evidence of learning and development of one learner over time, and (d) evaluate the impact of master teaching on student learning.

This course is available via interactive videoconferencing.

Title: National Board Support for Candidates: 3 graduate hours

This course is for teachers who are seeking National Board for Professional Teaching Standards (NBPTS) certification. Support activities begin in September and continue through the year until the following August. NBPTS candidates are paired with National Board certified teachers who facilitate candidates through the assessment process. Facilitators work with 3-5 candidates and provide feedback, direct instruction, and moral support.

Title: Peer Assistance and Review: Professional Development for Consulting Teachers: 3 graduate hours

Available only through a contract with the Virtual University, this course provides districts and associations/unions access to professional development for their consulting teachers or mentors. Delivered through the Internet, a district's mentors and/or administration are paired with experienced consulting teachers from the Columbus Public Schools' Peer Assistance and Review (PAR) Program and faculty from the College of Education at THE Ohio State University (OSU). This course is unique in that it can be customized to meet the specific needs of a particular district's PAR Program. For more details contact Don Cramer at OSU at (614-688-4612)

Title: Preparing for National Board Certification: Math and Science: 3 graduate hours

The National Board for Professional Teaching Standards has established standards for what accomplished teachers should know and be able to do. These standards plus research describing what constitutes an effective teacher are used to form the basic curriculum of this course. Knowledge and skills needed to accomplish math and science certification are stressed, as well as the math/science sections of the generalist certification. Educators who think they might engage in the national certification process will benefit from enrolling in this professional development course.

Title: Quality Education in a Diverse Classroom Setting: Part I and Part II: 3 graduate hours

In past surveys, teachers have indicated that one of the most challenging areas of the teaching-learning process is successfully meeting the needs of a diverse student population. Diversity encompasses not only cultural, but levels of ability, varied interests, ethnicity, socio-economic, and other characteristics which makes each student unique. The goal is to create a learning environment where all students learn.

Participants will use their own classroom setting to engage in various research-based strategies which combine the art and science of teaching. These strategies will focus on creating a learning environment in which students are self-directed learners, responsible for their own behaviors, and motivated to learn. While individual teachers will learn much through these activities, the impact on changing an entire school's environment is possible when a team of teachers or a whole staff take the course together.

This course is available via interactive videoconferencing.

Title: Strategies for Daily Survival: 3 graduate hours

Based on recent surveys, educators have indicated a need for strategies to create more positive learning environments, thus relieving stress for themselves and their students. This course is designed to provide educators with the knowledge and skills needed to implement strategies intended to lower stressful school-related conditions.

Through a variety of topics, participants will be provided with suggestions on how to: (a) develop a plan for personal stress management, (b) implement conflict resolution strategies, (c) deal with difficult students and/or peers, (d) identify gang-related activities, and (e) create classrooms which promote student self-discipline. In addition, participants will receive the most recent information concerning National Board Certification, Local Professional Development Committees, and State of Ohio Teacher Licensure.

This course is available via interactive videoconferencing.

Title: Successful Grant Writing Procedures: 1 graduate hour

Recent research shows that K-12 educators only receive 8% of funding available from foundations and corporations. Reason? Educators do not pursue these funders. This course is designed to provide educators with the knowledge and skills needed to write proposals for the purpose of soliciting funds for implementing and supporting educational projects and programs.

This Web-based course will provide the participants with suggestions on how to: (a) develop a plan for writing a proposal, (b) construct the components of a proposal, (c) enhance a proposal, and (d) identify major problem areas in a proposal.

This course is delivered via the Internet.

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