Yes, you are unique, and you are loved.
Too few people are told that simple sentence even though
many billions of joined the digital revolution of the past 20 years, which is astonishing because personal computers, once the exclusive domain of
universities and government programs are available
at every K-12 school in America, with 88 percent of schools having access to high-speed internet (National Science Board
[NSB], 2018). So, if most of America has access to technology in the classroom,
then why do we hear more stories of cyberbullying than we hear of students
spreading love and cheer? The answer begins with understanding what educational
technology (i.e., EdTech) is, the benefits of EdTech, how to ensure students
are safe when using EdTech, the rules of online etiquette (i.e., netiquette),
and finally how academic integrity can be safeguarded with the proliferation of
EdTech.
Understanding
EdTech
The term “educational technology” can mean different things
to different people. Students may think educational technology only encompasses
cellular phones and personal computers. Educators may think educational technology
includes projectors, smartboards, QR codes, and three-dimensional printers. To simplify what is meant when referring to EdTech,
educational technology is any technology that “help[s] students learn and
teachers teach” (Donovan, 2018). Thus, cellular phones, personal computers,
projectors, smartboards, camcorders, learning management systems for distance
education, productivity software, acrylic glass, and more can be considered EdTech
if it is used in a formal classroom setting by an educator and one or more
students. Now that EdTech has been defined, it is time to explore the benefits
of using technology in a classroom.
Benefits of EdTech
First, it is crucial
to understand that not all technology is created equal, and not all technology
is appropriate for classroom use. While websites that provide high-quality information
from credible authors (i.e., scholarship) are beneficial to a classroom, it is
difficult to imagine any scenario where pornographic websites are useful, even
though many technological advancements are credited to the porn industry (Benes,
2013). Therefore, it is essential to
denote benefits to a specific technology, or even a broad category of technological
tools, before implementing any technology in a classroom. Some common benefits that
educators look for in EdTech is whether the technology provides access to
high-quality and credible information, if the technology can automate tasks, if
the technology can lead to a greater understanding of how to responsibly act
online and be a good “digital citizen,” whether the technology can reach more
students of varying ability and learning styles by offering customizable lesson
plans, if the technology can be ethically used, and if the technology reduces
the achievement gap (Akcay, 2008; Cox, n.d.; Lynch, 2017; Donovan, 2018). Yet
while the benefits of EdTech can become readily apparent, such as more students
earning their diploma with high marks, students must also be protected from the
pitfalls of technology, such as online predators and cyberbullies.
How to Use EdTech
A bully can be anyone, like a student, instructor, school administrator,
or stranger that only interacts with someone online. It is a school’s
responsibility to care for student safety when using technology in the
classroom. The traditional methods of protecting students include limiting the
types of accessible websites when using school equipment, implementing and
regularly running intrusion detection systems and malware or antivirus software
on school-owned equipment, and keeping confidential student records behind
firewalls while limiting the number of people who can access such information. I
have also implemented a media consent form in my classroom, ensuring a student’s
likeness is not shared without affirmative consent from the student and his or
her legal guardian(s). I have also taken steps to craft lessons that teach
digital literacy and digital citizenship alongside the state-mandated
curriculum. Adding digital literacy and citizenship ensures students can
critically analyze new information they find online, such as whether a pop-up advertisement is legitimate information or spam, and that students can communicate
responsibly with others through codified netiquette
that students are responsible for using when interacting with other students.
Online
Interactions
For schools to function students must respect their
classmates. But the anonymity that comes with responding to someone without
being face-to-face can lead to problem behaviors, such as using caps lock to mimic
yelling, misinterpreting someone’s message because tone and voice inflection is
missing from online posts, and purposefully antagonizing other students because
students do not feel online posts carry the same weight as in-person discussions.
Therefore, simple rules of online etiquette (i.e., netiquette) have been
established. Students must consider if their posts can be misinterpreted due to
vague language, use of improper English (i.e., slang), and profanity. Students
are expected to proofread all online communication before posting their
messages. Additionally, students must display respect for others by not sharing
secrets or gossip and not using
technology when having in-person discussions (McGilvery, n.d.). Following
proper online etiquette not only teaches
students how to behave with their peers and future coworkers, but it also helps keep students academically honest.
Academic Integrity
A challenge for students of any generation is cheating. EdTech
has many benefits, but it can help students cheat just like pencils and paper
assisted students with cheating in the late 1800s. I expect all students to refrain
from cheating in any form, which can include plagiarism, unauthorized
collaboration, traditional cheating, and helping others cheat (Leal, 2018). It
is expected that any students who are caught violating the standards of academic
integrity will be summarily punished, which can include failing an assignment
or other disciplinary action.
I hope this primer on educational technology was
instrumental in understanding what forms technology can take in a classroom,
how technology can be implemented, why it should be implemented, and what
expectations students are held to when using technology. Below is a media
consent form that is used in my class. My form was based on the forms provided by Washington University School
of Medicine in St. Louis, Office of Medical Public Affairs (n.d.). Please
consult proper professionals, such as an educational attorney, before using this,
or any other, media consent form.
Media Consent Form and Release for Minor
Children
|
||||
I, the parent(s) or legal guardian(s) of
_______________________, hereby grant ____________________ and their agents
the absolute right and permission to use photographic portraits, pictures,
digital images or videotapes of _______________, or in which
______________________ may be included in whole or part, or reproductions
thereof in color or otherwise for any lawful purpose whatsoever, including
but not limited to use in any school publication or on school websites,
without payment or any other consideration.
I hereby waive any right that I may have to
inspect and/or approve the finished product or the copy that may be used in
connection therewith, where ___________________’s likeness appears, or the
use to which it may be applied.
I hereby release, discharge, and agree to
indemnify and hold harmless _________________________ and their agents from
all claims, demands, and causes of action that I or _______________________
may have by reason of this authorization or use of ________________________’s
photographic portraits, pictures, digital images or videotapes, including any
liability by virtue of any blurring, distortion, alteration, optical
illusion, or use in composite form, whether intentional or otherwise, that
may occur or be produced in the taking of said images or videotapes, or in
processing tending towards the completion of the finished product, including
publication on the internet, in brochures, or any other advertisements or
promotional materials.
I represent that I am at least eighteen (18)
years of age an am fully competent to sign this Release.
|
||||
THIS FORM IS A RELEASE OF LEGAL
RIGHTS.
READ IT CAREFULLY AND BE CERTAIN YOU
UNDERSTAND BEFORE SIGNING
|
||||
______
|
I consent without reservation to the foregoing on behalf of
_______________
|
|||
______
|
I do not consent to this form
|
|||
_____________________________
|
Guardian’s Signature
|
______________
|
Date
|
|
_____________________________
|
Guardian’s Printed Name
|
|||
_____________________________
|
Guardian’s Signature
|
______________
|
Date
|
|
_____________________________
|
Guardian’s Printed Name
|
|||
References
Akcay, B. (2008). The relationship between technology and ethics; From society to schools. Turkish Online Journal of Distance Education, 9(4), 120-127. Retrieved from https://doaj.org/
Benes, R. (2013, July 5). Porn: The hidden engine that drives innovation in tech. Retrieved from https://www.businessinsider.com/how-porn-drives-innovation-in-tech-2013-7
Cox, J. (n.d.). Pros, cons of technology in the classroom. Retrieved from http://www.teachhub.com/pros-cons-technology-classroom
Donovan, J. (2018). Enhancing learning through technology. San Diego, CA: Bridgepoint Education, Inc
Leal, A. (2018). Academic integrity. Retrieved from https://ashford.instructure.com
Lynch, M. (2017, October 24). What are the pros and cons of edtech in the classroom?. Retrieved from https://www.thetechedvocate.org/pros-cons-edtech-classroom
McGilvery, C. (n.d.). Promoting responsible and ethical digital citizens. Retrieved from https://www.educationworld.com/a_tech/responsible-student-technology-use.shtml
National Science Board. (2018). Instructional technology and digital learning. In Science and engineering indicators 2018 (Technology as a K-12 instructional tool). Retrieved from https://nsf.gov/statistics/2018/nsb20181/report/sections/elementary-and-secondary-mathematics-and-science-education/instructional-technology-and-digital-learning
Washington University School of Medicine in St. Louis, Office of Medical Public Affairs. (n.d.). Consent forms: Photos, video, audio & testimonials. Retrieved from https://publicaffairs.med.wustl.edu/items/consent-forms-for-photos-videos-audio-testimonials/
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