Source: Post-It, Pixabay, http://bit.ly/1LqHq95; Keyboard, Pixabay, http://bit.ly/1GhynGD; Agreement, Pixabay, http://bit.ly/17nFvoA; Social Media Bubble, Pixabay, http://bit.ly/1DKcQ9N; Social Media Blocks, Pixabay, http://bit.ly/1wwmN3h; Wifi, Pixabay, http://bit.ly/1B60ry7; iPhone, Pixabay, http://bit.ly/1EjcVlp; Globe, Clker, http://bit.ly/1CVSonk; Stick Figure, Clker, http://bit.ly/1JoIB83
Hello everyone, and welcome. In today's lesson, we'll be reviewing some terms and concepts from previous lessons and begin to see how they all have a place when you're creating classroom expectations. Let's get started. Let's begin by looking at the options schools have in terms of technology use policies.
The goal of both policies is to provide students with safe online access. However, there are some subtle, but significant differences in how that is presented. The major differences between acceptable and responsible use policies. It's important to become familiar with your district's use policy in order to create classroom expectations that fall in line with it.
An acceptable use policy includes a set of rules that are applied by networks and website owners that may limit the way in which the network or website is used. A responsible use policy includes a set of rules that are applied by networks and website owners that outline the way in which the network or website is used.
Acceptable use policies at school describe what students are not allowed to do. responsible use policies at schools describe what students are allowed to do. Here are a few examples of what that may look like when creating classroom expectations. Only administrators can download media, versus students being allowed to download media related to school activities. Cellphones not allowed the classrooms versus cell phones can be kept on desks, face down. The network is password protected, versus an open network.
As educators, we know the importance of modeling expected behaviors for our students. When establishing classroom expectations, the students need to know that you are also adhering to those rules. With that in mind, let's take a look at some key points in both setup CIPA and COPPA.
First, the Children's Internet Protection Act. It states that policies must include monitoring of online behaviors of minors, and that we must teach minors about appropriate online behaviors. The Children's Online Privacy Protection Act requires websites describe how information is being collected and how it will be used, and also to obtain consent before collecting information, and provide parents with the opportunity to remove or change information.
With so much communication in school work done online today, it's important to make sure the rules and expectations we establish are consistent with these regulations.
Another thing to consider when establishing classroom expectations is the standard set forth by the International Society for Technology in Education, or ISTE. In addition to the five standards outlined for teachers, there are six students standards as well. They are creativity and innovation, communication and collaboration, research information fluency, critical thinking, problem solving, and decision making, digital citizenship, and technology operations and concepts.
Detailed descriptions of each can be found on the website listed below. When developing classroom rules and expectations with your students, these standards must be considered. For example, in order to communicate and collaborate, students will need to be allowed to move around the room and talk.
Also, if any kind of project is assigned, students need to be allowed to search the web freely. We cannot produce responsible digital citizens if the rules we have in our classrooms don't allow students to demonstrate that they can do it.
As it was before technology entered our classrooms, rules and expectations need to be aligned with agreed upon regulations and standards that exist. In this case, it means following your use policy, adhering to COPPA and CIPA regulations, and promoting the ISTE standards.
Explain to your students that these rules are living documents, and you will meet with students to edit them if important aspects are missing. Here are some tips and advice. Post the agreed upon rules and have students sign them. Also, return to the rules on a regular basis and reflect with the students on what is working and what is not, and what might be some strategies for improvement.
Next, when students do not follow a rule, remind them of their commitment. Third, make cyber safety and cyber etiquette part of your instructional practice. And finally, share classroom expectations with parents and other stakeholders as well. Let's take a look at the steps you will want to consider when creating classroom expectations around technology use.
First, you will really want to get to know the ISTE standards that were mentioned earlier, for both students and for you, the teacher. Next, review your district's policy and create a set of rules that are specific to your classroom that align with your policy. Ideally, you will want to include items related to cyber safety and cyber ethics, and even have the students participate in this process.
Then you will want to post these agreed upon rules where everyone can see them. Having students actually sign them can be symbolic, and especially impactful for younger students. Sharing them with parents is also a great idea. And lastly, return to the rules often to remind students of their commitment. These refreshers will also offer you the opportunity to find out what's working and what's not, in order to make improvements.
Let's go ahead and summarize today's lesson. We looked at use policies and expectations, we reviewed CIPA and COPPA, we looked at the ISTE standards for both students and teachers, we discussed some tips to establishing those expectations, and finally, we went through the steps to creating those classroom expectations.
And now for today's food for thought. What are some of the hurdles you need to navigate before you are able to create a set of expectations with your students? Now it's your turn to apply what you learned in the video. The additional resources section will be extremely helpful. This section is designed to help you discover useful ways to apply what you've learned here. Each link includes a brief description so you can easily target the resources you want. They so much for watching. We'll see you next time.
(00:15-01:16) Acceptable & Responsible Use Policies
(01:17-01:41) Creating Classroom Expectations
(01:42-02:36) CIPA & COPPA
(02:37-03:44) ISTE Standards
(03:45-04:46) Tips & Advice
(04:47-05:43) Steps to Implementing Expectations
(05:44-06:38) Summary/Food For Thought
Aspire Public Schools Blended Learning Handbook
This is one district's comprehensive handbook on blended learning. Included in the handbook are instructional strategies and planning strategies for teachers. Relevant to this competency, review preparing students for blended learning on page 12.
Digital Learning Now Guide to Implement Blended Learning
This is a comprehensive guide to implementing blended learning from the planning to the implementation stages. For this competency, review the models of blended learning as well as case studies of their application beginning on page 16.
New Teacher's Survival Guide - Integrating Technology in the Classroom
This video from the Teaching Channel explores planning and implementation including routines and structures in the classroom. On the side of the video, you will find reflective questions to ask yourself as you begin planning to implement your own structures and routines in a technology rich classroom.