1. Digital Citizenship & Online Safety
1.1. 96% of Parents and teachers in a survey conducted by Google found stated that they believed that online safety and digital citizenship should be taught to all children
1.2. Digital Citizenship
1.2.1. The way in which one is thinking and acting while being online
1.2.1.1. Remember how to be safe and courteous consumers and producers of online content This means not trusting everything that you see and making sure you act safely and responsibly.
1.2.2. Elements
1.2.2.1. 1. Access
1.2.2.2. 2. Commerce
1.2.2.3. 3. Communication
1.2.2.4. 4. Literacy
1.2.2.5. 5. Etiquette
1.2.2.6. 6. Law
1.2.2.7. 7. Rights & Responsibilities
1.2.2.8. 8. Health and Wellness
1.2.2.9. 9. Security
1.3. Online Safety
1.3.1. Defined broadly online safety is the act of maximizing one's awareness of personal safety and the risks that come with using the internet.
1.3.2. Online safety tips
1.3.2.1. 1. Choose Strong Passwords
1.3.2.2. 2. Be careful what you post
1.3.2.3. 3. Practice safe browsing
1.3.2.4. 4. Turn on privacy settings
1.3.2.5. 5. Limit personal information
1.3.2.6. 6. Use secure websites
1.3.2.7. 7. Be careful who you post online
1.3.3. Kids Statistics
1.3.3.1. Just under 14% of children have experienced cyberbullying
1.3.3.2. Just under 24% of kids have reported oversharing personal information online
1.3.4. The internet is forever. As the world around us becomes more and more digital, it is important that we teach children how to behave responsibly online in order to protect themselves, this means keeping all private information private.
2. Universal Design
2.1. Types of Learns
2.1.1. We have learned over the years that not all students learn the same way
2.1.2. There are 4 different types of learners
2.1.2.1. Visual
2.1.2.2. Auditory
2.1.2.3. Reading/Writing
2.1.2.4. Kinesthetic
2.1.3. Teaching classes in only one manner can make it very difficult for all students to learn and comprehend the information being taught
2.1.3.1. Teachers should cultivate a curriculum that utilizes different activities and assignments that cater to each type of student,
2.2. Benefits
2.2.1. The benefits are large and hard to quantify as many are not experienced until years down the road
2.2.1.1. Increased employment outcomes
2.2.1.2. Increased time and cost efficiency
2.2.1.3. Improved recruitment and retention
2.2.1.4. Higher staff and student satisfaction
2.2.1.5. Improved clarity of program objectives
2.3. In the Classroom
2.3.1. Presentations
2.3.1.1. Allow students learning the same material to choose the manner in which present
2.3.1.1.1. Allow options for language and symbols
2.3.1.1.2. Options for physical action, video
2.3.1.1.3. Expressive skills
2.3.1.1.4. Written reports
2.4. Pyramid of Support
2.4.1. This describes the ways in which Universal Design should be used and implemented in classrooms.
2.4.1.1. Level 1: Universal design for majority of students; The curriculum itself should be designed to work for as many students as possible
2.4.1.2. Level 2: Students with similar needs: Group students who learn in the same manner together in order to best serve the most students at once
2.4.1.3. Level 3: Individual accommodation: Help out individual students who are struggling with certain material.
2.4.1.4. Level 4: Personal assistant
3. Copyright And Validity
3.1. Copyright
3.1.1. - Protects original work online
3.1.2. Covers: Literary, musical, graphic, and audiovisual creations
3.1.3. Means that you need the permission of the holder to use that work
3.2. Validity
3.2.1. - Lots of fake sources
3.2.2. Look for Who, Why, Where
3.2.3. Check recency and relevance of source
3.2.4. Utilize the CRAAP Test
3.2.4.1. C: Currency - Timeliness of the info
3.2.4.2. R: Relevance - How the info fits your needs
3.2.4.3. A: Authority - Source of the Infor
3.2.4.4. A: Accuracy - Reliability and correctness of info
3.2.4.5. P: Purpose - The reason the info exists
3.3. Plagiarism
3.3.1. Occurs when you copy someone else's words and attempt to pass them off as your own
3.3.2. Make sure to cite all sources
4. Theoretical Foundations
4.1. The way in which one includes the understanding and value of the integration of scholarship into teaching and learning
4.2. There are 3 Different Elements
4.2.1. Behaviorism
4.2.1.1. Assumes the learner begins with a clean slate and that their behavior is shaped through positive/negative reinforcement
4.2.1.2. i.e. Positive reinforcement increase probability that the preceding action with occur again
4.2.2. Cognitivism
4.2.2.1. Learner is viewed like a computer
4.2.2.1.1. aka an information processor
4.2.2.2. Argues that the mind is a black box, must be opened and understood
4.2.2.2.1. This is required to understand how people learn
4.2.3. Constructivism
4.2.3.1. Worldview that states that learning is an active and constructive process
4.2.3.2. People actively create their own subjective representation of objective reality
4.2.3.3. New information is linked to prior knowledge
4.2.3.4. Emphasis is placed on the student rather than the teacher
4.3. Engaged Learning
4.3.1. The process and method in which students are active participants in their own learning
4.3.2. Allows students to participate in real world activities
4.3.3. Does not focus on one subject
4.3.3.1. Instead crossroads of many
4.3.4. Students engage through many different methods
4.3.4.1. Collaboration, exploration and discovery
4.3.4.2. Utilize research projects, discussions, creation of prijects.
4.3.5. Teachers serve as facilitators, guiding students
4.4. Discovery Learning
4.4.1. A method of inquiry- based instruction
4.4.2. Encourages learners to build upon past experiences and knowledge
4.4.2.1. Use intuition, imagination and creativity in search of new truths
4.4.3. Learning does not equal absorbing what was said or done but instead seeking answers and solutions
4.4.4. Goal is for learners to reach the end result on their own
4.4.5. 5 Principles
4.4.5.1. 1. Problem Solving
4.4.5.2. 2. Learner Management
4.4.5.3. 3. Integrating and Connecting
4.4.5.4. 4. Information Analysis and Interpretation
4.4.5.5. 5. Failure and Feedback
4.4.6. Uses
4.4.6.1. Classroom sessions should be well-designed, interactive and experiential
4.4.6.2. Utilize games, stories and other visual aids