Category Archives: 3.4 Policies and Regulations
3.4 Policies and Regulations
Policies and regulations are the rules and actions of society (or its surrogates)
that affect the diffusion and use of Instructional Technology.
3.4.1 Identify and apply standards for the use of instructional technology.
3.4.2 Identify and apply policies which incorporate professional ethics within practice.
3.4.3 Identify and apply copyright and fair use guidelines within practice.
3.4.4 Identify and implement effective policies related to the utilization, application, and
integration of instructional technologies.
3.4.5 Identify policies and regulations which apply to the utilization, application, and
integration of distance delivery technologies.
3.4.6* Identify current local, state, and federal policies and procedures and apply them
within the school media program and the operation of the school media center.
3.4.7* Identify and apply contemporary laws related to copyright, fair use, and
intellectual freedom in the school media program.
3.4.8* Develop acceptable use policies (AUPs) for Internet use in P-12 settings.
3.4.9* Develop circulation policies and procedures which ensure students and teachers
have access to media center resources in all formats.
3.4.10* Develop and use policies and procedures that include collection
development/selection, reconsideration of challenged materials, and weeding criteria that
are consistent with the ethics of the information profession and with the mission, goals
and objectives of the local school district.
EDTECH541 final blog entry
- Part One: Reflect on the entire course. Include –
- What you have learned?
- How you have grown professionally?
- How your own teaching practice or thoughts about teaching have been impacted by what you have learned or accomplished in this course?
- How theory guided development of the projects and assignments you created?
Answers to these questions are mixed in the paragraphs about each assignment.
I actually learned quite a bit in our class. Weebly was a new website tool for me. I like some of what it offers and managed to get it to work for me, but I don’t think I’ll be using it for future projects. Oddly enough, what was bothering me the most was how the panel slides out. I kept triggering it, and fortunately I am not dealing with charms any more, or I think I would have just freaked out at one point. What is it with people who want to put motion into things that really don’t need motion?
Just about every week gave me an opportunity to think about things a little bit differently than I have thought about them before. I may be at an advantage because I already have the MET, and all the experience that brings with it. I am also aware that I am not a typical student because I don’t actually have a real job like most students do. I have the utmost respect for my peers because they are taking on so many responsibilities while being a student. There is no way I could have taken even one class when I was working full time. I enjoyed lessons that gave me opportunities to blab about myself, and things I did in the past. It was nice going down memory lane, and being reminded about times when I was actually productive, and contributing to students’ education.
I don’t know if I have ever thought about technology having a “relative advantage”. I liked thinking through the chart I made, because it gave me an opportunity to write down my advocacy for including technology in classroom lessons. I wonder if having the insights I mentioned in the chart would open up an opportunity for me to work for a school or district to help them implement realistic technology components into everyday types of classes. I don’t know if any jobs exist like that, or if they did, would they be frightful because of the hardware that may be antiquated or breaking? I’m hoping, in May, to look into volunteering at a local middle or high school to see if I can at least get in the door somewhere, and if nothing else, contribute by tutoring kids at some time, in some way. I would not mind volunteering to be a tech person at this point. I’d be happy to just put my education to use.
The networks assignment was fun, and it got me to think more about the layers in which software and hardware are organized. I like it when I can make connections between things that I may not have thought about before. As you may know, Minecraft is making more of a move into the classroom with the formation of Minecraftedu. The network assignment helped me get a better idea of how the Minecraft servers work. I have not joined any that are freely online, but I have joined Minecraft Google groups, and am following many Minecraft tweeters on Twitter. Wouldn’t it be amazing if I could volunteer or work at schools, so they can set up their Minecraft servers and student accounts, and be able to explain to the students and faculty why what they are doing is safe, and is limited to the school site’s servers (or the district’s servers)?
The Instructional Software assignment pushed me to find more websites that do science lessons, and try out a few of them. I liked the categories you wanted us to fill, it gave me another way to think about the purpose of a website. It also showed me where there may be room for science apps to be developed. Now all I have to do is learn how to program well enough to make the websites or activities.
Spreadsheets and databases were fun because I already did those with students. I enjoyed sharing my lessons with others, and hope they will be inspired to try them, if they apply to their classes. Only the lesson on the NCBI database is one that I have not done with students exactly the way I wrote it.
Hypermedia integration was a great way to organize a topic I have wanted to teach. One reason I love teaching chemistry is because of the colorful products we often create.
The Web Based Learning Activity came along at the perfect time to have students look at the purpose of vaccinations. I live in California so the vaccination issue has been in the news fairly often. Living in the Bay Area, I can’t help but be informed about the folks who live about twenty miles away from me in Marin County who see vaccines be the epitome of poisoning our children. They are now in the courts, who may be leaning toward saying that if those children want a public education, they can have it at home. CA is fairly liberal with home schooling anyway, so it does not surprise me that may be the place un-vaccinated children will be educated. If you look at the list of places you can go to do creative work online, it may look like I got a little obsessive with finding places. I think these links also landed in my resource page. If they did not, then I was very foolish. While doing the research for website links, I was not as surprised as you may expect when I saw that the website was no longer working. Web 2.0 “apps” are so much fun, but there is an idea in the culture that they be free. Anybody who needs to make money from a website can’t actually have it be free all the time. I hope that if I do figure out how to run a website that offers something unique, I will be able to let people use it for free, while still finding a way to pay the bills for server space and security certificates.
Using Social Media was like a short visit back to EDTECH 543, but this time I investigated software/ apps I did not pursue in that class. I am finally a member of Instagram, and anticipate being more involved with it as I organize my photos. I am very impressed with what people put on Instagram and will be compelled to share quality images with them, too. It is like an anonymous way to share something that may make someone smile. Finding a way to have a coherent and collected way for students to progress through an assignment using online tools reinforces my hope of one day having a classroom of students from multiple states taking the same high school course. (This is one reason I applied for multiple teaching credentials in various states. I did not realize at the time, though, that students are still segregated by state when they take company-run classes online.)
I am thrilled to have found a way to bring reading and writing literacy into the chemistry classroom, other than having the students read The Periodic Kingdom and write something about it. Doing a lesson that involved students writing or making books is something I have wanted to investigate for a while, but it has amplified for me ever since I learned about Minecraft books. I really want to have students write a Minecraft book because I think it would be something they’d have fun doing. Using this project as a way for me to test out book-making software to see if it is something I could do easily served two purposes for me: 1. Could I write not just a book to be read by students that teaches them chemistry, but could I also integrate it into interactive lessons I can make in Articulate? 2. Can I now figure out how to organize a Minecraft book myself to be able to show students step by step how to make their own?
Doing a lesson on sports, music, and the arts in chemistry was an amazing excuse for writing lessons on materials science. Many, many years ago, I did a summer class at the University of Wisconsin in Madison, which taught materials science. It was one of the last years the Institute for Chemical Education did a summer class, and losing that resource from teaching really stinks. (I think ICE is defunct- I did the class something like 15 years ago.) Because of the way standards had been written, I found it hard to integrate some of the fun parts of materials science into the chemistry class, which is really a shame since so much of what we enjoy in our daily lives depends on materials created by scientists and engineers. I have not scoured the NGSS standards to see if materials science fits in better, but I have a feeling I could now create lessons that let me use materials science as an excuse to teach something that is standards-based.
The geography and history of the atom, at times was like doing the geography and history of science because early chemistry was based on alchemy, and alchemy was the beginning of science, too. Teaching the history of the atom has always been boring. When I was a science student, I could just not relate to learning over and over again about all these white men who did these amazing things. Sure I learned about Marie Curie, and after reading her biography in 11th grade world history she became one of my heroes. I still think about how bittersweet what she chose to do with her life led to so many people’s benefit, and yet it killed her. That’s probably not the mindset to have when it turns out later in life you have something like MS that physically prevents you from doing your craft. If my only choice to teach about the history of chemistry in the years where the parts of the nucleus and electrons were being figured out is a time when white males were involved, the least I can do is have students look at it as more than just a list of random facts that don’t seem to have many connections to each other, other than being put in the same chapter in a chemistry textbook and are now things we take for granted. Of course atoms are made of protons, neutrons, and electrons. Who doesn’t know that? It was not that long ago, though, that we did not know what is now obvious and accepted as fact. There was a true mystery of figuring out how things existed, and in many ways, this mystery still exists. If I can get a student turn on to chemistry by using the curiosity of scientists, then maybe this is one person I can help on the journey to becoming a scientist. If I can get them to see it as something that is not necessarily about WHO did the work and what HE looked like, but it is about the IDEAS that were being tested, maybe someone who would not have originally planned to be a scientist will become one.
My accessibility unit was not as good as it should have been. I think I was starting to be a little worn out with doing projects and mistakenly thought I would have this issue down since I apply to so many of the classifications. I also have a grudge because so many of these assistive devices were not accessible to me when I needed them most. The disabled department at Boise State blew me off. I’m not someone who came through the k12 system and in to college with an IEP. I had no advocate to help me figure out what would help me. I had to figure things out on my own, so going back and reading about accessible equipment that I have not figured out how to get is really frustrating for me. I also dislike seeing kids be categorized and therefore treated as the “other” kids, when in reality all of us have limitations of some sort. Even people who run marathons get tired at the end. My marathon at the moment seems to be from this chair to the bathroom, and I’m barely able to walk the distance, let along run it, but it is my marathon. I suppose my point is that finding assistive equipment or devices should not be something someone has to do because the barriers should either not be there, or the equipment should be so ubiquitous that it is not an afterthought. Accessibility should not be an afterthought. We should not have to justify closed captioning as being something useful to everybody because it should just be there to begin with. I admit I am really at fault with doing closed captioning, and have been faulted because I will read my slides in a video, but isn’t reading the slides the same thing as closed captioning, but in reverse. With words on the slide, and then having audio added, isn’t that the same thing as having audio with words added? I think I also let my bias about how disabled people have their locations chosen for them, enter into my lack of excitement for this project. I can’t help but feel like this was put at the end of the course because it is required for teachers to learn about disabilities in our students. Just like we have to have the one location in the classroom set aside for the disabled child to sit, or the few seats in the auditorium that can handle the accessible equipment, putting in a unit on disabilities is stuck at the end because it is something that has to be done. By the way, I still have not figured out what a “daisy” is, how it works, or how I can get one. I would have loved to be able to listen to our textbook being read to me. Heck, I could not even read the book on multiple devices because the publisher put so many restrictions on it. I could only read it on my kindle. I tried several times just to bring it up so I could read it on my computer, but the restriction would not allow it. Am I now seen as being lazy because I did not want to call the publisher to see if there was an accessible version of the book? Should I have paid another $100 + just to have the paper version to use at times my Kindle was being a flake. (By the way, resetting it to the company default does wonders with cleaning up a clogged Kindle.)
If you are looking for the connection to standards, please click here.
This was a project in EDTECH 521:
The assignment: Use the framework provided in the article as a template and identify community building strategies for use in your own classroom. Provide a rationale for each. I don’t usually like to put minimum and maximum counts on assignments, but some of you will ask, so let me suggest that you include between 5 and 10 strategies. What I’m most interested in is that you think carefully about how you will incorporate strategies for building community into your online classes.
My response: I am writing this chart to match up with a hypothetical class on high school chemistry. It is partly based on a class I created while taking classes at Merritt College in the last year.
The table won’t fit here so you’ll have to see the document as it is stored in my Google Drive: Community Strategies
Video of slide show- this means it has audio!
I wish there was an easy way to embed videos or I wish this class had taught me how to do it.
Ok, so as a last resort I am putting the video up at YouTube. We’ll see if the YouTube embed code works.
I did the video in Camtasia because it is really easy to add closed captioning with that software. I just need to find a place other than YouTube where I can use an embed player. I have no problem hosting videos at my website- I just want to be able to put them in an embeddable player. I know this should not be so hard to do!
A link to the mp4 of the Technology Use Plan, but I still don\’t know how to embed this! Argh!
Guess what? the mp4 does not have the closed captioning! so if you want to read what I’m saying, use one of the links toward the top- they will connect you with the version that is up at Screencast.com. OR you could watch the YouTube video- the captioning traveled there quite nicely.
Slide Show using Google Presentation doc:
Teach Me High School Technology Evaluation Summary
Teach Me High School is located in an urban environment. The population is roughly 25% African American, 25% Caucasian, 25% Asian, and 25% Latino. The predominant language spoken on campus is English, however more Hispanic families are immigrating into the school. Teach Me is a charter school and by district policy, its demographic statistics mirror that of the city. By state or charter school policies, students are chosen randomly through a lottery, however to be in the lottery parents need to know the school exists and they need to formally apply. The school has roughly 425 students, about 100 students per class. About 98% of graduating seniors indicate they are going to continue at a community or four year college after graduation.
Administratively the school falls in the integrated realm because each department gets to have a say in the technology available to that department. Ultimately, though, all decisions are approved by the principal. Even though there is an Instructional Technologist on staff full time, he still has his purchases approved by the principal before they can be executed. The school moved to the Google platform, much like what Boise State does. They use Google docs to collaborate and communicate, however what happens at in-person meetings is not documented well for those who are unable to attend. The online access to all information is also somewhat convoluted and it can be difficult to find all of the documents or to remember all of the documents and databases that need to be monitored.
Attendance is taken online every block. Grades are managed by PowerSchool so students and parents have access to student grades 24/7. Teachers are given deadlines by which they need to update grades so parents and students have a somewhat continuous idea of how well the students are progressing. The school has chosen to not use a Scantron type of system which also means they have chosen to not use a computer database to automatically track multiple choice assessments. Grading is still done by hand and some teachers utilize students to grade multiple choice tests. Since grades are managed by PowerSchool, teachers are forced to adapt to a percentage-based grading system.
When teachers have long-term assignments, they will take students to the computer lab daily so students can do research. Seniors have to do a project that requires online research and also requires they make a website, however I am not aware of any formal training the teachers or the students go through to learn how to make the websites. Many teachers incorporate having students figure out things for themselves as a deliberate way of having the students be engaged with the technology. Not all teachers choose to use the computer lab. Many teachers will show PowerPoint presentations via a LCD projector. In 2010, the last year I worked at the school, no classroom had an interactive whiteboard or a clicker system to do any formative assessments.
More teachers are having students make websites, however their construction still follows a predominantly linear organization. The dynamic properties of the web do not seem to be integrated into these electronic assignments yet. Given that much of what is done for classroom use or assignments is determined by more than one person, the school is beyond the emergent stage. Since the cycle of feedback is usually limited to a few adults, the school still behaves as islands of expertise.
For support the school falls mainly in the integrated stage, however some features fall in the intelligent zone whereas others fall in the emergent phase. Since the school has one designated full time adult who knows technology on staff, much of the support the school needs is there. There are times when he is budgeted a support person who will assist with machine and software needs. Whenever something changes globally with the school’s systems, the staff goes through training during a professional development time. It is normal to have updates at every faculty meeting to help new teachers understand the policies or to let the entire staff know when changes are being done and the consequences of those changes. Some teachers are able to get training because they become affiliated with a grant that is based on using technology. Other teachers pursue learning about technology on “their own time.”
The school falls between integrated and intelligent for the connectivity. The entire school has wireless access to the Internet and email. Staff that need to bypass the filter are given a password so if they want to use a YouTube video in class they can. Specific sites are restricted due to state law or school policies. Being a charter school, there is very little communication with the district. The school has zero dependence on the district for its technology hardware or software so there is very little need to be actively involved with a district WAN.
Innovation happens between islands that are somewhat integrated. No staff member deliberately shuns technology, however not everybody chooses to embrace new technology. For example, I wanted to do asynchronous discussions with my students so our IT person made our Moodle shell accessible to my class. He had not been trained on how to use Moodle yet but he did not let that stop him from letting staff members who wanted to figure it out to try it. Sure the Moodle set-up was messy, but we were able to do an asynchronous discussion. If a teacher wants to use technology that is available, they are more than welcome to use it. The bulk of the staff, however, is still in the frame of mind where using the overhead projector counts as technology and using the LCD projector makes it easier to show PowerPoint presentations.
The school falls mainly in the integrated realm with a few spikes into intelligent. Compared to other schools I have either worked at or been involved with, they are much further along with embracing technology.