Moral and Legal Issues with Technology in Education

Technology is quickly revolutionizing our education system. Some of the common moral and legal issues encountered when using technology in the classroom include search engines, filtering, pornography, and access; data mining, privacy, and security; use of e-mail, social networking and free speech; intellectual property, copyright issues; and software piracy. (Moursund, n.d.)

http://www.pewresearch.org/daily-number/teachers-say-that-for-students-today-research-googling/

Teacher responsibility is high. As educators, we are accountable for our student’s actions and internet use. The wealth of information at our finger tips increases the occurrences of plagiarism, copyright and trademark infringments. Too often students and teachers are cutting and pasting from web resources without proper citation. To our current students "research=googling."(PEW Research, 2012)  According to PEW Research, 94% of teachers indicate Google or a similar search engine, tops students lists of sources for research. (PEW Research, 2012)

The International Society for Technology in Education (ISTE) Standards for Teachers Standard 4(a) Promote and Model digital citizenship and responsibility, states educators need to “model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources” (ISTE, 2008) As educators, we need to model proper citation and sourcing of digital information in our own lessons. Common Sense Media has several lesson plans for educators to use to teach digital citizenship in the classroom. (Common Sense Media, n.d.) Common Sense Media’s digital citizenship lesson plans include lessons for internet safety; privacy and security; online relationships and communication; cyberbullying; digital footprints; self-image and identity; information literacy; and creative credit and copyrighting. The lessons support both Common Core and ISTE standards. The lessons even include summative assessments.

The ease at which data is obtained via the internet, ease of manipulating images and information as well as ever changing rules on fair use policies make plagiarism, copyright and trademark infringement rampant and difficult to detect. However, with proper instruction and modeling, our students will understand the repercussions of these infringements and become global digital citizens.

References

Common Sense Media. (n.d.). Digital Citizenship. Retrieved from Common Sense Media: https://www.commonsensemedia.org/educators/scope-and-sequence

ISTE. (2008). ISTE Standards for Teachers. Retrieved from International Society for Technology in Education (ISTE): http://www.iste.org/standards/iste-standards/standards-for-teachers

Moursund, D. (n.d.). Discussion of Legal and Ethical Issues. Retrieved from University of Oregon: http://pages.uoregon.edu/moursund/ICT-planning/legal-ethical.htm

PEW Research. (2012). Teachers Say that for Students Today ‘Research = Googling'. Retrieved from PEW Research: http://www.pewresearch.org/daily-number/teachers-say-that-for-students-today-research-googling/

Using Blended Learning to Promote Global Education

Today, students learn vastly different than when I was an elementary and secondary school student in the 80’s and early 90’s.  Most of our resources are now digital rather than print. Content knowledge is easily accessed via Google. Blended learning brings together traditional brick and mortar teaching with online learning. “Blended learning brings together the best of technology-based online learning and face-to-face instruction” (Connections Learning, n.d.)

One of the benefits of blended learning is the flexibility in personalized learning. Students can learn at their own pace. Students can learn a concept online and apply it in class. Blended learning allows us to break down the classroom walls and continue the conversation outside of the classroom.

Take, for instance, a physics lesson on biochar. Students learn about biochar production and uses in global communities. They create their own biochar in the classroom and calculate the energy input and output from different source materials. Students can connect globally with other high school classes conducting similar research as well as with groups outside of the US creating biochar as a source of energy in developing countries.  Students can further investigate areas in their local communities where biochar could be used, creating a strong local connection to their real lives. Using both online and in classroom activities, connects the best of both worlds and brings stronger engagement and connections to the lesson. 

References

Connections Learning. (n.d.). Blended Learning: How Brick-and-Morta rSchools are Taking Advantage of Online Learning Options. Retrieved from Connections Learning: http://www.connectionslearning.com/Libraries/Institutional_Sales/Blended_Learning_Primer__FINAL_1.pdf

Tools for Global Education Communication

As educators it is our responsibility to provide our students with opportunities to change the world and to learn global skills for the future. By connecting our classrooms, learning becomes endless. Global technology tools provide opportunities to connect with educators across the world, connect with experts, connect with communities and a chance to impact the world from their local community. Additionally, allowing students to connect globally, allows them to understand that the issues affecting their local community also affect other communities globally. This draws greater meaning to their community issues.

Tools for global communication in the classroom include social media, collaboration and global collaboration tools. Global communication tools such as Skype, Google Hangouts or Zoom.us allow us to break down the walls of our classroom and move the conversation globally. (Smokorowski, 2014) A classroom only needs a computer, a webcam with microphone and speakers in order to take students on amazing adventures and meet amazing people from across the world. Below, I have created a Symbaloo of some global tools that can be used for communication in the classroom.



 References 
Smokorowski, D. (2014, August 15). Learning is Boundless in a Globally Connected Classroom. Retrieved from Pearson: http://researchnetwork.pearson.com/educator-effectiveness/learning-boundless-globally-connected-classroom