GRADING RUBRIC MUST BE FOLLOWED
Part A: Presentation
Develop a presentation that addresses the digital rights and responsibilities of teachers. Create a PowerPoint presentation with notes or a recorded screencast of a narrated presentation using Kaltura or another recording tool of your choice. The presentation should be about 10–15 minutes with 7–10 slides.
The workshop should cover the following:
- Key issues regarding the ethical use of open educational resources
- What distinguishes open educational resources from other types of resources that teachers use?
- What are strategies that teachers should use for ethical use of OER?
- The teacher’s role in providing a safe online learning environment for students and strategies for doing so
- What are key threats to student safety in online learning environments?
- How can teachers help ensure their students’ safety in online learning environments?
- Support from the professional literature (in the form of citations on slides as appropriate and a reference slide with APA formatted citations)
If you will be using Kaltura Media to record a screencast of your presentation, you will need to complete the following:
- If you have not already done so, set up and test your microphone, using the installation instructions provided by the manufacturer.
- Practice using the microphone to ensure the audio quality is sufficient.
- Refer to the Using Kaltura tutorial for directions on recording and/or uploading your work in the courseroom.
Part B: Supporting participant materials, such as a handbook or handouts
Develop “takeaway” materials that provide useful information for teachers to bring back to their own teaching setting and further develop their teaching practice with regard to their digital rights and responsibilities.
These can be submitted as Word documents or PDF documents or a link to a blog post you write that teachers might refer to later.
- DePaolis, K., & Williford, A. (2015). The nature and prevalence of cyber victimization among elementary school children. Child & Youth Care Forum, 44(3), 377–393.
- This study examines “cyber victimization” among elementary students and whether significant differences exist between students who have and have not been victimized.
- Morgan, H. (2013). Malicious use of technology: What schools, parents, and teachers can do to prevent cyberbullying. Childhood Education, 89(3), 146–151.
- This article discusses “the nature and forms of cyberbullying, the major causes behind it, and measures that can be adopted by teachers and parents to help children … identify and respond to cyberbullying.”
- Olweus, D. (2012). Cyberbullying: An overrated phenomenon? European Journal of Developmental Psychology, 9(5), 520–538.
- This article “argues that several claims about cyberbullying made in the media and elsewhere are greatly exaggerated and have little empirical scientific support.”
- Ryan, K. N., & Curwen, T. (2013). Cyber-victimized students: Incidence, impact, and intervention. SAGE Open, 3(4), 1–7.
- This article reviews “evidence regarding the occurrence, impact, and interventions for victims of cyberbullying.”
- Sabella, R. A., Patchin, J. W., & Hinduja, S. (2013). Cyberbullying myths and realities. Computers in Human Behavior, 29(6), 2703–2711.
- This article “reviews available empirical research to examine the accuracy of commonly-perpetuated claims about cyberbullying.”
- Vandebosch, H. (2014). Schools and cyberbullying: Problem perception, current actions and future needs. International Journal of Cyber Society and Education, 7(1), 29.
- This article “aims to provide a better picture of what schools are currently doing to address cyberbullying and of what schools will need to continue doing so in the future.”
- Federal Communications Commission. (n.d.). Children’s Internet Protection Act. Retrieved from https://www.fcc.gov/consumers/guides/childrens-int…
- Federal Trade Commission. (n.d.). Children’s online privacy protection rule: Just for kids’ sites. Retrieved from https://www.ftc.gov/tips-advice/business-center/gu…
- This act requires schools to take steps to protect children from inappropriate content.
- Howard, K. (2013). Using Facebook and other SNSs in K-12 classrooms: Ethical considerations for safe social networking. Issues in Teacher Education, 22(2), 39–51.
- This article outlines considerations for appropriate social networking in the learning environment.
- Warnick, B. R., Bitters, T. A., Falk, T. M., & Kim, S. H. (2016). Social media use and teacher ethics. Educational Policy, 30(5), 771–795.
- This article examines the consequences that should be taken if teachers do not engage in social media appropriately.
- Complete the following to learn about cyber safety, cyber ethics, and cyber security.
The following resources provide a jumping off point to explore different examples of OER resources.
- Edutopia. (2015). Open educational resources (OER): Resource roundup. Retrieved from https://www.edutopia.org/open-educational-resource…
- OER Commons. (n.d.). Retrieved from https://www.oercommons.org/
The following article drives home the importance of keeping your eye on key considerations when choosing OER. It is easy to get attracted to the bells and whistles of some OER resources, but important to stay grounded in the purpose and context of your use.
- Marcinek, A. (2015). Open educational resources meet instructional design. Retrieved from https://www.edutopia.org/blog/open-educational-res…
- Patton, K., Parker, M., & Tannehill, D. (2015). Helping teachers help themselves: Professional development that makes a difference. NASSP Bulletin, 99(1), 26–42.
- This article “synthesizes findings and presents core features of effective professional development, including what those features might look like in practice.”
- Whitworth, B. A., & Chiu, J. L. (2015). Professional development and teacher change: The missing leadership link. Journal of Science Teacher Education, 26(2), 121–137.
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