5. Exemplify ethical practices of technology usage
Ethical Practices of Technology Usage
The assignment I selected was from a previous course that was a creating and implementing an absorb type activity. This activity involved students identifying author’s purpose. The technological aspect occurred when student completed an interactive KWL chart. The KWL chart was used to determine their prior knowledge. The lesson involved the student viewing a PowerPoint that provided examples of each type of author’s purpose.
I demonstrated Program Learning Outcome 5 “exemplify ethical practices of technology usage,” by keeping all student information and documentation confidential between myself and the student. During this process, I created a Plan Do Study Act Model that is visible on the classroom bulletin board. Students are giving a pre-assessment to determine their prior knowledge and the information is tracked electronically on a spreadsheet then graphed and placed on the bulletin board.
Collectively to share their prior knowledge students completed an interactive KWL chart that I created and I shared it with each student. This aspect allowed students to add to the chart what they remembered as well as see what that their peers added without the fear of being wrong. I enforced that this is based on what you remember and not to worry about being right or wrong.
As the lesson progressed, the class’s average was added to bulletin board showing what the class’s average was prior to the lesson being taught. Students who did not master the author’s purpose were given four days to do by working in small groups with liked individuals. In addition, students were involved in the reward process if they showed growth throughout the lesson they would be rewarded with eight mini reward and 20 reward if the entire class mastered author’s purpose.
In this assignment the ethical issue that was faced during this activity was keeping students actual scores confidential. I had to devise a way to keep students’ information private. I knew that I had to keep all information anonymous. Students saw their scores independently and when their information was tracked on the chart, I chose to use the class instead of breaking the chart by question. This allowed student information to be “generic” so to be speak and the numbers were based on the class as whole as opposed to the number of students who mastered the content vs. the ones who did not. Then I grouped students based on mastery level. Students who mastered the content worked independently and those who needed additional work I broke them into small groups and worked with them separately. I never used the words mastered and nonproficient to the students. I basically informed students that I would work with students in small groups. Those who were not in the group were told to work on an assignment independently.
To revise the assignment, I made the KWL chart interactive. Originally, I had student completing a KWL worksheet. Creating an online chart allowed students to work simultaneously which allowed them the opportunity to see their peers add information to the chart after they were done. In addition, this saved time and it allowed me to cover with the class based on the submission instead of calling on students one at a time.
Another revision made to the assignment was having students create their own example of author’s purpose by selecting a speech, commercial, a movie trailer, or cooking show. Then students had to explain which author’s purpose was being used in the video and they had to provide examples from the videos to prove the author’s purpose the selected.
5. Exemplify ethical practices of technology usage
Ethical Practices of Technology Usage
The assignment I selected was from a previous course that was a creating and implementing an absorb type activity. This activity involved students identifying author’s purpose. The technological aspect occurred when student completed an interactive KWL chart. The KWL chart was used to determine their prior knowledge. The lesson involved the student viewing a PowerPoint that provided examples of each type of author’s purpose.
I demonstrated Program Learning Outcome 5 “exemplify ethical practices of technology usage,” by keeping all student information and documentation confidential between myself and the student. During this process, I created a Plan Do Study Act Model that is visible on the classroom bulletin board. Students are giving a pre-assessment to determine their prior knowledge and the information is tracked electronically on a spreadsheet then graphed and placed on the bulletin board.
Collectively to share their prior knowledge students completed an interactive KWL chart that I created and I shared it with each student. This aspect allowed students to add to the chart what they remembered as well as see what that their peers added without the fear of being wrong. I enforced that this is based on what you remember and not to worry about being right or wrong.
As the lesson progressed, the class’s average was added to bulletin board showing what the class’s average was prior to the lesson being taught. Students who did not master the author’s purpose were given four days to do by working in small groups with liked individuals. In addition, students were involved in the reward process if they showed growth throughout the lesson they would be rewarded with eight mini reward and 20 reward if the entire class mastered author’s purpose.
In this assignment the ethical issue that was faced during this activity was keeping students actual scores confidential. I had to devise a way to keep students’ information private. I knew that I had to keep all information anonymous. Students saw their scores independently and when their information was tracked on the chart, I chose to use the class instead of breaking the chart by question. This allowed student information to be “generic” so to be speak and the numbers were based on the class as whole as opposed to the number of students who mastered the content vs. the ones who did not. Then I grouped students based on mastery level. Students who mastered the content worked independently and those who needed additional work I broke them into small groups and worked with them separately. I never used the words mastered and nonproficient to the students. I basically informed students that I would work with students in small groups. Those who were not in the group were told to work on an assignment independently.
To revise the assignment, I made the KWL chart interactive. Originally, I had student completing a KWL worksheet. Creating an online chart allowed students to work simultaneously which allowed them the opportunity to see their peers add information to the chart after they were done. In addition, this saved time and it allowed me to cover with the class based on the submission instead of calling on students one at a time.
Another revision made to the assignment was having students create their own example of author’s purpose by selecting a speech, commercial, a movie trailer, or cooking show. Then students had to explain which author’s purpose was being used in the video and they had to provide examples from the videos to prove the author’s purpose the selected.