EDUC 260: Week 13 Hand-in your Position Paper

Overview Administrivia Ethics of computing in classrooms What did we learn in the course? Course evaluations

Administrivia Status of marking –Assignment #5 In progress. Marks and feedback to be ed by early next week. –Position Paper Marks and feedback to be ed by December 8. Final grades ed by December 8. Consultation by or by phone/f2f by appointment. Final grades submitted to Undergraduate Programs on December 12. Website URL will change (new URL will be posted in WebCT) Access to WebCT and online discussions for 1 year*

Ethics of Computing in Classrooms There are two important ethical considerations in using computers in your classroom: –Ethics for you as the teacher –Ethics for your students

Ethics of Computing in Classrooms What are ethics? –Deals with moral judgments, right and wrong actions –Being ethical means that actions do not have a damaging impact on someone (including one’s self) and society Class question: –What are some questionable uses of computers? (students and/or teachers)

Examples of Unethical Uses Spamming Hacking Sending viruses Accessing someone else’s information Ignoring copyright or agreements Not citing sources “Unsafe” sites and interactions, etc.

Areas to Focus on as a Teacher Appropriate computer use is not private Resources are used only for their intended purpose Resources are school property Copyright Understand Canadian copyright laws Internet/intranet/ Used only for educational purposes Not waste resources Provide instructions to students

Areas to Focus on as a Teacher Privacy Access information on a need to know basis and for which they have authorization Respect regulations on privacy Protect the safety and security of all students Monitor students’ property only if there is legitimate concern about safety

Areas to Focus on as a Teacher Social consequences Consider when: –Designing programs –Implementing systems –Representing yourselves and your schools –You create websites –Modeling behaviour to students

To Help your Students Reactive approach: Legal sanctions Proactive approach: Teach students about computer ethics in classrooms Raise awareness through ethical scenarios Scenarios help students personalize the need for developing ethical standards Establish a culture of proper use (no difference between computer-based and non- computer-based resources)

Resources GetNetWise lists appropriate educational and entertainment sites for kids Cybercitizen activity Cybercrime lesson plan Creating curriculum units using the www Activity Handouts Classroom ethics Technology in the Classroom: Tools for Teaching Cyber Ethics Case Scenarios – Higher level and for teacher-training

What Did You Learn in the Course? Take a few minutes to reflect upon your learning and write down: One thing you did not know at the beginning of the course, but have since learned. One “a-ha” moment. One thought/technique/consideration/??? you will apply to your own teaching. Be prepared to share your experiences with the class (roundtable).

What did We Learn in the Course?

“True or False” or ? “Computers are supposed to make everything faster and easier” “Traditional ways of teaching are better” “Educational technology should be used if it works for all students” “The deciding question on using computers in your class is: Do students learn better with computers?” “Computers are detrimental for social skills development” “A good reason for not using computers is because we don’t have…(many computers, new computers, the best software)” “It doesn’t matter what students use the computers for, at least students are learning about computers, and that will be helpful to them in life.” “Computers should not be in classrooms, but in labs.”

Final Thoughts Always keep “teaching technology” distinct from “teaching with technology” There are no simple answers about what technologies are “good” for students and when –Just about anything can be misused or abused Instructional design is integral to successful learning and teaching Designing technology-intensive instruction is tough, but can be mastered with time, like any other form of design for learning

Where can you go next? Minor in Education and Technology EDUC 358 “Foundations of Educational Technology” EDUC 482 “Designs for Learning: Information Technology”

Course Evaluations Informal feedback up to now Formal course evaluations to Undergraduate Programs Anonymity Data collected, collated and sent next semester Your feedback is invaluable

The End. Thank you! Good Luck and Happy Holidays!