1. Education Dr. Lesley Farmer California State University Long Beach lfarmer@csulb.edu

2. Our World

5. The Information Society Information as driver of socio-economics Human capital is more important than material capital Technology increases speed, access, interconnectness of information globally Telecommunications and media are 1/6 of US economy

6. Who Wants your Student’s Attention

7. What Do Learners Need to Know and Do? Be information literate: access, evaluate, use Be a lifelong learner: pursue interests, read, generate knowledge Be socially responsible: uphold democracy, be ethical, cooperate 85% of today’s jobs involve tech

8. Social Producing Learning Social Rules Designing Profiles Exploring Identity Writing Blogs Writing Software Codes Sharing Producing Music Discussion Interests Social and Political Activism Keeping Friends Risk Assessment What Are They Doing?

9. Seeking Validation Competing Popularity Venting Showing Off Embarrassing Self Crowded Isolation Damaging Reputation Pulling Pranks Getting Even Threatening Harassing Bullying What ELSE Are They Doing?

10. The Digital World and Students with Special Needs Students are people first – and they explore on the Internet Students with special needs are more likely than others to be cyberbullied Students with lower IQs may be “conned” by websites more than others

11. Using technology Safely Responsibly Critically Pro-actively

12. The Community needs to know...

13. Instructional Design Outcomes Indicators Learners’ characteristics Prerequisite skills Instructional format Delivery: resources, time, space, groups Stages: awareness, model, practice Context

14. Step 1: Awareness Call learner’s attention to information – or need for information Elicit perceptions by surveys and focus groups Design instruction based on learner needs

15. Step 2: Engagement Learners must decode information “language” Instructors can scaffold learning to give students prerequisite skills Link information with intended task Use simple, one-concept, concrete examples to raise and solve issues

16. Student Engagement Methods Kinesthetics Learning environment to explore Online activities: WebQuests, etc. Communication Student home pages Group projects

17. Step 3: Manipulate Information Processing skills: extract information, decide how to represent information, determine method of manipulating information, manipulate information Production: manipulate information representations Management of information

18. Step 4: Application Use for decision-making Make recommendations for the public Create products for the community

19. Special Ed Instruction That Applies to Digital Citizenship Break down processes into 1-2 steps; scaffold Monitor closely and intervene as needed Use concrete and literal examples Role-play appropriate social behaviors Reinforce a culture of responsibility Teach students to know when to ask for help Apply universal design for learning principles (multiple representations, expressions, engagement)

20. Tips for Teaching Students with Special Needs Create a safe place to share experiences and fears (e.g., cyberbullying) Create a walled “garden” ( or intranet) to explore social media Teach what is safe to share, and what should be private Role-play digital citizenship behaviors Link students with other kinds of students using monitored social media (work through a partner teacher) Find/monitor websites where students can contribute positively

21. Empowerment Using Technology Review books, media, Internet sites Add content on community websites Create products for the community: photos, artwork, videos, displays, posters, newsletters, web pages Train others in technology use Conduct community history Do service learning

23. …Because students are our future!