Reflections: Digital Safety

The intention of this assignment was to exhibit to us the importance of protecting ourselves on the Internet. We then, should be obliged to pass this information to those we know, like our family members, and most especially, teach it to our students. “If kids don’t protect their personal information, there are many potential risks: damage to the hardware, identity theft, or financial loss. But children may not realize they are putting their information in jeopardy, because the warning signs aren’t always obvious”(Knorr, 2010). As teachers, we should perpetuate Digital and Internet safety, giving our students guidelines and cautions of the Internet and digital technology like cell phones.

I felt all five topics were very important, one not having precedence over the other. Each topic represented an important aspect of being safe in our digital world. Each group became a master of their respective topic, and then shared their research with the other groups. This is a good idea for covering a broad subject such as digital and Internet safety. I would not omit any of these topics. I felt they all came together very well. However, if I had to add something, the only thing I can think of is being safe on the road by not taking calls and texting while driving. Many deaths have occurred from this act, causing it then to be made illegal in many places. Teens have been charged with negligent operation of a motor vehicle while using a phone (Kantor, 2011).

            Wiggio proved to be useful for our group for this assignment. Our group liked it very much and we were able to get the assignment done, and were able to communicate through it very well. We all agreed that Wiggio was our favorite tool for communication. There are a good number of online tools that can be used to get group projects done, but it depends on the goals and objectives of the group. We’ve looked over a few tools that were viable for use for group projects, however the biggest limitation was the fact that most, if not all, required premium Internet connection. Guam’s Internet is not exactly the best for optimum use of these tools. Wiggio pretty much was the unanimous choice and go to for the class since it worked the best for all of us.

            As far as suggestions for this assignment, I feel that there is not much of a need for revision or addition. The parameters seemed pretty straightforward and were conducive to learning about different ways of being digitally safe. I had no problems with the assignment, and working with my classmates is always fun. Probably the hardest thing was finding time to meet outside of class to rehearse and work on the project since we all have busy lives. However, we were able to get things done, especially through Wiggio.

References:

1.    Kantor, I. (2011, May 27). Teen pleads not guilty to texting in fatal crash. Boston herald. Retrieved from http://news.bostonherald.com/news/regional/view/2011_0527teen_pleads_not_guilty_to_texting_in_fatal_crash/srvc=home

2.    Knorr, C. W. (2010, September 08). Help your kids stay safe and secure in a 24/7 digital world. Retrieved from http://www.commonsensemedia.org/advice-for-parents/help-your-kids-stay-safe-and-secure-247-digital-world

Enabling Dreams

After viewing the short movie Enabling Dreams, I was reminded of the heartbreaking reality of people with disabilities. Not to say that I was unaware of the difficulties they face just to get by, but lets just say I’m more appreciative of having full use of my limbs and appendages. I often forget and take for granted the fact that there are people who have it harder than I do.

            Addressing this reality from a teacher’s point of view, of course we will have to create lesson plans for our students and make sure that we make accommodations for students who need them. These accommodations therefore will provide opportunities for the whole class to be active in the lesson. In the video for example, computers and microphones were provided for students to do classwork and homework.

            As a prospective teacher, I would never want any of my students to feel left out, especially if they have a learning disability. I would imagine they feel bad and different enough already, knowing how kids can be at times. Therefore, I definitely plan to integrate accommodations within my lessons. For example, since I would be teaching science, if my student with a disability required the use of a computer to do work, I would create a computer version of a worksheet I’d give to the class so they can do the work as well.

            In order to make sure that my revisions and accommodations to my lessons are appropriate for my students with needs, of course I would have to take into consideration their personal disability, and try to determine whether I am excluding them from any opportunity for learning presented through my regular lessons. I have to make sure that there are enough learning opportunities possible for my students with disabilities, and it should equal, as much as possible, that of students without disabilities. Of course I have to be realistic but I should always ensure that the learning opportunity is there for my students and it is optimized. One accommodation I can do, for example, is allow the student extra time to take an exam, or even have them take the exam in another room where distractions could be lessened (DO-IT, 2012).

Honestly, having had the dream of becoming a teacher for so long, I’ve had a fear of having students with any type of disability. I don’t fear having a disabled student; I just fear that I might not know how to handle their particular situation thereby depriving them of the best education they deserve.  For example, my auntie once had a student who was blind, and never having experienced working with blind students, had to figure out a way to teach the student as normally as possible. She admitted that she didn’t know how she could effectively teach someone who couldn’t see what she was talking about.

I fear that I would be in the same position as my auntie. I know that teaching itself is not an easy feat, even with students that are considered to be without disabilities, but I just really fear failing to give all of my students the best education possible.  A personal experience is that in my present biology class, I have a classmate who takes tests on a computer and has a personal note taker in class. Of course, having these accommodations have enhanced his education since he is able to do the work, and I’ve spoken to him and so far, he’s doing well.

After watching the video, I researched different methods of how to address students who have disabilities. I’ve come across an online article called “Academic Accommodations for Students With Disabilities” in which it discusses an article by Barbara Gross from UC Berkeley discussing students with disabilities. One important point was “Remember that disabled students are students first, disabled second” (Martes, 2007). Growing up, I’ve never really had any disabled classmates so I barely had any experience with people who are disabled. I’m sure that most people are somewhat hesitant, and don’t know how to act around disabled people, but we should treat them as normally as possible.

Enabling Dreams sparked a hope in me for my students, because I see that technology continues to be integrated into different aspects of life, especially in education. The fact that people are coming up with more ways for people to live life wholly, disabled or not, makes the future, and education, appear so much brighter.

References:

1. DO-IT University of Washington. (2012, April 12). Academic accommodations for students with     learning disabilities. Retrieved from http://www.washington.edu/doit/Brochures/PDF/accomm_ld.pdf

2. Martes, L. (2007, October 16). [Web log message]. Retrieved from http://lourdes- tecnologiaasistiva.blogspot.com/2007/10/academic-accomodations-for-students.html