Safe Zone

For this digital project, my partner and I worked on two topics: Fair Use Practices and Copyright issues as well as Cyber bullying. I knew more about the latter so I did a bit more research involving FUP and Copyright.

Researching about FUP and Copyright was definitely an eye opener for me. For the longest time, I believed that merely quoting the author whenever I used someone’s work was enough. Utilizing activities straight off the Internet was no issue. After my research, however, I was made aware that in the span of time that I have spent as a Special Education major, I had violated more than a dozen copyright issues unknowingly. I have had countless lessons on plagiarism and how to avoid such “crimes”, but for some reason, have never had a single lesson about avoiding copyright infringement. Learning about such a serious issue, I feel, should have been emphasized especially for aspiring future teachers. Consequently, because FUP was designed for educators, knowing its details is crucial to avoiding any “accidental” copyright infringements. The term “intellectual property” was new to me, and it should not have been considering that I am a semester away from graduating. Reading about its importance in the educational realms was even more of a shock because it was through this that I came upon just to what extent is copyrighted. The article I read actually stated that it would much be much faster to state the information that is NOT copyrighted (Starr, 2010)! How are we, as educators, supposed to teach our students the importance of respecting copyright when we, ourselves, have little to no idea what doing so means? I suppose educating oneself about such things is the next answer, but even so. It should definitely have been introduced within our earlier classes.

Our second topic was cyber bullying. I, unfortunately, belong to the generation that started its uproar so I’ve personally seen its negative effects on individuals. Today’s youth has definitely taken cyber bullying to a new leaf, and has become cleverer with hiding the evidence. With that said, it is with greatest importance that we educate our youth with the negative effects of cyber bullying because this can become quite a vicious cycle. Studies have found that 5% to 25% of children and youth in the U.S. are bullied and 15 to 20% bully others (Hinduja & Patchin, 2009). Without proper prevention, these numbers will only continue to grow, and soon all our students will have seen the vicious side of cyber bullying.

According to an ISTE standard, it is our responsibility as teachers to “promote and model digital citizenship and responsibility” (2008). This means that we must “promote and model digital etiquette and responsible social interactions related to the use of technology and information” as well as “promote and model digital etiquette and responsible social interactions related to the use of technology and information”.  Meeting these two requirements involves a great amount of knowledge on the teacher’s end. This means that they must do full research on both topics so that they can properly streamline it into their lessons for their students to fully understand.

I do feel that both topics can greatly benefit students. Prevention of both cyber bullying and copyright infringement will help raise our students into more responsible internet users. It will then be our role as their teachers to model these proper behaviors. As we progress into the technological age, I feel it is with utmost importance that we learn more about these issues so that when we enter our classrooms, we will be more prepared and well-versed when dealing with them. Although cyber bullying and copyright infringement may be of no relation to each other, it is still quite important that both issues are taken seriously with the same amount of gravity. We now belong in a world that takes a violation of both topics as crimes and the last thing we would want is to hear about a past student who has been imprisoned due to cyber bullying and/or copyright infringement.

References

Hinduja, S., & Patchin, J. Cyberbullying Research Center. (2009). Cyberbullying fact sheet Retrieved from http://www.cyberbullying.us/cyberbullying_fact_sheet.pdf

ISTE standards*Teachers. (2008). Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf.

Starr, L. (2010 May). Copyrights and copywrongs. Retrieved from http://www.educationworld.com/a_curr/curr280a.shtml.

Fruit Splat Aftermath

            Since the beginning of the 20^th century and the dawn of high-end technology, the question of allowing technology into one’s classroom has been a prominent discussion. Many professionals easily disregard online games claiming them to be a waste of time. Some may even refuse it for the sole reasoning of the students’ lack of accessibility within the classroom or even home realms. Misconceptions such as games making kids hyper, stupid or anti-social have managed to invade educational discussions of whether or not online educational games are fruitful in the classroom. For some reason, the older generation of teachers chooses to believe that relying on technology will eradicate the basic necessity of books. Games, however, can supplement these time-tested pedagogical practices that they have for so long relied on. Finally, there is a more than adequate solution to short or even long-term problems found in all classrooms. Thus having the best of both realms, both new and old. Research has shown that online games within the classroom have provided students with cognitive, motivational, emotional and social gains (Shapiro, 2014).

            According to Granic, Lobel, and Rutger’s “The Benefits of Playing Video Games”, gameplay has provided students with the opportunity to improving their attention, focus, and reaction time thus sharpening their cognitive abilities (as cited in Shapiro, 2014). In addition, playing these games have provided students a shift between an incremental theory of intelligence rather than an entity theory of intelligence. This means that by playing the games, the students begin to believe that their intelligence is malleable and can be increased through effort rather than it being unchangeable (Dweck as cited in Self-Theories, 2014). Lastly, allowing students to utilize games can induce positive moods and allows the students to “translate the pro-social skills they may learn from participating in multiplayer gameplay onto peer and family relations outside the gaming environment” (Shapiro, 2014).

            These aforementioned gains have barely grazed the surface of why online games should hold their rightful place within classrooms. While most classroom instruction is composed of lectures, the need for differentiated learning for all students calls for something more. Educational games provide just this: a medium to reach students whether it is through kinesthetic, visual, or auditory means (Pennola, 2009). However, it is important to keep in mind that not all games available on the Internet may be appropriate for educational use. In choosing a game, it is helpful for the teacher to keep in mind the set standards available for guidance as provided by the International Society for Technology in Education for Teachers. One of the standards states that a teacher should “design and develop digital age learning experiences and assessments” (ISTE, 2008). This involves “designing or adapting relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity” as well as “customizing and personalizing learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources” (ISTE, 2008). This standard is a helpful guideline for any teacher who wishes to incorporate an educational game into his or her lesson plan. Focusing on the game’s aspects and whether or not it provides the students with the needed differentiated instructions is what will ultimately let the teacher know whether the educational game is serving a purpose.

            The notion of all teachers making themselves comfortable with educational games can serve as a benefit to not only the general education classroom but to the special education realm as well. These educational games can easily serve as an accommodation to a student with special needs. There are various ways to use these games in order to reach students with disabilities. These games can also be used as modifications because the Internet provides a plethora of links that give the teacher the opportunity to design a game the way they would like it to giving them the opportunity to personalize a game for a specific student’s needs. Assistive Technology like tablets for students with disabilities make these online games more easily accessed eradicating any fears that these students may not be able to access the game the teacher had in mind.

            There is no doubt that online educational games will continue to infiltrate today’s classrooms. With all this in mind, applying the proper online educational game becomes even more important as to prove that these games hold a rightful place in the classrooms. Technology is on the rise and part of being an effective teacher entails providing one’s students a well-rounded education. Given today’s resources, being “digitally-able” is part of that educational setting. By allowing one’s students to explore the educational side of the internet with the use of effective online educational games, teachers are setting the example of what the Internet can be fruitfully used for. Because most of what is taught in the classroom is done in hopes that these students will take what they learn and bring it home and to the rest of their environments, showing them the useful way to use technology within the classroom is a good start for them to be able to effectively utilize it outside the classrooms as well. Introduce a fun, educational game to these students and maybe, just maybe, they will be on that in their spare time instead of mindlessly scrolling through Facebook.

References

ISTE standards*Teachers. (2008). Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf.

Pennola, N. (2009). Education through video games. Center for Teaching Excellence, United States Military Academy, West Point, NY. Retrieved from http://www.usma.edu/cfe/Literature/Pennola_09.pdf.

Self-theories (dweck). (2014). Retrieved from http://www.learning-theories.com/self-theories-dweck.html.

Shapiro, J. (2014, June 13). Benefits of gaming: What research shows. Retrieved from http://blogs.kqed.org/mindshift/2014/06/benefits-of-gaming-what-research-shows/.

About me?

My birth certificate reads Cassandra Christine Galman Dimla, born October 27 1992 in Manila, Philippines. My family migrated to Guam when I was 11 years old which enables me to speak both Tagalog and English. I come from a family of 7: four older sisters and one younger brother. I am now 21 years old and currently on my last year of my Special Education degree journey. I currently hold two jobs, one as a tutor for the UOG writing gym and two as a tutor for a little four going on five year old with Autism. I refer to myself as an Aquaholic because I love everything there is to love about the water. The beach is both my happy place and my therapy and I fully believe in the idea that there is nothing salt water can't fix. I love to take pictures of everything (yes, I'm that girl) and I could never turn down chocolate and steak. I used to be a barista so I appreciate good coffee. Lastly, I love losing myself in a good book. Aside from all that, I'll leave whoever may be reading this with a quote I've decided to live my life by:
"Do all things with passion or not at all."