Cyberbullying Case Studies

1. Penelope and Rosetta work together on the Kinseytown High yearbook. They are usually friends, but have a heated disagreement over the artwork for the yearbook’s cover. During lunch period, Penelope sends a text message to Rosetta

stating “I’m so mad I can’t even sit near you. Leave me alone today.”

This particular circumstance does not constitute cyberbullying. Text messages are not included in what counts as 'cyber' and the comment that Penelope sent to Rosetta is only an insult, and not a direct threat. Therefore, because of the level of the comment that was made, and the fact that it was a text and not sent via internet, makes it not a case of cyberbullying. There would be no legal consequences for a text such as this being sent. 

2. Marla is a new student at school. In the school computer lab, William sets up a page on MySpace called “Marla Go Home!” Several students post derogatory messages about Marla’s appearance, calling her a “slob” and a “loser.” Marla sees the page and leaves early. She stays at home for several days.

This instance is definitely a case of cyberbullying. It took place on the internet, and defaces the student Maria. It took place on school grounds which means that the school can take legal action in this case. The school can discipline the students who made the MySpace page, and take action that could lead to suspension or expulsion. Legally, it depends on how Maria takes what is posted to her. If she takes it harder than just staying home for a few days, then extra charges could be placed against the students who made the website.

Chapter 11 - Integrating Problem-Solving and Educational Software

What are the benefits of using problem-solving or educational software?

There are several benefits of problem-solving software listen on page 284 in the textbook. These include increased student attention and motivation, but also the increase in skills involving thinking, planning, learning, and technical skills. These all help students in many aspects of their education as well as work-place preparedness. 
Educational software also has many benefits. Students are being asked to utilize more and more technology in their schooling and in their careers. The more familiar students are with technology from a young age, the more career skills they will be equipped with. Along with this, drill-and-practice software gives students the opportunity to practice basic skills that provide immediate feedback for them to figure out how they are doing. 

How do I choose the correct software?

Teachers can use software reviews to figure out if it is something that will work for their lesson or they can check with other educators to see if someone else has used that product before for a similar lesson. Making sure that the software does what you are expecting it to do before implementing it in a lesson is very important and can prevent disastrous situations from occurring. 

When I integrate problem-solving or educational software into a lesson, what changes will be needed?

There are several changes to an NTeQ lesson plan listed on page 292 in the textbook. There are six of the components that will need changes; computer function, research and analysis, results presentation, activities during computer use, activities before computer use, activities after computer use. Each of these areas should be assessed when using problem-solving or educational software to determine how the software will fit in to the lesson plan.

Chapter 9 Integrating Multimedia as a Tool

How can my students use multimedia for their projects?
  
Unfortunately, the students I teach and will be teaching in the future are pre-kindergarteners and do not have an understanding of technology. However, if I were teaching students who were able to create presentations, I would encourage my class to make presentations that focused on the material that they are being asked to relay. There are many good options for embedding pictures, videos, links, and more in to multimedia presentations to enhance what students are being asked to do.
Students could use multimedia to present on a number of subjects from math to book reports to a social studies or science lesson. This helps students prepare for the work environment where people are often asked to make presentations in the work place. 

What applications are available for creating a multimedia presentation?

There are many different software and web-based applications and products available for creating multimedia presentations. There are software applications such as Powerpoint that are easy for students to use, and websites like Prezi that are easy to sign up for and are very user-friendly. 

Should I place limits on how my students use multimedia?

The textbook notes that sometimes students become more fascinated with adding bells and whistles to their presentations than focusing on the content. One suggestion that the book has is to limit their time making the presentation to just using a bland format, and then giving a few minutes after the presentations are complete to allow them to add some bells and whistles to spice up their presentations. 

Delicious

I found that it was relatively easy to find good sites to bookmark on delicious.com. Since I am already teaching preschool full time, I am aware of and use many of these websites every day. I enjoyed getting to know this tool so that I can have access to many sites that I regularly use in one place. I did not personally find many sites that were claiming to be educational that were just trying to sell products, though I believe there are many out there. A majority of the sites I found were valuable as a resource in some manner. Many preschool teachers blog and post about resources they have created and work together as a community to help other preschool teachers. I think Web 2.0 sites are therefore really valuable to a preschool teacher, as many teachers can and often do share their ideas via these sites. I did not seem to choose many of the same sites as my other classmates, likely because we are in different licensure areas. I liked finding more ideas for my classroom and seeing what options are out there as resources for my future profession.

My Delicious site can be found at delicious.com/saralynn88.

Reflecting on What I Know Chapter 6

Now that I have access to the Web, how can I use it effectively?

There are many useful tools on the Web for teachers to use. There are search engines, communication tools, lesson plans, video conferencing or calls via the web. Search engines can be used to help students research for assignments or lessons. Communication tools can be used for students to have access to people with more knowledge on the topic they are researching or to communicate with their teachers. Teachers can use the Web to access their lesson plans and to get ideas for their lesson plans.


How do I manage students' use of the Web in my class?

There are several tools such as software and internet history lists that teachers can use to manage their students' use of the Internet. These can help teachers identify problematic use and figure out how to correct it.


Which features of the Web do I use?

Teachers can use many tools on the Internet to help students in the classroom. Teachers can use many of the ones listed above, such as search engines and asynchronous websites to further their teaching and how they help their students learn. Teachers can use tools such as GoogleDocuments to share information with their students and communicate with parents and help students share information with each other. Teachers can use the Web to communicate with other teachers and share ideas for lessons. These and many other features on the Web help teachers with their instruction and students with their learning.

Chapter 4

There are so many types of software; how do I know which kinds of software to include in my lessons?

There are currently 5 types of software that are available for use: productivity, research, communication, problem-solving, and educational. The best approach is to analyze your lesson plan, and determine which of these kinds of software would best fit your lesson. Then, look through various softwares within that category and see what would be easiest to assimilate in to your plan and what the students would be able to use the easiest.

I understand why students should use educational software and the Internet, but why should my 4th graders learn to use spreadsheet, database, or video editing software? 

For each grade level, there are different state standards that are set. Each goal is to help the students in the future be able to keep up with the technology they will be presented with. Students are having to learn to use and incorporate technology at a much earlier age than they used to because it is becoming a much more prevalent tool in the classroom and more is expected of the students.

How can student use of different types of software help improve scores on state tests?

Through students using various types of software, they are exposed to different skill sets and information. Through research software, for example, they can be exposed to many different objects related to their lessons and expand their learning and research skills that way. Through communication software, they can grow their knowledge base by communication with teachers, experts, other students, all to help learn more about a certain topic and continue their education. This also relates to state standards for each grade level and how they are assessed, and also how students are using technology in the classroom today to further their learning.

Reflecting on What I Know:: Chapter 2

How do I plan an integrated lesson that will work with my students?

Several things should be assessed when planning a lesson. These include how long the attention span of the students is (page 29) and acknowledging that not all objectives work with a computer (page 29). For the students in my licensure area (birth-kindergarten), they have pretty short attention spans. I would likely plan short lessons that might incorporate a video on the Smart Board, a game on the Smart Board, or doing some teacher led research on the internet to find out more about a topic.

Why do I need objectives to help with my planning and lesson development?

The textbook lists two different types of objectives, behavioral and cognitive (page 31). These two types of objectives help the students focus on what they should be learning and what the teacher is asking of them. Behavioral objectives help a student know what they should do and help the teacher identify the outcomes, and cognitive objectives help them determine what they should be learning.

How can I encourage my students to engage in the processing of information?

Through planning interactive and engaging lessons, teachers can help students to engage in the processing of information. As a teacher, one should engage in critical thought with their students on a regular basis to encourage them to think about what they are working on, and become better researchers.

Do I have to use a different lesson plan when I want my students to use computers?

When planning to use technology in a lesson, it helps to use an NTeQ model lesson plan. These help the teacher and students focus on the technology related goals that will be achieved through the lesson plan, and how the technology plays a role in achieving the desired results.

What is the relationship between objectives and computer functions?

Page 33 in the textbook helps us understand the relationship between objectives and computer functions. Once an objective is clearly stated, the process needed should be determined, and then matched with a computer program that can achieve those results.

Can you use a computer for every objective or lesson?

There are a wide variety of digital tools available for classroom use in today’s classrooms. There is likely a component of technology that can be integrated in to most lesson plans, but it is not necessary to incorporate it into each lesson plan. For my students in preschool and kindergarten, more learning is hands on through engaging with art, books, blocks, and through play vs. technology.

Lowther, D. L., & Morrison, G. R. (2010). Integrating Computer Technology into the Classroom: Skills for the 21st century. Boston, MA: Pearson Education, Inc.