Digital Safety Reflection

As a future Early Childhood Educator I will have a huge responsibility to keep my students safe while they are on the internet, because of their ages they may not be able to understand what they need to do to stay safe while on the internet.
I will introduce relevant digital safety topics with my students, but I have to make sure that the information is developmentally appropriate for them.  The age range of my students will be from birth to 8 years old or Pre-K throught 3rd grade, so what I teach about digital safety will depend on their age or grade.
I will most likely talk to my students about digital safety issues such as privacy, and not giving out personal information and I will also introduce what cyber bullying is and what to do if they are being bullied through the computer.  The older students will most likely be able to be taught more in-depth lessons regarding digital safety, privacy, cyber bullying and touch on some of the basics about advertisements, viruses and other internet dangers.

The other digital safety topics we covered in our course will probably not be developmentally appropriate for this age range, but I can share information on the other digital safety topics with their parents, such as phising and pharming.  But the most important information they need to know is how to keep their child safe while they are online.  The following link to the article "10 Simple Steps to Internet Safety" by Caroline Knorr can help parents find good starter websites according to the child's age, understand essential internet safety for their kids, teach responsible online behavior and encourage digital citizenship.

In the article "The Internet and the Early Childhood Classroom" written by Lisa K. Schanen, gives excellent advice to teachers on how to integrate the internet into the classroom and curriculum, advice on how to evaluate websites, strategies that schools and teachers use to keep students safe while on the internet and the importance of supervision and guidance from the teacher while the child is using the internet.  

The following video is a little out dated, but it still can be an effective video for young children to watch to help them understand the concept of digital safety and in a simple way it teaches them about the dangers that are on the internet.  

References:

Schanen, L. K. (2003, March). The internet and the early childhood classroom. Retrieved from
           http://www.pbs.org/teachers/earlychildhood/articles/internet.html

Knorr, C. (2012, May 15). 10 simple steps to internet safety. Retrieved from 
          http://www.commonsensemedia.org/advice-for-parents/10-simple-steps-internet-safety

Healy, G. (2007). Internet safety - lesson for very young children [Web]. Retrieved from 
          http://www.youtube.com/watch?v=MuaJcjxBK3U&feature=related

Technology Assessment

This is a video presentation of an assessment of technology tools that we learned about and used throughout our ED 271 course.  They were chosen from a list of "The 100 Best Web 2.0 Classroom Tools Chosen By You" by Jeff Dunn.

My favourite technology tool and the one that I use on a daily basis is Google Suite.  I love all the features that Google offers and I know I will definitely continue to use it and expand my use of when once I become a teacher.  This first video illustrates  my reasons for giving Google Suite a rating of 5 out of 5.

The next video assesses and rates other technology tools that I have used and explains their use, some positives of the technology tool and some of the cons and then it gives a rating of each.

Most of the tools like Wiggio, Wix and Livebinders are tools that I will utilize to their fullest.  They have already been very helpful with assignments, presentations, and group projects in other classes.  I know that these and other technology tools will continue to be a valuable resource for me in my teaching career.

As future educators it is important that we continue to educate ourselves with the various types of technological tools available because in the near future we are going to have to align our teaching and curriculum with the new Common Core State Standards and technology is viewed as an important element to use in the classroom in order to make sure our students have the skills they need in this rapidly growing technological society.

Assistive Technology Resources on Guam

           There are many resources online and in educational journals such as the Phi Delta Kappan, where they shared websites that provide information about assistive technology and are recommended for educators, students with disabilities and their families. (Patrone & Pettapiece, 2007)  These sites and articles are very helpful when looking for and learning about assistive technology and how we could use them in our classrooms, but I wanted to focus on what services or assistance is available here on Guam, to help us understand our student’s needs and information that we would need in order to assist them and their families, so they can get the best from their education with the help of AT devices and so that we can help them become independent and give them the opportunity to reach their fullest potential.   

            One agency that is available here on Guam is the Guam System for Assistive Technology also known as GSAT.  Their website states that they provide services that can help identify AT that can help teach you and your students about different AT devices that are available, they also have a Lending Library where they allow your student to try different AT devices to help decide which AT device is right for your student, GSAT can also assist your student get the device that he or she may need, they also provide information and referral services, training and technical assistance to public and private agencies, such as the Department of Education.   The Lending Library can be a very helpful resource because as Lee Cruz shared on a Special Segment on KUAM, that there is “software and technology for each individualized need for each person.” So through the Lending Library they can find which AT device works for them and their needs before they make a decision about acquiring a specific AT device. 

Another agency is the University of Guam Center for Excellence in Developmental Disability Education Research andService (CEEDRS), another excellent resource available to Guam residents and students.  The CEDDERS mission statement says “Guam CEDDERS creates pathways that enhance, improve and support the quality of life of individuals with developmental disabilities and their families.”  This would include assistive technology that is needed for the individual with a disability in the school setting. 

   

            The Department of Integrated Services for Individualswith Disabilities (DISID), Guam Early Hearing Detection and Intervention, the Departmentof Education, Division of Special Education are other agencies that are here to help you and your students get the assistive technology that they will need to enhance their lives and education.  Each agency has a link to their official website for contact information and additinal details.

            When I visited GSAT’s website I came across a video that was similar to the “How Assistive Technology Enables Dreams” video, this video is entitled “Assistive Technology and Educational Success.” This video really showed how AT is being used every day on Guam in the school setting.  I learned that it is very important to consider the classroom environment when you have students who utilize AT.  We want to make sure that there is adequate space and proper placement for the student to accommodate the use of their AT devices, such as aisles between furniture should provide enough space for students who use AT for mobility and the height of tables, desks, and bookshelves should be accessible to students who use wheelchairs.  

            All these resources show us how as teachers we can include students who use AT in the lesson plans that we prepare.  AT can help our students with disabilities be successful in the educational environment and reach their individual goals and that they are capable of making their dreams come true. 

References

Patrone, G., & Pettapiece, R. (2007).  Technology for Individuals with Special Needs.  Phi Delta   

       Kappan, 88(7), C3.

Guam System for Assistive Technology.  Retrieved on October 10, 2012 from

       http://www.gsatcedders.org/index.html.

Guamcedders (2012, January 5).  KUAM GSAT AT Users Share Stories. Retrieved October 10,

       2012, from https://www.youtube.com/watch?v=d6cAfzIzCpo&feature=relmfu

 University of Guam Center for Excellence in Developmental Disability Education Research and

      Service.  Retrieved on October 10, 2012 from http://www.guamcedders.org/.

Department of Integrated Services for Individuals with Disabilities.  Retrieved on October 10,

       2012 from https://disid.guam.gov/node.

Guam Early Hearing Detection and Intervention.  Retrieved on October 10, 2012 from

       http://www.guamehdi.org/index.html.

Department of Education, Division of Special Education.  Retrieved on October 10, 2012 from

       https://sites.google.com/a/gdoe.net/special-education/.

Guamcedders (2010, September 23).  GSAT:  Assistive Technology and Educational Success.  Retrieved

       October 10, 2012, from https://www.youtube.com/watch?v=2ND2vH5QrVI.

   

Using Spelling City Online Educational Games in Early Childhood Education

            Educational online games are valuable tools that can be used to engage students in learning new concepts.  Research has found that any game; including digital games stimulate chemicals in the brain that enhances the physical act of learning and “by requiring students to demonstrate mastery before moving to the next level, games cultivate student persistence, an essential component of learning.”  (“More than child’s play,”)  Additionally educational “video games offer students an enjoyable way of mastering subject skills versus the monotonous basic practice tactics and busy work.  (“How to Incorporate Educational,”)

            The online educational game website Spelling City is very versatile because you can customize the games to include words that your students are learning in your classroom.  With most if not all online games you can’t choose which words your students will utilize while playing a specific game.  Spelling City games uses spelling word lists that the teacher inputs into the site, each list can be named and saved.  Then students log into the site either at school or at home and choose the spelling list they are currently learning, and then they can play any of the 14 free games or an additional 12 games that are available with premium membership. 

            My content area is Early Childhood Education and at first I thought it would be too difficult to use this educational online game site for children as young as 4-6 years old.  After further exploration of the site I realized that there are a few games such as Unscramble and Missing Letter that use your customized word list for your grade level.  The site also provides ready-made word lists such as the Dolch-Sight word lists which consists of “service words" that must be quickly recognized in order to achieve reading fluency.  The Dolch Word List or Sight Word includes the most frequently used words in the English language. Sight words make up 50 to 70 percent of any general text. Therefore, teaching The Dolch Word List is a crucial goal of education in grades kindergarten through 3.”  (from pp. 2-3, What are Dolch Words?)  Additionally, there are printable resources available through the site, such as flashcards and writing worksheets that can be used for young children. 

            Students, who are 7-9 years old in grades 1^st through 3^rd, will have an easier time playing and navigating the site and should be able to utilize more of the games, such as the ones that teach definitions and sentence building.  The students will still need to be supervised and will need guidance until they get familiar with the games and how to access them. 

            The Spelling City website also keeps records of the student’s progress, it instantly records the students test or game scores and the teacher is able to assess individual students or the entire class results.  This tool makes it easy for the teacher to see which words the student needs additional help with.  The games also allow the student to progress at their own pace until they have mastered a specific word list. 

            Once I receive my degree I will be able to teach Preschool through 3^rd grade.  Whichever grade level I end up teaching this website and the games and other resources available through either the free version or the premium membership will be an excellent resource to build essential literacy skills in my class room. 

Philips, V. & Popovic, Z. (October 2012).  More than child’s play:  Games have potential learning and assessment tools.  Phi Delta Kappan, 94, 26-30.  http://www.kappanmagazine.org/content/94/2/26.full.pdf+html?sid=fc3002b2-cf62-4d05-91e3-2dff92920d4f

Chaffin, J. (March 12, 2011). How to Incorporate Educational Technology Games in the Classroom. Retrieved October 3, 2012 from http://www.howtolearn.com/2011/03/how-to-incorporate-educational-technology-games-in-the-classroom

Perkins, J. (n.d.). What are Dolch Words?  Retrieved October 1, 2012 from http://www.mrsperkins.com/what_are_dolch_words.html

Online Game Rubric