Ashley Fleming

TECHNOLOGY UNIT TEMPLATE

Standards:

I used the following State Standards in my unit:

o Social Studies - SS-05-2.3.2 Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication). Counseling - KSG-1.C. d Program Development, Implementation, and Evaluation identification of student academic, career, and personal/social competencies and the implementation of processes and activities to assist students in achieving these competencies;

I used the following ISTE NETS-T Standards in my unit:

1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. b. c. d. apply existing knowledge to generate new ideas, products, or processes. create original works as a means of personal or group expression. use models and simulations to explore complex systems and issues. identify trends and forecast possibilities.

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness

Ashley Fleming

to specific tasks. d. process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. b. c. d. understand and use technology systems. select and use applications effectively and productively. troubleshoot systems and applications. transfer current knowledge to learning of new technologies.

Commentary on Standards: It was very interesting to see how each of the technology standards could actually be addressed in working in a lesson heavy with technology. From working on digital citizenships components such as ethical use of media and safety to working with creativity and allowing students to see how to connect their prior learning of technology with new learnings, everything seemed to flow together. With it being a technology-based theme (cyberbullying) it was not only easy to teach the standards, but also use them in an authentic, student-driven way. I could however list a con as the fact that it would be more difficult to do so in a more regular content lesson. Technology could of course still be used (and it would make the lesson better), but not as many standards could have been as easily addressed in say a lesson on exponents.

Pre Assessment:

Ashley Fleming

For a Pre Assessment, I used Google Forms to create a Pre-test to give my students about cyberbullying. I wanted to assess what they already knew about cyberbullying. I then could use the quiz after the unit to see what they learned. I decided to use Google Forms due to its ease of use, unlimited respondents and access that I had to the computer lab. This gave me authentic data that was easy to get and fun for the students to do. This was a 12 question quiz that I embedded into my class website. The link is: http://mrfslearning.weebly.com/cyberbullying.html

Screenshot of my Google Forms Cyberbullying Pretest on my website.

The data was interesting. My students did fairly well. They knew what cyberbullying was and some basic information. They however did not know what to do when it happens. At only 64% showing evidence of knowing what to do. Only 48% knew that cyberbullying was a crime. Strikingly, only 16% knew why you shouldnt make posts, text, or email when upset. Many of the students struggled with realizing that the internet is as dangerous as real life. This information gave me a great direction in which to take my lessons.

Ashley Fleming

Results of the Prestest exported from Google Forms Teaching Strategies: I used the following technology tools in my unit: o In my cyberbullying unit, I used the following technology to assist with student learning and success: Document Camera to show bullying book and documents. Smart Board to give the lessons and engage students. Google for student research and to locate graphics. Internet for research, access to online resources and websites, to skype with expert, and for access to survey. Graphics to help with understanding, show concepts, and to aid ESL and special education students. Video to help with understanding, show concepts, and to aid ESL and special education students. Web 2.0 Apps Animoto as a lesson preview. Google Forms for pre and post-test survey. Skype to invite cyberbullying expert into our classroom. Desktop computer lab for students to work the technology themselves. AB Tutor to monitor what students are doing on their computers. Read Write Gold Text Reader Alpha Smart Word Processor

Ashley Fleming

Document Camera

SmartBoard

Skype

Web 2.0 Apps Animoto o Websites that I used are as follows:

Computer Lab

http://www.brainpop.com used for interactive lessons for both bullying and cyberbullying. Provided video, online quizzes, games, discussion topics, and activities. http://www.google.com search engine students used to do research to assemble cyberbullying presentations. https://docs.google.com/forms/d/18tkzQ6ASLCJriMOaqAzNJBu86rwXdYE2s1eE HeSWTyU/viewform - Link to my Google Forms survey that I used for my pretest and post-test. http://www.youtube.com/watch?v=Y14vV1R5uEc Youtube video of the Stopbullying.gov webisode of cyberbullying. http://www.kidsmart.org.uk Site used to gain more knowledge of cyberbullying and digital citizenship.

BrainPop: Cyberbullying

Youtube video of Stopbullying: Cyberbullying Webisode

Ashley Fleming

Google

Creative Commons

Kidsmart

I tried the following new and innovative technology idea. o Skype - In this unit I attempted to reach not only out of my own comfort zone, but out of the comfort zone of anyone in my building. Pre deciding to use it in this class, I had never even heard of using Skype to bring in a guest speaker into the classroom. I couldnt help but think what an amazing idea it was to not only get an experts opinion and collaboration, but also to show students that education can reach beyond our classroom. I used Skype to bring, Mark Bauman, cyberbullying expert and Olmsted Academy South Technology teacher and STC into our elementary school classroom with his middle school STLP group. MLE students have never experienced anything like this. Google Forms for surveys Pre and Post test data is so important. Technology makes it so much easier (and fun) to collect. I have used classroom clickers for years, but wanted to try something new. This is why I created a Google Forms survey instead. This allowed me to collect pre and post-test data in a new and innovative way.

I incorporated the following to support the use of distance learning systems appropriate in a school environment o Skype In order to incorporate distance learning into my unit as well as show students that there is more out there to learn from than just our classroom, I will incorporate a special guest using Skype. This will allow my students to also benefit from the expert advice of cyberbullying expert, Mary Wurst, a high school technology teacher at STC at Butler High School. We also used several websites: Google

Ashley Fleming Unit: My Cyberbullying Technology Unit will be a 6 day series of lessons this will be determined by the length of time students need for research and for presenting. It will be taught to a fifth grade class that has been struggling with cyberbullying this year. Equitable access will be covered by having a computer assigned to each student when we use the computer lab. Each student is also seated in full view of the Smartboard and the speakers can be heard throughout the room. All ESL students will have vocabulary pretaught. All special education students will receive their accommodations (including use of technology text reader and word processor). Lesson 1 o This lesson will occur in the computer lab. The class currently goes to Computers as a special area, so we will use their assigned seats from Computer class. AB tutor will also be used in order to make sure that the computers are being used appropriately. 1. Students will be shown the Cyberbullying Lesson Preview created on Animoto on the Smartboard. 2. Students will then log in to their assigned computer. This will occur after prompting by the teacher. 3. Mr. Fleming will demonstrate on the Smartboard how to navigate to the survey pre-test. 4. Students will then take the Google Forms Cyberbullying Pre-test. 5. Data will be automatically collected. 6. Read Write Gold text reader will be used as needed by special needs students. 7. As students finish they will be allowed to explore: http://www.kidsmart.org.uk in order to gain knowledge on cyberbullying and digital citizenship. 8. Once all students are finished, everyone will log off. They will then line up at the door. Mr. Fleming will take them back to the classroom, while the collaborative teacher makes a walkthrough of the lab to double check for physical damage. Lesson 2 o This lesson will be taught in the regular classroom. Students will be seated at their assigned tables. 1. The lesson will begin with Mr. Fleming guiding a class discussion on bullying and cyberbullying. Animoto Brainpop Stopbullying.gov Creative Commons Youtube GoogleDrive

Ashley Fleming 2. The class will then work through the Bullying lesson from www.brainpop.com on the Smartboard. The online quiz will be taken at the end as a class using the Smartboard. 3. An Alphasmart will be used as needed by a special education student. 4. The document camera will then be used to read through the story Bully Beans. 5. Student will then be given a few Bully Beans. Lesson 3 o This lesson will be taught in the regular classroom. Students will be seated at their assigned tables. 1. A review discussion of cyberbullying will take place. 2. Students will then watch Webisdode 5: Cyberbullying of www.stopbullying.govs Anti-Cyberbullying campaign videos. 3. The class will then Skype with Mr. Mark Buaman, cyberbullying expert, with his middle school STLP club. The session will be question and answer. 4. Mr. Fleming will then use the remainder of the class time to introduce the Cyberbullying presentation project. 5. Each table group will work together to research how cyberbullying is done on a form of digital communication (chat room, email, cell phone, passing photos, etc). They can choose how to prepare their multimedia presentation (i.e. Powerpoint, Prezi, brochure, poster, website, video). Their presentation will have to include: 3 facts about cyberbullying What to do if youve been cyberbullied Multimedia component (i.e. video, pictures, music, etc). 6. Mr. Fleming will also use the creative commons website to review legal and ethical use of media. Lesson 4 o This lesson will occur in the computer lab. The class currently goes to Computers as a special area, so we will use their assigned seats from Computer class. AB tutor will also be used in order to make sure that the computers are being used appropriately. 1. Students will log in once prompted by Mr. Fleming. 2. Students will be allowed to use the computer lab for research for their projects during this time. 3. Groups will also be allowed to work on their projects at this time. 4. When time is up, everyone will log off. They will then line up at the door. Mr. Fleming will take them back to the classroom, while the collaborative teacher makes a walkthrough of the lab to double check for physical damage. Lesson 5 o This lesson will occur in the regular classroom. Students will be seated in their assigned tables.

Ashley Fleming 1. Groups will be allowed to make their presentations at this time. 2. Groups will present one at a time. Students will be allowed to ask questions. 3. Assignments will be emailed to Mr. Fleming or saved onto a flash drive for Mr. Fleming. Lesson 6 o This lesson will occur in the computer lab. The class currently goes to Computers as a special area, so we will use their assigned seats from Computer class. AB tutor will also be used in order to make sure that the computers are being used appropriately. 1. Students will then log in to their assigned computer. This will occur after prompting by the teacher. 2. Mr. Fleming will demonstrate on the Smartboard how to navigate to the Google Forms Cyberbullying Post-test. 3. Students will complete the post-test. Read Write Gold will be used with special education students. 4. Mr. Fleming will summarize the cyberbullying learning. 5. When time is up, everyone will log off. They will then line up at the door. Mr. Fleming will take them back to the classroom, while the collaborative teacher makes a walkthrough of the lab to double check for physical damage. 6. Data will be automatically collected. 7. As students finish they will be allowed to explore: http://www.kidsmart.org.uk in order to gain knowledge on cyberbullying and digital citizenship.

Student Inquiry and Research: Students used the following technology to do research. o During lesson 3 and 4 of the unit, students were divided into 3-4 person teams to work collaboratively to develop an anti-cyberbullying presentation. They were given choice on how they would present their presentation. They could create a digital poster, website, Animoto video, Powerpoint, or brochure, but the presentations had to include: 3 Facts about cyberbullying. What to do if you have been cyberbullied. Multimedia (video, pictures, music) Before the students began any research, I will teach a mini-lesson on copyright laws and what is a violation. I will use http://www.creativecommons.org in order to demonstrate how to find media in an ethical and legal manner. We will review what each type of license means and what they need to look for in order to find truly usable material.

I used the following technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. o Luckily, our school is literally one of the most diverse schools in the state of Kentucky. We are over 50% ESL utilizing 2 ESL teachers, 2 Bilingual Instructors, and 4 special education teachers. I am the head of both the special education and ESL departments at our school. Every lesson we do, including these have to be taught with a special emphasis on making it work for everyone. In this unit, I worked with the bilingual

Ashley Fleming instructors and ESL teachers and the ECE resource teacher to preteach vocabulary that would be unknown to our ECE and ESL students. I also used lots of video (Brainpop, Youtube, Stopbullying.gov, and Animoto in order to further clarify what was being taught. Key words were also translated by www.translate.google.com. o For my ECE students in the class, I used the Windows Magnifier tool to adjust the screen to show larger in order to help my ECE student with low vision. I also had a student using a Alpha Smart for notetaking. Students also used Read Write Gold text reading software to read the Google Form Pre-test and Post-test.

The following adaptive/assistive hardware and software helped to assist students with special needs. o For my ECE students in the class, I used the Windows Magnifier tool to adjust the screen to show larger in order to help my ECE student with low vision. I also had a student using a Alpha Smart for note-taking. Students also used Read Write Gold text reading software to read the Google Form Pre-test and Post-test.

Student using Read Write Gold

Student using an AlphaSmart

I included the following technology resources to affirm diversity and address cultural and language differences. o Luckily, our school is literally one of the most diverse schools in the state of Kentucky. We are over 50% ESL utilizing 2 ESL teachers, 2 Bilingual Instructors, and 4 special education teachers. I am the head of both the special education and ESL departments at our school. Every lesson we do, including these have to be taught with a special emphasis on making it work for everyone. In this unit, I worked with the bilingual instructors and ESL teachers and the ECE resource teacher to preteach vocabulary that would be unknown to our ECE and ESL students. I also used lots of video (Brainpop, Youtube, Stopbullying.gov, and Animoto in order to further clarify what was being taught. Key words were also translated by www.translate.google.com.

Ashley Fleming

Google Translate

Post Assessment:
For a Post Assessment, I wanted to see how far my students had truly come. Yes, I had the information from questioning and even their group projects, but I wanted to see how much they had learned since the pre-test. In order to gain this information, I used the same Google Forms survey that I used for my pretest to posttest my students about cyberbullying. I wanted to assess what they already knew about cyberbullying. Again, I decided to use Google Forms due to its ease of use, unlimited respondents and access that I had to the computer lab. This gave me authentic data that was easy to get and fun for the students to do. This was a 12 question quiz that I embedded into my class website. The first link and screenshot is the quiz itself. The second screenshot is an exported Excel file showing the results. As you can see, students greatly improved, scores of 16%, 40%, and 60%s all raised to 70%, 80%, and 90%. Many of the students are still missing that cyberbullying is truly illegal. I need to address this again. The students truly learned and grew as Digital Citizens. The link is: http://mrfslearning.weebly.com/cyberbullying.html

Ashley Fleming

Screenshot of my Google Forms Cyberbullying Pretest on my website.

Screenshot of the results of the Cyberbullying Posttest.