Coleman's expressions

Saturday, April 01, 2006


*Updated: Stage 2 - Performance Tasks (Situation)

Continuing the curriculum planning for my unit on Ethical, Legal and Social Issues for EME 2040 – Introduction to Educational Technology students using UBD, I’ve developed Stages 1 & 2. I welcome any suggestions for improvement, need for clarification, etc. This process of really thinking about Stages 1 & 2 was quite revealing. The big ideas I discovered were: balance, diversity and equity. This unit has always been last in the semester, and often due to time constraints, was not done well. Now, thinking about the importance of the big ideas, I'm thinking about introducing it at the beginning of the semester and infusing it throughout the semester...

Stage 1 – Desired Results
Established Goals:
ISTE’s National Educational Technology Standards (NETS) for Teachers
VI – Teachers/Students understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply that understanding in practice.
Students will understand that…

· Applying technology in the classroom requires broad perspectives, such as, balance of privacy and control.
· The inequity of technology access and application impacts the growing ubiquity.
· Appropriate use of technology is guided by both written laws and unspoken rules.
· Educational diversity issues transfer to technology.

Essential Questions:

· To what extent do legal issues relate to educational technology?
· How is the teacher role related to ethical standards?
· What are the pros and cons of technology ubiquity and how does that impact educational technology?
· How can we balance the rights of individuals with the goals of society?
· What are the connections between technology resources and diversity issues?

Students will know
· Privacy and copyright laws as they relate to technology.
· Standards of acceptable and unacceptable guidelines for technology use.
· Technology resources that promote safe use of the Internet.

Students will be able to
· Analyze technology resources for use with diverse student needs.
· Model and teach legal and ethical practice.
· Research and facilitate equitable access.

Stage 2 – Assessment Evidence
Performance Tasks: Problem Based Learning (PBL)

Goal – Develop a plan to help your disadvantaged students access the power of computer technology
Role – You and your colleagues are teachers on your school’s technology subcommittee
Audience – Both the school’s administrative team and the school advisory council (which includes teachers, students, parents, and community members)
Situation – You and your colleagues share a belief in technology’s potential in the classroom. However, you are concerned about the best way to help student access technology once leaving the classroom on a daily basis. An increasing number of school-oriented activities are accessed only (or preferably) from the web. In addition, your students will need the experience of integrating technology in their lives after they complete school. After discussions with your principal in which you stated your concerns, your principal has offered to set aside a portion of the school’s budget and/or help obtain funding through grants or community organizations to assist in the access issues. You and your subcommittee colleagues need to develop a plan, backed by your principal’s support and funding to help your disadvantaged students access the power of computer technology. What will you do?
Product/Performance Purpose – Your subcommittee needs to convince the audience of your plan via an oral presentation supplemented with written and visual materials, including some form of technology application (after all that will be an important point to model!)
Standards & Criteria for Success – The plan needs to articulate
-Ideas for increasing technology access
-Method for spending the allocated monies
-Method for utilizing other resources (fiscal and/or human – others?)
-Technologies that should be made available to students outside the classroom
See evaluative rubric for additional grading criteria.

Other Evidence:
· Quiz on laws and standards
· Work samples: 1)Design a handout for parents regarding Internet use and safety; 2)Develop an AUP for your future classroom
· Reflections on equity and diversity via blog
· Use of wiki for formative checks for understanding, scaffolding/collaborating PBL scenario


  • As we're all (well most of us) are new to this I feel unqualified to make comments on other's work, but I particularly like the amount of detail you have already put into your assessments. Good luck with the rest of the planning.

    By Blogger Jessica, at 4/02/2006 6:52 PM  

  • Marie –As I stated before, I think this is great content for the UbD model. As I read your Stage 1 and 2 I find myself thinking –“Yes, that is important and that is important too.” However, I wonder if all the essential questions, goals and objectives are met by your assessment evidence. I think they can be; particularly if the blogging requires some structured postings. What do you think?

    I am also wondering if some words were left off in the PBL section. For example, the Situation section says “Prepare a plan for bridging the digital divide that articulates.” I think there is probably more.

    For this PBL section you will probably want to give students some resources to get started. I think our class wiki from 5405 (esp. the Digital Divide section) might be helpful here.

    I look forward to seeing how this evolves. It could be a great model for others teaching 2040 in our state –KD ☺

    By Blogger Kara Dawson, at 4/03/2006 6:02 AM  

  • The assessment evidence might be a bit skimpy - I was thinking the PBL and structured /wiki postings could cover it, but maybe not!??! In thinking about this unit, I was also adding in the reality factor - that of time. This unit is usually limited to one to one and a half weeks - i.e., approximately 3-5 hours of class time and though I know that there is expected time outside of class, I was thinking ahead of implementation. That is one of the reasons that I thought maybe this is something to be infused more throughout the other modules of the class - what do you think?? That is also why I'm thinking that doing UBD for just one unit or even just one class is tough as the underlying themes in the stages are much more universal - similar to the macro-level discussed in Chapter 12.

    But I will look at it again as I'm fine-tuning and moving on to Stage 3. Thanks!

    Yes, you are right - that whole section in the PBL "situation" needs to be updated - will do!


    By Blogger Marie C, at 4/03/2006 1:40 PM  

  • Marie:
    You are so right about big ideas in this unit.
    The question about what is the teacher’s role struck me. So many students think it is ok to "take" things from the Internet: pictures, writing, music etc. and use it as their own. Copyright, what is that they will ask?

    If we don't teach them about it, then how can we expect them to know and understand the rules and the reasons behind them? Many teachers complain about plagiarism, but I have found that the younger students have no idea that it isn’t ok to take. They are shocked when they find out the laws about copying and giving away music and games.

    I do a major lesson on copyright and citing sources for my 4th graders before we start to do projects. I also remind them as we head into a project that they need to make sure they cite sources correctly. I feel we do students a real disservice if this is not directly taught.

    I have also taught about safe use of the Internet and been concerned about some of the student’s safety after they share with me some of the things they have done not knowing it wasn’t a good idea. Many have said they are going to make some changes! I know in a perfect world the parents would teach and monitor this, but I can say it doesn’t happen that way with my students.

    By Blogger Linda, at 4/03/2006 6:21 PM  

  • Linda,
    I concur with your comments!! So glad that you've already moved forward in addressing those issues in your classroom. You are right that students (even as adults in my EME 2040 class) don't often know the ethical nor legal considerations of "copy and paste", etc - they should, but since they don't, it is our jobs as educators to facilitate that learning!! If you have any particularly good resources to share, please let me know! I think I'll use H. Davidson's web page of scenarios and have some other copyright web resources (love CyberBee for kids), but welcome anything you want to share!



    By Blogger Marie C, at 4/03/2006 6:34 PM  

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