Sample+Lessons~+Education+and+Technology

As emphasized by online learning consultants Jim McLeod and Karen S. Henderson, it is not necessary for today’s teachers to be technology experts, or to know more about technology than their students.[1] It is simply a matter of thinking about lesson planning in a different way. According to John Palfrey, author of //Born Digital: Unders////tanding the First Generation of Digital Natives//, “The technology should not dictate to us how we use it. We should instead ask the questions: ‘What do we want to accomplish in the classroom?’ And ‘Can technology help us?’ “[2] The following lesson and project ideas provide a variety of ways that technology could be used to help Grade 9/10 students learn about protecting their privacy in a digital world. Each of the three options includes increasing amounts of technology integration.
 * Sample Lessons~ Education and Technology ** [[image:Apple.jpg width="135" height="127" align="right"]]


 * __ Single Lesson A __**//__ (Technology as a Medium for Teacher to Convey Information) __//


 * Resources: **

// - Who’s Watching You? //, documentary, feat. Richard Bilton, directed by James Giles, et al. 2009; United Kingdom, British Broadcasting Corporation

- __Think-Pair-Share__: have students get into pairs to think about and answer the following questions: - Student responses are shared with the class, and written down in student notebooks - Explain that, as they watch the video, students should take notes on the types of technology that they see, how those forms of technology can be dangerous, and how they could protect us
 * 1. Lesson Introduction (Activate Knowledge) **
 * What technology do you have today that the previous generation did not have growing up?
 * What do these forms of technology allow you to do that they couldn’t do?
 * Are there any risks associated with using this technology that the previous generation didn’t have to worry about?

- Show “Part II: The Business of Surveillance” of BBC documentary, //Who’s Watching You?// - stop the video periodically to allow students to make notes
 * 2. Lesson (Acquire Knowledge) **

- Students will write a one page response which answers the question: Were our secrets safer before the development of digital technology, or are they better protected now that we have these new types of technology? Use at least 5 points from the video to support your opinion.
 * 3. Homework ** **(Apply Knowledge)**


 * __ Single Lesson B __**__ (Technology as a Tool for Student Research) __


 * Resources: **

- //List of Internet privacy issues:// Internet cookies, phishing sites, spam, computer viruses, hackers, social networking sites (Facebook, MySpace, etc.), chatrooms and message boards, email monitoring, sharing passwords, search engine histories (AOL, etc.)

- //Research Question sheet:// (//front//) What is this/how does it work? How does it violate the privacy of Internet users? (give 3 specific examples) Who is most likely to be at risk? Why? How can Internet users protect themselves? What is one interesting/surprising fact about this issue that people may not know?” (//back//) templates for collecting reference information (website author/corporation, website title, copyright date, URL, etc.)

- Bristol board in different colours

- Distribute list of Internet privacy issues - __Brainstorming__: Can you tell me what any of these issues are? How are they dangerous to our privacy online? (Students make notes on list) - Explain that the students will be choosing one of these issues to research - __Activate Prior Knowledge:__ What are the guidelines for finding reputable and accurate Internet sites? - Remind students to collect all of their reference information as they search - Distribute research question sheets
 * 1. Lesson Introduction (Activate Knowledge) **

- Students will use the Internet to find the answers to research questions - Exit slip: Why is it important to protect your personal information online?
 * 2. Lesson (Acquire Knowledge) **

- Students will create a display board using the headings and information from their research sheet. A section for their references should be included.
 * 3. Homework (Apply Knowledge) **


 * __ Multi-Day Project __**__ (Technology as a Media for Students’ Application of Knowledge) __


 * Resources: **

- Jukubiak, David J., //A Smart Kid’s Guide to Internet Privacy//, (New York: The Rosen Publishing Group, Inc, 2010)

- Digital Imaging Software (Adobe Photoshop, [|www.sumopaint.com], etc.) + Wacom Tablets

- Podcast Software (GarageBand, Acoustica, Mixcraft, etc.) - Movie Editing Software (iMovie, Movie Maker, etc.)

- Class Wiki Site

- Students read David J. Jakubiak’s, //A Smart Kid’s Guide to Internet Privacy//
 * Part I **

- Students rank Internet privacy issues, and pick the one they feel that their peers need to be informed about the most - Students research additional information for their topic in the library and online

- Students decide whether to make a warning poster (using digital imaging software), an emergency news bulletin (using podcast software), or a TV newscast (using movie editing software) - Students make a rough draft, script, or storyboard to convey what they have researched and present their “pitch” to the teacher and one peer for feedback
 * Part II **

**Part III** - Students make project using the software they have chosen - Students upload their finished project to the class wiki

- Students look at/listen to/watch their peers’ projects - For each project, students identify “two stars and a wish” (two compliments and an item for improvement) and submit to the teacher - The teacher will give consolidated lists of the peer feedback and his or her own comments to the student with the final grade - Students may decide to edit their work based on peer and teacher feedback
 * Part **** IV **

[1] Jim McLeod and Karen S. Henderson, “Unleashing the Digital Teacher,” //The Medium//, 45:1 (Summer 2005), 10 [2] Kurt Eisele-Dyrli, “Educating Digital Natives,” //District Administration//, 45:10 (2009), 25
 * all graphics are the original work of the author