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New York Times article
Monday, February 6, 2017 1:42 PM
From Headline to Photograph, a Fake News Masterpiece

By SCOTT SHANEJAN. 18, 2017
Cameron Harris in his home office in Annapolis, Md., on Monday. He created a fake story about an
electrical worker who stumbled upon stacked boxes of ballots pre-marked for Hillary Clinton. Credit
Gabriella Demczuk for The New York Times
ANNAPOLIS, Md. — It was early fall, and Donald J. Trump, behind in the polls, seemed to be preparing a
rationale in case a winner like him somehow managed to lose. “I’m afraid the election is going to be
rigged, I have to be honest,” the Republican nominee told a riled-up crowd in Columbus, Ohio. He was
hearing “more and more” about evidence of rigging, he added, leaving the details to his supporters’
imagination.
A few weeks later, Cameron Harris, a new college graduate with a fervent interest in Maryland
Republican politics and a need for cash, sat down at the kitchen table in his apartment to fill in the
details Mr. Trump had left out. In a dubious art just coming into its prime, this bogus story would be his
masterpiece.
Mr. Harris started by crafting the headline: “BREAKING: ‘Tens of thousands’ of fraudulent Clinton votes
found in Ohio warehouse.” It made sense, he figured, to locate this shocking discovery in the very city
and state where Mr. Trump had highlighted his “rigged” meme.
“I had a theory when I sat down to write it,” recalled Mr. Harris, a 23-year-old former college
quarterback and fraternity leader. “Given the severe distrust of the media among Trump supporters,
anything that parroted Trump’s talking points people would click. Trump was saying ‘rigged election,
rigged election.’ People were predisposed to believe Hillary Clinton could not win except by cheating.”
In a raucous election year defined by made-up stories, Mr. Harris was a home-grown, self-taught
practitioner, a boutique operator with no ties to Russian spy agencies or Macedonian fabrication
factories. As Mr. Trump takes office this week, the beneficiary of at least a modest electoral boost from
a flood of fakery, Mr. Harris and his ersatz-news website, ChristianTimesNewspaper.com, make for an
illuminating tale.
Contacted by a reporter who had discovered an electronic clue that revealed his secret authorship of
ChristianTimesNewspaper.com, he was wary at first, chagrined to be unmasked.
“This topic is rather sensitive,” Mr. Harris said, noting that he was trying to build a political consulting
Sources of information Page 2

“This topic is rather sensitive,” Mr. Harris said, noting that he was trying to build a political consulting
business and needed to protect his reputation. But eventually he agreed to tell the story of his foray into
fake news, a very part-time gig that he calculated paid him about $1,000 an hour in web advertising
revenue. He seemed to regard his experience with a combination of guilt about having spread
falsehoods and pride at doing it so skillfully.
Photo
A screen shot of a fake article on Mr. Harris’s website.

At his kitchen table that night in September, Mr. Harris wondered: Who might have found these
fraudulent Clinton ballots? So he invented “Randall Prince, a Columbus-area electrical worker.” This
Everyman, a “Trump supporter” whose name hinted at a sort of nobility, had entered a little-used back
room at the warehouse and stumbled upon stacked boxes of ballots pre-marked for Mrs. Clinton, Mr.
Harris decided.
“No one really goes in this building. It’s mainly used for short-term storage by a commercial plumber,”
Prince said.
In case anyone missed the significance of the find, Mr. Harris made it plain: “What he found could
allegedly be evidence of a massive operation designed to deliver Clinton the crucial swing state.”
A photograph, he thought, would help erase doubts about his yarn. With a quick Google image search
for “ballot boxes,” he landed on a shot of a balding fellow standing behind black plastic boxes that
helpfully had “Ballot Box” labels.

helpfully had “Ballot Box” labels.
It was a photo from The Birmingham Mail, showing a British election 3,700 miles from Columbus — but
no matter. In the caption, the balding Briton got a new name: “Mr. Prince, shown here, poses with his
find, as election officials investigate.”
The article explained that “the Clinton campaign’s likely goal was to slip the fake ballot boxes in with the
real ballot boxes when they went to official election judges on November 8th.” Then Mr. Harris added a
touch of breathlessness.
“This story is still developing,” he wrote, “and CTN will bring you more when we have it.”
He pushed the button and the story was launched on Sept. 30, blazing across the web like some kind of
counterfeit comet. “Even before I posted it, I knew it would take off,” Mr. Harris recalled.
He was correct. The ballot box story, promoted by a half-dozen Facebook pages Mr. Harris had created
for the purpose, flew around the web, fueled by indignant comments from people who were certain
that Mrs. Clinton was going to cheat Mr. Trump of victory and who welcomed the proof. It was
eventually shared with six million people, according to CrowdTangle, which tracks web audiences.
BREAKING: “Tens of thousands” of fraudulent Clinton votes found in Ohio warehouse
https://t.co/yU1AyAVRHp via @FoxNews @ @CBSNews @ABC
— TRUMP TV ™ (@SJavner) Oct. 2, 2016
Ай да молодцы, гениально.....Трамп точно проиграет, ни тени
сомненияhttps://t.co/JU30XXGLNh pic.twitter.com/SL5n7nIqND
— арина аа ян (@ ar na an ra ) . ,
The next day, the Franklin County, Ohio, board of elections announced that it was investigating and that
he fraud la appeared o be un rue. W h n day , h o’ e re ary of a e, Jon Hu ed, ued a
statement to deny the story.
Photo

“At first it kind of shocked me — the response I was getting,” Mr. Harris said. “How easily people would
believe it. It was almost like a sociological experiment.” Credit Gabriella Demczuk for The New York
Times
“A Christian myself, I take offense to reading such unbelievable lies from a publication alleging Christian
ties,” Mr. Husted said.
There was nothing especially Christian about his efforts, Mr. Harris admits; he had simply bought the
abandoned web address for $5 at ExpiredDomains.net. Within a few days, the story, which had taken
him 15 minutes to concoct, had earned him about $5,000. That was a sizable share of the $22,000 an
accounting statement shows he made during the presidential campaign from ads for shoes, hair gel and
web design that Google had placed on his site.
He had put in perhaps half an hour a week on the fake news site, he said, for a total of about 20 hours.
He would come close to a far bigger payday, one that might have turned the $5 he had spent on the
Christian Times domain into more than $100,000.
The money, not the politics, was the point, he insisted. He had graduated from Davidson College in
North Carolina in May, and he needed to pay his living expenses. “I spent the money on student loans,
car payments and rent,” he said.
By the time he launched his fraudulent story on ballot fraud, he had found minimal success with “Hillary
Clinton Blames Racism for Cincinnati Gorilla’s Death,” a reference to the sad tale of Harambe, the gorilla

Clinton Blames Racism for Cincinnati Gorilla’s Death,” a reference to the sad tale of Harambe, the gorilla
shot after he grabbed a little boy visiting the zoo. He had done better with “Early Morning Explosion in
DC Allegedly Leaves Yet Another DNC Staffer Dead,” spinning off conspiracy theories around the earlier
shooting death of a Democratic National Committee staff member.
Later, he would tell gullible readers “NYPD Looking to Press Charges Against Bill Clinton for Underage
Sex Ring,” “Protesters Beat Homeless Veteran to Death in Philadelphia” and “Hillary Clinton Files for
Divorce in New York Courts.” Eight of his stories would merit explicit debunking by Snopes.com, the
myth-busting site, but none would top the performance of the ballot box fantasy.
President Obama thought the fake news phenomenon significant enough to mention it as a threat to
democracy in his farewell speech in Chicago last week. “Increasingly,” he said, “we become so secure in
our bubbles that we start accepting only information, whether it’s true or not, that fits our opinions,
instead of basing our opinions on the evidence that is out there.”
That was exactly the insight on which Mr. Harris said he built his transient business: that people wanted
to be fed evidence, however implausible, to support their beliefs. “At first it kind of shocked me — the
response I was getting,” he said. “How easily people would believe it. It was almost like a sociological
experiment,” added Mr. Harris, who majored in political science and economics.
By his account, though he voted for Mr. Trump, his early preference had been for Senator Marco Rubio.
Mr. Harris said he would have been willing to promote Mrs. Clinton and smear Mr. Trump had those
tactics been lucrative. But as other seekers of clicks discovered, Mr. Trump’s supporters were far more
fervent than Mrs. Clinton’s.
In late October, with the inevitable end of his venture approaching, Mr. Harris sought an appraisal for
the web domain that by then had vaulted into the web’s top 20,000 sites. An appraiser said that given
the traffic, he could probably sell it for between $115,000 and $125,000.
But Mr. Harris made a costly mistake: He decided to wait. Days after the election, denounced for making
the peddling of fake news remunerative, Google announced that it would no longer place ads on sites
promoting clearly fabricated stories.
A few days later, when Mr. Harris checked his site, the ads were gone. He checked with the appraiser
and was told that the domain was now essentially worthless.
All was not lost, however. He had put a pop-up on the site inviting visitors to “join the ‘Stop the Steal’
team to find out HOW Hillary plans to steal the election and what YOU can do to stop her!” and
collected 24,000 email addresses. He has not yet decided what to do with them, he said.
Asked whether he felt any guilt at having spread lies about a presidential candidate, Mr. Harris grew
thoughtful. But he took refuge in the notion that politics is by its nature replete with exaggerations, half-
truths and outright whoppers, so he was hardly adding much to the sum total.
“Hardly anything a campaign or a candidate says is completely true,” he said.
La ely he ha p ked up Mr. Tru p’ refra n ha a n rea new organ za on are he elve regular
purveyor of fake new . La week, when BuzzFeed relea ed wha alled an “explo ve bu unver f ed”
dossier suggesting that Russia had planned to bribe and blackmail Mr. Trump, Mr. Harris wrote on
Twitter:
"Explosive but unverified"
That could describe every fake news headline ever. https://t.co/hj5fgvVfHn
— Cam Harris (@camharris_us) Jan. 11, 2017
He did not mention his own expertise in the field.
A version of this article appears in print on January 19, 2017, on Page A1 of the New York edition with
the headline: How to Make a Masterpiece in Fake News.
From <https://www.nytimes.com/2017/01/18/us/fake-news-hillary-clinton-cameron-harris.html?smid=pl-share&_r=0>

Fake news analysis from Buzzfeed
Monday, February 6, 2017 1:42 PM
This Analysis Shows How Viral Fake Election News

Stories Outperformed Real News On Facebook
A BuzzFeed News analysis found that top fake election news stories generated more total engagement
on Facebook than top election stories from 19 major news outlets combined.
posted on Nov. 16, 2016, at 3:15 p.m.
Craig Silverman
BuzzFeed Founding Editor, Canada
BuzzFeed / Getty Images
In the final three months of the US presidential campaign, the top-performing fake election news stories
on Facebook generated more engagement than the top stories from major news outlets such as the
New York Times, Washington Post, Huffington Post, NBC News, and others, a BuzzFeed News analysis
has found.
During these critical months of the campaign, 20 top-performing false election stories from hoax sites
and hyperpartisan blogs generated 8,711,000 shares, reactions, and comments on Facebook.
Within the same time period, the 20 best-performing election stories from 19 major news websites
generated a total of 7,367,000 shares, reactions, and comments on Facebook. (This analysis focused on
the top performing link posts for both groups of publishers, and not on total site engagement on
Facebook. For details on how we identified and analyzed the content, see the bottom of this post. View
our data here.)
Up until those last three months of the campaign, the top election content from major outlets had easily
outpaced that of fake election news on Facebook. Then, as the election drew closer, engagement for
fake content on Facebook skyrocketed and surpassed that of the content from major news outlets.

BuzzFeed News
“I’m troubled that Facebook is doing so little to combat fake news,” said Brendan Nyhan, a professor of
political science at Dartmouth College who researches political misinformation and fact-checking. “Even
if they did not swing the election, the evidence is clear that bogus stories have incredible reach on the
network. Facebook should be fighting misinformation, not amplifying it.”
A Facebook spokesman told BuzzFeed News that the top stories don’t reflect overall engagement on the
platform.
“There is a long tail of stories on Facebook,” the spokesman said. “It may seem like the top stories get a
lot of traction, but they represent a tiny fraction of the total.”
He also said that native video, live content, and image posts from major news outlets saw significant
engagement on Facebook.
Of the 20 top-performing false election stories identified in the analysis, all but three were overtly pro-
Donald Trump or anti-Hillary Clinton. Two of the biggest false hits were a story claiming Clinton sold
weapons to ISIS and a hoax claiming the pope endorsed Trump, which the site removed after publication
of this article. The only viral false stories during the final three months that were arguably against
Trump’s interests were a false quote from Mike Pence about Michelle Obama, a false report that Ireland
was accepting American “refugees” fleeing Trump, and a hoax claiming RuPaul said he was groped by
Trump.

BuzzFeed News

BuzzFeed News
This new data illustrates the power of fake election news on Facebook, and comes as the social network
deals with criticism that it allowed false content to run rampant during the 2016 presidential campaign.
CEO Mark Zuckerberg said recently it was “a pretty crazy idea” to suggest that fake news on Facebook
helped sway the election. He later published a post saying, “We have already launched work enabling
our community to flag hoaxes and fake news, and there is more we can do here.”
This week BuzzFeed News reported that a group of Facebook employees have formed a task force to
tackle the issue, with one saying that “fake news ran wild on our platform during the entire campaign
season.” The Wall Street Journal also reported that Google would begin barring fake news websites from
its AdSense advertising program. Facebook soon followed suit.
These developments follow a study by BuzzFeed News that revealed hyperpartisan Facebook pages and
their websites were publishing false or misleading content at an alarming rate — and generating
significant Facebook engagement in the process. The same was true for the more than 100 US politics
websites BuzzFeed News found being run out of the Former Yugoslav Republic of Macedonia.
This new analysis of election content found two false election stories from a Macedonian sites that
made the top-10 list in terms of Facebook engagement int he final three months. Conservative State
published a story that falsely quoted Hillary Clinton as saying, “I would like to see people like Donald
Trump run for office; they’re honest and can’t be bought.” The story generated over 481,000
engagements on Facebook. A second false story from a Macedonia site falsely claimed that Clinton was

engagements on Facebook. A second false story from a Macedonia site falsely claimed that Clinton was
about to be indicted. It received 149,000 engagements on Facebook.
All the false news stories identified in BuzzFeed News’ analysis came from either fake news websites
that only publish hoaxes or from hyperpartisan websites that present themselves as publishing real
news. The research turned up only one viral false election story from a hyperpartisan left-wing site. The
story from Winning Democrats claimed Ireland was accepting anti-Trump “refugees” from the US. It
received over 810,000 Facebook engagements, and was debunked by an Irish publication. (There was
also one post from an LGBTQ site that used a false quote from Trump in its headline.)
The other false viral election stories from hyperpartisan sites came from right-wing publishers, according
to the analysis.
Ending the Fed

One example is the remarkably successful, utterly untrustworthy site Ending the Fed. It was responsible
for four of the top 10 false election stories identified in the analysis: Pope Francis endorsing Donald
Trump, Hilary Clinton selling weapons to ISIS, Hillary Clinton being disqualified from holding federal
office, and the FBI director receiving millions from the Clinton Foundation. These four stories racked up
a total of roughly 2,953,000 Facebook engagements in the three months leading up to Election Day.
Ending the Fed gained notoriety in August when Facebook promoted its story about Megyn Kelly being
fired by Fox News as a top trending item. The strong engagement the site has seen on Facebook may
help explain how one of its stories was featured in the Trending box.
The site, which does not publicly list an owner or editor, did not respond to a request for comment from
BuzzFeed News.
Like several other hyperpartisan right-wing sites that scored big Facebook hits this election season,
Ending the Fed is a relatively new website. The domain endingthefed.com was only registered in in
March. Yet according to BuzzFeed News’ analysis, its top election content received more Facebook
engagement than stories from the Washington Post and New York Times. For example, the top four
election stories from the Post generated roughly 2,774,000 Facebook engagements — nearly 180,000
fewer than Ending the Fed’s top four false posts.
A look at Ending the Fed’s traffic chart from Alexa also gives an indication of the massive growth it
experienced as the election drew close:

experienced as the election drew close:
Alexa / Via alexa.com
A similar spike occurred for Conservative State, a site that was only registered in September. It saw a
remarkable traffic spike almost instantly:
Alexa estimates that nearly 30% of Conservative State’s traffic comes from Facebook, with 10% coming
from Google.
Along with unreliable hyperpartisan blogs, fake news sites also received a big election traffic bump in
line with their Facebook success. The Burrard Street Journal scored nearly 380,000 Facebook
engagements for a fake story about Obama saying he will not leave office if Trump is elected. It was
published in September, right around the time Alexa notched a noticeable uptick in its traffic:

published in September, right around the time Alexa notched a noticeable uptick in its traffic:
That site was only registered in April of this year. Its publisher disputes the idea that its content is aimed
at misleading readers. “The BS Journal is a satire news publication and makes absolutely no secret of
that or any attempt to purposely mislead our readers,” he told BuzzFeed News.
Large news sites also generated strong Facebook engagement for links to their election stories. But to
truly find the biggest election hits from these 19 major sites, it’s necessary to go back to early 2016.
The three biggest election hits for these outlets came back in February, led by a contributor post on the
Huffington Post’s blog about Donald Trump that received 2,200,000 engagements on Facebook. The top-
performing election news story on Facebook for the 19 outlets analyzed was also published that month
by CBS News. It generated an impressive 1.7 million shares, engagements, and comments on Facebook.
Overall, a significant number of the top-performing posts on Facebook from major outlets were opinion
pieces, rather than news stories.
The biggest mainstream hit in the three months prior to the election came from the Washington Post
and had 876,000 engagements. Yet somehow Ending the Fed — a site launched just months earlier with
no history on Facebook and likely a very small group of people running it — managed to get more
engagement for a false story during that same period.
“People know there are concerned employees who are seeing something here which they consider a big
problem,” a Facebook manager told BuzzFeed News this week. “And it doesn’t feel like the people
making decisions are taking the concerns seriously.”
How We Gathered the Data

BuzzFeed News used the content analysis tool BuzzSumo, which enables users to search for content by
keyword, URL, time range, and social share counts. BuzzFeed News searched in BuzzSumo using
keywords such as “Hillary Clinton” and “Donald Trump,” as well as combinations such as “Trump and
election” or “Clinton and emails” to see the top stories about these topics according to Facebook
engagement. We also searched for known viral lies such as “Soros and voting machine.”
In addition, created lists of the URLs of known fake news websites, of hyperpartisan sites on the right
and on the left, and of the more than 100 pro-Trump sites run from Macedonia that were previously
identified in BuzzFeed News reporting. We then looked for the top performing content on Facebook
across all of these sites to find false stories about the election.
We conducted our searches in three-month segments beginning 9 months from election day. This broke
down as February to April, May to July, and August to election day.
Even with the above approaches, it’s entirely possible that we missed other big hits from fake news
websites and hyperpartisan blogs.
To examine the performance of election content from mainstream sites, we created a list that included
the websites of the New York Times, Washington Post, NBC News, USA Today, Politico, CNN, Wall Street
Journal, CBS News, ABC News, New York Daily News, New York Post, BuzzFeed, Los Angeles Times, NPR,
The Guardian, Vox, Business Insider, Huffington Post, and Fox News. We then searched for their top-
performing election content in the same three-month segments as above.
It’s important to note that Facebook engagement does not necessarily translate into traffic. This analysis
was focused on how the best-performing fake news about the election compared with real news from
major outlets on Facebook. It’s entirely possible — and likely — that the mainstream sites received
more traffic to their top-performing Facebook content than the fake news sites did. As as the Facebook
spokesman noted, large news sites overall see more engagement on Facebook than fake news sites.
Craig Silverman is Media Editor for BuzzFeed News and is based in Toronto.
Contact Craig Silverman at craig.silverman@buzzfeed.com.
From <https://www.buzzfeed.com/craigsilverman/viral-fake-election-news-outperformed-real-news-on-facebook?

From <https://www.buzzfeed.com/craigsilverman/viral-fake-election-news-outperformed-real-news-on-facebook?
utm_term=.vqAREYLpb#.whre461zD>

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• Tide Chart for Student Highs and Lows - some schools have used this innovative and collaborative way to track student highs
and lows during school over time
• Cross-grade Lesson Plan Development - some schools set up a Staff notebook for a particular grade and do school-wide
lesson plan and curriculum development. For example, 9th grade math lesson plan across 10 teachers to develop and share.
Content Library
• Policies and Procedures - keep important information like key emails with attachments, school policies and other things all in
one place. Since OneNote is any device, any platform, you can access it anytime, anywhere and even offline.
• Dates and Deadlines - links, sticky notes, calendars, deadlines, ToDos - you can put all of it in one shared space that
everyone can always find.
Private Staff Member notebook uses:

• Professional development (PD) - Professional development/professional learning is an important aspect for every teacher
and faculty member. A great use of the private staff member notebook is to capture professional development plans and
feedback, and be able to share and gather feedback from the staff leader.
• Classroom observations - modern classroom observations can all be kept in a private staff member notebook. Take photos
with your OneNote mobile app (any device) and insert directly into the staff member notebook. Record audio with your
phone during the observation, or use digital ink to capture handwriting. With the OneNote flexible page surface, there is a
much richer environment for classroom observations.
Welcome Page 25
much richer environment for classroom observations.
• Lesson Plans and feedback - a great way to gather lesson plan feedback is for a teacher to put the digital lesson plan in
his/her private staff notebook. The Staff leader can easily give feedback in real-time or while offline, and can use any form of
feedback including text, picture, ink, audio or even video. The rich page surface of OneNote allows a much more flexible
way to gather and share feedback. If a teacher is absent the Staff leader can have plans can be printed off from here for the
substitute.
• Evaluation - Staff leaders can capture and share private feedback and evaluation information in the staff member notebook.
• Parent Communication - Using the Outlook "send to OneNote" feature, a teacher can easily send important emails into the
private staff member notebook for later reference
• Individualized Education Program (IEP) - some schools have considered using private staff member notebooks to capture
important IEP information for a student. This allows for the staff member and staff leader to have a private place to
communicate and collaborate.
Other uses for Staff Notebooks in education

• Professional Learning Communities (PLC) - We think that OneNote Staff Notebooks are a great tool to enable Professional
Learning Communities (PLC) in schools. By using the simple setup, the leader of the PLC ("Staff Leader") can quickly set up a
notebook in which people can collaborate quickly and efficiently in real-time. Co-owners of the notebook can also easily be
added, which enables the option of a Principal, Vice Principal, or other school administrators to easily keep up with what's
happening in the notebook, as well as jump in to collaborate themselves.
Welcome Page 26
Getting Started with the Collaboration Space
The Collaboration Space is open to everyone in a class, and all class members can read or write on anything in this notebook. Teachers and students can also
create new sections and pages in ways that work best for them.
For example, if a class splits up into group projects, each group could create a section in which to share project-related work. Members could access material in
other group sections, so everyone should behave responsibly.
Better than a document on a file share or shared drive

With a Collaboration Space:
○ Multiple people can edit a document at the same time.
○ Changes are merged automatically.
○ The Collaboration Space notebook is available offline for each person.
Keep your class "on the same page"

You can use a Collaboration Space for notes about a group project, so that everyone can work on it at once, like in a wiki — only better.
The Collaboration Space is great for storing:

○ Class project vision and brainstorming ideas.
○ Supporting materials collected by group members.
○ List of To Do items that people can mark off when complete.
○ Any supporting materials collected by class members.
Using the Collaboration Space Page 27

Blog post signup
Blogger due 1/31 : Week 3: Explore further the notions of online privacy and student-use. Think of some
: cases or instances that might create tensions worthy of our discussion. For example, does a
Seojun student now have the right to refuse to use Google Apps in the Mississippi school district we read
g Lee about? What are other examples or tangential issues can you explore?
Blogger
: Emma
Turner
Blogger due 2/7: Week 4: Explore the "edges" of copyright, fair use, creative commons, and intellectual
: Jesse property. How do these laws impact students and teachers with limited resources? How fair is
Welch fair use? Think of specific examples that could be difficult to discern fairness.
Blogger
:
Blogger due 2/14: Week 5: Explore places and spaces where the notion of "fake news" may impact
: students significantly...you could explore one or several specific case studies, or take an overview
Harmo approach.
ny
Hartran
ft
Blogger
: Will
Risheill
Blogger due 2/21: Week 6: Explore the implications of mismatches in K-12 classrooms with technology
: integration (i.e. a school or classroom with a lack of resources, but strong pedagogical
Mariah approaches to tech use; or a school or classroom with lots of tech such as one-to-one ipad
Klingler classrooms and smartboards and low levels of functional integrations). What are the issues that
arise from this? How might students and teachers overcome these mismatches?
Blogger
:
Layla
Theriot
Blogger due 2/28: Week 7: Explore other ways in which teachers can use technology to solicit feedback
: Daniel from students - be creative. What are the strengths and weaknesses of each method you
Denton uncover? When are you assessing too much, and when are you not assessing enough? What are
-Weber some other innovative ways to get students to buy into giving teachers detailed and authentic
feedback?
Blogger
What strange magics be these?
:
Natalie
Pearce
Blogger due 3/7: Week 8: Select a specific assistive technology and explore one or more examples of how
: that tech has empowered students in K-12 settings...OR consider and explore the potential
Amand downsides, limitations, and/or unexpected negative outcomes using one or various forms of
a Horn assistive technologies in classrooms.
Blogger
:
Lizeth
Arellan
o
Blogger due 3/21: Week 9: Consider the downsides, limitations and/or potential unintended negative
: consequences of using virtual experiences in teaching and learning. Does using virtual
Reece experiences privilege or benefit some students more than others? What long-term concerns are
Melton there? Write broadly or look for specific cases or examples.
Blogger
:
Layne
Dexhei

Dexhei
mer
Blogger due 3/28: Week 10: Explore the notions of gaming for learning further. Look for case studies
: (specific classrooms, schools, etc.) or explore some of the deeper and long term benefits,
Ayayro drawbacks and concerns.
n Yu, of
course.
Blogger
:
Adrian
na
Miller
Blogger due 4/4: Week 11: Continue to explore innovative and emerging ways of using mobile devices in
: Jacob the classroom (look for a few specific examples and stories to share with your classmates).
Walter
Blogger
: Ben
Prentn
er
Blogger due 4/11: Week 12: Expand on the possibilities of VR, smartboards, and/or any other component
: Alyssa of what Mike Foster introduced to the class. Consider the affordances (what the tech can do
Marchi positively) and the constraints (how the tech is limiting, or potentially harmful).
ori
Blogger
: Avery
Pitcairn
Blogger due 4/18: Week 14: Explore the arguments for and against having a professional social media
: presence as an educator. Include some references and resources.
McCall
Etl
Blogger
: Tia
Blogger due 4/25: Week 15: Thinking about the design "rules" in creating a teaching e-portfolio, such as
: Laine clean, uncluttered, good contrast in colors, robust but succinct, etc., for example, explore how
Stewart these same or similar principles are important and could be applied to the ways in which teachers
Blogger present information to their students in the classroom, particularly with technology. Think about
: Isaac how these concepts may allow teachers to spend less time giving students instructions and more
Bowen time allowing students to engage in learning (or other similar or tangential notions).

Digital Citizenship - The Introduction
What is Digital Citizenship?
○ The norms of appropriate, responsible behavior with regard to technology
use.
1. Digital Access:
a. Full electronic participation in society.
b. Not everyone has the same opportunities when it comes to technology.
c. Digital Citizenship starts with working toward equal digital rights and
supporting electronic access.
d. Make sure everyone has digital access.
2. Digital Commerce:
a. Electronic buying and selling of goods.
b. There are still issues associated with buying or selling.
c. Illegal or goods and services in conflict with the laws or morals of some
countries are surfacing.
d. Users need to learn how to be effective consumers in a digital economy.
3. Digital Communication:
a. Electronic exchange of information.
b. Communication options in the 21st century offer a wide variety of choices
(e-mail, texting, instant messaging, etc.).
c. People are able to constantly communicate and collaborate with anyone,
anytime or anywhere.
4. Digital Literacy:
a. Process of teaching and learning about technology and the use of
technology.
b. Schools are continuously working on what technologies must be taught as
well as how they should be used.
c. Work areas need information immediately (just-in-time information).
d. Requires sophisticated searching and processing skills (information
literacy).
e. As new technologies emerge, learners need to learn how to use that
technology quickly and appropriately.
5. Digital Etiquette:
a. Electronic standards of conduct or procedure.
b. Often the most pressing problem.
c. Often rules and regulations are created or the technology is simply banned
to stop inappropriate use.
6. Digital Law:
a. Electronic responsibility for actions and deeds.
b. Deals with the ethics of technology in a society.
7. Digital Rights and Responsibilities:
a. Those freedoms extended to everyone in a digital world.
b. There is a basic set of rights extended to every digital citizen.
8. Digital Health and Wellness:
a. Physical and psychological well-being in a digital technology world.
b. There are inherent dangers of technology.
c. Includes a culture where technology users are taught how to protect
themselves through education and training.
9. Digital Security (Self-protection):
a. Electronic precautions to guarantee safety.
b. We must protect our information from outside forces that might cause
disruption or harm.
Class Notes Page 30

disruption or harm.
Digital Commerce
Digital
Digital Access Communication
Digital Security Digital Literacy

(Self-Protection) Digital Citizenship
Digital Etiquette
Digital Health
and Wellness
Digital Rights and Digital Law
Responsibilities
Class Notes Page 31

Digital Citizenship - Additional Information
Digital Citizenship
[Image of the digital world related to digital citizenship] (2016). Retrieved from http://blog.whooosreading.org/digital-citizenship-resources-for-every-teacher/
What Is Digital Citizenship?

Common Sense Media
[Common Sense Media]. (2017, Oct. 11). What is Digital Citizenship? [Video File]. Retrieved from What Is Digital Citizenship?
What Your Students Really Need to Know About Digital Citizenship 5- Minute Film Festival: Teaching Digital Citizenship
DIGITAL CITIZENSHIP 5-MINUTE FILM FESTIVAL
What Your Students Really Need to Know 5-Minute Film Festival: Teaching Digital
About Digital Citizenship Citizenship
Ideas on how to guide students to the knowledge and experience VideoAmy explores the topic of digital citizenship with this playlist of videos on
they need to act responsibly online. the importance of online safety, manners, privacy, and responsibility.
Class Notes Page 32

About Digital Citizenship Citizenship
Ideas on how to guide students to the knowledge and experience VideoAmy explores the topic of digital citizenship with this playlist of videos on
they need to act responsibly online. the importance of online safety, manners, privacy, and responsibility.
By Amy Erin Borovoy (aka VideoAmy)
September 14, 2012         Updated October 24, 2014
By Vicki Davis
October 24, 2014         Updated November 1, 2017
©Shutterstock.com/ideyweb
In my classroom, I use two essential approaches in the digital citizenship

curriculum that I teach: proactive knowledge and experiential knowledge.
PROACTIVE KNOWLEDGE
"Digital citizenship" is an umbrella term that covers a whole host of important
I want my students to know the “9 Key Ps” of digital citizenship. While I go into
issues. Broadly, it's the guidelines for responsible, appropriate behavior when
these Ps in detail in my book Reinventing Writing, here are the basics:
one is using technology. But specifically, it can cover anything from
1. Passwords: Do students know how to create a secure password? Do they
"netiquette" to cyberbullying; technology access and the digital divide; online
know that email and online banking should have a higher level of security and
safety and privacy; copyright, plagiarism, and digital law, and more. In fact,
never use the same passwords as other sites? Do they have a system like
some programs that teach digital citizenship have outlined no less than nine
LastPass for managing passwords, or a secure app where they store this
elements that intersect to inform a well-equipped digital citizen. It's an
information?
overwhelming array of skills to be taught and topics to explore.
2. Private information: Private information is information that can be used to Get the best of Edutopia in your inbox each week.
identify a person. Do students know how to protect details like their address, But while there is much talk about the importance of teaching digital
email, and phone number? I recommend the Common Sense Media citizenship in this information society, not many are sure what that really looks
curriculum on this. like. What tools are out there for teaching it? And how in the world can
3. Personal information: While this information (like the number of brothers teachers make time in an already overcrowded curriculum? This playlist is
and sisters you have or your favorite food) can’t be used to identify you, you intended to offer tools to make the case that it's critical to teach this, and then
still need to choose who you will share it with. launchpad videos to seed classroom discussions once you've carved out that
4. Photographs: Are students aware that some private details (like license precious time.
plates or street signs) may show up in photographs, and that they may not Video Playlist: Teaching Digital Citizenship
want to post those pictures? Do they know how to turn off a geotagging Watch the first video below, or watch the whole playlist on YouTube.
feature? Do they know that some facial recognition software can find them by
inserting their latitude and longitude in the picture—even if they aren’t 1. What is Digital Citizenship? (05:19)
tagged? (See my “Location-Based Safety Guide.”) This succinct video from BeCyberwise describes why digital citizenship
5. Property: Do students understand copyright, Creative Commons, and how is so important. Includes a clip of Howard Gardner speaking about
to generate a license for their own work? Do they respect the property rights his GoodPlay project and a peek at Common Sense Media's
of those who create intellectual property? Some students will search Google comprehensive Digital Citizenship curriculum.
Images and copy anything they see, assuming they have the rights. Sometimes
they’ll even cite “Google Images” as the source. We have to teach them that 2. Be a Digital Citizen (02:13)
Google Images compiles content from a variety of sources. Students have to Need a quick and simple clip to introduce the concept of digital citizenship
go to the source, see if they have permission to use the graphic, and then cite to parents or students? This video gives some statistics about internet
that source. and social media usage and then describes the many ways in which we
6. Permission: Do students know how to get permission for work they use, are all affected on a daily basis by our technology use.
and do they know how to cite it? 3. Go Figure 2 -- Online Safety Version (04:15)
7. Protection: Do students understand what viruses, malware, phishing, Produced by the international Family Online Safety Institute (FOSI),
ransomware, and identity theft are, and how these things work? this animated video zips through a flurry of statistics about young people
8. Professionalism: Do students understand the professionalism of academics and online safety. It paints a powerful picture of how important it is to get
versus decisions about how they will interact in their social lives? Do they these conversations started.
know about netiquette and online grammar? Are they globally competent?
Can they understand cultural taboos and recognize cultural disconnects when 4. Out Of Your Hands (01:06)
they happen, and do they have the skills to work problems out? Watch in dismay as an inappropriate photograph travels from one poor
9. Personal brand: Have students decided about their voice and how they naive teen girl to an online stalker, ending with the admonition "Think
want to be perceived online? Do they realize they have a “digital tattoo” that before you post." This interactive series of videos was produced by public
is almost impossible to erase? Are they intentional about what they share? service announcement (PSA) veterans the Ad Council.
EXPERIENTIAL KNOWLEDGE
5. TEDxUIUC - Sherry Turkle - Alone Together (16:24)
During the year, I touch on each of the points above with lessons and class
Thought-provoking TED Talk by MIT professor Sherry Turkle, who has
discussions, but just talking is not enough. Students need experience to
spent much of the last 30 years researching how people relate with
become effective digital citizens. Here’s how I give them that experience.
technology. It's a long clip at sixteen minutes, but would make a fabulous
Truth or fiction: To protect us from disease, we are inoculated with dead
discussion starter for a lesson on how we function in this culture of
viruses and germs. To protect students from viruses and scams, I do the same
connectivity.
thing. Using current scams and cons from Snopes, Truth or Fiction, Threat
Encyclopedia, or the Federal Trade Commission website, I’m always looking 6. Digital Dossier (04:24)
for things that sound crazy but are true, or sound true but are false or a scam. This fascinating narrative follows the digital journey of the fictional "Andy"
I’ll give them to students as they enter class and ask them to be detectives. from pre-birth to adulthood by tracking his "digital footprint." It can be
This opens up conversations on all kinds of scams and tips. illuminating to stop and think about how much personal information we're
Turn students into teachers: You can have students create tutorials or putting out on the Web. Produced by the Digital Natives Project.
Class Notes Page 33

Encyclopedia, or the Federal Trade Commission website, I’m always looking 6. Digital Dossier (04:24)
for things that sound crazy but are true, or sound true but are false or a scam. This fascinating narrative follows the digital journey of the fictional "Andy"
I’ll give them to students as they enter class and ask them to be detectives. from pre-birth to adulthood by tracking his "digital footprint." It can be
This opens up conversations on all kinds of scams and tips. illuminating to stop and think about how much personal information we're
Turn students into teachers: You can have students create tutorials or putting out on the Web. Produced by the Digital Natives Project.
presentations exposing common scams and how people can protect
7. YouTube Digital Citizenship Curriculum (01:35)
themselves. By dissecting cons and scams, students become more vigilant
Another option for free digital literacy curriculum is this one developed
themselves. I encourage them to share how a person could detect that
by Google and YouTube, who have strong motivations for training
something is a scam or con.
young people to be savvy tech users. If YouTube is blocked in your
Collaborative learning communities: For the most powerful learning
school, please do check out YouTube for Schools, a portal that allows
experiences, students should participate in collaborative learning (like the
your school to access white-listed educational YouTube content safely
experiences shared in Flattening Classrooms, Engaging Minds). My students
and securely.
collaborate with others on projects like Gamifi-ed or the AIC Conflict
Simulation. 8. Invasion of the Data Snatchers: How To Protect Your Online
Students need experience sharing and connecting online with others in a Privacy (04:02)
variety of environments. We have a classroom Ning where students blog This animated video from Reputation.com manages to be at once cute
together, and public blogs and a wiki for sharing our work with the world. You and menacing. Though geared towards adults, it's a great wake-up call
can talk about other countries, but when students connect, that’s when they about online privacy issues, and although they're ultimately pushing a
learn. You can talk about how students need to type in proper case and not paid product, they have some good free resources and privacy protection
use IM shorthand, but when their collaborative partner from Germany says tools.
they’re struggling to understand what’s being typed in your classroom, your
9. Our Kids' Connected Culture - Overview for Parents and
students really understand this point.
Teachers (05:56)
DIGITAL CITIZENSHIP OR JUST CITIZENS?
This is a great video from Common Sense Media. The MySpace
There are people, like expert Anne Collier, who think we should drop the
references make it feel little dated, but the issues the teen girl is talking
word digital in contexts like this one because we’re really just teaching
about are just as typical today. It's nice to hear directly from young people
citizenship—these are the skills and knowledge that students need to
about their experiences, and there is a section of tips at the end that are
navigate the world today. We must teach these skills and guide students
really useful. Also worth watching: this video on their cyberbullying
to experience situations where they apply knowledge.
curriculum.
From <https://www.edutopia.org/blog/digital-citizenship-need-to-know-vicki-davis>
10. Digital Citizen (01:00)

Here's a great idea for a classroom project that teaches about copyright
and usage issues while also exploring the themes of digital literacy: have
kids create a slideshow video with Creative Commons images about the
Comparing Digital Citizenship and big questions of digital citizenship.
Citizenship 11. Netiquette - Playing Nice on the Internet (03:20)
Look past the slightly cheesy opening -- this video is a tidy roundup of the
basics of good netiquette, something all of us could use a refresher on.
Did you know the rules of netiquette pre-date the Web as we know it?
More Resources for Learning About Digital Citizenship

While we haven't solved the problem of finding time in the schedule to teach
these essential topics, there is a wealth of great free resources to be found --
many of them aligned to standards, either the Common Core ELA
standards, or ISTE's NETS, or both. Whatever the angle you'd like to focus
on, you should be able to find some strong materials to supplement your work.
Here's a list of resources, organizations, and reading materials to help you get
started.
• Edutopia's Digital Citizenship Resource Roundup
• #digcit hashtag on Twitter
• The Nine Elements of Digital Citizenship
• Digital Literacy and Citizenship Classroom Curriculum (Grades K-12)

from Common Sense Media
• Curriculum: Understanding YouTube & Digital Citizenship (Grades

7-12) from Google in Education
• Cable in the Classroom's Digital Citizenship Resource Page
• Cyberwise Website
• Netsmartz Teacher Page from the National Center for Missing &
Exploited Children
• Born Digital Video Series from Youth and Media's Digital Natives
Project
• Digital Community, Digital Citizenship by Jason Ohler (he also offers

a Digital Citizenship resources page)
From <https://www.edutopia.org/blog/film-festival-digital-citizenship>
Class Notes Page 34

[ISTE]. (2018). ISTE: Infographic: Citizenship in the Digital Age. Retrieved from http://www.iste.org/sf-
images/edtekhub/digital-citizen_infographic_final.png?sfvrsn=2
Class Notes Page 35

Digital Access
Digital Access focuses on creating equal opportunity for all students use technology. There are still
areas throughout the nation that do not have access to computers, internet, or other technology due to
a variety of reasons, but especially due to location.
Some consider this to be a 'digital divide' due to some schools receiving more technology than others.
Benoit, L., G. Coffman, & B. Giles. (2011). Digital Access Wordle. Retrieved from
http://edtp504sum11-2.wikispaces.com/digital+access
Class Notes Page 36

Digital Commerce
We use digital commerce everyday now. Think of how we use Amazon Prime to order anything we can
think of and have it delivered within two days. Our society has become centered around it.
A Day in the Life of Digital Commerce

The GSMA
[GSMA]. (2016, Mar. 15). A Day in the Life of Digital Commerce [Video File]. Retrieved from A Day in the Life of
Digital Commerce
Class Notes Page 37

Digital Communication
After the creation of the internet, communication significantly changed. As technologies

continue to advance, the way we communicate begins to change as well (Introduction to
Digital Communications).
Take, for example, a letter. We still send letters at certain times of the year, but they used
to be one of the main forms of communication. Face-to-face communication was also more
widely used.
From Google Images.
Today, we are continuously communicating via email, text message or instant messaging, live video
conference, or through other technologies that allow us the ability to communicate anytime and
anywhere.
Class Notes Page 38

Image of digital communication on a chalkboard. V+O Group. (2018). Retrieved from
http://www.vando.gr/agencies/bakers-digital-communication.54.html
A career now requires us to know how to use a multitude of technologies and how to use them
effectively to get our jobs done efficiently.
Keepe, M. (2009, Mar. 26). The Evolution of Communication. Retrieved from

https://www.denverpost.com/2009/03/26/evolution-of-communication/.
If you would like to learn more about digital communication and what it is, checkout this methods text
that provides a definition of digital communication: Digital Communication Methods: Student Notes
Class Notes Page 39

Digital Literacy
The American Library Association defines Digital Literacy as "the ability to use information and
communication technologies to find, evaluate, create, and communicate information, requiring both
cognitive and technical skills" (What is Digital Literacy?)
Harrison, F. (2015, Jun. 5). Digital Literacy. Retrieved from http://socialmediamastery.com.au/blog/what-is-digital-literacy/
Even tech giants such as Microsoft are joining in helping educate people about Digital Citizenship,
especially Digital literacy. Check out Digital Literacy on Microsoft's website to learn more!
Class Notes Page 40

Digital Etiquette
Digital Etiquette, also known as 'netiquette,' "is a code of behavior that defines expectations
for social behavior" (Etiquette for Kids in the Digital Age). Similar to the real world, it is
important to have good behavior on the web as well, especially since what you write, post,
etc., is available to a wide variety of audiences for an indefinite period of time.
Digital Etiquette
ViralTube
[ViralTube]. (2010, Nov. 22). Digital Etiquette [Video File]. Retrieved from Digital Etiquette.
Every school and work place has rules about netiquette and all of them are similar in
composition. Remembering that you are communicating with a human and that using slang
to write an email to a professor or boss are all a part of proper netiquette. If you want to
look at more rules of netiquette simply Google your school or work place followed by
netiquette. Here is an example of Colorado State University's rules of netiquette on their
Learning@CSU website: Core Rules of Netiquette.
There are lots of resources available to learn about Netiquette, just check to make sure they
are reliable sources. Common Sense Media offers a few more rules of how to teach kids
online etiquette: 7 Rules to Teach Kids Online Etiquette.
Always remember, using netiquette improperly can not only harm you, but have profound
effects on others (i.e.- cyberbullying), which can cause more damage to you and your
reputation.
Class Notes Page 41

[Cover image for the movie Cyberbully]. (2011). Retrieved from https://lhscommtech.wikispaces.com/Digital+Etiquette
DO DON'T
• Be respectful • Bully
• Treat others how you want to be treated • Do illegal activities
• Follow the laws and be ethical • Be mean or talk trash
• Use correct spelling • Post profanity or harass others
• Be polite • Post your location
• Respect people's privacy • Post private information
• Be forgiving • Lie or cheat
• Threaten violence
• Post when your emotional
Class Notes Page 42

Digital Law
Copyright and Fair Use Animation

Common Sense Education
[Common Sense Education]. (2014, Sep. 5). Copyright and Fair Use Animation [Video File]. Retrieved from Copyright and Fair
Use Animation
Digital Law deals with the proper use of resources found and available online. There are many issues around
digital law especially with regards to pirating software or media, hacking, stealing people's identities, and using
file-sharing sites where laws, such as the copyright law, are not followed (Heartland Area Education Agency).
When using digital sources, always make sure to give credit where it is due and ask for permission to use
resources.
Class Notes Page 43

Digital Rights and Responsibilities
Digital Rights and Responsibilities have many components in common with Digital Law. Just like we
have the Bill of Rights, there's a type of "Bill of Rights" for the digital world.
[Leezsnow's picture of the Bill of Rights]. (2017). Retrieved from https://www.huffingtonpost.com/rev-susan-

russell/discrimination-is-not-a-r_b_9567880.html
Digital Citizenship DFerris also states that we have the right to privacy being users of these technologies,
and much like the real world we have the right to express ourselves. Digital Rights and Responsibilities
must be followed like Digital Law because it helps to protect users and create an atmosphere that is
welcoming to all.
Class Notes Page 44

Digital Health and Wellness
Digital Health and Wellness deals with using technology correctly so that it doesn't cause further health
issues later on. Ergonomics, how much time is spent online, and other activities that place you in front
of the computer or some type of screen for long periods of time fall under Digital Health and Wellness.
[Drawing of correct posture for digital use] (n.d.). Retrieved from

https://www.pinterest.com/pin/198228821077737067/
Class Notes Page 45

Digital Security (Self-Protection)
Digital Security or "Cybersecurity" is an important component of Digital Citizenship.
Safe Web Surfing: Top Tips for Kids and Teens Online
watchwellcast
[watchwellcast]. (2013, May 2). Safe Web Surfing: Top Tips for Kids and Teens Online [Video File]. Retrieved from
Safe Web Surfing: Top Tips for Kids and Teens Online.
The National Institute of Standards and Technology (N.I.S.T.) writer Ron Ross, a computer scientist and
Fellow, wrote the following article, "Why Security and Privacy Matter in a Digital World."
Why Security and Privacy Matter in a Digital

World
September 28, 2017
By
By:
Ron Ross
Class Notes Page 46

Credit: Yakobchuk_Vasyl/shutterstock.com
One cannot pick up a newspaper, watch TV, listen to the radio, or scan the news on the internet (link is
external) without some direct or veiled reference to the lack of information security or intrusions into
personal privacy. Many intrusions into government and private-sector systems have exposed sensitive
mission, business and personal information. Every day it seems that more and more systems are
breached and more and more personal information is made available either on the web or, worse,
the dark web (link is external). Given this backdrop, it is often easy to get lost in the details of
cybersecurity and privacy and the seemingly endless discussions about cyber attacks, system breaches,
frameworks, requirements, controls, assessments, continuous monitoring and risk management and
forget why security and personal privacy matter in an increasingly digital world.
We are witnessing and taking part in the greatest information technology revolution in the history of
mankind as our society undergoes the transition from a largely paper-based world to a fully digital
world. As part of that transformation, we continue to push computers closer to the edge. The “edge”
today is the burgeoning and already vast world of the “Internet of Things,” or IoT. This new world
consists of an incredibly diverse set of familiar everyday technologies, including dishwashers,
refrigerators, cameras, DVRs, medical devices, satellites, automobiles, televisions, traffic lights, drones,
baby monitors, building fire/security systems, smartphones and tablets. It also includes technologies
that are perhaps less familiar to the average person but absolutely vital to maintaining and safeguarding
the familiar world in which they live: advanced military weapons systems; industrial and process control
systems that support power plants and the nationwide electric grid, manufacturing plants and water
distribution plants; emergency response systems; banking and financial systems; and transportation
systems—in short, our most critical infrastructure. Yes, we have fully embraced this emerging
technology and pushed computers, software and devices everywhere to the edge of this new world. And
as those technologies, both familiar and critical, become increasingly integrated with IoT, so
does information, all kinds of information, including intellectual property and your personal information.
It goes without saying that innovations in information technology and IoT will continue to make us more
productive, help us solve difficult and challenging problems, entertain us, allow us to communicate with
virtually anyone in the world instantaneously, and provide all kinds of additional, and previously
un ag nable, benef . For n an e, who wouldn’ wan an app ha ell you he op al e o go o
he re roo dur ng he ov e you’re abou o ee a your lo al hea er? The e new e hnolog e are
not only compelling, but also intoxicating and addicting—leaving us with a huge blind spot that puts us
at great risk of losing our property, our privacy, our security and, in some cases, our lives.
We have built an incredibly complex information technology infrastructure consisting of millions of
Class Notes Page 47

We have built an incredibly complex information technology infrastructure consisting of millions of
billions (link is external) of lines of code, hardware platforms with integrated circuits on computer chips,
and millions of applications on every type of computing platform from smart watches to mainframes.
And right in the middle of all that complexity, your information is being routinely processed, stored and
transmitted through global networks of connected systems. From a security and privacy perspective, we
are not only concerned about the confidentiality, integrity and availability of the data contained in the
systems embedded deep in the nation’s critical infrastructure, but also of our personal information.
Recognizing the importance of both security and privacy safeguards for systems, organizations and
individuals, NIST recently initiated several groundbreaking projects to bring these concepts closer
together—to facilitate the development of stronger, more robust security and privacy programs and
provide a unified approach for protecting all types of information, including personal information. The
first installment in this new approach occurred with the release of NIST Special Publication 800-53,
Revision 5
(link is external), which provided, for the first time in the standards community, a consolidated catalog
of security and privacy controls—standing side by side with the broad-based safeguards needed to
protect systems and personal privacy.
Today, NIST is announcing the second installment of the unified approach to privacy and security by
releasing a discussion draft of NIST Special Publication 800-37, Revision 2
(link is external). Th publ a on re pond o he Pre den ’ Executive Order on Strengthening the
Cybersecurity of Federal Networks and Critical Infrastructure
(link is external) and he ff e of Manage en and Budge ’ Memorandum M-17-25
(link is external)(implementation guidance for the Executive Order) to develop the next-generation Risk
Management Framework (RMF 2.0) for systems, organizations and individuals. RMF 2.0 provides a
disciplined, structured and repeatable process for organizations to select, implement, assess and
continuously monitor security and privacy controls.
NIST Special Publication 800-37, Revision 2, empowers customers to take charge of their protection
needs and provide security and privacy solutions to support organizational missions and business
objectives. It includes a new organizational preparation step, instituted to achieve more timely,
effective, efficient and cost-effective risk management processes. The organizational preparation step
incorporates concepts from the Cybersecurity Framework to facilitate better communication between
senior leaders and executives at the enterprise and mission/business process levels and system
owners—conveying acceptable limits regarding the implementation of security and privacy controls
within the established organizational risk tolerance. The enterprise-wide preparation also facilitates the
identification of common controls and the development of organization-wide tailored security and
privacy control baselines. This significantly reduces the workload on individual system owners, provides
more customized security and privacy solutions, and lowers the overall cost of system development and
protection.
And finally, RMF 2.0 helps organizations reduce the complexity of their IT infrastructure by
consolidating, standardizing and optimizing systems, applications and services through the application of
enterprise architecture concepts and models. Such complexity reduction is critical to identifying,
prioritizing and focusing organizational resources on high-value assets that require increased levels of
protection—taking steps commensurate with risk such as moving assets to cloud-based systems or
shared services, systems and applications.
The transformation to consolidated security and privacy guidelines will help organizations strengthen
their foundational security and privacy programs, achieve greater efficiencies in control implementation,
promote greater collaboration of security and privacy professionals, and provide an appropriate level of
security and privacy protection for systems and individuals.
From <https://www.nist.gov/blogs/taking-measure/why-security-and-privacy-matter-digital-world>
Class Notes Page 48

"The Heart of Digital Citizenship" - Annie Collier
TEDxGeneva
Thursday, January 25, 2018 6:50 PM
This is probably good to know… This makes me think I wonder about how…
• Digital citizenship is still an about… • How are going to be able
abstract idea. • Keep the heart in the to keep our heart in the
• Most users are under the age of digital world. digital world? What
18. • A digital presence is tactics, techniques, etc.,
• Two part definition of digital almost a necessity or will prove most
citizenship from Youth Online: 1. requirement by middle beneficial?
online respect and 2. online civic school now. • How young is too
engagement. • Internet safety will young?
• Digital citizenship comes from a become a bigger part of • Digital Literacy isn't a
dark definition. being a digital citizen. part of Digital
• A lot of people, mostly adults, are How do we effectively Citizenship in the
scared about digital youth protect students? definition… Why?
presence, but youth run away • Since these are kids • Why are adults more
from scared adults (must figure interacting with the web, scared of their kids
out who they are by taking some are parents just more online presence than the
risks). We can't shut these things 'paranoid' about their kids?
down because they want to learn. presence because of their • Is there a relation to the
• "The Good Project" from Harvard sense that we should increase in obesity level
heard that many times when protect them? and Internet use? How
something bad happened online, • Social problem numbers much is too much?
the people had no idea what to do went down when the • What is the best way to
and would ignore it and move on internet started becoming go about teaching people
("learned helplessness"). more accessible from how to act/ react online
• EU Kids Online found that "adult 1985 to 2010 in the U.S., when something bad
concerns and fears had shaped the while obesity and the happens? Is there
public policy agenda about youth number of children anything we can do?
online." They then asked living under the poverty
students/ kids open-ended line were up. The
questions and found that ~12% internet allows us to
found something online that connect on a wider scale,
personally bothered them. but also allows us to
• "'Juvenoia' - the exaggerated fear create networks and
of the influence of social change skills that help us later in
on young people, including life.
technology" (Dr. Finkelhor). • Like all other activities,
• 5 pillars of intelligent policy citizenship need to be
making for digital citizenship: practiced, much like a
○ 1. Citizen-sourced (can't be sport.
dictated from the top-down, • "Children are
must be from bottom-up, stakeholders in their own
lateral, and inside-out). life." We must all learn
○ 2. Three literacies (a. digital how to take risks and
literacy, b. media literacy, c. learn from them.
social literacy). • We are to help students
○ 3. Practice. by guiding them, not
○ 4. Rights (a. rights of telling they can and can't
protection, b. provision do something because
Class Notes Page 49

• We are to help students
○ 3. Practice. by guiding them, not
○ 4. Rights (a. rights of telling they can and can't
protection, b. provision do something because
[education, skills of we don't think they
effective functioning in a should. It's a teacher
digital environment], c. type of job.
rights of participation).
○ 5. Agency (Freedom and
capacity to act and make
change).
Class Notes Page 50

Copyright and Fair Use Notes
Understanding "Fair Use" in a Digital World

• Use evidence to support thinking
• Only use if small amount for school work
• Remake a little from the original
• Discuss with students
• Can't use long clips from videos
Screen clipping taken: 1/31/2018 2:44 PM [Creative Sense Education]. (2014, Oct. 23). Understanding "Fair Use" in
a Digital World [Video File]. Retrieved from Understanding Fair Use in A Digital World
Should "Happy Birthday" be Protected by Copyright?

• Still protected by copyright
• Incentive people to invent awesome things
• Once copyright expires, it goes into public domain
• Once in public Domain, available to everyone to remake, remix, etc.
• Extending copyright terms
• Warner has copyright until 2030
YouTube Copyright Basics

• Copyright infringement
• Content ideas scan videos
• Dispute = to challenge someone's block of your video
• Fair use allows people to comment, take down, transform, etc. others ideas
Day at School: Copyright and You

• Can't copy a video to another source (VHS to DVD)
• Can't use a video, etc. if it doesn't meet some part of class curriculum
• Get permission to use certain photos (look for Royalty free pictures)
• Can only put 10% of music in a video (30 seconds)
Fair Use School: Response to YouTube's Copyright School Video

• Video can be 100% original, otherwise will have to change
• Fair use and Copyright counter-notices
• Fair Use: 4 factors: 1) transformative (new meaning), 2) Does not compete with original;
should also be non-commercial
Class Notes Page 51

should also be non-commercial
Copyright Education User Rights, Section 107 Music Video

• Can use material if cost for copyright holder is less than benefits to society
• Four factors: 1) nature, 2) purpose, 3) amount, 4) effect
• Transformativeness (add value, repurpose)
A Fair(y) Use Tale

• Use permission; law
• Only the copyright owner can ask for money
• Books, movie, music, etc; Can't copyright an idea
• Work in the public domain is free for anyone to use
• Can borrow small amount of copyright work for teaching, news reporting, parody, and critical
comment
• Doesn't change original work's value = fair use!
Get Creative!
• Copyright = all rights reserved, ask for permission
• Public domain = nothing owned, anyone can use
• Creative commons = free of charge license; allows certain uses of materials; 'companion' to
copyright
Class Notes Page 52

Section 108 of the U.S. Copyright Code
Reproductions by libraries or archives for their users, for replacement, or for preservation
Last 20 years
• For preservation, scholarship, or research - may reproduce, distribute, display, or perform
published works in last 20 year of copyright if: work is not subject to commercial
exploitation and cannot be obtained at fair price
Preservation
• May make up to 3 copies of unpublished works for preservation or security purposes, if:
there is already a copy of the work to be preserved in the collection
Replacement
• May make up to 3 copies of damaged, deteriorating, lost, or stolen works, or works in
obsolete formats if: unused replacement copy cannot be obtained at fair price
Portions for users
• May make reproduction from periodical, collection, or other work in their collections when
a person/ library requests, if: only one article/ other contribution to a work is copied
Entire works for users
• May make one copy of an entire work when a person/library requests, if: [new or used]
copy of work is not available for purchase at a fair price.
Class Notes Page 53

Is it Protected by Copyright?/ Fair Use Evaluator
After 1922 - Before 1978: Works published prior to 1 Mar. 1989 required to have copyright
notice; unpublished works don't need copyright notice to receive copyright protection
After 1922 - Before 1964: (See above); Copyrights could sometimes be renewed or
automatically extended; works not renewed are in public domain and not protected by
copyright
After 1922 - Before 1964: Permission is maybe needed (protected by copyright); Copyright
status/term: protected through 2018 or longer (95 years from publication)
After 1963 - Before 1978: (See above)
After 1977 - Before 2003: Permission maybe needed; Copyright status/ term: protected
through 2047 or longer (life of author +70)
After 1977 - Before 1 Mar. 1989: (See first one above)
After 1977 - Before 1 Mar. 1989: Permission maybe needed; copyright status/ term:
protected until 70 years after the death of author
On/ After 1 Mar. 1989: (See above)
Published after 2002: (See first one above)
Created by Individual or Joint authors: Maybe permission needed; copyright status/term:

protected until 70 years after last author's death
Created under Corporate Authorship: Maybe permission needed; copyright status/ term:
protected 120 years from the date of creation
Fair Use Evaluator:

http://librarycopyright.net/resources/fairuse/index.php
Exceptions for Instructors in U.S. Copyright Law

http://librarycopyright.net/resources/exemptions/index
.php
Copyright Genie:
http://librarycopyright.net/resources/genie/description.php
Class Notes Page 54

Copyright and Fair Use Mind Map Copyright lasts a long time
Wednesday, January 31, 2018 2:32 PM now (an author's lifetime
and sometimes then up to
120 years after)
Transform
Copyright holders get

money for their work until
the copyright expires Add value
Repurpose
Incentivize people to create
awesome songs, videos, etc. New meaning!
Non-profit/ non-commercial
Use a small
amount
Creativity
Protection = Fair Use No money loss to the original
FREE Companion
Copyright and Fair Use
Music
Creative Commons
Some Works =
Need Permission Books
Fair Use
Public Domain
Teaching
Videos
Double- Check
Class Notes Page 55

Investigating 'Fake News' and 'Reputable Sources'
Wednesday, February 7, 2018 1:33 PM
Stage 1:
"Fake news": News that is easily misinterpreted by the mainstream public to be true and is usually produced by "fake
news" sources that specialize in fictional works.
https://www.naturalnews.com/2017-10-01-arctic-sea-ice-mass-has-grown-almost-40-since-2012.html
The link above is definitely a 'fake news' website because if you read the article the author claims that sea ice is
increasing, when there is clear evidence from multiple government agencies that look at sea ice levels, saying that it is
decreasing. Also, the source exaggerates the data about sea ice and does not use a good scale to measure the
comparisons between several years of 'sea ice accumulation.'
"Reputable source": Main news companies that have reported on issues in as non-biased a way as possible and are fact-
checked. News information from these sources has sometimes been around for a couple of decades and is viewed by
many as a source that offers true, factual information.
https://www.scientificamerican.com/article/new-maps-show-how-greenland-rsquo-s-ice-sheet-is-melting-from-the-
bottom-up/
The link above is reputable because it comes from a well-document/ cited source that focuses on giving authentic and
factual information to consumers. Scientific American is within a group of respected science-based organizations and
strives to provide factual evidence to consumers.
Stage 2:
Wikipedia can be a source for both 'fake news' and 'reputable' information. Even though Wikipedia has policies
and guidelines that try to outline what should be included on a page and what content it should contain, creators
of Wikipedia pages are able to publish information that can be fake. Since this is a community based site, much
of the information is agreed or disagreed on by the community. Likewise, Wikipedia at times has information
that is reputable. Since there is a level of public control, this allows everyone to go in and change information,
which can potentially lead to information being misconstrued. However, for educational purposes, Wikipedia
offers a great starting place for projects by helping provide users with sites that can help them find ideas or
information for their work. It is still not generally accepted as a 'reputable source' for use within the classroom,
but as a 'launch pad.'
Stage 3:
http://www.independent.co.uk/environment/climate-change-explained-real-hoax-fake-truth-global-warming-
conspiracy-debunker-a7704166.html
This article, although published by Independent who in my mind is a reputable source, brings up the sides of the
climate change argument that are both true. The article therefore contains some level of ambiguity. I cannot
decipher, clearly, which side is real and which side is fake because there is enough support for both sides.
"Fake News": Fake news comes from sources who are not peer-reviewed or show information in a true and
factual way. This type of news has the tendency to create fictional works that are easily misinterpreted by
consumers.
"Reputable Source": A reputable source contains information that is factually based and is peer-reviewed.
Some sources are also renowned for their unbiased stance about topics and are highly respected by multiple
organizations. A peer-reviewed source also presents information in a well-designed way that accurately
portrays data.
Stage 4:
Fake news vs. Real news Guide
Understanding and knowing the difference between "fake news" and "real news" is a lifelong skill that you will
use everyday. The objective of this guide is to provide you with some basic tools that will help you to find
these difference and become a more educated scholar and perhaps even save you from making a mistake later in
life because you based your decision on "fake news."
1. What do you think happens when "fake news" spreads? What actions will you take to try and verify the
legitimacy of the sources you use (photographs, news articles, online information, etc.)?
2. To check if an article or work is "fake news" try asking questions like those on the sheet at the link below:
http://www.thenewsliteracyproject.org/sites/default/files/GO-TenQuestionsForFakeNewsFINAL.pdf
3. Now let's look at some articles that are "fake news" and see if we can decipher what makes them "fake
news" by answering questions from the sheet and our own intuition. Buzzfeed posted this list of the top 5
fake stories that were shared hundreds of thousands of times on social media.
For this assignment, students can use a variety of AT resources depending on their needs. Students with
hearing or speaking disabilities can use speech-to-text or text-to-speech technologies to help them engage in
the lesson and with their peers. Likewise, students can use graphic organizers and their computers to help
them create meaningful displays that will help them to make connections to their work in a way the benefits
them the most.
4. Why do you think "fake news" has become more prevalent especially now with the invention of the
internet and social media sites such as Facebook? What made you realize that these sources were "fake
news?"
5. Using Snopes.com let's fact check these articles to see how 'real' they are. Once we're done fact-
checking, discuss with a partner why Snopes said these articles were "fake news." Share ideas with the
class.
6. What should you do if you still have questions about the validity or legitimacy of a source? What criteria
would you look at? Would you search for additional information, see if experts names are true, etc.?
7. What three things will you do to determine if a news piece is fake or real? What do you think we, as
Class Notes Page 56

7. What three things will you do to determine if a news piece is fake or real? What do you think we, as
ordinary people, can do to stop the spread of fake news?
Class Notes Page 57

Technology Integration Matrix (TIM)
• Rubric to think about how to use technology in classroom meaningfully

• When technology enhances learning, mixes in with lesson
• Not always the answer; can take away from the product (class)
• Model for common language in K-12 technology integration

• 5 attributes of learning environment
• Levels of technology integration
○ Entry, Adoption, Adaptation, Infusion, Transformation
○ As move toward right, more student ownership of learning
○ Procedural understandings to conceptual understandings
○ Conventional use of Technology tools to complex use of technology tools
○ Instructional focus on tools to instructional focus on content
• Attributes of the Learning Environment
○ Active, Collaborative, Constructive, Authentic, Goal Directed
○ http://fcit.usf.edu/matrix
Now that you've looked over the Matrix (and its definitely a little overwhelming at first), look at these descriptors from th e
position of a student, a teacher, and the learning environment (maybe a little more digestable?):
Student descriptors of a technology integration: https://fcit.usf.edu/matrix/student-descriptors-table/
Teacher descriptors of technology integration: https://fcit.usf.edu/matrix/teacher-descriptors-table/
The learning environment: https://fcit.usf.edu/matrix/setting-descriptors/
Using these guides, imagine two different K-12 teaching and learning scenarios on either end of the
integration spectrum. In OneNote, describe each of these scenarios as two separate examples. Be very
specific about the grade level and content area you are imagining, as well as describing what the start,
middle and end of the lesson looks like in your mind. In particular, describe with thick detail (a) all the
technology (types, exact programs, how its set up, etc.) and (b) the spectrum of ways in which students
are reacting and interacting (or not) with the tools. Take time to describe what you imagine the teacher
intends and how the students feel about it.
Lesson 1 Example: Authentic Learning, Adaptation Level Lesson 2 Example: Constructive Learning, Transformation Level
Grade: 11th Content Area: Plant Sciences - The Great GMO Debate Grade: 12th Content Area: Advanced Fabrication (Metal, Wood, etc.)
Start: The lesson begins with a class discussion about the common misperceptions the public has Start: The lesson begins with students researching project ideas that they wish to complete as a
about GMOs. The teacher provides students with a base of knowledge to work off of with final project. If the project chosen is simple, the students may be required to make more than
regards to GMOs and why so many view them as a problem (ex. - consumption of GMOs leads one of that project or come up with a unique way to add creativity to their project. Likewise,
to human health problems, it isn't good for the environment, etc.). The teacher then splits the students may work individually or in small groups to complete their project(s). Students will
class in half, having one side argue why GMOs are good and the other side argue why GMOs are then need to build a list of materials that specifically states what the need and how much they
not good or a problem. Students are then prompted to research their side of the argument and need (if the project ends up requiring more materials than previously thought, the students may
provide reputable information from reliable sources and then present and debate their side of the be able to receive additional material). Students will need to be actively engaging with the
argument in class. Students will need to be actively engaging with the technology to gather technology to gather sources and ideas on how they wish to complete this project. There will be
sources and ideas on how they wish to complete this project. some limits on the size of the project (all of which will need to be approved by the instructor
prior to further development of the project), but it is highly variable in regards to what the
Class Notes Page 58

class in half, having one side argue why GMOs are good and the other side argue why GMOs are then need to build a list of materials that specifically states what the need and how much they
not good or a problem. Students are then prompted to research their side of the argument and need (if the project ends up requiring more materials than previously thought, the students may
provide reputable information from reliable sources and then present and debate their side of the be able to receive additional material). Students will need to be actively engaging with the
argument in class. Students will need to be actively engaging with the technology to gather technology to gather sources and ideas on how they wish to complete this project. There will be
sources and ideas on how they wish to complete this project. some limits on the size of the project (all of which will need to be approved by the instructor
prior to further development of the project), but it is highly variable in regards to what the
Middle: Once student have begun preliminary research using sites such as Google Scholar, students ultimately choose.
Academic Search Premier, etc., students will need to begin to compile their information with
classmates information. Students can use Google Docs or the sharing feature on Word document Middle: Once students have thoroughly researched their project and created a base list of
to collaborate with classmates outside of class (this assignment will require some outside class materials, they will utilize some type of blueprint creation program (i.e.- SketchUp, Inkscape,
time). Students will also begin creating their presentation for their side of the debate. CAD, etc.). Utilizing one, or maybe multiple of these programs, the students will create a model
PowerPoint, Prezi, and other presentation sites should be utilized to create a 15 -20 minute long of their project with accurate ratios to actual size. They will then create a list of materials that, as
presentation about their stance on the topic. To receive full points for this project, everyone in accurately as possible, reflects the materials required for their project. For this step, students will
the group must contribute to the accumulation of resources and their ideas in favor of their side utilize websites such as Home Depot, Ace, and other stores that have the materials they need, so
of the topic. Students will hopefully have a base knowledge of how to use the programs that will that the students learn how to find what they need and how to price out projects. The list of
help them to create this project. Students will need to plan out how they are going to present materials should be recorded in a Word Document or Google Document and shared with the
their information in the time allotted and each person within the group will need to present instructor. Most of this preliminary work will take place in the classroom.
something about their topic whether it is introducing, clarifying, rebutting, or ending the debate.
End: After students have completed their list of materials and blueprints, and the project has been
End: Students will present their side of the debate in class and all students should be properly looked over by the instructor, students may begin building their projects using the tools available
prepared for their section they are speaking on. The presentation should logically follow their to them within the shop. Prior to students using any of the machinery in the shop, they must
train of thought and ideas and add to the debate instead of distract or confuse other students. have passed all safety tests for the tools and must be wearing the proper personal protection
Once students have completed the debate, they will use WordPress to comment on a blog what equipment (PPE) before they are able to use the tools. The instructor will provide assistance
they thought about the debate (Did they enjoy it? Why or why not?; What do they think they did when necessary, but the students should know how to operate all equipment since they are in an
well and what do they think they could improve on?, etc.). Students will then have the advanced class.
opportunity to make comments on another blog on WordPress about what they thought the other
side did well and what they could improve on, providing each other with constructive feedback. Student Reaction: Students interaction with the tools should be fairly autonomous. Hopefully
In class, students will decide who they thought provided the best information and thoroughly they have a base knowledge in all the programs and tools they will be utilizing to complete their
covered their topic and which side they think 'won.' projects. Students may be overwhelmed with this final project, but it should help them
understand and learn some of the tools that are available to them. For the most part, I think the
Student Reaction: Some students may feel that using this much technology will be too much students would be excited to have more freedom on such a big project that lets them express their
work and difficult, but the goal of this assignment is to provide them with real-life skills that will own style(s) of creativity.
help them in their careers later on. Students should be interacting with the tools constantly,
learning how to use new features and how the site or program works. Hopefully, this is an Teacher Intentions: The teacher intends to give students the tools necessary to learn and
enjoyable experience for the students and helps them to realize that debates are important understand how much work goes into a project outside of just building it. The teacher would
because they provide a way for two groups to see the other group's perspective on a topic. also intend this project to be a fun experience for everyone, while giving them skills that will last
a lifetime. Completion of a project such as this, would also showcase students skills they have
Teacher Intentions: The teacher intends to provide students with knowledge about how to learned throughout their time in Ag. Classes, providing a sort of assessment for the teacher to see
properly research and debate issues. I imagine that the teacher would want students to know how much the students may have retained over the years.
how to use a variety of tools that add to their debate and help them to create successful
presentations because these are skills that almost all jobs will utilize at some point in time.
For these two lessons utilizing TIM, AT can easily be integrated. For the GMO lesson, students
who struggle to read text can utilize apps that will read the research they are doing for them,
helping them to complete their project. Students can also utilize speech-to-text resources that
will help students who cannot not hear parts of the speech in videos or lectures they may use as
resources.
For the Advanced Fabrication lesson, students who struggle in the proper use of equipment can
have peers help them. The student in this case would detail how their peer will complete each
task on the specific tool they need to use to do that task. Students could also use presentations to
help them understand how each piece works together and help demonstrate their understanding.
Class Notes Page 59

For the Advanced Fabrication lesson, students who struggle in the proper use of equipment can
have peers help them. The student in this case would detail how their peer will complete each
task on the specific tool they need to use to do that task. Students could also use presentations to
help them understand how each piece works together and help demonstrate their understanding.
Class Notes Page 60

Assessing with TIM - Survey
https://forms.office.com/Pages/ResponsePage.aspx?id=Aoi1r3r_sUurITZ_8uz8i5
_KrTblQ4VKkj8X5groWh5UMllWWjhYWjBSV0VLV00xUFRHQ0NDT081Ri4u
Class Notes Page 61

Podcasts made by Students
Podcasting in the Classroom Podcast By Kids, For Kids - The Johncast #1
"Inspired by Serial, Teens Create Podcasts as a Final Exam"

• Podcast final
• Break project into steps, emphasize skills students need to demonstrate
• Students integrate priority standards from Common Core into their work
• Inspire creativity
• Utilize Google Classroom, Google Forms, Edublogs, and Soundtrap.com
• End of the class two page reflection paper
"Podcasting with Your Students" - Smithsonian Education

• Podcast - kind of online self-broadcast (similar to a blog in a way)
• Audio or video recording and posted at a web address and then downloaded
• Helps increase comprehension if students can "take the teacher anywhere"
• Make audio version of their school writing - research reports, essays, poems, short
stories; experiment with editing software to add music, sound effects, video, and
animation Our First Podcast
• Students can become aware of today's global connections on their own
• Involve writing, editing, oral presentation, technical work, and allowing for
contributions by students with very different learning styles
• 1st- record (use Audacity for simple editing; GarageBand on Apple)
• 2nd - edit
• 3rd - publish/ distribute (Can create RSS (Really Simple Syndication) to distribute
podcasts and allow for subscribers)
"Podcasting - Using Podcasts in the Classroom"

• Podcast is an audio story created to share ideas, presentations, or music
• Typically linked to blog (sometimes called audioblogging)
• Can add various music/ sounds effects to recorded audio
• File type is very important - MP3 file format widely used because it is both of good
audio quality and it produces a more manageable file size
• Once uploaded to a podcast distribution or hosting website, it can be embedded or
linked in your blog or website
• Podbean is good option; Google Drive; Blip.tv; YouTube (but must be converted to
a movie file format [avi, mpeg, mov]; Zamzar is a good converter that allows the
file to then be uploaded to YouTube)
• iMovie allows for creation of a guided tour
"How to Make Your Own Podcast- A Step-by-Step Tutorial"

• Allows audio that can be accessed on-demand The March for Science
• Can make your own website and domain with files you create, tweak, and upload or
use a third-party service, but you must agree to their user agreement and risk having
ads inserted into your podcast or around your page
• TinyVoxPro - turn anything into a podcast (Twitter, Facebook, etc.)
• Spreaker.com - new tools for helping you share audio on social networks; broadcast
live and it's free
• Blogtalkradio - very easy way to create on-demand audio
• Podbean.com - 3 easy steps to publish audio and video and share online
• PodOmatic
• Libsyn.com - several levels of podcast syndication including storage space and an
archive plan that promises to hold all podcasts, unmetered bandwidth, and ability to
use own domain, etc.
• WildVoice Studio - create a website by registering own domain and create audio
files on own terms
• Podcasts can serve a very specific purpose and don't have to be long
• Double check with intellectual property (music, etc.) - may have to pay
• Can signify that your original material is copyrighted: "Copyright 20__ by Your
Name or Company" - It's a personal copyright and the law entitles you to it
Learning About Podcasts
What is a Podcast?
• (Inform/entertain; multiple subjects; audience - anyone who can view it/ download
it; must be published or casted)
• (Student rambling on - not really podcast; in classroom, podcasts have structure;
some level of editing involved; planning, pacing, structure; most likely have
podcasts done in groups; alternative for final projects; use as active teaching skill)
• (more than just using audio and visual as outcome; story-telling component to it;
sharing perspectives/ voices, should keep part of podcast; help students who don't
want to put their voice out there be a part of the process)
Podcast about and for middle-schoolers
Podcasts can be an opportunity for students to learn and demonstrate learning, as individuals or in groups. Using auditory and
vocal skills in ways that allow students to take their time, rewind, relisten and/or (re)create can stimulate different parts of
students brains, interests and passions.
Today, explore what podcasts and podcasting can look like in various classroom settings. Be vocal and share what you find
with those around you. Record your findings in OneNote in a way that will serve as a resource for you when you are in a
teacher/educator role:
1. Begin by visiting and reading the following pages. Check out the links they provide, and look up any non-linked resources
which may be mentioned:
https://ww2.kqed.org/mindshift/2015/06/18/inspired-by-serial-teens-create-podcasts-as-a-final-exam/
http://www.smithsonianeducation.org/educators/lesson_plans/podcast/index.html
http://edtechteacher.org/tools/multimedia/podcasting/
https://www.thoughtco.com/how-to-create-your-own-podcast-2843321
2. Do some exploring on your own via internet search engines. Can you locate great examples of student-made podcasts? of https://www.stuffyoushouldknow.com/
high value podcast your students could learn from or use as resources? https://www.thisamericanlife.org/
3. Either using resources you located online, or starting from scratch, create a draft of a set of
guidelines/instructions/directions/checklist/rubric for (1) students creating their own podcasts as learning outcomes (create
versions or options for individuals and for small groups); and (2) students using podcasts as learning tools/resources. Put TEDTalks
these into your OneNote entry. RadioLab
4. Using the TIM, write a short blurb to yourself directing you how to go about ensuring that podcasts and podcasting are the StarTalk Radio
furthest along the TIM matrix as possible both for you as an instructor and your students.
The Podcast History of Our World
From <https://app.schoology.com/page/1424059503>
Class Notes Page 62

3. Either using resources you located online, or starting from scratch, create a draft of a set of
guidelines/instructions/directions/checklist/rubric for (1) students creating their own podcasts as learning outcomes (create
versions or options for individuals and for small groups); and (2) students using podcasts as learning tools/resources. Put TEDTalks
these into your OneNote entry. RadioLab
4. Using the TIM, write a short blurb to yourself directing you how to go about ensuring that podcasts and podcasting are the StarTalk Radio
furthest along the TIM matrix as possible both for you as an instructor and your students.
The Podcast History of Our World
Garden Tips Podcast Technology Integration Matrix (TIM)
Goals: Active: Students are given the option to use other technologies in order to allow them to learn
1. Students will create a series of podcasts (weekly) that will be uploaded to the about using technology in a more creative way. Students don't see the technology as "another
class website in order to allow community members to have access to the part" of the assignment, but rather as a tool that allows them to freely express themselves. The
instructor helps to guide the students in use of the technology and encourages them to try
podcasts. different technologies.
2. Students will research various aspects of plant systems and provide Collaborative: Students use the technology to collaborate with peers or experts in the field.
informational tips in their podcasts for growing or tending to pests that may be The teacher helps to create the partnerships that students can access outside of the classroom and
found on the plants. encourages students to use collaborative technology in different ways that would otherwise not
3. Students have the option to take questions from the community and answer have been possible without the technology.
them in their podcasts, providing real-time connections between the class and Constructive: Students utilize technology to construct and share knowledge. They understand
the community. these technologies and use them to help them explore and extend their tools. The instructor
4. The process of researching, transcribing, recording, and using different provides activities that encourage students to try higher order learning opportunities. The
instructor also encourages students to use multiple tools to their fullest capacity in order to build
technologies to create the podcasts, should provide students with many skills knowledge.
that can be utilized later in their careers/ lives. Authentic: Students explore the technology tools they have by participating in projects and
5. The point of the podcasts is to help students understand that there are a activities that allow them to make connections outside of school. The teacher encourages
multitude of ways in which information may be shared with many people and innovative usage of the technology in order for students to learn how their connections extend to
for them to understand that podcasts are not only for certain topics, but for a the world beyond the instructional setting.
variety of topics. Goal Directed: Students engage in metacognitive activities and are empowered to use the
Instructions: technology in ways that increase the sense of ownership and responsibility for learning. The
1. A few weeks into the Horticulture or Plant Sciences class, students will begin instructor creates a rich learning environment and sets a context in which students are
encouraged to use technology in unconventional ways that allow them to monitor their own
compromising information that they feel is important for others to know. This learning.
information could be about common pests on certain plants, how to transplant
new plants, how an aquaponics system functions, etc. Students should utilize the comments on their podcasts to help direct future podcasts if
2. After completing their research and organizing notes about their topic(s), community members comment. The teacher should encourage students to be as creative as
students will begin formatting how they would like the talk show to go. possible with their podcasts by having them use music, illustrations, or other effects that will
3. Students can work independently or in small groups of no more than three help to enhance the quality of their podcasts.
people, to organize and create a transcript of what they will talk about.
4. Students will begin recording their podcast(s) and editing them with programs
such as Audacity or GarageBand.
5. Students will then send the teacher their podcasts and the teacher will post the
podcasts to the class website, allowing the community members to access The use of technology such as podcasts, offers AT capability, in that it allows teachers or students to videotape
them. how a student is doing as well as help them see/learn about social skills from other peers. Likewise, Podcasts can
easily include closed captioning or other speech-to-text techniques that help students who have difficulties hearing
6. If community members have any questions that could potentially be understand what is happening.
incorporated into another podcast, students will be able to answer their
question in a following podcast.
7. Students will need to make at least four (4) podcasts for this podcast project.
Topics may not be used more than once by any individual or group (there are
plenty of topics out there that students should be able to successfully research
and turn into a podcast).
Materials/ Resources:
1. Computers with internet access
2. Microphone
3. Headphones
4. Editing programs - Audacity, GarageBand, etc.
5. Class website
6. Books or other resources that will help students research information/ topics,
and provide answers to community members questions
Class Notes Page 63

Sample rubric that can potentially be used to grade the Podcasts. Some changes will be necessary.
Class Notes Page 64

Assistive Technologies
No clear-cut assistive, gaming, etc. technology

Assistive tech. - help students bridge up to other students (past); now assists students in accomplishing a
goal
TEDTalk on Assistive Technology (example)

• Autism Assistive Technology
• Autism Spectrum Disorder (ASD)
• Overcome communication roadblocks
• App called Podium (?)
• Asperger's and other autistic disorders are gateways, not roadblocks
When is technology overpowering or not enough for learning of student?

How do we integrate these technologies for these students in the classroom without isolating them?
Can this technology be used on other disorders/disabilities?
Think of technology as "tools" on a tool belt/toolbox - hopefully one or more things are available so that
you can help student get "un-stuck"
Tools may not help every student; not the same for everyone
"I think this is a good place to start…."
Not only for one student; help any student
In your smart notebook, create a resource for yourself that includes (a) an in -depth overview of assistive tech and (b)
detailed and delineated information about various assistive technologies. This resource could be formatted or
organized in different ways including but not limited to a concept/mind map, outline format, text and image boxes,
prezi-style tree, audio logs, etc. Follow the steps below to guide you through building this resource.
Step 1
Go through this link and it's sub-links as a starting point for thinking about assistive technologies in classrooms:
https://www.understood.org/en/school-learning/assistive-technology/assistive-technologies-basics
Step 2
Using a search engine you trust, explore and expand on multiple assistive technologies that (a) interest you the most
and/or (b) match up well with your content discipline. Look for information on how various assistive tech works, its
availability and costs, ways to use it in classrooms, and its strengths and weaknesses.
Step 3
Write up a summary paragraph describing the two or three top assistive technologies you see yourself using as an
educator early in your career. Be very specific about the tech and how you would use it.
Go back through the lesson ideas you've written up in previous classes and add in segments that include some of the
assistive tech you learned about today.
Types of Assistive Tech and Adaptive Tools for
From <https://app.schoology.com/page/1424059519 > Education
• Audio players and recorders
• Timers
What is assistive technology? • Reading Guides
• Assistive tech. can't "cure" learning and attention issues - helps work around challenges • Seat cushions/ sensory seats
• Not all types are high-tech • FM Listening Systems (Frequency modulation systems - reduce background noise in
classroom and amplify what teacher says)
• Any device, piece of equipment or system that helps a person with a disability work around
• Calculator
his challenges in order to learn, communicate, or simply function better
• AT ranges from simple adaptive tools (highlighters and organizers) to high-tech (text-to- • Writing Supports
speech software) • Graphic Organizers
• IEP (Individualized Education Program) - IDEA (Individuals with Disabilities Education • MathTalk
Act) requires IEP team to determine whether AT needed; the school district must do an • Electronic Worksheets
assessment and provide the tools • Videotaping (social skills, etc.)
• 504 plan - encourages accommodations for students with disabilities; school doesn't pay for
• AT cannot make up for ineffective teaching; make learning and attention issues go away
• AT can: work more quickly and more accurately; navigate classroom routines; set and meet
high goals
• Use tools that work around challenges while playing to his strengths
Universal Design for Learning (UDL)

• Way of thinking about teaching and learning that helps give all students an equal
opportunity to succeed
• Offers flexibility in ways students access material, engage with it and show what they
know
• Goal is to use a variety of teaching methods to remove any barriers to learning and give all Assistive
students equal opportunities to succeed.
• Builds in flexibility that can be adjusted for every student's strengths and needs
Technologies
• Closed captions, automatic doors, accessibility features on smartphones are examples of
universal design
• https://youtu.be/bDvKnY0g6e4
• Three main principles: Representation (more than one format), Action and expression (more than
one way to interact with the material and show what they've learned), and Engagement (look for
multiple ways to motivate students; students make choices and giving them assignments that feel
relevant to their lives)
http://www.nsta.org/publications/news/story.aspx?id=53489
Site with additional Assistive Technologies: http://assistivetech.sf.k12.sd.us/middle_and_high.htm
https://www.teachthought.com/technology/15-assistive-technology-tools-resources-for-students-
with-disabilities/
https://www.edutopia.org/article/assistive-technology-resources
Agribusiness Lesson using Text-to-speech audio books

Goal: Help students understand how to create a budget and how expenses and incomes affect it.
Sub-Objective: Students will read selected chapters and readings from textbooks that will Horticulture Lesson using Speech-to-text Resources
help them to understand the purpose and meaning of budget plans. They will take notes of Objective: Students will learn the difference between the plant families of monocots and dicots.
key concepts or write down questions they have. Sub-Objective: Students will discuss in small groups what they know about monocots and
Sub-Objective: Students will begin demonstrating their learning through the creation of a dicots and their differences.
budget plan in Excel. Sub-Objective: Students will take notes on the material covered by the instructor from the
Sub-Objective: Students will create a mock budget plan for a project they wish to do, PowerPoint and lecture portion of the class.
providing them with the sense of a real-world activity. Sub-Objective: Students will get back into their small groups and discuss what they learned
PLANS HIGHLIGHTED ARE ONES STUDENTS WITH A READING DISABILITY that was different from their initial ideas about monocots and dicots.
SHOULD BE ABLE TO COMPLETE Sub-Objective: Students will create a graphic organizer that helps them to understand the
Sub-Objective: Students with a reading disability can use text-to-speech (TTS) resources to differences between monocots and dicots.
help them read the text. They will also take notes or write down questions they may have IF STUDENTS REQUIRE ADDITIONAL ASSITANCE AND NEED SPEECH-TO-TEXT:
about the readings. Sub-Objective: Students that need discussion or lectures turned to text can use Speech-To-
Sub-Objective: If necessary student can use MathTalk or other programs that will help Text resources such as the app Dragon or Voice Notes on their phones/i-Pads.
them understand the numbers input into their budget sheet. Sub-Objective: Closed Captions (CC), a microphone and translation service that the teacher
utilizes, or other real-time speech-to-text resources can be used to help students with a
Class Notes Page 65

Sub-Objective: Students with a reading disability can use text-to-speech (TTS) resources to differences between monocots and dicots.
help them read the text. They will also take notes or write down questions they may have IF STUDENTS REQUIRE ADDITIONAL ASSITANCE AND NEED SPEECH-TO-TEXT:
about the readings. Sub-Objective: Students that need discussion or lectures turned to text can use Speech-To-
Sub-Objective: If necessary student can use MathTalk or other programs that will help Text resources such as the app Dragon or Voice Notes on their phones/i-Pads.
them understand the numbers input into their budget sheet. Sub-Objective: Closed Captions (CC), a microphone and translation service that the teacher
utilizes, or other real-time speech-to-text resources can be used to help students with a
hearing disability understand what the difference is between monocots and dicots.
The Assistive Technologies (AT) that I see myself using most as and Agricultural Educator are
Speech-to-Text or Text-to-Speech systems, Graphic Organizers, and seat cushions. With the
speech-to-text or text-to-speech systems I would plan on using it for students who have hearing
disabilities or speaking disabilities so that they understand what is being covered in class and that
their voices are heard equally with all other students. Graphic organizers are a "technology"
Tool Usage in the Shop that we use all the time in education, but it was interesting to see that they can be used to help
Objective: Students will learn how to safely and properly use a variety of tools. students with disorders help to organize their thoughts and ideas more effectively. Graphic
Sub-Objective: Students will learn about the tools and how they function. They will then organizers benefit all students and can be used in multiple classes. Creating a graphic organizer
be tested on the tools with a safety test to ensure they understand how to properly use them. that best fits the given material maybe a little tricky at times, but it will be beneficial in the end.
Sub-Objective: Students will demonstrate safe use practices to the instructor before actually The final AT I see myself using are seat cushions for students who may need to be continuously
turning on and using the tool. moving or doing activities (i.e.- students with ADHD, etc.). Finding a seat that isn't distracting
Sub-Objective: Students will use the tool they have taken the safety test on and passed. to the rest of the class is a good way to help students with this disability learn. These "sensory
Students must be observed by the teacher when first using the tool to ensure that they are seats" also allow students to focus more on the class work and remain active in the conversation.
still following all of the safety procedures.
FOR STUDENTS WHO MAY NOT BE ABLE TO USE THE TOOL PERSONALLY Previous lessons where AT has been added (Ideas are in the red boxes):
Sub-Objective: Student create a plan that details how a peer or the instructor can use the Podcasting in the Classroom
tool safely and responsibly. Another alternative is for the student to take pictures of peers Technology Integration Matrix (TIM)
using the tool and document the safe usage of the tool, then present it in a presentation Investigating 'Fake News' and 'Reputable Sources'
(PowerPoint, etc.).
A specific tool for this criteria could be the bandsaw. Students will learn how the bandsaw
functions and it parts, but then will learn about all the safety features and guidelines that
must be followed in order to safely use the bandsaw.
<-- Example of Bandsaw Safety
Class Notes Page 66

Class Notes Page 67
Using Simulations and Virtual Experiences
Wednesday, March 7, 2018 1:13 PM
Good Resources:
Polar Bears by the numbers: https://www.youtube.com/watch?

v=JBQRaUGfeHA&list=UUyfA7iVd5WdhPHqDW3XFU2A
Though this is not a super interactive simulation, this YouTube video and the series it is within, would
allow students to understand polar bear habitat and observe them in "real-time." This would give
students the opportunity to learn about polar bears and their importance to the environment. This
could be used in a wildlife course to help students understand interdependence factors in an
environment or to do a case study on a specific species.
Ag virtual fieldtrips: https://www.agexplorer.com/virtual-field-trip

The videos within the four areas described help to give students a tour of some of the industries
available to them through careers in agriculture. When we are discussing what career fields students
have the opportunity to partake in if they go into a career field involving agriculture, these videos,
along with others, could be utilized to help students gain an insight into what is involved in the job.
Phet math and science simulations: https://phet.colorado.edu/en/simulations/category/new

This is a great resource that would allow students to create projects that they can effectively interact
with because it's not focused solely on one skill. This simulation would also allow students to test out
different scenarios and observe how they will affect the outcome.
Farming Simulator: https://www.farming-simulator.com/

This game allows students to play in a virtual world and see some of the ins and outs of farming. The
farming simulator could potentially be used as an instructional and fun, interactive game which
students can participate in for a class such as Ag. Business. Though it would be easy to lose students
in just the game itself, it will be important to maintain a rigorous academic atmosphere in which
students are continuously learning.
Soil Web Survey: https://websoilsurvey.sc.egov.usda.gov/App/HomePage.htm

This is a great interactive site for students to utilize throughout their life. Using this in a crops class
would most likely be the most applicable because it allows you to see the composition of your soil at
your house and understand what sort of problems you might expect to encounter when building on
those types of soils. It's a great resource for anyone to use with a curiosity about learning what their
land is composed of, as well as other interesting soil facts.
Class Notes Page 68

land is composed of, as well as other interesting soil facts.
Discovering Farmland: Virtual Experiences: http://www.discoveringfarmland.com/virtual-experiences

This website is amazing and offers some great immersive videos about some of the farm industries.
The videos allow students to learn about the processes each industry does, while allowing them to take
a 360 degree view of the facilities at the same time. This would be a great resource for a quick
introduction into different careers or for an introduction into an animal science type of class.
Not as Good Resources:
4-H Virtual Farm Tours: http://www.sites.ext.vt.edu/virtualfarm/main.html

Though the 4-H Virtual Farm Tour site is a great site, the content is more geared towards younger
students (probably elementary). The information provided is a great starting point and would be
beneficial if teaching younger students during a career day or safety fair type of experience. This
could also act with the Foundational SAEs and help students build ideas about what SAEs/ careers that
could partake in. Likewise, this could be used as a community service/ school-based activity that the
older, high school students could participate in by offering a fun and interactive "Career Day" for the
elementary students.
I see some potential for this to be used positively in a secondary education scenario, but are there other
suggestions to make this website more accessible to high schoolers? Do you think students might
benefit from this site if they are in primary school?
Greenhouse Simulator: https://horticulturalsociety.wordpress.com/2011/03/09/greenhouse-simulation-

software/
The Greenhouse Simulator is a great tool to test out different designs for a greenhouse. Though it
would be a great resource to use for the beginnings of a Horticulture class, it’s a little technical and
Class Notes Page 69
would be a great resource to use for the beginnings of a Horticulture class, it’s a little technical and
some parts are far more complicated than what certain students may be able to utilize effectively in a
classroom setting. The source is interactive to an extent, but does not allow a lot of interactive
participation like other sites may allow.
Should the ability to interact with the resources be higher or does this seems like a good resource?
This is definitely a useable resource, but what might help to improve it or make it more engaging to
students?
The Louvre (history people check this out as well): http://www.louvre.fr/en/minisite

Though this is an art/ history site, it offers a great virtual experience of some of the art from the
different time periods. If students wanted to learn more about a certain time period and the art present
during that time, this would be a great site for them to interact with.
Some resources from the class website:

Tour the Supreme Court: https://www.oyez.org/tour
Tour the Capitol Building: https://www.senate.gov/vtour/
Pi Day at NIST: http://www.discoveryeducation.com/PiDay/
Polar Bears by the numbers: https://www.youtube.com/watch?
v=JBQRaUGfeHA&list=UUyfA7iVd5WdhPHqDW3XFU2A
Ag virtual fieldtrips: https://www.agexplorer.com/virtual-field-trip
4-H Virtual Farm Tours: http://www.sites.ext.vt.edu/virtualfarm/main.html
The Louvre (history people check this out as well): http://www.louvre.fr/en/minisite
Art collection tour: http://www.frissirasmuseum.com/english/collectiongrid.aspx
Culture, georgraphy, human sciences, etc.: http://www.reachtheworld.org/
Rare Books: http://www.rarebookroom.org/
Georgia WWII Oral Histories Project: http://www.gpb.org/wwii
Writings and life of John Muir: http://vault.sierraclub.org/john_muir_exhibit/
Circumpolar Arctic Experience: http://www.polarhusky.com/
Tour the Smithsonian: http://naturalhistory.si.edu/VT3/
Phet math and science simulations: https://phet.colorado.edu/en/simulations/category/new
Virtual musical instruments: http://www.buttonbass.com/
Virtual music composition: http://www.classicsforkids.com/games/compose/compose.html
Class Notes Page 70

Resources from class discussion:
https://www.teacherspayteachers.com/Product/Texas-Cattle-Drive-A-Classroom-Simulation-Texas-
History-646815
http://www.sites.ext.vt.edu/virtualfarm/beef/beef.html
http://www.farmfood360.ca/#pig-tile
Class Notes Page 71

Gaming for Learning
Gaming for Understanding - TED Talk

https://www.ted.com/talks/brenda_brathwaite_gaming_for_understanding
MinecraftEDU (https://education.minecraft.net/minecraftedu/):
• Games = fun
• If used right, changes ideas about topics
• Not just virtual; also board games
• Can Teach valuable lesson
• Make deeper connections
• Make hard to understand topics easier to relate to
• Quality of the game can help students remember information
• Human connection helps students relate to the information better
Using Games for Learning: Practical Steps to Get Started

https://www.kqed.org/mindshift/37518/using-games-for-learning-practical-steps-to-get-started
• Different approach to developing metacognitive skills through
contextualized learning through virtual simulation
• Step 1: Assess your Resources
○ Hardware is one of the biggest determining factors
○ Variety of hardware is nice
• Creativity and innovation through an endless world of opportunities
○ Toontastic (create stories for younger students); Spore (basic biological
• Students can use in an art class to create artwork; in a math class to learn about ratios and
adaptation); Lightsail (literacy platform)
scales; in a science class to learn about different substances; in an Ag. class to learn about
• Step 2: Find Games irrigation; in a physics class to learn about how to create switches that light 'lamps'; in a
○ MindShift has a long list of game reviews and descriptions computer science class to learn code; etc.
○ Edutopia, Forbes, EdSurge, Edudemic, TeachThought, and • The lessons portion of the website include a stunning amount of lessons that use Minecraft in
Gamesandlearning.org a very unique and hands-on way (https://education.minecraft.net/class-
○ Graphite is great at finding reliable info that puts students first (rating resources/lessons/)
site by Common Sense Media) • I have personally played Minecraft (albeit, not MinecraftEDU, but it was still a very great
• Step 3: Play Games program because it allowed you to create without limitation and explore certain aspects of
○ Feel the emotions of the game (frustration, flow, and fiero) the real world within the game (creating farms, irrigation, light systems, houses, etc.)
○ Games become problematic when they are used as babysitters, simply • One reservation is that, if not monitored enough/ efficiently, students may begin doing
to keep students occupied, or superficially "engaged," or to fill time activities that are not related to the program --> this may be corrected if the program is used
• Step 4: See How Others Do It on school programs that block access to the original Minecraft game or if class sizes are
• Step 5: Find Support small enough to be easily managed
○ Playful Learning and Educade help with general support and resources
National Agriculture in the Classroom Website
(https://www.agclassroom.org/student/games.cfm):
How to Integrate Video Games in the Classroom
https://www.teachthought.com/technology/how-to-integrate-video-games-in-the-classroom/#
• Tends to work best as a starting or ending point in transfer tasks
• Complexity is more or less adjustable based on the teacher's and
learner's needs
• Challenge of integration
1. Direct Access - console in class, PC, iPad, Smartphone, BYOD,
@home
2. Observation - Developer diaries, gameplay videos, projected
live image/modeling, game trailers
3. Media Interdependence - Books and graphic novels, movies,
screenshots, user-generated content (gifs/viral/fan-fiction • This website offers a few different styles of games based on agriculture, for varying age
videos, etc.), social media (AC Legacy, parody accounts) groups.
• Global learning • One game on the site, Journey 2050 (http://www.journey2050.com/), looks at sustainability
and allows students to explore world food sustainability. The game lets students interact by
Here's How Gamer-Teachers Use Video Games in the Classroom making decisions that then impact the society, environment, and the economy at a local and
https://www.forbes.com/sites/jordanshapiro/2014/10/29/heres-how-gamer-teachers-use- global scale. This would be a great game to allow students to explore how our choices can
video-games-in-the-classroom/#4355cfad6226 affect the local and global population.
• Teachers also play games; there are four different profiles • One of the concerns about these games is that they will need to be engaging enough to keep
• Dabblers students interested during the lesson. Though some students will find these activities
○ "play digital games less often than their peers" and "report relatively interesting, some may lose interest in their simple design and basic layout if they are
low levels of comfort when using digital games with their students" familiar with other gaming programs.
○ Face integration problems, but generally report positive or no change
in student behavior and classroom engagement SketchUp
• Players
○ "avid gamers, but teach with digital games the least often of the four
profiles"
○ Try to implement digital game based teaching methods, but report
many barriers and "lowest level of support from parents, admin, and
fellow teachers
○ Most likely to say games haven't change student behavior or content
delivery
• Barrier Busters
○ "Digital games are a common pastime"; Use games with students
regularly
○ Face high number of barriers; use a variety of games/devices
○ Notice more changes in student conflict after introducing games for
better and worse
• Naturals • This is a great tool, though not a game, for use in a shop style of class or maybe even an art
○ Play games often and teach with them often class.
○ Use games to deliver core content more often than supplemental • SketchUp requires more knowledge about building/ creating in a program that some lower
content class levels may have, but this is a great tool to introduce students to the world of things such
○ Report fewest barriers and highest levels of support from school as AutoCAD.
community • The program offers students an endless canvas to create any type of project, house, etc. that
○ See game-based learning "improving student knowledge, skills, and they can think of while having them learn how to make items to scale.
motivation" • The biggest concern is teaching students how to properly use this tool and, again, keeping it
engaging for all students.
Class Notes Page 72

content class levels may have, but this is a great tool to introduce students to the world of things such
○ Report fewest barriers and highest levels of support from school as AutoCAD.
community • The program offers students an endless canvas to create any type of project, house, etc. that
○ See game-based learning "improving student knowledge, skills, and they can think of while having them learn how to make items to scale.
motivation" • The biggest concern is teaching students how to properly use this tool and, again, keeping it
engaging for all students.
1. Now dig deeper into what's out there...ideas, programs, etc. Really start to
think outside the box. Be creative and innovative - reimagine. Be critical and
cautious as well. Capture both sides while you explore. Record down all of
the resources you find expressing (1) what sorts of innovative ideas you find
or think of with regard to that particular resource; and (b) what reservations
or criticisms you find or have. Here are a few optional places to start and
expand from, or explore on your own:
https://education.minecraft.net/minecraftedu/
http://www.simcity.com/en_US/simcityedu
https://www.superbetter.com
https://www.ted.com/talks/gabe_zichermann_how_games_make_kids_sma
rter
https://www.ted.com/talks/ali_carr_chellman_gaming_to_re_engage_boys_
in_learning
2. Go back and look at your classmates' responses to the discussion (and your
own). Comment on any that may allow you to express any new insights you
gained in your explorations.
3. Respond to the blog post, per this week's posters' instructions.
Class Notes Page 73

Student Teaching e-Portfolio
Center for Educator Preparation Student-Teacher Portfolio

You may use any hosting site you like including but not limited to Weebly, Wordpress, and Google
sites.
Include the following components:
- Design/layout/theme that is aesthetically pleasing, representative of the student, and allows for easy access to content
- A home page (with a professional picture(s))
- A spot for their teaching philosophy and resume (even if they don’t have these created yet)
- A Phase II page (they will create a mini standards portfolio in EDUC 350 that will go here)
- A Phase III page (they will create a mini standards portfolio in EDUC 450 that will go here)
- A student teaching page, with all of the standards listed as subpages (as you can see in the example website)
Truly, you are learning about how to create a website, the importance of creating a professional portfolio, the types of content
to include on it, and ultimately you are creating a skeleton website that will be added to throughout their time in the program.
Your work here should get you comfortable with building a website so when asked to add to/edit things in the future you will
know how to.
NOTE: Portfolios no longer need a CSU courses tab, with all the courses listed as subpages. Additionally, you don’t need to
upload arbitrary assignment from these courses. Instead, you will be building standards portfolios in each phase of the program.
Some design guidelines:
• Your Website should solve the viewers' (i.e. the customers') problem or answer their questions (this may
change over time).
• Who is your customer?
• If your viewers (customers) can't figure our what your site is about within four seconds - it is a failure.
• Text should contrast with the background. If you have questions about contrast visit this site
about luminosity
• Do not put too much content on one page - here is an example.
• Do not use background images - or animated .gifs (old school). Here is an example
• Do not use too many "bells and whistles" - use design elements that help your viewer solve their
problem.
• Use a basic color scheme - do not do this... website?
• Website navigation should answer some basic questions:
• Where am I?
• Where have I been?
• Where can I go next?
• Where’s the Home Page?
http://cepexampleportfolio.weebly.com/
http://www.cep.chhs.colostate.edu/students/teacher/files/Standards%20Portfolio%20Guidelines%
20for%20Student%20Teaching_updated%20Nov17.pdf
MY SITE:
https://mariahklingler2.weebly.com
Class Notes Page 74
https://mariahklingler2.weebly.com
Class Notes Page 75

Gaming for Learning- Part 2 and Part 3
Wednesday, April 4, 2018 1:18 PM
1. The topic
1. A 'Shocking' Discovery in Minecraft
A. Select from one of the following games (or another, with Dr. Basile's approval): 2. A rationale for why students will benefit from this approach
1. Minecraft: https://education.minecraft.net/ 1. This approach focuses on students creating some different circuits to help them
1. Training resources: https://education.minecraft.net/class-resources/trainings/ learn how electricity flows and what happens if pieces are placed in the wrong spot
2. Lessons: https://education.minecraft.net/class-resources/lessons/ or wrong area. This activity can be used before working with actual components or
as a jumping off point for the teacher.
2. Games for Change: http://www.gamesforchange.org/
2. This approach may be a great Ag. 1 lesson because if it is already functioning
1. The list of games: http://www.gamesforchange.org/games/
2. About: http://www.gamesforchange.org/who-we-are/about-us/ properly, it would make a great interactive way for students to mess around with
circuits and learn the basics before diving more in-depth with the information later
3. SimCity Edu: https://www.glasslabgames.org/games/SC on in the Ag. Courses.
1. Overview: https://vimeo.com/102270816 3. Learning objectives/goals
2. About: https://venturebeat.com/2013/11/08/glasslab-launches-educational-simcity-version-for-fighting-pollution/ 1. Students will learn how to wire circuits that increase in complexity, further
3. https://www.washingtonpost.com/news/the-switch/wp/2013/11/26/simcity-wants-to-be-the-killer-app-of-the-classroom/? challenging their learning.
utm_term=.9497d79ba1fb 2. Students will come to understand how electricity flows in a circuit and some basic
fixtures.
B. Play with the game you've selected. Get to know it. Experiment with it. Explore it.
3. Students will be able to apply what they learned in real-world demonstrations, that
C. Build a lesson or mini-unit plan around an online game. Include:
may involve having the students fix a problem or wire a circuit from scratch.
1. The topic 4. Students will be able to quickly assess a failure and learn how to fix the problem.
2. A rationale for why students will benefit from this approach Trial and error will be a part of the learning process.
3. Learning objectives/goals
4. Detailed description of what students will do (demonstrate that you understand the game), including how students will be grouped, how you will 4. Detailed description of what students will do (demonstrate that you understand the game), including how students
keep tabs of their progress, what potential challenges they may run into, and how you will support them through it. will be grouped, how you will keep tabs of their progress, what potential challenges they may run into, and how you
5. How you will assess them and how you will interpret their assessment will support them through it.
6. A reflection on the affordances and constraints of your lesson 1. In a world where several basic circuits have been laid out by the teacher, students
will determine how to properly light a redstone lamp with redstone, restone torches,
From <https://app.schoology.com/page/1538367459> or redstone blocks.
2. Students will complete the activity in groups of two, and can capture screenshots
http://www.gamesforchange.org/game/catchment-detox/ of their work that is then shared with the instructor. This also helps to track the
http://www.gamesforchange.org/game/ciclania/ student's progress. This partner system also allows students to Think-Pair-Share
http://www.gamesforchange.org/game/citizen-science/ and assess how to do certain problems if they are struggling solving the circuit.
http://www.gamesforchange.org/game/farm-blitz/ 3. One of the challenges in this scenario, is that it may be difficult to have multiple
teams working in the same world, so there may need to be multiple rooms or areas
for the students to work simultaneously, yet within their groups. Another challenge
https://www.instituteofplay.org/gll-principles
is the set-up and creation of the circuits. It may take a while to properly layout how
the circuit will work and in a way that allows the students to quickly adjust it for the
real world (this project has not be completed yet, but provides a unique way for
How to Roll-Out a Game in the Classroom: students to test the knowledge they have gained in class). Students may also get
• Learn by doing frustrated at the system because it may end up being more complex than the
a. Know the game hands-on structure that is used in class.
b. Choose a method for the classroom 4. I can support students by encouraging them to try to understand the processes
• Play the game behind the 'wiring' and how the flow of electricity is important in circuits. If it is too
a. Set the rules frustrating, then using the actual circuit board may be a better option.
b. Explain the game, but keep brief
c. Play the game and have fun. 5. How you will assess them and how you will interpret their assessment
1. I can assess students through the screenshots they take and by circulating the
room as they work on the different circuits. The assessment will be a more
How to Manage game play in the Classroom:
formative style because it works with students and utilizes their screenshots to
• Students help each other, have fun, and reflect on what they are doing show their learning. I can also have students do an exit slip in a KWL or KWLW
• Plan style that will allow me to modify the program to make it better for the next group of
○ How do you manage your classroom? students or help students better understand a common misconception.
○ Everyone plays a role 2. As students work through the series of circuits, they can Think-Pair-Share with
• Play their peer(s) to help them understand what they are doing or to help them
○ Be a facilitator, not a firefighter. understand what they may be doing wrong.
○ Iterate and improvise
○ Be a cheerleader. 6. A reflection on the affordances and constraints of your lesson
○ Wrap it up. 1. Almost every student will need a laptop for this project and I will need the time and
• Gather Feedback know-how to create a world where multiple circuits are setup for the students to
play around with. The main challenge will be creating the circuits in a way that
How to Use Games for Assessment: mirrors the real life circuits.
2. The use of Minecraft EDU may help students to better understand how to create
• Critical thinking and problem-solving
effective circuits when they move on to the actual boards. Since they have now
• Reflect as they go had some background knowledge and trial and error scenarios, they may be able
• During Game Play to better apply what they have learned to their boards, creating less frustration for
○ Produce a product them when working with wires that are hard to bend and/or tighten down onto
○ Question students screws in fixtures.
○ Track moves 3. **This activity will probably be unlikely to be completed in a class because of the
• After Game Play amount of work it will require to create the circuits and the "learning world" from
○ Mod a game scratch…**
○ Design a game
○ Write a strategy guide
http://www.pbs.org/wgbh/nova/labs/lab/evolution/
1. The topic
1. Evolutionary Trees
2. A rationale for why students will benefit from this approach

1. This approach focuses on students creating and learning about evolutionary trees.
This is a great introductory activity into the world of animal and plant sciences and
helps the students make connections between basic biology and how all aspects of
life are interconnected.
Learning objectives/goals
1. Students will learn how evolution works as they work through the interactive lab
scenarios.
2. Students will understand how everything (plants and animals) are all
interconnected and how evolution has played different roles in creating different
species.
Class Notes Page 76

species.
3. Students will be able to apply what they learned to their assignments in class
referring to evolution and how different factors such as environmental factors have
influenced specie evolution.
3. Detailed description of what students will do (demonstrate that you understand the game), including how students
will be grouped, how you will keep tabs of their progress, what potential challenges they may run into, and how you
will support them through it.
1. After a lesson about evolution and the importance of understanding evolution,
students will have the opportunity to play the NOVA Labs Evolution game to help
them expand and solidify their learning.
2. Students will work individually on their laptops, but will have the opportunity to
Think-Pair-Share if they are struggling with a concept since some of the
terminology may be too advanced for the class. If there is a common
misconception and/or the whole class is struggling, we will discuss as a group the
problem and work through the situation together.
3. Since the NOVA Labs activity is guided, students should be able to work at their
own pace and learn how evolution has tied the world together.
4. As students work, I will circulate around the room and check in with students as
necessary. At the end of the class I may use and Exit Ticket or KWL/ KWLW piece
to assess students learning and look over any common errors in their learning.
5. I hope to encourage students as they work through the trainings and help them
when necessary by coming together as a group or providing individual assistance.
I may also work with the students on the tree in the beginning by demonstrating to
them what should be done to complete the tree.
4. How you will assess them and how you will interpret their assessment
1. I can assess students by having them do an exit slip in a KWL or KWLW style that
will allow me to modify the program to make it better for the next group of students
or help students better understand a common misconception. I can also circulate
around the room and check-in with students as they work to assess how their
learning is progressing.
2. As students work through the tree, they can Think-Pair-Share with their peer(s) to
help them understand what they are doing or to help them understand what they
may be doing wrong. Bring the whole group back together may also help to clarify
any points of confusion as well.
5. A reflection on the affordances and constraints of your lesson

1. Almost every student will need a laptop for this project. Students may potentially
work together in groups of two, but I think individual learning will help students
learn the materials more thoroughly and help them have a deeper understanding of
the material.
2. This lesson may be too advanced for the students in an Ag. 1 class as well and
may need more assistance from the teacher than previously determined.
3. This lesson would be a great way to introduce evolution to students and help them
to visually see and understand the complexity of life on Earth.
Class Notes Page 77

Mobile Apps
• Work with people you don't get along with

• Communication skills
• Re-norm, remind norms that happen in that classroom (how small groups works)
• Online allows a voice to not be marginalized; everyone gets same voice
• Behave differently when being watched/ monitored
Group Discussion on Google Docs

• Similar to face to face, lots of side comments
• Communicate ideas with each other
https://docs.google.com/document/d/1Tgd0XynxNTcWbP-u6AkS7ENsvn5Z7G6lhc2_0tuey-8/edit
Mariah:
1. Ag. Ed.
2. https://itunes.apple.com/us/app/soilweb-for-the-iphone/id354911787?mt=8
1. This app is a cross-platform (both Android and iOS), but can also be used online
here: https://websoilsurvey.sc.egov.usda.gov/App/HomePage.htm
3. FREE and you can totally nerd out on soils…
4. The Soil Survey app/ website allows you to look at soils across the states and provides
data and information about the soils. The USDA Natural Resources Conservation Service
(NRCS) is a partner in the development of the program and is continually being updated
with the hope that one day 100% of the soils will be mapped. The app/ website can be
used to learn about the different soils and for building plans for farms, services, etc. This
Soil Survey app is awesome because it can tell you a lot about the area you are in and
what the soils are like, which is important to consider especially if you are planning on
building in the area in the future. I would use this in my classroom to help my students
learn about key features on soils and that there a lots of different kinds of soils throughout
the United States, all of which are unique to those areas (generally).
5. “Naughty List”: Chegg, FarmVille (also, not super accurate…), Wikipedia.
Mariah: I also have mixed feelings about using cellphones in the classroom. At my high school,
I saw most of my classmates completely disregard class lectures because they were playing on
their phones. However, I have seen some very effective practices that utilize phones in ways
that I would not have thought of or even considered. We were generally encouraged to keep
our phones in our lockers and if we had them in the classroom we either had to shut them off or
give them to the teacher until the end of the hour. We could only look at our phones during
passing periods. Also, I didn’t get a smartphone until my senior year, which limited how much I
Class Notes Page 78

passing periods. Also, I didn’t get a smartphone until my senior year, which limited how much I
interacted with others over chats. I think cellphones and their use in the classroom will continue
to expand and so learning how to work with them will be important, like the articles suggested. I
don’t know how much I would use cellphones in my classroom, but I’m open to exploring with
them and seeing if they work.
Reflection on Use of Google Docs
Mariah: I have really enjoyed the small e-group work with Google Doc. I think it’s a great
resource/ tool that has a lot of potential for the classroom, but I’m still a little sceptical about it. I
enjoy the ability to interact simultaneously and provide immediate feedback, and can see this as
a great platform to work in for group projects where communication is a must. I also think it is
great from the teacher perspective because this allows you the opportunity to see who has and
has not contributed to the work. However, the main reason I’m sceptical about it is because of
the idea that not everyone may have access to these resources outside of school, which is
where I see it being utilized the most. It is also difficult to communicate when we are all working
on different sections, though this may also be a pro in some cases… For the most part, I think
students may enjoy using Google Doc. Ground rules and detailed instructions will need to be
covered so that students will be able to get the work done and know exactly what is expected of
them.
Good Apps to Remember: CEV Floral and Wildlife ID, Leafsnap, Gestate, Beef Cow BCS.
Class Notes Page 79

How We Use Tech in Classrooms / e-Portfolio Revisited
https://www.edutopia.org/article/extending-classroom-management-online
Extending Classroom Management Online

• Build community and create and engaging environment
• Have organization and routines for students to be at ease
• Learn about each participant
• Engaging online environment
• Build community - norms and expectations; interactions with each other, the teacher,
and finding commonalities in their experiences
• Curate answers in an organized way - productive struggle
• Office hours and video conferencing - norms/expectations; questioning without
interrupting
• Don't group randomly - use criteria
• Teach about plagiarism
• Stay on top of issues that arise
• Use various means to contact participants
https://www.edutopia.org/article/facilitating-class-twitter-chat
Facilitating a Class Twitter Chat
• Encourage digital literacy, immediate feedback, track participation
• Can inspire creativity, engage shy students
• Discuss permanent digital footprint and the concept of privacy
• Pre- Chat Planning: Join an existing chat to learn the ropes; communicate the public
nature to parents; communicate rational of chat to students; offer multiple dates and
times for the chat; ask your students for ideas on ways to evaluate what is acceptable
and unacceptable chat behavior and expectations; provide chat prompts to students
at least 1 week in advance; create open-ended and higher-order thinking questions,
and a unique hashtag; allow time to revise questions and ID online resources to
supplement chat; plan questions that incorporate topics previously examined in class
• Implementation: Model chat behavior and remind of rules; assist students in moving
back and forth between their own words and technical or course-specific terms; break
longer comments into multiple tweets; consider ways to respond when there are lulls
in comments and how to smoothly transition from one question to another;
encourage students to ask questions about the content; monitor pacing of the chat;
comment on how well the chat addressed the objective at the end
• Post- Chat Planning: Determine apps that may assist with managing the chat; help
students make a connection between concepts learned through the chat and future
course content; encourage student feedback (brief survey or in-class debriefing); ask if
students would recommend a chat in the future; consider how factors outside of your
checklist may impact the chat
e-Portfolio Ideas
https://www.youtube.com/watch?v=5GRQlfYACkY
Class Notes Page 80

Key Take-aways
Wednesday, May 2, 2018 1:41 PM
This class has been extremely helpful in providing me different tools to work with and to
hopefully incorporate into my future classroom. Technology usage in the classroom is only
increasing and will most likely continue to do so for the rest of time. Having the knowledge of
how to incorporate technology into the classroom is really useful and was one of my main
concerns coming into this class because of my content area of being an Agricultural Educator.
However, some of techniques we have learned will lend themselves well to the classroom I hope
to create. The biggest take-aways for me from this class were about Copyright and Fair Use,
"Fake News," TIM, and Assistive Technologies.
If students understand copyright and fair use practices they will hopefully avoid future
consequences involving plagiarism. I hope to educate my students on this aspect because they
will use these skills the rest of their lives. Similarly, I liked learning about " Fake News" for the
same reason. I believe students need to learn how to distinguish between resources they are
going to be utilizing what is true and what is fake. This is another life skill. I also really enjoyed
Technology Integration Matrix (TIM) because it shows how we can step up our technology
integration in the classroom and strive to get students to take more responsibility for their
learning by varying how we utilize technology to make students think more critically. Finally, I
also really liked the lesson we did on Assistive Technologies because we will all have students
who need additional help or other ways to increase their learning abilities, and everyone should
have the ability to be on the same learning level and achieve their goals.
Another big take-away was the gaming lesson. However, I am not quite comfortable with this
and I feel that I need a lot more experience and studying of this topic to effectively teach it in my
classroom. I really like the notion of using online games to help teach in the classroom because
it provides a great hands-on learning opportunity for students. I also like the idea of games
because they do not have to be online. I remember from one of my ag. classes using a board
game to learn about agribusiness, and believe that board games, or more traditional games, have
just as much power as online games in educating students. Since technology is ever expanding,
games also provide a great way for students to become familiar with different technologies and
how to effectively use them.
Class Notes Page 81

TIM Matrix Take-away
Saturday, May 5, 2018 8:14 AM
TIM Matrix
Take-away
Audio recording started: 10:27 PM Monday, May 7, 2018
Class Notes Page 82

Resources from Classmates Blogs
Kahoot!
GoFormative
Exit-Slips
Internet timers
https://csu331.wordpress.com/2018/03/27/gaming-in-the-name-of-education/comment-page-1/
#comment-1088
From <https://csu331.wordpress.com/2018/02/24/can-we-use-technology-to-assess-student-learning/>
http://neatoday.org/2017/01/23/social-media-tips-for-teachers/
Class Notes Page 83

Educ 331 Spring2018

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Educ 331 Spring2018

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Digital Copyright Resources

Wednesday, January 31, 2018 12:54 PM

Digitial Copyright Resources Page 1

From Headline to Photograph, a Fake News Masterpiece

Sources of information Page 2

A screen shot of a fake article on Mr. Harris’s website.

Sources of information Page 3

Sources of information Page 4

Sources of information Page 5

Sources of information Page 6

This Analysis Shows How Viral Fake Election News

BuzzFeed / Getty Images

Sources of information Page 7

Sources of information Page 8

Sources of information Page 9

Sources of information Page 10

Ending the Fed

Sources of information Page 11

Alexa / Via alexa.com

Alexa / Via alexa.com

Sources of information Page 12

Alexa / Via alexa.com

How We Gathered the Data

Sources of information Page 13

Sources of information Page 14

Your OneNote Class Notebook is organized into three parts:

Hands on - Learn why OneNote is great in the classroom: ▶ OneNoteinEducation.com

For OneNote tips, check out 30 second videos:

Write notes Plan a trip Search notes Clip from

Questions? Need assistance? Email us at: ClassNbk@microsoft.com

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Collaborate with others

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Take quick notes

What is a OneNote Class Notebook?

Each Class Notebook is organized into three areas:

Suggestions, comments, questions? Send us feedback! Email us at OneNoteEdu@microsoft.com

Where can I get the link for this class notebook?

1. From the OneNote Class Notebook app

2. Via the Notebook Navigation Pane

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Private Staff Member notebook uses:

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Keep your class "on the same page"

The Collaboration Space is great for storing:

Using the Collaboration Space Page 27

Using the Collaboration Space Page 28

Using the Collaboration Space Page 29

Class Notes Page 30

Digital Security Digital Literacy

Class Notes Page 31

What Is Digital Citizenship?

DIGITAL CITIZENSHIP 5-MINUTE FILM FESTIVAL

Class Notes Page 32

In my classroom, I use two essential approaches in the digital citizenship

Class Notes Page 33