(u07a1) You.com

    I looked at a few of the suggested site for my digital portfolio.  So much of my information is already in blogs, my class website, and other digital formats that I decided I wanted to keep this to a simpler site.  I chose to use About.me since it is more of a one page intro that then can be linked to many other pages and sites.  I decided to use my headshot along side my bio in order to have a clear picture of my face and use a picture of my jumping in competition to accompany it.  After writing a brief overview bio and adding my work and education information, I started thinking about what other items I wanted to include.  Using the apps tool I liked my EDIM 514 blog and my class twitter account.  Then I began adding links.  I started with my classroom website, my Ustream channel, and my Diigo bookmarks.  Next I thought it would be nice to add a few personal touches.  I added a video using the youtube option but then had to adjust all my spacing because it places the video at the beginning of your bio.  Once I readjusted, I decided it would also be nice to add a link to a cabaret performance in the links section. I chose not to link my Facebook account as this could be used for more professional situations and my Facebook is more my personal social life.

    Overall, I think that the About.Me site is a nice way to show and link to a few aspects of your life without having to build sepsarate pages for everything and withought having the same content repeated over and over in yet another location on the web.  The site was fairly easy to use and made creating a quick intro style page simple and neatly organized.  Here is the link to my page:

http://about.me/kimberlytassinaro

(u06a2) Broadcast Yourself

    I decided to use the opportunity to webcast to explore and advertise my activities outside of education.  I used the opportunity to broadcast from the theatre that I am currently performing in. Step number one was getting permission from all the appropriate people to run the webcast.  I had to make sure that the PA Playhouse board was ok with the project and were willing to allow me to use the private wifi.  I also had to make sure it was ok with the production staff of Company to be filming as we were prepping for a performance.  After receiving the green light from all the appropriate channels, I began trying to set up the project.

    Since I knew I wanted to be able to walk around the playhouse, I knew that I would need to be able to broadcast from my iPad.  I needed to find out what webcasting programs I could use to broadcast this way.  I looked into Google+ Hangouts and also UStream.  In the end, Ustream was the better option as I could easily broadcast from my iPad.  Using my iPad allowed me freedom of movement but also to easily transition the camera from front view to back view.  I tested the equipment at the playhouse on tuesday prior to my friday evening proposed broadcast.  The test went incredibly well.  The feed seemed to be working well and I was able to have two friends tune in and comment in the social stream as I was testing.  I advertised my broadcast using Facebook which allowed me to easily link my Ustream channel to the memos during the days prior and also to continually update as I was leading into the broadcast. 

    When my broadcast day arrived, I was definitely nervous.  Not only had I already worked all day, but now I was thinking about the broadcast and the show I was going to have to perform in in a few hours.  Once I got set up I ran a last test run that seemed to go well.  Unfortunately as I was preparing to broadcast, a massive storm system rolled into PA.  This was only a minor problem but did cause some interruptions in my broadcast due to wifi issues cause by the storm.  Once I got going, the webcast went really well, I had about 6 different people tune in while live although no one used the social stream/chat options.  I also had several people tune in to watch the recorded webcast.  

    In general I think it went really well, the technology did was a success and super user friendly once I learned to use it.  Although upon viewing the recorded video I did notice there is some delay in the audio and video feed.  It would be a really neat to work on a project like this in the classroom.  It would be a way for the students to broadcast from outside of the school.  We could broadcast and record field experiences or even allow students to bring their outside activities into the classroom through recorded broadcast.  It might also be a neat way of highlighting sports and other activities outside of the classroom.  Below you will find the link to my recorded broadcast.  It is in two segments due to the connection losses caused by the storm and wifi.

http://www.ustream.tv/channel/tassattack

(u06a1) Attend a Live Webinar

I have attended webinars before so it was not a completely new concept.  I have not, however, actively looked for webinar resources in the past.  All of the ones I have attended were either for assignments or professional development through my district.  I was excited about being able to choose a webinar that actually interested me.  There were many topics on the given websites that I was really curious about.  Time became my first obstacle.  Unfortunately, a lot of the topics I was most interested in were either during the time that I am actively teaching classes, or when I am working at my other jobs.  I found that trying to find a webinar within the week that fit into my busy time schedule greatly narrowed the choices.  I ended up choosing a 10pm-11pm Discovery Education webinar called “Evaluating Student Knowledge: Formative Assessment with Discovery Education-- a Discovery Education Science TECHBOOK.”  The last thing I really wanted to do was sit through yet another discussion of formative assessment, but it fit in the schedule and I was curious about Techbook.

The show was very easy to access through Discovery Education.  Registration and log-in was simple and efficient.  There was no learning curve to the process as it was very simple and straightforward.  The audio was clear and the presenter offered help if needed.  The show worked by the presenter sharing her desktop to us and then giving a ppt presentation and in the end a little bit of real time examples with the Discovery Education Techbook.  The presentation and format itself worked well and the presenter was clear and knowledgeable.  The biggest weakness was that by 10:30pm I was fading fast and the ppt was not keeping my attention.  I tried chatting and participating with the other attendees in order to stay on task but I was definitely forcing myself to remain engaged rather than naturally being engaged by the topic and presentation.

           I would definitely participate in another webinar if it was a topic I was really interested in.  I think that the potential opportunities for learning not only from the presenter but also from other teachers are vast.  I can also see the application of a webinar to the classroom environment.  If you could find webinars on class topics or even create them, it would be a great way to get kids connected in a different way.  It might also be a really neat way to swap information from one location to another.  Teacher or students from different schools could set up webinars and teach not only their students/peers but those from another school.  Then all the students would be able to interact.  It could create new insight, new friendships, and expand the students understanding beyond the typical classroom environment. 

(u05a2) Integrating Social Networking

I teach a BioEthics course.  The course covers topics from animal rights to abortion to genetic engineering.  This discussion based class involves a lot of discussion and debating.  Students are mixed ages, 9-12, and mixed levels.  My course goal is to teach students how to research topics, become informed on all sides, and then make an educated decision about the topic.  There are some students that are not necessarily talkers and I am always looking for a way for those kids to get to express what they are thinking as well.  As a result, I would like to have each student create a bioethics blog.  They can then post thoughts questions and resources on each topic there.  As a class, we can link all the blogs to my website, which would allow the class to follow each other and comment/discuss the ideas each person has.  

Blogs for Bioethics:

Course: Bioethics

Grade: 9-12

Duration: Continuous throughout the quarter

Goals: Students will create an individual blog to use as they explore bioethical topics throughout the semester.  It will be the home base for their own personal discovery, points of view, and discussions.  Students will also follow and comment on their classmates blogs as a way of interacting outside of the classroom and in a digital format.

Objectives:

1.  Students will set up a blog using Blogger and their school google accounts.

2.  Students will post an entry at least 2 times for each major course topic.

3.  Students will comment on at least 3 classmates posts each topic.

Procedure:

          Students will set up a blog using Blogger and their school google accounts.  After setting up their blogs they will link their blogs to the Blog Google Doc found in the Bioethics filing cabinet on my class website (www.tinyurl.com/tassclass).  During each topic, students will create at least two entries regarding the topic.  Entries may be informational or supported opinion.  Students are also encouraged to pose questions, create polls, and link to other websites that are useful in developing their opinions on the topic.  Blogs are a location for students to think and discuss the topics in a digital forum.

         Students will also be expected to follow each others blogs and comment on the posts of at least 2 classmates each topic.  The blogs are to be an extension of classroom discussion and all classroom rules for discussion and respect apply to blogging and commenting.  Students are encouraged to think deeply about the topics and post as many times as they want in the course of a topic.  

Assessment:

         Students will be graded based on participation and content, as well as, how well they support their thoughts. For each topic, students will receive a 20 point project grade for their posts and a 15 point project grade for their comments.

Links:

Tass Class Website - www.tinyurl.com/tassclass

Tass’s Bioethics Blog - http://svbioethics.blogspot.com/

Class Bioethics Blog Links - https://docs.google.com/document/d/1R0vuDBpN25RITvHWWNYvbm9W6HdDVQeNaJUUM_tqW0E/edit?usp=sharing

(u05a1) The Seven Day Social Immersion Challenge

Photo a Day Challenge:

Although I initially felt overwhelmed but the prospect of having to post a picture everyday in a very busy week of my life, I had a really good time with this assignment.  I decided that I was going to wait to see something that I found inspiring or connected to that day and use that as my photo.  I had no specific theme other than that.  I was originally sending the photos to my email and uploading them from my computer.  Due to a late rehearsal one night, I had to figure out how to load from my phone.  I found out that there is a Blogger app and I was able to quickly and easily load the pictures right from my phone into a blog post.  I can see how doing this for an entire year could create a great insight into one’s life.  Just looking back on this week, I am able to see how I was feeling and what made me think or happy at that moment.  I think this could be a really amazing assignment for students to really consider themselves, what is important to them, and how they view the world.  Here is a link to my 7 day set.

http://itft514.blogspot.com/search/label/Photo%20a%20Day

Photo a Day: Day 7

This is unconditional love.

Photo a Day: Day 6

It's good to have friends that can make you feel like a star.

Photo a Day: Day 5

Rocket's view of my classroom

Photo a Day: Day 4

After years of nominations, I finally won my category! I'm so excited about my STAR Award.

Photo a Day: Day 3

A beautiful spring tree and a vicious hail storm.

Photo a Day: Day 2

Sometimes I just need a reminder.

Photo a Day: Day 1

 

The first real spring evening in PA.   There was just something so beautiful and inspiring about the way the light reflected on the tree and bench outside the theatre tonight, a reminder of simplicity and the little things in life.

(u04a2) Digital Story Created With a Cell Phone

I used a free iPhone app called Stitch by Klab Lab to create my digital story.  I was able to take photographs with my phone and then link them together with text and music within the app. There are different themes you can use and the program takes care of the music and transitions for you. Here is my video, "I knew I was going to be an educator when . . ."

 

(u04a1) Mobiles in the Classroom Interview

I have toyed with the idea of using cell phones for student project more than once in my educational career.  In the past, I used to allow students to use the cameras for video projects but with our district’s no tolerance cell phone policy, I have stopped doing this.  I interviewed Rita Chuhran, a former history teacher and technology integration specialist,  about her past experiences using cell phones in the classroom.

    Rita recently did a review game with QR codes.  Rita created questions online and then linked the questions to QR codes.  Rita placed the QR codes around the building and outside in our courtyard.  The QR codes were then accessed by the students using cell phones.  The students paired up, scanned the codes with their phones, and then answered the questions in their notebooks.  

Our school does not allow cell phones, so Rita discussed the project with principal and he agreed to an exception.  Since they were seniors, she neither asked parents, nor discussed with them. She simply made them aware that the activity would use some of their data plan.  No parents seemed concerned with this idea. The principal was supportive despite the general policy. The one technical challenge was that she wanted to do the activity to get them outside in the spring, but it was hard to read cell phone screens outside in the bright sun. Feedback from students was good. They enjoyed being able to move around in order to complete what is otherwise a fairly boring and straightforward activity. Rita had done essentially the same thing in the past with review packets and students were much less engaged in the answering of the questions. It worked well.  Rita was particularly happy with the way students were engaged in the project.  

I would be willing to try a project like this in my classroom.  I can see how students would be more excited and more engaged.  I think this could also be a really great way to get ym Ecology kids out in the field.  I could set up stations with research and directions linked to QR codes.  Then the kids could be working in different stations and not need me to be with every group at the same time.  It would also be a fun way to create a scavenger hunt style review or activity.  I would really be interested in giving this a try if my principal would be willing to make more exceptions.  Below you will find a link to Rita’s Teaching with Technology Blog.  She has a lot of really great resources for teacher and has set them all up with easy direction to help get people started.

http://saucontech.blogspot.com/2012/03/qr-codes-review-game.html

(u03a2) Discovering Something New

I visited eduTecher to find some new resources for my classroom.  I chose these three sites that sounded, based on their short descriptions, like they might be useful in the classroom.  http://edutecher.com/

Edheads:

Edheads is a website that allows students to carry out complex authentic learning experiences using animated simulations.  All the simulations are science based.  Most are biology, however there are a few physics and chemistry options.  To begin, you do not need to sign up for an account to use the site.  This is great as it cut down on the set up time and is one less name and password you have to remember.  As a biology teacher, I am always looking for interactive labs that allow students to have meaningful learning experiences that we cannot create in the classroom.  

The first lab I explored was the Prosthetic Surgery lab, since my sister does this as a profession.  We sat together, listened to the explanations and they read through the chart and choose appropriate surgeries and prosthetics for each patient.  The work was far more complex than I thought it would be.  It was really exciting to find a high school science simulation that was really at a high enough level.

After the Prosthetic lab, I tried out the Sickle Cell DNA lab, as this is a topic I talk about in my bio courses.  It was great.  It showed pedigree charts, talked about carriers vs expression, discussed the specific structure of DNA and how the protein produced caused the change in the cell shape.  along the way, student are asked questions and have to perform tasks like determining if the couple is a t risk and coding DNA.  Here are some screenshots of the DNA lab.

    I could definitely see this being used in my classroom.  When I get to the DNA and Protein synthesis unit, I am definitely going to use the Sickle Cell lab.  The content is on a perfect level for challenging the high school student without over facing them.  It is a meaningful and real world experience.  The only thing about this site that makes it difficult for education is that there are not a lot of topics in the virtual labs.  I am emailing the creators to urge them to include some more topics.  I am specifically going to choose topics that are aligned with the PA Keystone standards/exam.  If the site would be willing to design some virtual labs that covered the specific topics in Keystones, I am sure that even more teachers would love to use it.

http://edheads.org/

Cramberry:

    Cramberry is an online flashcard and study tool site.  To begin, you  must set up an account.  You can choose between a free standard account or a $9 pro account which has other added features.  When you sign up for a free account you get a 14 day trial of the pro version.  Once logged in, you have the option to create your own cards or browse the library of cards already made. 

    I chose to begin by seeing the cards that are already made.  If there are already good cards out there, why spend the time to recreate them.  I found a set of cards for cell parts.  This is a section of the bio course that involves a lot of memorization of new terms and functions.  Once I chose the set I was able to start studying with them.  As  answered each question, I checked off whether I got the question right or wrong.  The site kept tally in the corner so I could watch my progress. Any cards that I marked as incorrect in the first try were cycled back into the set until I had marked all correctly.  

    Next I tried to make my own cards.  When you create your set you have the option to let other view or edit the set.  I could easily and quickly create text based cards.  However, I could not figure out how to put images in the cards like I saw in the set I tried out.  I looked for a help section and found that you have to email in questions.  I found this very frustrating.  I felt like there should be more, clear directions on how to create the cards.  I got frustrated with my cards and ended up not making very many.  Of course, if I had a test to study for, I may not have gotten frustrated with it so quickly and probably would have just only made text based cards.

    I definitely see this being a tool for students.  The site has the web version as well as a versions for iPods, iPhones, and iPads.  This would make the content very accessible for students as well as mobile.  My only concern is that they might get frustrated with the lack of direction like I did. There is a forum for suggestions and ideas.  I accessed this site and found that many people had the same ideas and concerns that I had.  I was able to add my vote to suggestions other have already made.  Overall, the site has pros but I have seen better flashcard sites than this one.

https://cramberry.net/

Kitzu:

    Kitzu is a site created by the Orange County Dept of Education.  The site contains “kits” that contain copyright free media resources on a topic.  Areas range from science, math, and english to theatre and dance.  There is no signing up for an account which is always a nice way to start.  Once you access the site, you can choose a topic from the lists or try a search.  I tried searching some of my content vocab and was sad to find that none of my biology words were coming up as sets.  As a result, I decided to just pick a topic out of the science section.  I realized that most the topics were very low level.  This is discouraging for a high school teacher.  Often it seems that resources designed for education are really only focused for the lower levels.  

    Once I chose a topic, I could see a preview of the resources available.  If I liked what was there, I was able to download the resources to my computer.  Kits supposedly can contain animations, audio clips, documents, illustrations, photos, and/or video clips.  In my exploration, I was only able to find photos and some text.  

    Overall, I was less than impressed with this resource.  It seemed like it would be a perfect tool for research projects, posters, and other media projects for my students.  Unfortunately the content level is much too low level for my 10-11th graders.  I think this could be an incredibly valuable tool for elementary and middle school teachers.  They could very easily use this site knowing that the content is copyright free and safe for their students to view.  I emailed the contact person to request that more high school material be added to the kits.  

http://www.kitzu.com/

(u03a1) Fill Up Your Toolbox

TinyURL:

I decided to try out tinyurl.  I have used this in class before but I didn’t realize that there were custom options that would allow me to choose a url that was easy to remember.  It was so simple. All I had to do was copy and paste in my url and then in the optional box I could type the ending that I wanted.  I can definitely see how I can use this in class.  It would be very easy for me to take the long urls that I have my many of my webquests and shorten them.  It would definitely eliminate a lot of the problems students have typing the urls in correctly.  Here are the tinyurls to my classroom website and my this blog.

http://tinyurl.com/tassclass

http://tinyurl.com/tass514

QR Codes:

This was a perfect time for me to try this.  I am working on a project with my Ecology class that involves making website field guides for the new environmental center that our district is putting in. My students are creating the field guides and then we are going to create QR codes that will be placed on the signage at each station of the new center.  I decided to take this opportunity to create the QR codes for the website.  It was very simple.  I just pasted in the urls and it created the QR code.  I was able to choose the format that I wanted to download the codes.  I chose jpg so that they could easily be placed on the digital design for the content signs.  The site is not built yet, nor are the signs, so I was not able to place them on the signs yet.  Here are two of the QR codes for our website field guides.

Bookmarklets:

Quietube is something that I have heard other teachers talk about but I have never used. Honestly, I never worried too much about the recommendations and comments that come because I do teach high school.  There are a few topics that result in some questionable suggested videos.  It took me a few minutes to figure out what the Quietube directions were trying to tell me but once I did, it was simple and totally worth it.  I can see myself using this in class when I am discussing topics that I do not want other suggestions coming up for.  Here is an example of an ASAPScience video in Quietube format.

http://quietube4.com/v.php/http://www.youtube.com/watch?v=P6zcSFA7ymo

Printliminator seemed like it could be a perfect tool to teach my students.  They print out a lot of material for research in their classes and I see a lot of wasted paper with comments, ads and other article promos that they don’t really want.  I tried out the Printliminator tool.  I am not as impressed as I thought I would be.  Although it did eliminate the excess and allow me to print just the text and relevant photos, I had to select each thing that I wanted to eliminate individually.  I think that I will still show kids how to use it, especially in my ethics class where the students print out a lot of current media articles for their class research and discussions.

(u02a2) Dig Deeper into the Mainstays

Social

     Facebook - I use Facebook as a social media on a regular basis in my personal life but never considered how I might be able to use it educational purposes.  I know that my students are using Facebook almost continuously throughout their days, even when they shouldn’t be.  For this reason it seems that if you could use the tool for education, that it might be a way of accessing students that are not normally disconnected.

    TeachThought.com offers a list of 100 ways to use facebook.  The list blew my mind.  I never would have thought of many of the suggestions.  I imagined that facebook could be used for communication and assignments, maybe some discussion and collaboration.  Teachthought separates the the ideas into resources, projects/assignments, sharing, collaboration/discussion, management/organization, and apps/groups.  It seems facebook can be used to research, create study groups, support causes, archive videos, discuss class material, review or expand on content, or even go on a digital field trip.  All of the ideas seem to make perfect sense for classroom use.

    Facebook seems like a great tool, however there are some potential risks/problems that make it hard to completely commit to.  First, based on CIPA it could be a controversial website.  There are so many people on facebook and so much content is loaded daily that it is possible that students could access inappropriate content.  The other major issue is that it is blocked in school.  I have a hard time telling students that they have to use a tool that they are not even able to access in school.  That being said, I think unblocking it in school could cause major disruption.  I know how easy it is to get distracted by social media and it is even harder for teens to resist the temptation.  In the end, I think that facebook could be a great extension tool for use outside of the classroom.  It could be a way of staying connected outside of the classroom but does not necessarily fit inside of the daily classroom.

http://www.teachthought.com/technology/100-ways-to-use-facebook-in-education-by-category

www.facebook.com

Creative

     Glogster - The idea of glogster seems perfect.  Creating digital posters that are available online where you can embed images, text, and other digital media.  Glogster can then be embedded into other applications like blogs and websites.  I know some of the other teachers in my district use glogster so I started by talking to them.  The results were not what I expected.  Overall, the teachers I spoke with did not care for the tool.  The number one complaint was that it seemed to have a lot of technical problems and that it was not very user friendly.

    As I began to read articles online, I found that most said the same thing.  They praise glogster for having and edu version that is safe and CIPA compliant.  They focus on the great products that can be created and the benefits to being able to embed digital media into the glogs.  It’s a great way for students to demonstrate knowledge or research finding.  However, they also all discuss the need for scaffolding the use of the site.  They focus on the learning curve of working the tools and navigating the site.

    Although I like the idea, I am not sure this is an effective tool for my classroom.  I decided to try to make my own glogster page.  Although I was really happy with the product I was able to create, it took entirely too long and cause me a lot of unnecessary stress.  I can foresee that this would result in frustrated students and me running around trying to field a million technical difficulties rather than focussing on the content.  As a result, I do not think this is a tool I want to pursue in my courses.

http://edu.glogster.com/

Curation

     Pinterest - All around me people are obsessed with Pinterest.  Although I have set up an account, I had never really used it.  Pinterest is a bookmarking site that allows users to group content into boards by “pinning” it, much like a digital bulletin board.  Most my friends are using this site for fashion, crafts, or parenting materials.  No one I know has thought of using it for education.  The biggest complaint about Pinterest seems to be that people become addicted to pinning.  If I could transfer this addiction to my content, perhaps I could get students to think about biology a little more and maybe even expand beyond the normal content.

    In researching the use of Pinterest in education, I found that many colleges are already using the site.  They use it to network students, promote the school, and showcase student work.  Applying this to the high school arena seemed like an easy transition.  Students can show their work, comment on each others pins and posts, and collect resource materials in a neat and organized fashion.  Students can collaborate and share information, resources, and opinions.  The site seems to be simple to use and although it is possible that there could be some negative content, most the pinterest content seems to be safe and compliant with CIPA.  

    After all my research, it seems that pinterest could be a great way for students to build portfolios of their own work, develop community within the school, and inspire students through quotes and art.   Students could create their own boards for their work which would allow other students to view and comment on each others accomplishments.  Students could also create boards for inspiration, a place to visit when they need a little pick me up.  Together students can create a positive, supportive school community.

http://pinterest.com/

(u02a1) Using New Technologies

I decided to look in my own school for some of the technologies that other SVHS high school teachers were using in the classroom.  The goal being that not only could I learn some new tools but also have a person to go to for help if needed.  I was able to sit down, well actually stand, with Jess Friday, a History teacher at Saucon Valley HS.  She uses new technologies and Web 2.0 frequently throughout her courses and was very kind to take a few minutes to talk to me about what and how she has implemented these tools.

    Jess chooses tools that will enhance curriculum.  She is not looking for using tools just to use them but rather figuring out ways to improve content and collaboration in her courses.  She also looks for tools that can help with understanding.  I feel the same way about new Web 2.0 tools.  I don’t want to use something just to say I am using it in class.  I want tools that can build the learning community and drive my students education forward.

    In terms of obstacles and permissions, Jess has not had to ask for many permissions.  Our district does encourage teacher to find and use new tools.  The biggest obstacles have been network blocks and filters.  This is an ongoing theme in our district.  We are pushed to try new technologies but then find that the filter often keeps students from accessing some of the newer tools and sites.  I have also run into this same issue.  We discussed the possibility that maybe we should be checking in administration about bringing in new technologies but since there is no policy, we just use our best judgement and make sure that tools and sites meet the CIPA and SVSD Acceptable Use policies.

    When I asked her for advice for myself and others seeking to utilize more technology, Jess had one word, patience.  Not only must the teacher be patient but also the students.  There is a learning curve for both teacher and students when introducing new Web 2.0 tools.  You have to be willing to make mistakes and work through them.  She also stressed the importance of teaching students netiquette.  They have to understand that they are building their digital footprint that is with you forever and the implications of what you do online.  Also, the difference between building a professional persona vs private persona online.

    Talking with Jess opened my eyes to a lot of the things that I do without even thinking.  Although we have very similar styles, we do go about some of the techniques differently.  In the end however, we strive for the same result and focus on the same ideas.  We want to integrate new Web 2.0 tools to extend and develop our students educational experience.  It is also nice to know that there is someone else in the school that I can talk to about new tools and ask for help if needed.  As classroom teachers, I feel our greatest tool is to collaborate with those around us.  Together we can create a stronger, well developed learned environment for the students of Saucon Valley.

Below are links to several of Jess Friday’s classroom Web 2.0 tools in action:

Daily Class Blog - http://around-the-world-in-80-blocks.blogspot.com/

Western Civ. Blog (elective history class) - http://svhs-west-civ-spring13.blogspot.com/

Honors World Cultures blogs - http://jlfriday-hwc12-spring2013.blogspot.com/  

                                                 http://jlfriday-hwc1011-spring2013.blogspot.com/

VoiceThread - https://voicethread.com/share/2793816/

SVSD Appropriate Use/Internet Safety Policy

    Saucon Valley has a very extensive Appropriate Use/Internet Safety Policy.  It references the CIPA in several sections of the policy, including the overall statement of policy. The policy covers all the areas of technology use in the district including, computers, network, devices, programs, and email.  The policy is designed for both staff and students.  Although CIPA is only designed to protect students, the staff need to follow similar guidelines in order to be sure that inappropriate content would not accidentally be seen by students.  The SVSD uses filters that are designed to restrict students from accessing material as required by CIPA.  Within the user responsibilities section, the policy looks at specific parts of CIPA including protecting children from inappropriate content and educating students on cyber bullying.  Going beyond the vague specifications of the CIPA, the district’s policy includes specific examples of acceptable and unacceptable use.  The policy also goes on to dictate consequences for breaking policy for both staff and students.

    Although the policy is very clear on current use, it does not indicate much in the way of introducing new technology.  It does indicate that since available resources are constantly changing that individuals are to adhere to “the letter and spirit of the policy” in attempts to keep use safe and compliant with CIPA.  Based on past practice, the district does encourage the use of new technology as long as teachers are following the “spirit” of the policy.  In other words, as long as teachers are focused on educational materials and following the “fair use” guidelines, new technologies are encouraged.  Often new materials will be blocked or hindered by the filter, however, teachers can request for sites to be unblocked if the meet the guidelines of CIPA and the acceptable use policy.  There is no specific process other than contacting the technology department and requesting the site to be unblocked.

    The policy does not directly promote or inhibit the use of technology.  Teachers can request and are most often granted use of new technology.  On the other hand, the many blocked sites make it difficult to access material that could be incredibly useful in class.  Another issue is that teachers and students are on different networks.  This is a positive in that it allows teachers to have extended access to content and sites.  The problem is that sometimes teachers do not know an appropriate site is being blocked by the student filter until they try to use it in a lesson and the students are unable to access it.  In my opinion, the district tries to offer new technology but struggles with adhering to the very vague CIPA.

http://www.svpanthers.org/uploaded/district/815.1Acceptable_Use_of_Networks_June2012.pdf

http://www.fcc.gov/guides/childrens-internet-protection-act

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