Cyberbullying

I have always hated bullying. I'm the type of person that will absolutely stand up to a bully or protect the person that’s being bullied from the bully.  But for a while, that ideology did not transfer to cyberbullying. I used to think that the easiest way to avoid cyberbullying was to STAY OFF THE INTERNET. It was an easy solution to a simple problem. But as I began to have children, I learned that it’s not that easy. Yes, I monitor my children’s social media pages and limit their internet/phone usage and time. But there are apps like Snap Chat that deletes message within 24 hours and I don’t have the opportunity to check and ensure my children aren’t being taken advantage of or vice versa. And as I’ve gotten older, cyberbullying has gotten so much worse. It’s like people are way more bolder than ever before and are determined to say/ type something miserable and mean.  

Image of a fist coming out of laptob screen with the words Cyberbullying Research Center

As I’ve gotten older, I’ve noticed cyberbullying has gotten so much worse. It’s like people are way more bolder than ever before and are determined to say/ type something miserable and mean. But what I never thought about

was the potential of bullying while gaming, but it is. I know that some people take gaming very serious, but I

didn’t think it would be as serious as posting personal information online about individuals and exclusion from

games. I guess I just don’t the understand why. I can’t comprehend the dopamine rush that Jon Ronson discusses

in his Seven Deadly Sins video. As he stated, some people don’t think of the morality of what they are doing to

others. 

I also think there needs to be some clarity on what is classified as cyberbullying because there are some

discrepancies between cyberbullying and bullying. Multiple studies has a cyberbullying definition

(based on three criteria – intent to harm, repeated aggressive behavior, and power imbalance between victim and

bully) and a specific time period (usually within the last 30 days to twelve months). Faucher, C., Cassidy, W., & Jackson, M. (2015 p. 15).

However there are some discrepancies because a lot of students that face cyberbullying also are victims of

traditional bullying, and there are some aspects that are similar in both traditional and cyberbullying cases.

Making it challenging to completely separate the two. The Cyberbullying Research Center defines cyberbullying

as “willful and repeated harm inflicted through the use of computers, cell phones, and other electronic devices”.

They describe bullying as “any unwanted aggressive behavior(s) by another youth or group of youths who are

not siblings or current dating partners that involves an observed or perceived power imbalance and is repeated

multiple times or is highly likely to be repeated”. The big takeaway for me is that both actions must be repeated.

Therefore, it’s important to teach students what they mean. 

Image of girl looking at computer that has negative things on it with her mother. They are surrounded by the different ways a parent help protect their child from cyberbulling

 For the students

It’s important to make sure our students understand digital citizenship and ensure that they can be good digital

citizens. We need them to know what is a cyberbully and how to avoid being one. We can use videos and skits

to help them learn about it. I also like the idea of allowing students to advocate for themselves. After teaching

about cyberbullying, preventing, and avoiding, I would provide them with this UNICEF website . It povides

answers to questions they may be asking themselves about cyberbullying and provides them with the answers and

how to solve it.

Image of an object looking at a device with negative things coming from it

 

References: 

Cyberbullying Research Center. What is cyberbullying? https://cyberbullying.org/

Faucher, C., Cassidy, W., & Jackson, M. (2015). From the sandbox to the inbox: Comparing the acts, impacts, and solutions

of bullying in K-12, higher education and the workplace. Journal Of Education And Training Studies, 3(6), 111-125.

G Suite is Sweet

 I know we have all heard of or used something that belongs to Google Suite. There are so many applications that belongs to G Suite, it's hard not to. But have you thought about the possibility that they can help you or children do things you may normally find difficult? I bet you haven't!! Am I right?

Image of some of the applications included in G Suite: Applications are (starting from top left) Google Mail, Google Hangout, Google Slides, Google Sheets, Google Drive, Google Calendar, Google Docs

Imagine a child with autism who lacks some fine motor skills.  Because writing and keyboarding are fine motor skills, autistic children may avoid doing these activities.  This child may hate writing and when they do write it's hard to read. Now give that child a keyboard and allow him or her to peck away at the keys, not type. Even better let the child use the text to speech option and you're in a totally different ball park. 

    I hate peckers, and when it's time to write we need silence to think. But I would gladly allow the child to do both. 

Image of Google Docs logo: blue rectangle with 3 white horizontal lines

    I have had the privilege of working with multiple autistic students. As a teacher, I did not know what to do to help them with their writing. I remembered the day, I had a student who could not spell well and would refuse or stall with writing. I decide, at the spur of the moment, to use Google doc to help her with her writing. She used the speech to text option to help her get her thoughts onto paper. I took the same strategy and used it for my autistic students. One that couldn't write but spell, and the other that would cry because they couldn't read or spell, both used Google Docs to help them in writing. 

Did You Know???

 Google Docs is beneficial for teachers for multiple reasons, but also because it's free. Being free may not make it a form of assitive technology, but when teachers are able to use something that will truly benefit their students and it is free, we call that a WIN-WIN.    

 Google Docs has add on that helps students with dyslexia. Here's an article by Jamie Martin (2015) for more information. Google Docs like other writing programs have many fonts and text sizes for students. This allows students that are dyslexic to choose a font that best meet their needs. What is easier for them to read and not mix up? 

Accessibility Features...

In truth, a lot of the applications that are part of the G Suite are assitive technology, and should be researched and utilized in classrooms. 

Here's a video that teaches teachers how they can use Google Docs in classroom. 

 

YouTube video that provides 7 accessibility features found in Google Docs and how to use and assure your documents is accessible.

    Google Docs accessibility features include...

• Screen reader support for editing, navigating, reading, and collaborating.
• Navigation and editing are keyboard accessible.
• Supports refreshable Braille displays.
• Supports alt text on images.
• Notifications and collaborator information are spoken when using a screen reader.
• Supports keyboard shortcuts.

It also features...

• screen magnification,
• screen read compatibility, 
• touch input, and 
• voice typing.

References: 

MCS Ed Tech (2020). Top 7 accessibility feature in Google docs & slides. YouTube.            https://www.youtube.com/watch?v=TytRXQw_Y_s

Google (n.d.) Explore Google's accessibility features and products. Google Belonging.         https://about.google/belonging/disability-inclusion/product-accessibility/ 

Laurie, C (2022). Autistic children and motor skills. National Autistic Society.                      https://www.autism.org.uk/

I can use Technology Classroom

 Blog Post #3 Prompt

Examine a piece of technology hardware's potential pedagogical functions. Categorize the different ways one of the technology-enabled learning models introduced in this module can be used in teaching and learning for K-12 environments. Finally, include one or two links to resources that would help a classroom teacher or school librarian use this resource.

A few years ago, I used a SmartBoard in my classroom. Then one summer,

I came back to work in the classroom and the SmartBoard was GONE!! I was

hurt because I knew exactly how to use it, all of my lessons were tailored to

using and interacting with the SmartBoard. I was a Pro at fixing problems,

creating information on it, etc. I mean the SmartBoard was my jam. But that

summer it was replaced with a Promethean Board. What was this sleek, monstrosity

thing I was looking at? How do you use it? How do I even turn the thing own? I walked

into that classroom, knowing that this year was going to be terrible. 3 years later,

I love it! Who would’ve known? I sure didn’t.

Image of what a SmartBoard looks like.

                                                                           VS.

Image of a teacher using the white board feature
 of a Promethean Board in the classroom

The Promethean Board is like a giant tablets. It is an interactive display that provides a

tablet-like experiences that allows teachers and students to collaborate and work

together (Downstate Health Sciences University). The Promethean Board is an interactive white board that allows the teacher to use it as a tablet/computer and teachers can also use it to show what's on their computer screen. The Promethean Board has the internet already downloaded, so teachers are able to display lessons, connect to iPads and chromebooks, and they are able to write on the screens with a stylus or their fingers and use the boards as whiteboards. Below is a video explaining how to use the Promethean Board and its many features.

YouTube video explain how to use a Promethean Board 

and its useful features

TIM not TMI

Graphic of the 5x5 matrix of the 5  learning environments and the 5 levels of integration

TIM or the Technology Integration Matrix helps with using technology to enhance learning.

There are five level of technology integration that the Promethean Board could be used for.

There are also five meaningful learning enviroments in which to use technology. In the classroom

teachers can and will use each level of the TIM.

1. Entry Level-the teache uses the technology to deliver instruction (Teacher instructs the student & shows images or videos)

2.  Adoption Level- the teacher decides how and when to use the tool. (The teacher teaches students how ton use the Promethean Board

3. Adaptaion Level- Students come to the board to solve a problem)

4. Infusion Level- different tools are integrated. (Students are able to use the app attached to the Promethean Board programs to create/answer questions. Students are able to send responses back to teacher once received on their devices.)

5. Transformational Level- students use tool to achieve specific learning outcomes. (Students are able to use the Promethean Board effectivly to present information to the class. 

 Teachers can go to this website to learn how to use the TIM Matrix for their classroom and to see examples. 

Graphic of the website the TIM to help teacher with planning lessons

References: 

Downstate Health Sciences University. (2023) Promethean smart boards. https://guides.downstate.edu/c.php?g=931899#:~:text=About%20Promethean%20Smart%20boards,%2C%20allowing%20teacher%2Fstudent%20collaboration.

University of South Florida. (n.d.). The technology integration matrix. TIM. Matrix | TIM (usf.edu)