VI. Social, Ethical, Legal, and Human Issues
Teachers plan and design effective learning environments and experiences supported by technology.
| Standard | A: Teachers model and teach legal and ethical practice related to technology use. |
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Teachers and instructors need to be role models with the use of technology in the classroom. Technology enables students and others easier access to imagery, articles, etc. so is important to teach ethical and legal practices in using others' original materials. On my class web page, I kept a link for copyright laws so that the students could reference it when I spoke to them about legal and ethical practices regarding the use of images or quotes on their artwork.
In creating an instructional design so teachers can Learn to Create a Class Website Using a Web Template - .rtf (444 kb), I ask participants to observe the practice of referencing work that was not their own to ensure that they would not fall short in practicing legal and ethical documentation of outside sources.| Standard | B: Teachers apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. |
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One does not typically find students of the same physical and intellectual abilities in their classrooms. With that in mind, lessons and/or accommodations have to be
available to meets a diverse set of needs. I wrote a review about speech recognition software, NaturallySpeaking - .rtf (57 kb), because I was interested in becoming familiar with technology to help poor readers, such as ESL students, or students with disabilities. I later wrote a request for it's purchase.
In a concept map - .jpg (332 kb) that I created to express my ideas about teaching, learning and technology, I included teaching challenges that addressed ESL, socioeconomic diversity, accessibility, multiculturalism and learning disabilities.
Some students will find that using the iPod for recording, as found in my Technology Integration Learning Plan .rtf (22 kb), will help them keep better notes on lectures or perhaps allow them to hear important advise or other information repeatedly so that they may understand it better.
| Standard | C: Teachers identify and use technology resources that affirm diversity. |
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It is important to recognize and affirm differences between students found in classrooms everywhere. Technology is an aid in recognizing and accommodating that diversity. In the WebQuest that I created for graphic art class, I included a variety of Internet links that addressed many different ways that a student could use graphic design training to best parallel his own interests. Most students found a way they would like to use graphic art in their personal lives and so became more interested in it.
Students interact with others in designing posters in the Performance Assessment - .rtf (34 kb) I wrote. While collaborating on their ideas, they learn to recognize other points of view. They hone their social skills in accepting differences between them as they complete the assignment.
| Standard | D: Teachers promote safe and healthy use of technology resources. |
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Students need to be guided in the safe and healthy use of technology resources. The district I taught for, the Kansas City Missouri School District, had an acceptable use policy that is viewable online. Students and their parents signed an agreement to use the technology at school in constructive, ethical and legal ways. Signed agreements were centrally stored but teachers maintained copies of the agreement for all their students and it was up to them to insure that the students adhered to their agreement.
As a teacher with her own lab, I used software created by Apple called, “Remote Desktop”. The software allowed me to view the screen of any of the student computers while sitting at my own desk. Through the software, I could direct personal help to them, or if the student was misusing technology resources, I could freeze their screen and take appropriate action.
| Standard | E: facilitate equitable access to technology resources for all students. |
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Sometimes access means that the students need to be able to use the technology even though his/her ability at using is not equal to that of the other students. In the prospectus that I wrote for the design of a performance support system for a student portfolio, I took into account that potential users may have varying skill levels and abilities. For example, their abilities in web design, digital imaging and technical skills may not be fully developed and I proposed ways of helping those with lesser skills. I wrote a review about speech recognition software, NaturallySpeaking - .rtf (57 kb), because I was interested in becoming familiar with technology to help poor readers, such as ESL students, or students with disabilities. Some were behind on their class assignments where they regularly use technology because they could not read the instructions (or didn't ask for help).
There are times when the design of a resource is flawed. When I designed my final project for Intermediate Web Development, I performed a usability test - .rtf (274 kb) on the site to determine if there were design flaws that would keep the user from getting full benefit of the site. Some items were brought to my attention so that I could make revisions. A similar test was performed and reported on in the Evaluation Report - .rtf (274 kb) for the site I designed in Flash Authoring Systems.