Education

Dr. Lesley FarmerCalifornia State University Long Beach

lfarmer@csulb.edu

Directing the Digital Moral Compass

Our World

The Information Society

Information as driver of socio-economics Human capital is more important than

material capital Technology increases speed, access,

interconnectness of information globally Telecommunications and media are 1/6 of

US economy

Who Wants your

Student’s Attention

What Do Learners Need to Know and Do?

Be information literate: access, evaluate, use

Be a lifelong learner: pursue interests, read, generate knowledge

Be socially responsible: uphold democracy, be ethical, cooperate

85% of today’s jobs involve tech

Social Producing Learning Social Rules Designing Profiles Exploring Identity Writing Blogs Writing Software Codes Sharing Producing Music Discussion Interests Social and Political Activism Keeping Friends Risk Assessment

What Are They Doing?

Seeking Validation Competing Popularity Venting Showing Off Embarrassing Self Crowded Isolation Damaging Reputation Pulling Pranks Getting Even Threatening Harassing Bullying

What ELSE Are They Doing?

Using technology Safely Responsibly Critically Pro-actively

The CommunityThe Community needs to needs to know. . .know. . .

E-rateFiltering &Monitoring

Archiving Access

Curriculum & Professional Development

Children’s Internet Protection Act (CIPA)

NCLB / EETTAB 307 Chavez

AcceptableUse Policy (AUP) NETS

Responsible Use Policy (RUP) Cyberbullying

Ethical UseInformationLiteracy

Netiquette Tech Literacy

IT DeptTeachers & Staff

Parents Students

School Conditions for Positive Digital Learning Broad-based vision and mission Positive and open community-based school

culture Comprehensive, cohesive, interdependent,

aligned curriculum and assessment Competent, committed staff with small classes Strong repertoire of instructional/learning

strategies Rich collection of learning materials and fully-

integrated technology (system infrastructure and support)

Well-maintained and spacious facilities

Tech-enhanced Curriculum (UNICEF) Use information and communication tech

as means to end, not end in itself Use the Internet to collect information and

to collaborate Use the Internet to foster interactive

learning environment Promote cross-site telecommunication

Instructional Design

Outcomes Indicators Learners’ characteristics Prerequisite skills Instructional format Delivery: resources, time, space, groups Stages: awareness, model, practice Context

Step 1: Awareness

Call learner’s attention to information – or need for information

Elicit perceptions by surveys and focus groups

Design instruction based on learner needs

Step 2: Engagement

Learners must decode information “language” Instructors can scaffold learning to give

students prerequisite skills Link information with intended task Use case studies to raise and solve issues

Student Engagement Methods Kinesthetics Learning environment to explore Online activities: WebQuests, etc. Communication Discussion forums (can be student-generated) Student home pages Group projects Quizzes and surveys Grades

Step 3: Manipulate Information

Processing skills: extract information, decide how to represent information, determine method of manipulating information, manipulate information

Production: manipulate information representations

Management of information

Outcomes-Based Activities Content standards Information literacy Process and Product

Step 4: Application

Use for decision-making Make recommendations for the

public Train and mentor others Create products for the

community

Empowerment Using Technology

Review books, media, Internet sites Add content on community websites Create products for the community:

photos, artwork, videos, displays, posters, newsletters, web pages

Train others in technology use Conduct community history Do service learning

…Because students are our future!