Week+06+Reflection

Week 6

__Reading #1__: Should we establish national web filtering guidelines? (Learning and Leading with Technology)


 * YES** - Information can be dangerous and minors should not have access to everything. We must protect the children from hurtful information just like we do with alcohol.
 * NO** - While the information may not be suitable for everyone, we should be teaching them skills to access information safely. The internet offers numerous benefits and resources for children therefore we must teach them to be responsible online. Teachers must form good digital citizens!


 * My opinion** - There should not be filtering guidelines since many students are smart enough to get round such restrictions if they know more than their parents. Furthermore, if they are truly seeking this information, there are other sources than the internet that they can access. I also agree that we must educate them since the internet has become an increasingly dangerous area.

-According to Wikipedia, many libraries in the USA have content-control filters because of the discounts received from Congress for Internet filters under the **CIPA** - Children's Internet Protection Act. -Many filters in libraries can be disabled at the request of an adult. -**Over-zealous filtering** occurs when one cannot access websites for chicken recipes because of the use of the word "breast", even though the content is not sexual. This kind of filtering seems to have given all filtering a bad reputation.

__Reading #2__: OERB Manual - Ontario Education Resource Bank

-School boards provide passwords and user IDs for the OERB so that students and teachers can access the resources. -They must first accept the terms and conditions for using the OERB. -Teachers can also share resources on the OERB. -OERB includes over 19000 resources such as lesson plans, worksheets, movies, PDF files... -Searching for information appears to be VERY easy and straightforward. -The website seems user friendly and offers instructions videos with demonstrations. -Information about the resource is provided, and you can download the entire resource easily. -You can browse by expectations, grade:subject:strand:expectation according to the Ontario curriculum.


 * __PRESENTATION FOR THIS WEEK:__** Below are the links to the lesson plan, the exemplar, and the worksheet for my presentation today with Graham. Our lesson plan is for a grade nine academic English class that is beginning a poetry unit.[[image:shipwr.jpg width="246" height="172" align="right" caption="Shipwreck from Artelista" link="http://www.artelista.com/Shipwreck-MS/10/mwm20401.jpg"]]
 * < ======[[file:techlessonplan2.docx]]====== ||< ======Lesson plan in .docx file====== ||
 * < ======[[file:techlessonplan2x.doc]]====== ||< ======Lesson plan in .doc file====== ||
 * < ======[[file:Poem lyrics2.doc]]====== ||< ======Worksheet====== ||
 * < ======[[file:Poem lyrics.doc]]====== ||< ======Teacher exemplar====== ||

__In-Class Discussion__:

The [|OSAPAC] website has software for teachers to help plan lessons. I would like to use **Adobe Photoshop Elements** in my English class to help students with the //media unit//. They could create posters to sell products while exploring the world of advertising. This program is rather advanced but many students in high school may already have begun to use it at home for editing. There are many effect options and tools that can be used to create interesting posters or other media works.


 * Dreamweaver** is another software program I would like to use with a class since it helps them to build websites in order to better display their information. This would be helpful in a French class where students can create a website around a certain topic and divide their information onto different pages. It also allows them to be creative and include pictures and color to help the project come to life.

http://resources.elearningontario.ca/ This appears to be a valuable resource for both teachers and students. In class we were given the **opportunity to explore the OERB** website. I searched for FLS resources and was very **disappointed** to find French vocabulary games that had English instructions. I do not think that this is acceptable, even at the core French level (2 out of 2 resources I viewed had english instructions...) -The resources were useful, but only as **starting points**. -Very interactive and interesting. media type="youtube" key="OVYhwKu7J5E" height="212" width="261" align="right"
 * Copyright law**: students must have permission to reuse an image, otherwise it is considered plagiarism. Encourage students to site all images and only to use those available for reuse. Promote honesty!

In this Michael Moore clip, he admits that he does not have a problem with people downloading his movies illegally as long as they do not use them to make a profit; however, not all artists are as well off as he is and cannot afford to have their works reused without their permission.

-An organization that helps expand the amount of work available for legal reuse. -I recognized their logo on the Flickr website under advanced search options. -"Working together to build a more vibrant culture" (from video) -"Sometimes fully copyright is too restrictive" -"You refine your copyright so that it works better for you" -Reuse and Remix for free! -Works with Google advanced search for images
 * Creative Commons**

-Filter works by blocking URLs, embedded codes... -Content block by key word -Blacklist - some sites are blacklisted because of their content -How many pixels in a .jpeg have skin tone. -Block gaming
 * Content Filtering**

I don't think that this could be done accurately, especially the one related to pixel colours because that might block pictures of just faces, or skinned animals. Plus many games are very educational and should not be blocked.

-you can go to another server (Russia, China...) and ask them to bring you the page that is blocked
 * Proxy**

__**Presentations:**__ __Amanda + Jenny__ (History + Technology) -Discussion of what to consider when to researching on the internet? -Require students to research great Canadians that impacted our country and then create a page on the class wiki (with properly documents pictures). -excellent website for making bibliography = www.bibme.org

__Luca + Lilian__ (Religion + Technology) -[|Prezi] - alternative to powerpoint (smooth transitions), available online (save and edit online - good for group presentations), element of fun - only short learning curve, cannot add documents (must take pictures) --> it's like a map -Make presentation about Canadian Aboriginal Tribes and their spirituality -Provided clear list of necessary information for assignment -Showed rubric -Useful video on how to use prezi in 3 minutes -You can embed a prezi presentation into a blog

__Allison + Jesse__ (Science + Technology) -optics unit -movie for intro -explorelearning.com -you enroll in the class with a homepage -teacher adds gizmos that are already created for students to have fun with learning -students who are absent can work on this at home -teacher can check understanding by reviewing answers of the class (from the quizzes)

__Mathew + Lisa__ (Science + Technology) -earth and space science unit -explained technological difficulties - download link broken from Celestia program but this did not cause a problem for their presentation -[|Celestia] can calculate the relation between planets and moons in the past, present, and future. It shows accurate pictures of where the stars a located. -May require some time invested by the teacher prior because of the challenging controls. -use of "big questions" for space exploration in a google forum -other good program = [|stellarium] (view from standing on earth)

__Justin + Patrick__ (Religion + Technology) -Discussion on values -www.biblegateway.com - pick the version of the Bible that you want to use - helps you to find passages and verses quickly -students illustrate a parable with Windows MovieMaker -Forces critical thinking on the parable, and for group work that allows each student to use his or her strengths to make the video (actor, director, editor...) -They have to be able to explain why the scenario represented the gospel value. -Assessment = peer-evaluation, self-evaluation, or evaluation by the teacher -Backup plan of acting it out for the class if cameras are not available. -21st century interpretation or strict representation