What are the NETS-S and the 21st
Century Student Outcomes?
NETS-S are the standards for student learning with technology
developed by the International Society for Technology in Education. It is used
to help know how students should use technology and how it should be used in
teaching to further the learning process and use it to explore in even more
detail the things they are taught. Due to the increasing amount of technology
being used every day, it is essential that students learn how to use it to
locate and process information they learn in the classroom and analyze it. If
these standards are used properly, the students will enter the work force ready
and able to use the technology tools available to succeed.
21 Century Student Outcomes of
Learning are standard for student learning
with technology developed by the Partnership for 21st Century
Skills. This works in correlation with the NETS-S and NETS-T to help students
achieve higher with critical thinking, problem solving, digital literacies and
other important technology based thinking and analysis.
Tech Tools 3.5: Web Resources and Apps for Digital
Citizenship
This section of Chapter 3 discusses
websites and Apps that can be good resources for all types of information, but
mainly what is true and what isn’t and how to act while online an on social
networking sites.
I plan to look at these Apps and try
some with my kids (as they vary in age).
However, I would like to touch on the www.factcheck.org
site. It does claim to be factual and unbiased,
but there have been a few cases where I have doubted this, and the Annenberg
Public Policy Center has a background that wouldn’t necessarily make them
unbiased, which is a whole other issue. Some
have claimed that the site definitely leans more to the side of Democrats than
anything else. According to an article
in Columbia
Journalism Review by Greg Marx (Jan 2012) factcheck.org has made some statements
that aren’t exactly true. Marx writes in
particular about one of their year-end lists and comments regarding claims
that House Republicans had voted to “end Medicare” in 2011.
Marx writes that some of these statements were “..was more plausibly unfair and, in some contexts, potentially deceptive.” That doesn’t sound very “unbiased” to
me. There are other issues, but this is
a small example. What this mean is that
even if a “reliable” site or source says something is true, the next logical
step is to research it even further. Student
and teachers alike need to have more than one source for a fact to make it more
reliable.
Summary Chapter 3: Transforming
Learning with Unique, Powerful Technology
Chapter 3 discusses several items
including all the ways that technology can be used to teach any grade in more
student-engaged ways and how important it is in today’s society to understand
why and most importantly, HOW. This chapter also discusses the responsibilities
of teacher sto show their students how to use technology in effective and
responsible ways. Teachers are expected to not only teach their students how to
use the technology, but also how to weed out irrelevant or false information
and not to use it to harm others. After some of the things I have seen on FaceBook
and the like, I know a lot of adults that need to learn this important lesson.
In my classroom, I plan to show my
students about digital responsibility by using age appropriate stories and situations on how people can get
hurt or get information that is totally inaccurate from technology, and I plan
to teach them about how they would feel if someone claimed their work as their
own so they didn’t get credit for it themselves. I also plan on teaching by
example. I think some teachers forget that they are often looked up to and are
some kids only symbol of what is proper behavior in society. Some children do
not have parents to reflect on either. As teachers, they have a responsibility
to students to not be perfect, but to show as much of an up-standing citizen”
image as possible. Just as parents, teachers will lead children by example.
Resources:
Textbook - Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen,
Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with
New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.
Marx, Greg. “What the Fact-Checkers Get Wrong.” Columbia
Journalism Review, Web. Jan. 2012
Great post - you itemize important points in your own way and have provided resources to back your writing. It is interesting that you challenge 'factcheck' - when you think about it, there is rarely a place/person that doesn't influence their thought/writing with their own prejudice. Perhaps the important thing is to look at both sides of the story - you can still leave with your own opinion, but at least you may be more tolerant as to why people have differing ones.
ReplyDeleteLike the Common Sense Media resources - they address issues in a quick and succinct manner for all. And their videos are great conversation-starters!
Thank you for the comments! I truly like getting your critique. I like ‘factcheck’ as a resource to start, but I always look at other resources to back things up. I just have a problem with the "fact" part when some of their posts are clearly biased. I don't have a "side" exactly. I tend to look at all sorts of angles before taking a stance on something, and I usually am on the side of what is right and wrong in black and white. Others usually have a grey area, but I usually don't. I also believe in hard work and no one should get something for nothing. For this reason, my family teases me and says "You're a Little Democratic Republican" LOL.
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