4.2 Safe, Healthy, Legal, and Ethical Use
Candidates model and facilitate the safe, healthy, legal, and ethical uses of digital information and technologies.
Artifact:
Reflection:
This Online Communicate Guide was an excellent activity that we used as we were preparing for our On-line Mini-Module and Lesson Plan. The Communication Guide is a document that reviews expectations about how online classes should flow.
The Online Communication Guide demonstrates mastery of Standard 4.2 because it is a model for the safe, healthy, legal and ethical use of digital information and communication. It is yet another way to communicate expectations for behavior online, while also providing valuable information about online etiquette and general rules about how to students can best be served by their teachers in an online environment.
From this activity, I learned that I cannot take anything for granted as to what I expect students to know and be able to do. I have to give them the information they need to be successful, and I have to be available for students at all times. I learned about the ideal way to teach students online. I also learned that very few teachers make themselves as available as they should for online courses. I am grateful that I learned how to communicate correctly. If I only had examples from which to learn in my own experience, I would not have learned how important it is to provide feedback and to be available for questions. Learning takes place by interacting. When teachers are not available to do that, learning suffers and so does motivation.
The work that went into this artifact will impact student learning as we move from the brick and mortar classrooms to the virtual classrooms. The more accessible a teacher or professor is to his/her students, the more learning that will take place in that class. This learning can be assessed by how students ultimately perform on summative tests they take online as well as tests that they are mandated by the state to endure. I believe that this communication guide also helps faculty development, because it models best teaching practices for teachers, whether they are teaching in a regular classroom or online. This impact on faculty can be assessed by the collaboration taking place in the building and how well teachers created expectations for one another.
The Online Communication Guide demonstrates mastery of Standard 4.2 because it is a model for the safe, healthy, legal and ethical use of digital information and communication. It is yet another way to communicate expectations for behavior online, while also providing valuable information about online etiquette and general rules about how to students can best be served by their teachers in an online environment.
From this activity, I learned that I cannot take anything for granted as to what I expect students to know and be able to do. I have to give them the information they need to be successful, and I have to be available for students at all times. I learned about the ideal way to teach students online. I also learned that very few teachers make themselves as available as they should for online courses. I am grateful that I learned how to communicate correctly. If I only had examples from which to learn in my own experience, I would not have learned how important it is to provide feedback and to be available for questions. Learning takes place by interacting. When teachers are not available to do that, learning suffers and so does motivation.
The work that went into this artifact will impact student learning as we move from the brick and mortar classrooms to the virtual classrooms. The more accessible a teacher or professor is to his/her students, the more learning that will take place in that class. This learning can be assessed by how students ultimately perform on summative tests they take online as well as tests that they are mandated by the state to endure. I believe that this communication guide also helps faculty development, because it models best teaching practices for teachers, whether they are teaching in a regular classroom or online. This impact on faculty can be assessed by the collaboration taking place in the building and how well teachers created expectations for one another.