The AAS students are doing an excellent job (many of them) leaving comments on their edits, this is something that all Flat Classroom teachers should work towards. My compliments.
If you look at this editing tab, you can see that GrantG did a great job in his comments of documenting what he did. If we can get more students documenting their work as they edit, it makes the process of collaborative writing more powerful and faster as well as the ability to see what happened where.
""I wrote an introductory paragraph for our section. I asked my teacher and she said that because our topic has to do with current news, we can organize it in a way that includes introduction and conclusion paragraphs with a more list-like format in the middle. This is the reason I added a section for examples. Feel free to add relevant current news information as you find it!""
There is a fantastic feature on wikispaces that lets you drill down by student and see what work they've done. If you click on "recent changes" and then type in the userid and date, you can see the work. I now have students turn in their work on a google checklist - when they edit over a period of time, they type in their id and the dates and paste the link and I can grade with one click. This saves so much time and gives me a digital dashboard of all of the work they've done on a project.
I love this great point from Kyle Dunbar that is very true. Harnessing peer pressure for positive - this is a perfect example. I want to use this example in my upcoming book.
"Dude, Can You Please Edit?
This was shouted across the room at him in a none-too-patient voice from a friend across the room. It was clear that when Student X went to give reluctant writer Student Y some feedback in his wiki, the piece was filled with too many errors. It was after this across-the-room exchange that reluctant writer Student Y quietly asked Teacher Wiki where the spell check function was in the wiki tool. Quietly, surreptitiously, reluctant writer Student Y went back and began to revise and edit his piece. That quick exchange with his peer made more of an impression on him than repeated attempts by his teacher. And I question whether or not the scenario would have unfolded the same way if the students had just exchanged papers. Instead, this is a perfect example of what can happen when students are encouraged to write from the beginning in a digital format. Editing and revising is so much easier in the digital format but, more importantly, when adolescents get feedback from their peers, they are much more interested in revising than when they get the same feedback from their teacher."
From Scott McLeod - an article that he says he does not agree with, but does state that this is the current law as it pertains to teacher behavior outside school.
Students need to understand that NOTHING, I repeat NOTHING Is private. Great case study about how 140 characters got someone fired before they were even hired.
This social networking comedy of errors spread like dancing hamsters across Twitter. In the retelling, "theconnor" earned the nick, "Cisco Fatty." Before the work day ended, Web sleuths revealed "theconnor's" true identity. "Theconnor" was lampooned in a popular YouTube meme. And thanks to Google Cache, the deleted content of "theconnor’s" homepage resurfaced on CiscoFatty.com, a Web site erected to commemorate this cautionary tale.
Rep. Pete Hoekstra, R-Mich., tweeted this as-it-happens update regarding his group’s location and destination:
"Moved into green zone by helicopter Iraqi flag now over palace. Headed to new US embassy Appears calmer less chaotic than previous here."
Considering the posting of photos and what should be shared is something all teenagers should consider. This is a blog post from a teenager on the digiteen project about the difficulty lawmakers have in prosecuting "digital blackmail" cases. Certainly harm was done, but legislation has not been passed protecting photographs posted on one's Facebook page and shared with friends. This is hard for students to understand but is an important case study to read about.
Certainly having teenagers research and report their findings is a great way to help them understand the implications of what they are doing.
Confiscating and looking at information on cell phones by school officials is still not clear. This is a very interesting case study for those working with digital citizenship issues at their school.
May school officials lawfully “search” the confiscated cell phone to look at stored text messages, photographs, videos, and logs of incoming and outgoing calls? Clearly, the circumstances of the search must satisfy the T.L.O. standard. Not as clear, however, is whether such a search violates federal or Michigan laws regarding stored electronic communications.
[A] search of a student by a teacher or other school officials will be ‘justified at its inception’ when there are reasonable grounds for suspecting that the search will turn up evidence that the student has violated or is violating either the law or the rules of the school. Such a search will be permissible in its scope when the measures adopted are reasonably related to the objectives of the search and not excessively intrusive in light of the age and sex of the student and the nature of the infraction.”
In Klump v Nazareth Area Sch Dist, 425 F Supp 2d 622 (ED Pa, 2006), a federal district court denied the school’s motion to dismiss a lawsuit filed by a student whose cell phone was searched.
compensatory and punitive damages for the alleged unconstitutional search, violation of the Pennsylvania Wiretapping and Electronic Surveillance Control Act, invasion of privacy, and defamation.
The court ruled that the student had stated a claim for the alleged violation of his right to be free from an unreasonable search.
here was no basis for them to search the text and voice mail messages stored on the phone.
unlawful access to the stored voice mail and text message communications.
(2) A person shall not willfully and maliciously read or copy any message from any telegraph, telephone line, wire, cable, computer network, computer program, or computer system, or telephone or other electronic medium of communication that the person accessed without authorization.
(3) A person shall not willfully and maliciously make unauthorized use of any electronic medium of communication, including the internet or a computer, computer program, computer system, or computer network, or telephone.
Responsible use of electronic devices is going to become increasingly important because today cell phone is a distraction --- tomorrow it will be in car movies or gps devices. It is the behavior that is the problem and proper focus on real life has to be something we emphasize as we discuss the proper relationship of humans with "gadgets."
This horrific attack that was videoed and posted on youtube for attention brings many questions and the public spotlight again goes onto the digital world we are creating. It is making its own "rules" which really aren't any. It is time for educators to speak out or be spoken to about what to or not to do.
But that doesn't mean YouTube or any other media company should get the blame, legally or ethically, for the attack, media experts said Friday.
The teenagers have been arrested on charges that they beat the teen so they could make a video of the attack to post online. One of the girls struck the 16-year-old victim on the head several times and then slammed her head into a wall, knocking her unconscious, according to an arrest report.
From a legal standpoint, YouTube and other online service providers are largely exempt from liability because of a 1996 anti-pornography law. One provision says Internet service providers are not considered publishers simply because they retransmit information provided by their users or other sources.
"There is no legal reason this video cannot be shown. It is obviously distasteful, abhorrent what the teenagers did to the victim, but it doesn't really make sense (to ask), 'Should YouTube have taken it down?'" Morris said.
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