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A note to fellow bloggers: Hello! In order to make this site more user-friendly, each TOOL badge quest is labeled in order by title and quest number. I look forward to learning both with and from you.

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What is the most proactive means of ensuring the most balanced blend of technology and well-being?

Computer ergonomics:

Ergonomics is the "study of people's efficiency in their working environments." I usually begin sitting at the computer with the best of posture-inclined intentions, but many times, after ten minutes or so of sitting up straight, I lean-in, slouch, all cross my legs, all of which contribute to eventual back and leg pain. It is a good idea, in any setting in which a person must be seated for extended periods of time, to get up every 20-30 minutes and walk around, have a drink of water, or do something else that is productive and/or good for your health. These breaks every 20-30 minutes help your spine, your posture, your health, and your attention span.

The Pitfalls of Excessive Internet Use:

Spending too much time on the internet can let to myriad problems, including poor health due to lack of good diet and exercise habits, decreased social life with family and friends, and eventual depression. It simply is not a good idea to spend too much time not talking to people, or not getting fresh air.

Diet:

The food we consume also plays a major role in productivity. Intake of carbs only provides a person with a quick spike in energy; eventually, we reach a carb plateau, and crash, contributing to a loss in work productivity. Students must be made aware of these dangers as well. They lead busy lives, too, and need to eat well in order to keep their minds clear, and be ready to learn as members of a DLC.

Exercise:

Although on certain days it seems as if there are not enough hours in the day, it is vital to take 30 minutes each day to complete some form of exercise, be it walking, running, jogging, swimming, yoga, or some other form of aerobics. Not only is it good for your body, it's good for your brain, and stimulates the thought process. There is not doubt that a person's mind is sharper when he or she takes the time to fulfill some form of exercise. It's a promise to ourselves that we should keep.

Social Life:

In addition to the above, keeping contact and making time for friends and family is vital to one's mental health--there is only so much time you can spend staring at a computer. It is disheartening to see parents and their children on the cell phone will at a restaurant--or even in a line in Walt Disney World. This is precious time that we can't get back: kids grow up too quickly, and we need to cherish those brief moments before they're gone. Students also need to not spend all of their time via the digital community. The occasional FaceTime or Skype call is fine, but when this comprises the majority of students' social time, instead of face-to-face interaction, I wonder how they will be able to eventually conduct themselves with others in the business world after completing their education?

What Can Students and Teachers Do? Using Digital Technology for Self-Improvement--Everything in Moderation:

Teachers:

While there are negative aspects to all forms of digital technology, there are many positives as well. Cell phones can be used as reminders to take that walk, sit up straight, do prep work for a healthy meal, and finish that lengthy lesson plan. Socially, they can be used to as reminders of a friend's birthday, and plans with friends and family.

Students:

Students should use digital calendars as reminders to exercise, eat well, keep important dates with friends and family, study for HW, quizzes, and tests, and upcoming projects. While FaceTime, Facebook, and Skype are fine when used in moderation, excessive use of these and other social media outlets can lead to poor study habits, poor health, and, ironically, damaged relationships with friends and family.

The old adage still rings true: everything in moderation.

Following is a link to my improved digital health calendar:
https://prezi.com/jgnxk1bjpp78/edit/#37_95982358

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Participate 4.1.2--Digital Safety and Security Quest

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Participate 4.1.2--Digital Safety and Security Quest

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As I learn more about internet safety, I can't help but wonder how much of a digital footprint I have left? How much will our students leave?

Admittedly, I have not been the best about turning of the "cookies" on my computer, but I will be sure to do so after this lesson. Internet users must always be mindful of the trail we leave behind for corporations and hackers. I found a video during my research produced by a local news channel which explores the depth at which our every virtual move may be traced, and it is disconcerting, to say the least.

Knowledge is Power:

The same must be taught to our students at an early age. Not only must we teach students how to foster a safe learning environment in our digital learning communities, free from bullying and harassment, but we must also teach them how to be safe from all forms of digital predators. By giving students this knowledge, and the tools to acquire even more depth on the subject, we are providing students with the single-most important step in ensuring their digital safety. Educators and parents can utilize blocks to bar any inappropriate content, but students must learn not to give to much of their private lives away on any aspect of the internet.

Strategies to Consistently Keep Digital Safety in the Forefront of Students' Minds:

Education:
http://www.kaspersky.com/internet-security-center/internet-safety/faq

http://www.athinline.org

Consistency:

Continue to have high expectations regarding students' behavior online throughout the semester.

Reinforcement:

Let students know when they are exercising exemplary digital safety and security practices. Keep track of their use and citation of the internet, and how they respond to other students in their DLC.

Social Bookmarking:

Please visit my social bookmarking site, Symbaloo.com, for links to sources that promote digital safety in our DLCs:

http://www.symbaloo.com/home/mix/13ePBdi8bd

Click the link below to view a presentation I created on Prezi regarding Digital Safety and Security:

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Digital Safety and Security: Are You Safe Online? ? How to Ensure Digital Safety: Train children the importance of digital safety from a young age Train teachers and parents Block inappropriate content Does your internet service provider offer options on limiting internet access? What does your digital footprint say about you?

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With the recent plagiarism accusations in the music world of Sam Smith's song "Stay with Me," and it's dangerously similar melody to Tom Petty's "Won't Back Down," and Robin Thicke and Pharrell Williams' song "Blurred Lines," and its proximity to Marvin Gaye's "Got to Give It Up" decided in court just this week--not to mention the large sums paid to each plaintiff--students will have a contemporary context in which to comprehend the importance of digital rights and responsibilities.

Begin on Day One:

With that said, schools must clearly post their Acceptable Use Policies, or AUPs, for seasoned and new teachers to see. These policies should be addressed the first week of school, during Pre-Planning faculty meetings, especially for new teachers. At this time, AUPs should be identified, posted, and discussed by the administration; then they will be more likely be adopted and adhered to by educators. When new educators are trained before they teach, they will most likely accept and carry-out AUPs throughout their careers, and will mentor future new teachers in doing the same. As with any new policy or concept directed toward adults who may not be technologically-inclined, this can be a daunting task. Similarly, when teachers address AUPs with students the first week of school, they may also feel overwhelmed by the jargon and policies. But with time, these policies become a natural part of teachers' and students' daily internet experiences, and help in protecting both themselves and other users.

Each year, when it became time for the dreaded persuasive, research-driven essay, I saw the usual mistakes on most first drafts. Although students have learned to cite sources since perhaps middle school, most students continued to omit their sources, and even left off quotation marks from direct quotes--clear plagiarism offenses. So why did students leave-out these important steps? Because it takes work, and because they haven't done it in a year or so.

Making the Unfamiliar, Familiar:

One method I use to combat problems with plagiarism is breaking-down each paper by main point. Each year, I begin the research paper process by handing out packets of information to avoid the pitfalls of plagiarism. We went over them in class for the better part of a week before we even began to write the paper. We worked on their drafts one main point at a time, which helped students not to feel too overwhelmed by the process of writing--and it truly is a long, and sometimes, arduous, process, for students. With each important research paper citation method, students were required to create their own, using their chosen essay topic. After we reviewed plagiarism, we created their persuasive thesis statements, and then their first paragraphs, and then their first main points. But once again, many omitted citations altogether. In the nicest, and best, way possible, I explained to them that not only does plagiarism hurt others, it hurts themselves--their grades--as well. So we took part of the next class reviewing plagiarism again, now using their own papers, sources, and citations. I asked students for volunteers to put their main points up on the board, so we could critique them as a group. At first, no one wanted to volunteer, but every class, after a few of the more outgoing souls did so, it caught on, and pretty soon we didn't have enough time. We deconstructed their papers. We talked about them, laughed about them, and solved problems together. Why did more offer to volunteer? Because they felt safe, and because they realized they would have "free editing" that they could use and keep. It actually became enjoyable for them, because they figured it out. The light bulbs went off, one-by-one, and the unfamiliar was once again familiar. When students saw that accepting AUPs helped themselves and others, they readily adopted them into their own writing practices. One of the best things I witnessed was the students helping each other, and enjoying it. Their writing quickly improved, because they were more comfortable with the AUPs set before them, and with each other, and were very proud of their work. Another valuable, and often-times funny, in-class lesson was to teach the difference between when to quote, or a "quotable quote," and when to paraphrase. Through repetition and spiraling, students were able to learn from their own, and others', mistakes, which is the time-worn, old-school, learning-by-doing method of acquiring, and owning, information. There was immediate payback: plagiarism was not committed, grades rose, frustrations ceased, sources were cited, copyright laws were protected, and, most importantly, students felt pride-of-ownership. And that never gets old.

This may easily translate into DLCs as well. Research paper time usually occurs during the second semester, when students are more familiar with each other, and feel a sense of mastery in the aspects of ELA. Online lessons and office hours may include students samples, with their permission, to be edited by their peers. Papers can be edited in real time, offering students immediate feedback in the virtual classroom, just as in the on-site one. Students will truly be learning together, and helping each other with their writing, further strengthening the DLC bond--all while protecting against plagiarism.

Posting step-by-step videos with graphics and voice-overs using our digital teaching tools, plus lesson plans, activities, and assessments, will help students from the first week of school to better understand best practices within our DLC so they can feel safe in interacting with each other, the internet, and their own products.

Teaching AUPs throughout the Semester:

While it is important to teach students of AUPs during the first week of school, and during research papers, it is also a policy that must be reinforced throughout the school year. As one lesson, teachers may pose a question to students from a work of literature they are currently studying. Taking a relevant, time-worn question from a frequent-flyer student site such as shmoop.com that also requires a deep understanding and analysis of the text of Hamlet, teachers may reinforce the idea of turning plagiarism to paraphrasing.

Following is an example of a classic Hamlet question, from high school to college:
http://www.shmoop.com/hamlet/questions.html

What is the role of theater within Hamlet? What is the purpose of the Hecuba speech, the play-within-the-play, and Hamlet's advice to actors? What practical purposes do theatrical moments serve in the plot? What symbolic purposes do they serve? Does theater really "hold, as twere, a mirror up to nature" (3.2.21-22)?

Then, ask students to copy-and-paste shmoop's answer to the question. Finally, students must paraphrase that answer using the AUP / paraphrasing guidelines taught in class, and include direct quotes as evidence from the text.

Not only will this exercise teach students how to deeply engage with the text in their responses to literary questions, it will also reinforce the importance of AUPs, copyright laws, and a heightened awareness of Digital Rights and Responsibilities.

Additional Plagiarism Resources:

Following are a few entertaining internet videos, lessons, and tests to help teachers make the sometimes dry lessons of teaching plagiarism a bit more entertaining:

Engaging and highly-informative video by CGP Grey, "Forever and One Day," addresses copyright laws, the layers of licensing, and uses cultural references such as the Founding Fathers, Mark Twain, J.K. Rowling, Star Wars, and the Disney Corporation to make his point:
https://www.pinterest.com/pin/555209460282766889/
Video: "The Punishable Perils of Plagiarism," by Melissa Huseman D'Annunzio
http://ed.ted.com/lessons/the-punishable-perils-of-plagiarism-melissa-huseman-d-annunzio

"Plagiarism Practice Test": Indiana University at Bloomington:
https://www.indiana.edu/~istd/plagiarism_test_practice.php
"How to Recognize Plagiarism": Indiana University @ Bloomington
https://www.indiana.edu/~istd/practice.html

"Plagiarism and Note-Taking [Paraphrasing] Article" by Bill Stiffler:
http://www.billstifler.org/cstcc/note-plg.html
"Plagiarism: How to Avoid It," on SchoolTube:

http://www.schooltube.com/video/c9b373a424c94fc0be94/Plagiarism:%20How%20to%20Avoid%20It

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As I was creating the DLC netiquette project poster, I realized that all TOOL categories comprise DLC netiquette: Participate, Navigate, Communicate, Create, and Evaluate. Even in the Creation stage, proper netiquette must be followed--when using part of another person's work, the source must always be cited using the appropriate citation format and style.

This invaluable lesson on DLC netiquette is one that should be taught the first few days of school. Students must learn the importance of respect when using the internet in its myriad forms.

For my online Netiquette project, I chose to use Smore.com: it has great visuals, and generates a tailor-made virtual poster that is easy for students to understand.

Here's a link to my Netiquette poster using Smore.com:

https://www.smore.com/vd8sx-gavs-netiquette-and-you

Following are two quizzes teachers can post online for students to complete the first day of school before they participate on their online learning community:
Carnegie Mellon University's Online Netiquette Quiz:
http://www.carnegiecyberacademy.com/funStuff/netiquette/netiquette.html

Learn the Net:
http://www.learnthenet.com/test-yourself/netiquette/

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Participate 3.1.1--Access to the Digital Community

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Participate 3.1.1--Access to the Digital Community

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My level of access to digital resources:
All internet experiences are not created equal.
I was truly surprised when I realized that our county is a virtual digital utopia, ranking in the top 10 in our state. There were, however, 38 out of 159 counties ranked at 100%. When I entered my home address, the average speed was 6-10 Mbps, and ours was 59 Mbps, so it seems a bit skewed. Admittedly, we do pay a considerable chunk out of our budget for high-speed internet service, and did purchase a new computer a year ago, which also adds to the high Mbps rating we received on broadbandmap.gov page / map: 59Mbps download; 12 Mbps upload. After having an older computer for years which made several trips to the shop, we decided to splurge, and are definitely paying for it. The average home in our county averages 3-20 Mbps. The sad reality is there are too many people out there who are unable to afford a smart phone, let alone a tablet, laptop, or personal computer--let alone broadband speed. When I was a T.A. in college in the 1990s, I was fully aware of the challenges low-income communities faced when trying to become a part of the digital community, assigning essays on the topic. Even in those murky, early stages of the public internet, I had a sense that the suburban kids in the class were unappreciative of the resources readily available to them, and wanted them to have a clear understanding of the limitations facing lower-income families.

What types of barriers might impede students’ opportunities to access digital learning?
According to the WebJunction article on Digital Inclusion, those who traditionally have had the least amount of access to technology are lower-income individuals / families, less-educated inviduals, senior citizens, and persons with disabilities. Obviously, the two most glaring issues are income and location. Their statistics were disheartening:Taken from: http://www.webjunction.org/explore-topics/digital-inclusion.html#how

15% of all Americans do not use the Internet.

41% of Americans who do not have a high school diploma do not use the Internet.

22% of Americans with only a high school diploma do not use the Internet.

44% of Americans over the age of 65 do not use the Internet.

24% of Americans with a household income of less than $30,000 do not use the Internet.

24% of Hispanic Americans (English and Spanish speaking) do not use the Internet.

In 2011, less than a quarter (24 percent) of African American rural
households headed by someone without a high school diploma said that they owned a computer, compared to 67 percent of all rural households, and 76 percent of all U.S. households. Concerning broadband service, only 16 percent of African American rural households headed by someone without a high school diploma used high-speed Internet at home. (p.43)

34% of non-internet users think the internet is just not relevant to them, saying they are not interested, do not want to use it, or have no need for it.

32% of non-internet users cite reasons tied to their sense that the internet is not very easy to use. These non-users say it is difficult or frustrating to go online, they are physically unable, or they are worried about other issues such as spam, spyware, and hackers. This figure is considerably higher than in earlier surveys.

19% of non-internet users cite the expense of owning a computer or paying for an internet connection.

7% of non-users cited a physical lack of availability or access to the internet.

Older individuals and those with more income are more likely to say they are not interested as reasons for not using the Internet at home, controlling for other factors.

However, the poor, Latinos, females, and those with less education are significantly more likely to cite afffordability as the main reason for not having the Internet at home.

What might we do to eliminate such barriers?

What stood out the most as to how to best achieve success with digital inclusion is the need for communities to come together to achieve this goal. Following are just a few of the solutions presented in WebJunction's "What Is Digital Inclusion?" article:

More publicly-accessible computers

Free wi-fi

Computers donated publicly or privately to low-income neighborhoods

Corporate giants' willingness to donate computers and tablets

Silicon Valley's donating or providing discounts to schools and low-income area residents

Discounts provided by high-speed broadband companies

More computers in public libraries / public spaces

Free technology training to low-income individuals and persons with disabilities

Beginning donation and training to low-income children at the elementary school level

Technology fairs geared toward low-income individuals and persons with disabilities

We as educators need to make sure that students feel comfortable in communicating their technological limitations to us, so that we may offer viable solutions, and so they may have the possibility of surpassing even their greatest goals.

Taken from:
http://en.wikipedia.org/wiki/Internet_access Broadband affordability in 2011 This map presents an overview of broadband affordability, as the relationship between average yearly income per capita and the cost of a broadband subscription (data referring to 2011). Source: Information Geographies at the Oxford Internet Institute.[

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Note to readers: Upon sharing with one of my friends that I had not found that perfect site incorporating stunning visuals with easy-to-use features, she quickly recommended Symbaloo.com. As soon as I tried it, I knew it would be a perfect fit for my virtual classroom. While I liked Diigo's features, I'm more of a visual learner, and the site felt a bit dry. My feeling on this is that since we are with them in a virtual classroom, not a tangible one, I want to create a virtual space for students which makes them feel safe, comfortable, inspired by possibilities, and eager to learn. Symbaloo has the graphics and user-friendly aspects I was looking for, and will have a mass appeal to students. Most importantly, it also has a dedicated site for teachers, Symbaloo EDU. It also has a mobile app, so that teachers are instantly able to respond to and assist students, regardless of their location. I wanted to share this, because it seems to have a mass appeal for educators and students, alike.

Web-Based Walkabout:

I have to admit that this quest was a bit daunting at first--I have never used social bookmarking sites. But now that I have, I will never go back to my dusty ring binders. An enormous challenge for we as long-time educators is finding storage space for the plethora of useful information gleaned throughout the years, while attempting to live as clutter-free as possible. Attempting to be creative in the classroom also requires the use of ample storage space. Using Symbaloo.com has been an eye-opening experience: if only I had had this 10-15 years ago as a new teacher. Using this site as an organizational tool brought back memories of my stacks of 3" 3-ring binders, full of printouts of my favorite online teaching sites and resources for almost every class from Grades 9-12--which took up my entire closet at school. Oh, the paper and ink that were wasted, and the space that was wasted. Instead of paper tabs, Symbaloo uses "Webmix" tabs, which group together your favorite links by category, such as DLCs, web tools, teacher resources, and media literacy. The graphics are stunning, and the "tiles" are created using the link's company logo, provided for you in the editing box, plus the abbreviated tile title you choose to type.

What were the (3) most useful tools or resources resulting from the web walkabout?

1) Symbaloo: As a social bookmarking site, it's beautiful images and user-friendly features have sold me. I look forward to sharing it with my students, and have already imagined the possibilities of my children's future school projects.

2) Tiki-Toki Timelines: Students and teachers create beautiful virtual timelines to submit and share. Students' notes of the American Literary Period will never be the same, certainly not as dry.

3) Glogster: Online, interactive poster / collage-maker. Students may add text, music, pictures, and video to create an online collage to share with peers. Virtual alternative to classroom tri-board / poster, it lasts forever, and may be used as an excellent, visual study tool.

How can students be taught to safely collect tools and resources that can help them maximize their learning?

Virtual learning requires that students and teachers become well-schooled in what comprises a safe online tool or resource. Using my handy-dandy Symbaloo Webmix tabs, I quickly referred to my easily-organized, favorite internet safety tool and resource links:

1) Wikipedia's Entry for the List of Top-Level Domains:

An incredibly helpful entry in the Wikipedia library, it explains the top-level domains, such as .edu, .org, and .gov, and their validity in the world of online research.

2) Web of Trust (WOT): This site, a free add-on to your browser, rates the validity of search, shop, and surf websites, using a colored traffic light as its rating system.

3) StopBadware: This non-profit site lists the most current malware / viruses on its home page. Interestingly, it listed a Skype worm as one of its top ten offenders. When students see a social site such as Skype infected, it raises the possibility that any site may be harmful.

What policies or procedures might need to be in place to make this possible?

Modeling best online research practices is perhaps the most long-term, effective way in which to train students in the importance of internet safety. During the first or second week of school, however, a WebQuest, or other online discovery research assignment, would be a hands-on way for students to master this vital skill.

The following WebQuest was designed by a high school teacher as a tool for students to learn internet safety rules by creating a list, informational brochure, and finally, a 3-5 paragraph reflective essay. It even includes a rubric for all (3) parts of the assignment. I think this would be an excellent assignment for the students to complete after the first week of school:
http://questgarden.com/94/16/4/100105120126/index.htm

The following link takes you to my social bookmarking site, Symbaloo.com, where I have bookmarked my favorite links discovered during my "resource reconnaissance." Included are old favorites, such as PhotoStory, and Prezi, from which my students created stunning online projects. Perhaps the best feature of these sites is that students are able to access them from their home computers, and remotely as well. I am also looking forward to having my children begin using this site for their schoolwork as well:

http://www.symbaloo.com/home/mix/13ePBdhHAh

Symbaloo Social Bookmarking Tutorial:

The following video demonstrates how to embed YouTube videos your into your Symbaloo tile:

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Participate 1.1.3--Ideal Digital Learning Community 

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Participate 1.1.3--Ideal Digital Learning Community 

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Characteristics of an Ideal DLC:

User-friendly for students and teachers, such as Moptwo and Scoop.it!

Annotation tools that help users read and participate more effectively (digital highlighters, sticky notes, screenshots)

Text tools are easy-to-use, and include anything the user would need to create the perfect topic box

An online, academic site offering free textbooks, lesson plans, curriculum guides, video instruction, podcasts, projects, and formative and summative assessments for teachers in all disciplines; also has a separate section for students and parents, such as College Board--see edutopia.org

Graphic-centric layout on main page, with one-click links to related educational materials

Easy to register and navigate

Easy-to-use systems of calendars, reminders and alerts, such as on the iPhone

Lends itself to superior research results

Features of a DLC that set it apart from and above others:

Mobile app and MAC / PC-friendly

Graphic-centered "topic box" with appealing, brilliant graphics to engage users

Facilitates communication between teachers and students

Is its own "social bookmarking site," so the extra step is eliminated (edutopia has just added this feature to its site--brilliant)

Makes providing meaningful feedback to students much easier for teachers

Subscribe to and follow user pages / what interests you with ease

Store links to study / enjoy later

Links easily shared directly with the click of an icon button to social media outlets, personal e-mail addresses, etc. (just as are available on internet shopping websites, we are shopping for knowledge)

Statistics at the bottom of each "stacked topic box" to make user aware of how many people viewed, shared, and commented on your entry

Browse by topic with ease

Easy-to-use menu bar and page format

Frequently updated

Provides new ideas and content to explore

Provides connections to current events and trends

Qualities that potential citizens of an enlightened online society need to possess in order to gain admittance:

Open-mindedness

Self-reliance

Love of learning

Respect for others and self

Feels a sense of responsibility and duty to the community

Credible sources are used and cited

Every digital citizen has a voice

Sample collage of Ideal DLC would include (in a stacked box format such as "Moptwo" and "Scoop.it!":

In its original form on Moptwo, the sample below was in a stacked topic box, and was easily transferable to social media sites and e-mails.

As soon as Harper Lee's second novel is published, a topic box can introduce a new assignment, in which a persuasive essay is written, citing the similarities between the two novels.

https://www.moptwo.com/Hastings~16044

Books

Harper Lee, Author of ‘To Kill a Mockingbird,’ Is to Publish a Second Novel - NYTimes.com
mobile.nytimes.com
Harper Lee, the reclusive author of the beloved best-selling novel “To Kill a Mockingbird,” will publish a second novel in July, her publisher announced Tuesday.

Added: February 3, 2015 at 4:14:58 PM EST

Tags

#authors, #books, #HarperLee, #literature, #news, #NYT, #ToKillAMockingbird

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Harper Lee, Author of 'To Kill a Mockingbird,' Is to Publish a Second Novel - NYTimes.com

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Harper Lee, the reclusive author of the beloved best-selling novel "To Kill a Mockingbird," will publish a second novel in July, her publisher announced Tuesday.

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Participate 1.1.2--Joining a Digital Learning Community

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Participate 1.1.2--Joining a Digital Learning Community

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Social Bookmarking Sites:

Having used such social bookmarking sites in the past such as Pinterest, I was eager to find one that was user-friendly for teachers and students, alike.

Sites such as ScoopIt, Diigo, and Delicious, place heavy emphasis on graphics for audience appeal, which is vital in garnering the interest of our digital-age students.

For now, I have decided to go with Diigo: in an article this week on the top 50 social bookmarking companies, Search Engine Journal dubs it "social bookmarking on steroids." I liked the sound of that, for it has the ring of endless possibilities. Diigo incorporates the use of annotation tools, including highlighters, sticky notes, and screenshots, organizes information easily, allows users to build personal libraries with ease, and allows users, both introverts and extrovers, alike, to "be at ease," which is essential for those students who are not always eager to volunteer, but have important ideas to share.

Digital Learning Communities (DLCs):

Much time was spent researching my favorite top five sites as well, from those I have used in the past, to new ones that were found on recent searches. These will change over time as well, as the field grows, and new companies are formed, but for now, these, too, seemed the most engaging and useful to both teachers and students:

Khan Academy:

As a parent of two elementary-aged students, I have used this site several times, especially for math, and it has been an excellent virtual tutorial for them. The great thing about Khan is that it is free for students of all ages, sends weekly reports as to students' progress, and incorporates a step-by-step video process, which even anticipates students' questions. While they don't have a specific content area for literature, they do have art, science, etc., which will be useful in cross-curricular assignments. As a teacher, Khan is a step-by-step video tutorial that will assist and supplement students' learning.

edutopia:

As with Khan Academy, edutopia has a digital learning library for Grades K-12, along with "Best Resources" for educators. In addition to lesson plans, articles, samples, and videos regarding formative and summative assessments, curriculum planning, projects, and technology integration, there is a plethora of engaging and useful articles and video activities, in addition to discussions of the challenges educators face with all age groups, and ways to create an engaging curriculum for this audience.

iTunes University:

As the "world's largest digital collection of free education content," this free app offers free courses from more than 1,000 top universities and colleges around the world, along with K-12 courses as well. Their collection includes downloadable books, lectures, videos, and additional resources. I assigned my 10th Graders podcasts from this site as a supplement to some of the literature we read, and they had to take notes on the most important concepts gleaned from these podcasts. It was a useful tool in helping them retain important information for future formative and summative grades.

Edweb:

This free DLC has myriad PLCs to join, including "Digital Classroom: Teaching with Tech," in which community members engage in monthly webinars and community discussions to supplement their online teaching courses.

Open Culture:
As the self-proclaimed "best free cultural & educational media on the web," this site lives up to its name in every way--from Astronomy to Psychology, this site has it all. When I clicked "High School / Literature," a free online video and course hyperlink entitled "American Literature I: Beginnings to Civil War," appeared, along with additional free courses on Eliot, Hemingway, Fitzgerald, and Faulkner.
Open Learning Initiative:

In conjunction with Carnegie Mellon University, the focus of this site is on higher education. It provides courses, resources, and feedback for students and teachers, along with articles regarding the challenges and of teaching the the digital world.

Edmodo is also an excellent site, which I plan to use when I begin teaching high school again.

Which is my favorite DLC for now?

Edutopia, but they each have different and unique qualities to offer, which made the choice a difficult one. I will most likely end up using all of them and more at some point, which is a wonderful quandary in which to be. Any site that enhances teacher-student communication is an invaluable resource.

Following is an article regarding Shakespeare and student engagement found on Edutopia.com:
The Impact of Shakespeare on Teachers and Students:
http://www.edutopia.org/blog/impact-shakespeare-teachers-students-heather-wolpert-gawron
Photo Credit:
Photo credit: eaglebrook via flickr (CC BY 2.0)

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PARTICIPATE 1.1.1--Character Traits Quest--Top 3 Character Traits of an Exemplary "Digital Citizen"

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PARTICIPATE 1.1.1--Character Traits Quest--Top 3 Character Traits of an Exemplary "Digital Citizen"

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What is a "digital citizen," and how do we become an exemplary one in today's media-centric world?

There is no doubt that social media can be a transformative force: the question is, how do we use it in a way that is positive, and does not adversely affect someone?

The internet, and social media in general, may be used as a powerful political tool to enact social change. As Mossberger et al. state in "Measuring Digital Citizenship: Mobile Access and Broadband," "smartphones are not bridging the gap in disadvantaged communities." It is a sad reality that many citizens are unable to afford a computer, tablet, or smart phone--and, even if they can, smartphones are unable to compensate for economic inequality. But given the opportunity and the means, many are able to take a trip to the local library, or acquire the use of technology in public schools, log in to the internet. Here, they find an outlet to voice their opinions about social issues, or create websites as a springboard to enact social change. When educators teach students how to utilize these resources in an effective manner, the outcome can be a powerful one.

Following are (3) attributes I believe comprise an exemplary digital citizen:

#1: With Power Comes Responsibility

Common Sense Media's lesson plan regarding responsibility to self and others is perhaps the first lesson that should be taught and modeled by digital educators. Their "Ring of Responsibility" graphic demonstrates three levels of this responsibility: 1) Self--students must exercise their personal right to keep themselves safe, healthy, and must protect their reputations; 2) Responsibility to friends and family--in order to be respected, students must learn they must treat others with respect, especially toward those closest to them. Repeated examples of being a good listener, helping when someone is in need, and supporting them in their interests and goals will be returned in kind; 3) Community--students follow the rules of their schools, coaches, and communities, and give back to them as well. Submitting assignments on time, and cleaning up local streets and parks, are all ways a student may give back to her community. In a digital sense, when a community of online students work toward a common goal, and help each other achieve that goal, on an online blog critical analysis question, for example, they are fulfilling their responsibilities in the world of digital citizenry.

When these three core "Rings of Responsibility" are then transferred into every aspect of a student's life, including their digital, educational lives, they, in turn, will be recipients of the respect that is due them as well.

#2: Communicate Appropriately

The first week of the semester, educators must make clear their policies regarding online communication (Common Sense Media) . A lesson demonstrating the importance of tone is helpful in preventing misunderstandings and hurt feelings between students. When students are taught to "Stop, Think, Reflect, then Respond" at the beginning of the semester, an expectation for a forum of respect is created.

#3: Understand the Power of Digital Media

Educators should model the positive ways in which digital media can influence a person's life. It is too easy for students today to place too much of a focus on social media outlets such as Facebook and Instagram for the wrong reasons. Showing students the ways in which the internet has been used to make a lasting, positive impact in people's lives is one step toward an understanding of using one's power for the good of others. The image, below, is an example of what Damian Thorman (Knight Foundation article) cites as using social media not only as a fundraising tool, but as a platform for organizing citizens to actually enact social change: building the local playground, not just pay for it, is a life-changing event for all involved. Instead of just raising money for charity, social media outlets and the internet make it possible for foundation members to purchase the products, organize volunteers, and build the playground for underprivileged children. When educators teach their students the power of the internet, they in turn give students the power to promote and model digital citizenship--and even to enact social change:

http://kaboom.org/partners/how_playground_build_works