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•Assign case studies or research projects where teacher candidates analyze the societal impacts of computing technology in education.

•Encourage discussions and reflections on the implications of technology use in various societal contexts.

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Throughout the new MA Health and PE curriculum framework, reference to media is common in the performance expectations. As our students select these performance expectations for their class activities or authentic assessments, they are addressing media literacy.

In the SBH online certificate program, Standard 3 is Accessing Valid and Reliable Information is where we teach how to analyze a website for validity along with other media skills.

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•Incorporate ethical discussions and case studies into coursework, requiring students to analyze ethical dilemmas related to technology use and development.

•Encourage critical thinking and moral reasoning through assignments and reflections on ethical responsibilities as educators in the digital age.

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•Design assessments require teacher candidates to critically evaluate digital resources for reliability, credibility, and relevance in the educational context

•Teach strategies for assessing information sources and discerning between credible and unreliable sources.

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•Offer workshops or courses focusing on developing effective communication skills for all online interactions including written communication, multimedia presentations, and virtual collaboration

•Provide opportunities for teacher candidates to practice communication and collaboration skills through Group projects and online discussions

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•Offer workshops or seminars specifically focused on digital citizenship, privacy, security, and intellectual property rights for future educators

•Emphasize the importance of modeling digital citizenship behaviors and providing guidance on navigating digital spaces responsibly

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•Offer courses covering fundamental principles of computer hardware and software, along with hands-on lab exercises to explore computing systems components and architecture

•Provide opportunities for programming proficiency development and understanding of networking cyber security and data management basics

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•Infuse examples and discussions related to the role of computing in different societal contexts throughout relevant courses

•Provide opportunities for real-world experiences, such as guest speakers or field trips, to deepen understanding of technology's impact on various industries and communities.

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•Require the use of a variety of digital tools and platforms in coursework, provide hands on activities and assignments for collaboration and productivity.

•Provide guidance on selecting and evaluating digital tools for teaching and learning tasks.

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Very often, skills-based health includes instruction on the effects of social media and the ethical dilemmas students face as a result of using social media.

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Assessments in SBH are based on the performance expectations of the MA HPE framework. We formatively assess during instruction, and we teach our students how to use formatives during their instruction.

Depending on the performance expectation being taught or selected by the student, assessment is developed using backwards design.

If students are assessing the validity and reliability of a product, service, or website, they are trained to do so using a variety of resources.

Students, whether a licensure or certificate student, are trained to use formative and summative assessments. Our key assessments are authentic. Students demonstrate content and skill taught in class.

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Students in both the licensure and online certificates are trained how to teach and assess interpersonal communication skills.

Classes are taught remotely or are online. The remote students communicate throughout the lesson during full class involvement or in breakout rooms.

Students in the online classes use the discussion board to communicate with each other.

Often, students collaborate during class activities or the key assessment. During that time, they use communication skills to work effectively as a group.

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It is common for students to use Google Classroom tools during their classes. In their districts, it is common for teachers to use the Google Classroom suite so they are very familiar with the technology.

Most students are also familiar with Padlet, Kahoot, Mentimeter, Pear Deck, etc. They demonstrate their expertise during demonstrations, lesson plans, and key assessments.