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The micro lingo project was a great project. It requires the students to examine how technology changes the way we interact with each other and the world. Something as simple as an emoji can assist students in communicating their thoughts and feelings but others may receive the message differently. After examining the various ted talks about language and completing a chosen artifact of their learning students reflected on the essential question-

How have texting, Internet slang, and emoticons changed the way we write, speak, and communicate with others?

Students did at great job reflection on the positive and negative aspects of texting, slang and emojis. They acknowledge that emojis are fun and expressive. They also realized that the prevalence of personal devices has limited the amount of time they communicate face-to-face.

The students use a variety of technology throughout this project including viewing online video content, creating a flipgrid video with other students and creating final products using google slides, powtoon and google draw. I think the amount and types of technology are great but I think our students overall preparedness to digitally create an emoji or to type a document on a computer using emojis is not there. They are used to creating things using cell phone and tablet interfaces. The continue to need more direction and practice in creating and utilizing the computer interface and software.

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All of the students were very into the online tracking and how companies track their searches. We had a great conversation and debate about the role of the government and companies in privacy online - which paired perfectly with social studies. We were able to tie in current events (Facebook, Brietbart) into the conversation. I think more real-world examples and having students use their own profiles for tracking would be great to add in.

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Teaching students about common sense media has proven to be a valuable and insightful process. There are many reasons why Digital Citizenship is a vital concept for students to understand and utilize in their daily lives, as they are consumed with technology. As they are using and bombarded with this technology everyday, the question arises if students are equipped with the knowledge to handle different aspects of online safety. Being able to teach Digital Compass was a great experience for me and my students. They enjoyed the interactive quality of the lesson, and found it enjoyable to see the results of the decision they chose to make. Allowing students to see real-life implications of common sense media is a great tool for them. This is a lesson I would want to repeat with future students, as my students loved and enjoyed it so much.

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I also used the Safe Online Talk nearpod lesson. My students really liked using nearpod on their devices for this lesson because they could see other groups responses. Dawson and I thought with summer approaching, this lesson would be super important and meaningful to our students. My students felt as though gaming sites and social media is a way to connect themselves to others, even if they didn't know them. Many said they would never approach a stranger on the street but they would comment and talk back and forth with someone online. When I asked why, students couldn't really put it into words, they all agreed that it was "just different".

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My students really enjoyed this CSM lesson for many reasons. They were fascinated with Firefox Lightbeam and we spent quite a bit of time going from site to site. I had students give me a couple examples of their favorites sites to browse. We started with the school homepage and students were amazed with the "hits" that showed up. A couple of my students knew it was because we use google suites. We then visited Amazon, ESPN, and a few gaming sites. It was fun to hear students reactions after clicking on just a few links within the sites. Overall, this lesson did a good job showing students they aren't alone online because there are so many third party sites attached to the ones they frequent the most.

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The Trillion Dollar Footprint lesson gave us an excellent activity and video that illustrated how long and permanent their footprint truly is.

We also used lightbeam, which was fascinating, and pretty scary.  I was right along with the students as far as being stunned by how quickly my information was being shared with 3rd party websites.  I would have liked more time with this to experiment with different websites and see what I could do to minimize sharing.  We all found it interesting that Amazon seemed relatively safe compared to CNN.  Who knew?

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This lesson was a great opportunity to discuss with kids the fact that the digital footprint that they are building now might affect the way they are viewed in the future. The kids loved evaluating the online profiles of Linda and Jason and making their decisions about whose digital footprint made them (or didn't make them) the best candidate for a job. I heard so many lively and thoughtful debates about the small online footprints they were given, and I know that the students walked away from the lesson with stronger ideas about making online profiles private and managing their posts and pictures. Also, the Tedtalk and lightbeam ad-on were extremely cool. Students were stunned to see how bombarded they were by third party sites when we visited websites that they frequent often. This lesson was dynamic, fun, and engaging!

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This lesson was a great opportunity to discuss with kids the fact that the digital footprint that they are building now might affect the way they are viewed in the future. The kids loved evaluating the online profiles of Linda and Jason and making their decisions about whose digital footprint made them (or didn't make them) the best candidate for a job. I heard so many lively and thoughtful debates about the small online footprints they were given, and I know that the students walked away from the lesson with stronger ideas about making online profiles private and managing their posts and pictures. Also, the Tedtalk and lightbeam ad-on were extremely cool. Students were stunned to see how bombarded they were by third party sites when we visited websites that they frequent often. This lesson was dynamic, fun, and engaging!

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My students ready enjoyed being able to decide if Linda or Jason should be hired. It was interesting to hear student reasoning on who to hire. I also used the CSM nearpod lesson safe online talk with my students. I thought this this would be a good idea because they were heading into summer break. One slide asked if students believed if they should talk to strangers and all students said NO! However, when the question asked if they talk to strangers online, they somehow thought that it was different then talking to a stranger in person. They said because they did it from the safety of their homes. So, this lesson was a great way to let them see the dangers/pitfalls of online talking.

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The students were shocked to discover online companies track their browsing history. They were enthralled by the personal tracking applications of cell phone use, throughout the world. Being able to compare 2 people's internet search results gave the lesson a context relatable to our students. Students were able to recall personal experiences linking social media ads to their prior internet searches. The lesson opened students' eyes to the harsh reality of accepting companies/websites "Terms of use" and "Privacy agreements" without fulling reading the fine print.

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The students enjoyed learning about the digital profiles of Linda and Jason.  For some of them it became a debate about what information companies should be able to use to determine whether you are a good candidate or not.  It was an eye opener that what you put on social media leaves a record that can be tracked.
When we looked a Lightbeam, it was interesting to see all the different companies that you interact with on a daily basis. The lesson was an eye opener and engaging for students

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My students enjoyed reading the resumes of Linda and Jason. The made their decisions based on the assumptions from their social media posts. It was interesting for them to compare what they were reading to their own experiences online.

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My students were fascinated by the online tracking information and activities. They enjoyed comparing the 2 people and how they were tracked differently by companies based on their internet searches. They also enjoyed seeing how a person can be geographically tracked by simply using text messages. Prior to the lesson, they did not realize how much they were being tracked based on what they do online and with their phones. It would be great to see more real-world examples like these in future lessons. This helps so much with student interest and engagement.

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My students enjoyed making decisions about privacy and copyright using the Digital Compass lesson with the cartoon characters. Students made some positive and negative choices for the characters and got to see some realistic outcomes. They saw that extra clicking on sites can have some consequences. They also explored how easy it can be to let too much "get out there". The students asked to do more of the scenarios. The copyright lesson helped students understand that copy and pasting is easy but not wise. The lesson challenged the students but was also fun.

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My students really enjoyed reading the "profiles" of Linda and Jason to figure out which person would be the better candidate for the host position. They got excited when they were able to find things that proved the were dishonest or wouldn't work well with others. I believe these profiles helped my students understand the "digital footprint" that they leave behind when they write a post or leave a comment on social media. A lot of my students did not know that employers often look at your online profiles, and they were interested to learn that. We also spent a while using Lightbeam on Firefox. Students thought it was really cool to see all of the third party sites that come up from clicking on just one or two links or websites. We went to several of their favorite websites, including ESPN and gaming sites so they could see all of the companies they interact with on the web on a daily basis.

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The students loved looking into the print out of how two different people searched the word "boots" on the internet and got completely different results. They really enjoyed dissecting what they could infer about the person form their search results. I would love to allow the students to use their own devices and search for a common word or phrase and to compare what each other got. For example: if they were to search the word "skin" some of the Fortnight Players would likely get results geared toward the game while some of the girls may get information on healthy skin and make up products. I think that the students would love to see this in real life as well as the given scenario.

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Using Technology in a Common Media Lesson

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Using Technology in a Common Media Lesson

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One way to integrate technology into a Common Media lesson is to create a hyperlinked self-paced presentation for the students to follow. Teachers can embed related videos (including EdPuzzle videos with guiding questions) and links to sites like Padlet, Answer Garden, and FlipGrid for virtual collaboration. You can even include a Google form quiz for immediate feedback and assessment.

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What’s the big deal about internet Privacy?

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What’s the big deal about internet Privacy?

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Details/Background:
Some students viewed this lesson as meaning one should go “off the grid” or (less drastically) cut down on one’s online use. This created a excellent discussion about not only the size of your digital/information footprint but also its impact. Ounce your footprint is out there you can’t reduce the size of your footprint;, there’s no taking it back Students reacted to this across the spectrum some cared some didn't and some were in the middles. we talked about how to  reduce the impact of your footprint by using privacy settings, turning off location services, etc. In other words, the idea isn’t to stop taking steps online, but to tread more lightly.  he best discussion came w/the scenario : "Our principal has hired a research company to collect information that will help us make the school better for you"  This really got some students up in arms and then we related this to what these companies are doing on the internet collecting your informations.  the final activity was to look at privacy statements and  EXPLAIN :that every website has a privacy policy.“Privacy” or “Privacy Policy.”

Using the online sheet-  have them check off the words that they find on the site and answer the questions about personal information and privacy

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Using lightbeam on fire fox students will track their digital footprint to see how their information is shared  when they are surfing on line.this is a copy of a students activity on line and all the 3rd party links coming from his use

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Use a Word Cloud creator and have students contribute one or two of their favorite digital Apps to a group list. It will give you a picture of the most to least favorite by varying the size of the words. TagCrowd, WordClouds

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Summary: Word clouds are fun ways to get students thinking creatively about any topic. The problem is that it's sometimes difficult to find the one that best meets your needs. Lucky for you, we've taken the dirty work out of it and compiled the 8 best free word cloud creation educational tools for teachers. Utilize these free educational technology tools to get your students' minds immersed in any new topic.

How To Use The 8 Best Free Word Cloud Creation Tools For Teachers
Editor's note: We have originally written and published this article in November 2013. Thanks to your useful suggestions and our own following of the latest developments in the fast paced field of technology, we have updated this piece in November 2015 in the hope that you will keep finding it useful. Thank you for sharing!
Free Educational Technology

Word Clouds are great ways to get your students thinking about any topic in a new light. Use these 8 best free word cloud creation tools for teachers to allow your students to embrace their ingenuity and focus on key concepts in new ways.

When it comes to finding the deeper meaning in a text passage, a word cloud is a simple application that you might have seen as a cute bit of fluff rather than a useful academic tool. Most word cloud programs work in the same, straight-forward way; the more a word is used in the text, the bigger it is shown in the cloud. A glance at a cloud is an easy way to preview a passage, or to analyze text. So what does this mean for your courses? I highly encourage you to read the article Word Clouds In Education: Turn A Toy Into A Tool.

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The 8 Best Free Word Cloud Creation Tools For Teachers

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Summary: Word clouds are fun ways to get students thinking creatively about any topic. The problem is that it's sometimes difficult to find the one that best meets your needs. Lucky for you, we've taken the dirty work out of it and compiled the 8 best free word cloud creation educational tools for teachers.

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Lesson Used and Technology that could be added.