Comprehensive Reflection

• Standard 1: Facilitate and Inspire Student Learning and Creativity 

 How my understandings of the standards changed based on my experiences.

• Designing lessons has always been something that came easily to me. I am creative, so coming up with lessons that inspire creativity in students comes naturally. In this class I learned how many hundreds of ways one can use technology to make lessons more fun, interactive, and exciting for students. Technology takes away the physical and financial limitations of creative assignments and expands the realm of what is possible for a students to achieve. In designing lessons for this course I found ways to take a simple lesson and make it something so much more. I discovered resources for students of all ages, and although I chose only the one that was right for my lesson, I have those resources to use in the future.
• Teaching with technology is entirely different experience from teaching normally. I did not realize how different it could be until taking this course. It is simple to bring out student creativity in a low-tech teaching setting; simple bring out the crayons and glue and let them run with it. Technology is a little more difficult. I know how to use crayons and glue, but I have no idea how to use half the resources available through the use of technology. Technology opens millions of doors for students, allowing them to try things in ways they never imagined, but for a teacher it requires a lot of extra learning. This course prepared me a bit for dealing with that. I now have knowledge of and the general ability to use so many more resources for creative learning than I did in August.
• Assessing the artifacts from my lesson taught me a lot about what students will do if you give them broad goals and a program and let them run with it. The timeline activity I used for my second mini-lesson was especially helpful in seeing how students will use technology to create something, and how much guidance they really need. All of the students did exactly what was asked of them, and their assignments were all slightly different, but some students needed a little more encouragement to explore the creative side of the activity. I realized that some students -even when given a program like Kidspiration, which has hundreds of options- need a little extra encouragement to try new things and explore all the options. 

• Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments

 How my understandings of the standards changed based on my experiences.

• Lesson planning for me is about designing what I want to assess and how I want to assess it, then forming instruction around it. In this course, I learned how complicated that can be when taking into consideration all the technological aspects of the assessments and instruction. When building my lessons I had to take into consideration not only what I was assessing and how, but if the technology being used in the instruction reflected the technology being used in the assessment. Additionally, I had to keep in mind what I was really assessing. If I used a program the students weren't familiar with, was I assessing student learning or their ability to use the program correctly. This meant I had to keep in mind that part of my lesson might need to include a tutorial on the materials the students would be using.
• As mentioned above, teaching with technology often times involves some separate instruction on the program or app the kids are using. When I taught in this class I realized that the students did not necessarily understand how to use programs like Kidspiration, and I had to modify my instruction in order to ensure they were able to use the program correctly. 
• In doing this, I also had to change the way I looked at my assessment. The time lines they created all contained the necessary components, but some of them took a minute to find, as everyone did their activity somewhat differently, and some of them may have had some difficulties placing the pictures in the right spot or making sure things did not overlap. It meant I had to be sure to look more at the content and less at the way it was presented.

• Standard 3: Model Digital-Age Work and Learning

 How my understandings of the standards changed based on my experiences.

• When planning any lesson it is important to try the activity before asking students to do it. With digital components I found this to be even more crucial. There are always things that go wrong when working with technology. When planning a lesson using computers, smartboards, televisions, etc. it is important to find out what these typical problems are and how to fix them or modify the lesson to work around them. Knowing how to do this stuff as a teacher shows students that they can manage it too, and that their teacher does not expect them to accomplish something that a teacher cannot.
• I learned through my timeline lesson, that I need to take a minute at the beginning of any new activity to show the students what to do and how I do it myself. This modeling of the new technology is not only helpful for their understanding of the technology, but again, it lets them know that I do not expect something of them that I cannot do myself. I also learned that if there is a glitch, I should take it as an opportunity to model how to fix it. Shadow did this when the smartboard needed to be aligned every twenty minutes. He did not just fix it; he explained what he was doing and used it as a learning experience for us.
• Assessing students artifacts showed me how well I did in modeling the skills necessary to complete the assignment. If the students did not understand the digital component at all it means I did something wrong in showing them how to use the technology.
• Standard 4: Promote and Model Digital Citizenship and Responsibility

 How my understandings of the standards changed based on my experiences

• In the lesson planning stage I realized how easy it is to take something from the internet and just use it without any mention of its source. I also noticed that this meant many sites asking people to pay to see the page or showing an overview, but not any of the real materials for a lesson. I think using other people's ideas for lessons is fine, but there should be some mention of where the ideas came from. Just because it is on the internet does not mean it is public property, and if people keep stealing without giving credit we will lose out on some of the great resources the internet has to offer.
• This course has a whole section on the responsibilities of us as digital citizens and how important it is to impart that onto students. If I had used the internet in my lessons I would have made sure the students knew that everything they used should be cited, and that in creating artifacts to post online they need to be careful about what they say, as that could harm someone else.
• When assessing artifacts I had to keep in mind my own biases and make sure that I was being responsible in my grading.

What I have learned about preparation and teaching from my peers.

• My peers were very well prepared in teaching their lessons. They were familiar with the technology they were using, and knew exactly what to say to explain it to us. I learned a lot about how to present a lesson and what I need to improve upon from watching them.
  I had less technical difficulties than my peers, but they seemed well equipped to deal with any problems they had, and they handled it very well. I think this comes from having a good understanding of the tools they were using, and being prepared with solutions in the event that something did go wrong. 
• My feedback was all very nice. I almost would have preferred some harsher feedback, as I did not know what they wanted me to change. One thing I learned from that is that other people are far less hard on me than I am on myself. Another thing I learned is I may not have been asking the right questions. If I had to do it again I would ask more about my instruction and less about the technology and accommodation.

My experiences in this class will impact my future teaching in more ways than I could explain. I have learned how important it is to be familiar with the technology I am using. I learned that if there are problems I should not panic, because technical difficulties can teach students just as much as the lesson itself. I know that going forward I will be more confident in my abilities to learn about new resources and deal with any problems that may arise from new technology. Before this class I never thought to use technology in my lessons, and now I have dozens of ideas floating around in my head, just waiting to be used.

Kids need technology in the classroom because that is what they have in everyday life. This class has taught me how simple it is to fullfill this need. It was taught me how rewarding learning can be for students if they are allowed access to all that is out there. So many people are afraid of technology in the classroom, but if used correctly it can be an amazing tool.

Lesson 2:Phase 2- Assessment Example

This is an example of one student's timeline with the graded rubric following it:

Example 2:

Lesson 2: Phase 2- Assessment of Learning

All three students emailed me their completed timelines. Using the rubric I created, I assessed these timelines. They all met all of the criteria for full points as indicated by the rubric.

I was fairly successful in the implementation of this lesson. The timelines indicated achievement of the goals and objectives as expressed by their meeting of requirements in the rubric. They were all successful in creating detailed timelines that outline full stories. The timelines indicate clear beginning, middles, and ends of the stories to come.
The responses from my peers also indicated success. The only suggestions they had were increased familiarity with Kidspiration, and perhaps some visual aids such as props or actors to enhance the stories. They all felt the lesson was well prepared and accomplished what it set out to accomplish.

Lesson 2: Phase 2- Instructional Decisions/Teaching

The teaching process seemed to go alright. I got a little frazzled and did not show the timeline in as much detail as I had originally planned. I was not sure if the students were all that engaged when reading the pilgrim letters, but towards the end they wanted to hear more indicating that they enjoyed them the first time. The question and answer portion confused the students a bit, but they really got into it once they understood. It seemed like the actually creating of their stories and timelines went well. They all got into the kidspiration thing, adding pictures and colors once they had some of the timeline aspects down. None of the students wanted to read their stories to the class, but that was alright. Instead, I read more of the Pilgrim letters.
I learned that it did not take as much time as I thought to create the timelines so I could have spent more time on extra instruction. I could have expanded more on my timeline and done more with my teaching time.
I learned that a visual aid or interactive component to stories would have improved the experience for some of the students and that using a puppet or costumed person would have been a better way to do the letter. They would have understood that portion better had I done something with a character acting that part rather than just requesting questions from them.

I think if I went more in depth with the timeline I made the alignment with goals and objectives could have been improved. However, they did do what was asked of them, and achieved what I was hoping they would achieve. All three timelines included what they were meant to include. All of the students seemed to understand the concepts, and asked informed questions when they were having trouble with certain events. They definitely met the goals of this lesson, and completed what the objectives required of them.

There was not much modification necessary, however in the creation of the timeline some students needed some additional resources, so I gave them the letters and my timeline as references. This seemed to help with the trouble they were having with event orders and so on.

Lesson 2: Phase 1- Planning Assessment

Rubric:
https://w.taskstream.com/RubricWizard/RubricPrintView/PrintView?encLegacyRubricId=fgf8elf7e9eff6ex&platform=LAT

The goals of the lesson involve creating a timeline with facts from colonial times. They also involve understanding the sequencing of a story and using the outline to create a story sequence that they will use in the next class to write their story. The rubric clearly states what the expectations for the activity will be, as per the goals of the lesson.

The outlines will demonstrate an understanding of what they have learned. They use higher order thinking skills in the creation of their story. The rubric does not get too specific, but does  require that they include realistic facts and events in their story, meaning students will have to use what they learned to create new knowledge and ideas on their own.

They will be allowed to work with a partner in the creation of their stories, meeting the needs of students who may need extra help or require social interaction for learning. The Kidspiration program they will use also has many features to meet their needs as they complete the activity being assessed.

Lesson 2: Phase 1- Designing Instruction

Link to lesson plan:
https://w.taskstream.com/Lesson/View/0CA74B38CDC1DCEF18F8011537AFAFE6

I organized my instruction so the introduction of the stories and topic would draw the students in and they would get to see examples of their final product right off the bat. I will then show them an example of a timeline so they have something modeled, and some events to choose from in the creation of their own timelines. I felt the stories were the more interesting portion and would give them ideas before getting into the technical aspect of their timelines and outlining. All the topics link and overlap, while still giving students separate sections for each activity to be learned. I also thought putting the question portion in the middle may help me assess how much the students are learning, and give them more story ideas and detail at the same time.

There are quite a few instructional methods used. The whole group instruction involves a read-aloud to give auditory learners something to enjoy and learn from. The discussion accesses higher order thinking skills as they must come up with their own questions, not just about the assignment, but to ask a real person about their life. It also allows time for processing of the new information. The timeline building and story planning accesses creative writing skills, and uses Kidspiration which can be great for visual, auditory, and linguistic learners. They get to work in whole group, pairs, and individual settings based on their individual learning styles.

The technology used in the lesson is age appropriate, as it is created for children under third grade. It is integrated into the lesson in a way that enhances learning, rather than disrupt it. One of the keys to technology integration is making sure the technology is something that improves the lesson, not simply something to use because it is there.

There is not a lot of technological etiquette, global awareness, or ethical use of technology. None of these things are entirely applicable with a self-contained program like Kidspiration. There are, however, many ways of meeting diverse needs of learners. The different features in Kidspiration, such as the ear button, meet the needs of all sorts of learners. There are pictures, written words, spoken words, and so much more in Kidspiration. The students will have access to all of these as they build their timelines.

Lesson 2: Phase 1- Plans Instruction

I will explain the goal of the lesson (to create a timeline for the purpose of writing a story) at the end of our pilgrim letters. After talking about pilgrims using my timeline I will reiterate their lesson goal of creating a timeline outline for their story, and explain what their story will be about, and what the requirements are (using at least two facts or events from colonial times).

They are appropriate because the students will have prior knowledge of the Kidspiration and the concept of timelines. It fits with the time of the year (Thanksgiving). And it does not require them to do both the timeline and the story in the same period; it simply gets them started thinking about their story, sequencing it, and preparing their thoughts. This will give them the time they need and a way of organizing and retaining the new information.

The AZ state social studies standards require knowledge of pilgrims and their interaction with Native Americans, recognition that the U.S. began as 13 colonies rules by England, comparison of colonists to people now, the significance of national holidays, placing events chronologically on a timeline, and retelling of stories to describe past places, people, and events. All of these items are covered at least in part by the standards. The students will learn about Thanksgiving as a national holiday and the interaction of pilgrims with Native Americans in this setting and possibly when the Mayflower arrived through this lesson. They will discuss colonial life, indicating knowledge of the 13 colonies and their rule by England. They will use the timeline to place the story events in chronological order and use this to retell stories similar to those of colonists.
The common core language arts and literacy standards require writing of informative/explanatory texts which name a topic, facts about the topic, and provide closure, as well as writing narratives with at least two sequenced events, details of the events, and language indicating the sequence. The students will do this by creating their timelines and will continue to accomplish these standards when writing the rest of their stories in the future.

Lesson 2: Blog Phase 1- Assessing Prior Knowledge

1. I will assess some prior knowledge in the question and answer portion, as well as assessing what they are learning throughout the lesson. I will also look back at previous times the students have used Kidspiration to assess what may need to be reviewed there.
2. I would hope to learn how familiar they already were with the topic of Pilgrims and the colonization of America. I would also hope to find out if they had used the timeline feature on Kidspiration before and how well the program itself aided in past learning.
3. This information would help me in focusing my content. I could learn whether to focus more on timelines or more on Pilgrims. If their first grade teacher or their parents talked a lot about Pilgrims and the colonies I would focus more on timelines. If they had done story sequencing using timelines in the past I would focus more on the Pilgrims. I would also be able to tell where I needed to focus my social studies content. If the students already knew a lot about Thanksgiving we could focus more on why they left England, rather than what happened when they got here.

Lesson 1: Blog Phase 2- Assessment of Learning

I have photos of all three dioramas and the students who created them. The photos are evidence that the students achieved the goal of showing all three components of a habitat through the creation of a diorama. To add some validity to the diorama pictures, I have the checklists used to assess each student's diorama. All three students met the requirements on the checklist.

The notes I took on their answers support the level of success in my teaching. The students were asking thoughtful questions and answering their fellow students. They also answered my questions thoughtfully. However, the final discussion was less productive and seemed to skim the surface of the concepts a lot more than the introductory discussion; indicating that I could have gone into more depth with the lesson.

• In my reflections I talked about needing to be more prepared in the individual lecturing portion of the lesson because I often focus a bit too much on activities and forget what to say when it is just me explaining the concepts to them. I also explained that I thought the second discussion was a bit less productive than the first one. Both of these support my feelings that I could have added some depth. The idea for the unit I talked about in my reflections is a good option for improving this.

Lesson 1: Blog Phase 2- Assessment Examples

I used the checklists to document that each student had the correct components in their habitats.

I also took pictures of each student with their diorama, so I could easily refer back to the pictures and know which student made which diorama.

Caitrin made a white tailed rabbit habitat.

Tarah made an octopus habitat.

Shawna made a whale habitat.

Lesson 1: Blog Phase 2- Instructional Decisions/Teaching

The teaching process went alright. I had the discussion and showed the video. They seemed very interested and engaged in the first part. I introduced the dioramas before I had talked more in detail about what a habitat contains, so I had to explain what was expected in the diorama in a little more detail than I normally would have. The books did not have all of the information the students needed, so I recommended using google to supplement their sources. The dioramas were a success, and the discussion after went well as well. The students were less forthcoming in the second discussion, which I found surprising.

I learned that I need to be a little more prepared in terms of what I am going to say in the individual teaching portion. I was very prepared for the discussions, but less prepared to teach the main part of the lesson, in terms of what exactly to say.

I also learned that I need to be a bit more specific about the resources available to the students. They were not aware that they could use google at the beginning of the activity, so I some of them felt that they did not get all the information they needed early enough in the process of creating their diorama.

I think I did a good job keeping aligned with goals and objectives. They learned what a habitat is, why it is important, how it interacts with other habitats, and the details of it. I could have supplemented their learning with more resources and details about each component of a habitat. I would definitely make this lesson part of a larger unit. It was a good introduction to habitats, but it needs a little more to have kids fully grasp the concepts in my objectives and the standards.

Not a lot of accommodation was necessary in this lesson, however, some students were having some difficulties finding and understanding information, so google was used as a sort of accommodation. One of the comments from my feedback was that I could have allowed them to draw instead of creating the diorama. I think in a class of actual first graders that would be a great idea, and I would definitely use it. For these students, I feel they are old enough to make a diorama and branch out from their comfort zone a bit. There was a suggestion of using a computer program to create their product instead of a diorama, for students who feel less confident in visual/spacial settings. If I were to redo this lesson I would offer that as an alternative.

Lesson 1: Blog Phase 1 -Planning Assessment

My assessment is the following checklist assessing the diorama as a check for understanding:

The habitat has food the animal eats: 

The habitat has a water source available:

The habitat has shelter for the animal:

The habitat has space relative to the animal's size:

The habitat is consistent with the chosen animal's actual habitat:

The performance linked goals are to demonstrate and understanding of the components of a habitat. This checklist assesses the child's diorama as it pertains to the areas clearly listed in the checklist. The other objectives are based in group discussions which are assessed through observations. For these I would add anecdotal notes in student portfolios.

I will demonstrate the gaining of higher order thinking skills through anecdotal notes on the discussion at the end of the lesson. Students are required to discuss their learning and research in a group discussion, encouraging them to reflect on what they learned and how they came to their conclusions. This will indicate whether or not they used higher order thinking and how in depth their understanding of the subject is.

I believe my lesson covers all student needs, but I will make sure to ask students if they have any concerns or difficulties during the end of class discussion as well in the individual discussion of their product. I will be observing and talking to students as I walk around the classroom throughout the lesson. I would also trust that my students feel comfortable enough to come to me if they need additional help.

Lesson 1: Blog Phase 1 -Designing Instruction

Click here for my lesson.

I tried to organize my lesson beginning with movement and rhythm so students would be instantly engaged and they could get energized and ready to learn. Brain science shows that the brain works better with exercise. From there I drew on previous knowledge to get students thinking, and asked them to make some hypothesis. The research was to help them learn on their own as independent learners, and the creation of the diorama was supposed to expand on that as they produced a project from the knowledge they gain. I wanted them to reflect on their learning in a group setting, and to learn from their classmates in the end. The lesson was really designed to use all aspects of the research based learning I hear about in my own classes.

The research and artistic components of the lesson address higher order thinking skills. Research promotes investigation and independent thinking. They had to think about what kinds of facts they were looking for as well as the best strategies for finding them. The artistic component was a non-traditional way of expressing their understanding of the content. It uses divergent thinking as opposed to a test with definitive answers.

There was not a lot of technology in my lesson. It was not appropriate for this lesson, so I did not add in unnecessary components. I did use a youtube video for the song and dance component of the lesson. Giving students visuals is important, and I used youtube to fullfill that. The song and movement were also research based and again, the youtube video covered those two items.

My lesson did not address safe, legal, and ethical use of digital information and technology. It did not address digital etiquette and responsible social interactions. Nor did it address global awareness and digital-age communications. None of these were applicable in my lesson. It did meet the diverse needs of students through learner-centered strategies and equitable access. There were many different aspects of this lesson that met the needs of all types of learners. The entire lesson is student run and teacher facilitated. The youtube video addressed three types of learners through technology and demonstrated a useful technological tool for learners.

Lesson 1: Blog Phase 1- Plans Instruction

My goals and objectives are clearly stated within the lesson plan. I used the ABCD technique to help in creating and checking the effectiveness of my goals and objectives. A- Audience, being the student. B- Behavior, which in the case of my first objective would be showing the components of a habitat and explaining. Behavior for my second objective would be demonstrating their understanding. C- Condition, would be the creation of the diorama for my first objective, and creating a specific animal's habitat for the second. Finally, D- Degree, which is all three for the first one and at least one animal's habitat for the second objective.

The lesson objectives make the expectations clear for students, but not too complicated or difficult to accomplish. They also include multiple ways to demonstrate understanding of the content. The goals are attainable and fit the lesson very well, making them great objectives for students to strive for.

The state standards require the comparison of habitats, which takes place in the creation of their diorama which is a part of the standards, and listening to other children explain how they met the goals required of them. The second state standard on habitats requires the knowledge of how animals and plants effect each other within a habitat, which is covered by the third lesson objective about discussing habitat relations and interactions.

Lesson 1: Blog Phase 1- Assessing Prior Knowledge

How would prior experience have been assessed?

• In teaching this lesson with 1st graders I would use the discussion prior to the activity to find out what they know. I would ask questions regarding the definition of a habitat, the parts of a habitat, the importance of these parts, and the importance of the habitat as a whole. I would also ask them about their own habitats.

What would you expect to learn from assessing your students' prior knowledge?

• The questions regarding definition and details would help me in planning my explanation of the content. There may be some things they need more coverage on than others.
• The questions about the value of these components would give me an idea about their understanding of animals and their needs as living beings, as well as their needs as far as understanding the point of the lesson.
• The questions regarding their own habitat would help in figuring out if they grasp the larger concept of habitats and can relate the topic to their own experiences.

How would this information be useful in the planning pprocess?

• I would use all of this information in planning the next stage of the discussion in which I explain the parts of a habitat and their value, with input from the students regarding their thoughts on the topic.

Meeting Diverse Needs of Learners Through Learner-Centered Strategies and Equitable Access

Every person learns differently, and technology is a great tool to use in differentiating lessons to fit multiple learning styles. There are programs and tech for all sorts of learners and children with disabilities. All of these technologies are easily utilized in classrooms and many are even free.

Programs like Kidspiration, and iTunes U are great for visual and auditory learners. They allow users to interact independently with books and ideas in ways that allow them to see their ideas and reading unfold before them, as well as listen to themselves or a computer reading their work back to them. These programs are great tools for self-correction as well. Students can adjust their work as they go along with little or no teacher feedback.

There are video games and computer games that work with cameras such as Wii Fit that track motion and provide interactive learning activities for hands on and active learners. Some students need movement to learn and remember content, and although many of these programs were not designed specifically for classrooms, they can be amazing tools for teachers and students. Motion activated video games can also be great tools for social interaction among students that still keep children active.

In addition to learning tools, there are many types of technology designed specifically for students with disabilities. Gadgets such as SuperTalker give non-verbal students an outlet for communication both inside and outside of the classroom. BIG Step-by-Step GamePlay is a tool that helps with hand-eye coordination and problem solving in game based instructional settings. It allows messages to be recorded and encourages more active participation in learning and social interactions. These tools are not hard to find, and many are very affordable, especially if they are only needed for a small percentage of the school's population. Ablenetinc.com is a great resource for teachers and schools, allowing them to find all sorts of assistive technology, as well as lesson options for students with disabilities.

All of the technologies discussed previously are learner centered. They all provide the students with independent learning opportunities, requiring little to know assistance from instructors. This allows students to take ownership of their learning and really feel as if they are in control of what and how they learn.

Global Awareness and Digital-Age Communication

Technologies in the digital-age are no longer confined to our device or a small network of devices. One can communicate with people all over the world with the simple click of a mouse and a few strokes on a keyboard. The implications of this are enormous. It is important to keep this in mind when using the internet. Different countries have different customs and definitions of what is appropriate. We must be responsible in our use of technology so as not to offend people whose customs may differ from our own.
However, global awareness and communication is not simply about our daily communications and internet use. Many people use web communications, social networking, and even texting to ask for and provide help in global disasters or charities. An example of this is illustrated in a TED Talk by Paul Conneally:


Conneally expresses the transition of the global digital world from expensive, stationary technology that we think of as being only for "developed countries" to handheld devices owned by people in remote areas, who are using technology to make a difference and change their world.

Digital Ettiquette and Responsible Social Interactions

Google defines netiquette as, "the correct or acceptable way of communicating on the Internet."

This video pretty much sums it up:

Obviously his song is meant to be somewhat joking and poke fun at certain things people do on the internet. However, he does make some good points:

• It is hard to tell how how something you put on the internet will be interpreted, so before you post, think about what you're saying and the manner in which you say it. Would you really yell at someone for spelling something wrong? If not, you probably should not post your grammar correction in all caps.
• He may be joking about the silly mirror pictures with your cell phone, but it is important to think about the sorts of pictures you post online. Before you post that drunken picture of you in your underwear, dancing on a bar, you may want to think about who could be seeing it. You wouldn't want one fun night out to cost you a job or put your character in question in an important situation.
• He talks about treating tech support as humans. I think it is important to remember this not only when talking to tech support, but in general on the internet. Sometimes it is hard to think of the abstract internet people as real human beings, but it is important to remember that on the other end of that little box is another person like you, with real feelings which you could be hurting.

Even humor has its points. This song may be somewhat satirical, but his beautiful ballad speaks the truth.

Safe, legal, and ethical use of digital information and technology.

In the "internet age" we have access to almost everything we could possibly want or need via the world wide web. Due to the extraordinary availability of information and technology, many people assume everything they find on the internet is theirs to use, and anything they do on the internet is their own business, and therefore free of scrutiny. It is important to teach students that this is simply not the case.
Safety:
The internet provides a virtual existence, and thus the dangers of it seem as abstract as the concept of the internet itself. For kids these dangers are even harder to grasp because they lack many of the developmental components to recognize the abstract dangers that await them. It is important to teach children how to keep their information fairly safe on the internet, as well as imparting the knowledge that nothing is entirely private, so they need to be cautious. It is not an option to keep technology and web access from children, so we must teach them how to use it in ways that minimize risk. This involves teaching students how to make sure their privacy settings are strong, what good websites look like (for instance .org or .edu), and who is safe to talk to and not safe to talk to online.
Legal:
Just because it is on the internet does not mean it is free to clam as your own. It is important to teach students that all information they find on the internet must be cited just like a book. It is important to inform students of copyright and patent laws, so they know what they are allowed to use and do on the internet.
Ethical:
One of the most important things to teach children about the internet is that although it may seem like a virtual world, they are communicating with real people. This applies to the safety section as well, as you never know who you might be talking to. As a teacher, it is important to help your students understand that their behavior on the internet should be just as polite and kind as it is in person. Just because they cannot see the damage being done, does not mean they are not hurting someone's feelings. They need to be truthful, kind, and respectful on the internet as well as in real life.