I chose to create a digital story for directions to the Nutrition Project we do as a final project in Health. In creating this piece of work my goal was to make instructions more fun and interesting. I intend on using this in Health class in the next two weeks. Enjoy!

According to Erin Riesland in her article Visual Literacy and the Classroom the definition of visual literacy is “the ability to communicate and understand through visual means.” The more visual tools we teach to our students the more we are preparing them for college and, eventually, the job market. Riesland is correct when she says that, “by educating students to understand and communicate through visual modes, teachers empower their students with the necessary tools to thrive in increasingly media-varied environments.” Teachers must be models and informers of visual literacy to enhance understanding and to prepare students for their futures.

Visual literacy can be used in every subject area, at every grade level, and into post graduate work. This course has taught me presentation models that will work well with, not only my presentations to my classes, but with the students’ projects and products. People tend to remember and retain information better if they have a visual picture to remind them of a concept, event, or other piece of information. Therefore, using visual web tools in the education setting is becoming more and more important and relevant.

I used an infograph and a Presentation Zen with my Health class this semester as a result of assignments for CoETaIL EDC 604. They were a big hit! The feedback from the class was that they understood what I was trying to get across more clearly because there were pictures to go along with the words. Garr Reynolds says in his blog, “People are more likely to remember your content in the form of  stories and examples, and they are also more likely to remember your content if your visuals are unique, powerful and of the highest quality.” I agree with his statement. Pictures are powerful tools and the way we use them to tell a story, inform, or teach can make an impact on our audience.

In Health, we are having the kids use visual tools such as Power Point, Voice Thread, and blogging. We are slowly adding new technology and visual literacy tools as we ourselves learn how to use them. Being digital immigrants it takes some time to feel comfortable enough to use a new web 2.0 tool in an assignment or teaching content. It also takes time to generate these presentations. I have spent hours creating the various presentation assignments for this class because I am unfamiliar with the programs to use. Learning these web 2.0 tools is the hardest part for me personally.

Health is a perfect venue to teach and address visual literacy because it not only deals with the creative side of a student it also deals with understanding what they are seeing. We do a unit on media influence and part of that unit focuses on advertising. “Visual literacy education should prepare students at a young age for the onslaught of advertising they will be exposed to during their lifetime.” Riesland  One activity has the students analyzing print adds from magazines asking them what the message of the add is meant to be by just looking at the picture and not reading the words. This could be done with ads on the internet as well.

Voice Thread has worked very well with our unit on risk factors in Delhi. The students have to take their own photos of risk factors, upload them to VT, and make written and verbal commentary on their pictures. Their classmates have to respond to each others photos by making comments as to other risks they see in the photo. The risks one person sees in a photo may be different from the risk another sees in the photo. All these comments have to do with risks and what can be done to avoid them and/or correct them.

Power Point has played a role in Health as well by giving a presentation tool for our Interview Project. In this project the students create a persuasive presentation selling a health product or service. In their presentation they use graphs, charts, pics, and maps to enhance their PPT in order to touch on emotions and persuade their audience to buy into their product or service. They are then interviewed by a guest (Oren R. and Beth MM) at which time they present their findings. This is a role playing project that teaches the kids about health products and services but also how to use persuasion and field questions as if in a real interview using visuals to accomplish their goal.

Technology has not only enhanced visual literacy but is driving and changing its definition to fit today’s world. “The creation of images that were previously only the domain of professional artists and filmmakers are now available to anyone.” Bamford. The web 2.0 tools available to create and use images are so easily accessible and user friendly (sometimes). This course has introduced me to several of these tools. It is a matter of finding time to learn how to use them so that my teaching and student understanding can become better and better.

My Presentation Zen is a ten slide Power Point outlining the directions to the Poster Project we will work on in Health class next week. I had my colleague, Alan Kehe, video me presenting this PPT to my class.

From my observations during my presentation the students were more engaged. I believe it is because there were photos to look at during the instructions, as opposed to the way I’ve always giving instructions which is putting a typed document on the SmartBoard and basically reading and explaining them to the students. BORING!!! I am convinced the directions were easier to understand due to the simplicity and aesthetic qualities of the Presentation Zen style.

After school I asked two students (who happened to be in the Health room), Zoe Mitrisin and Peter Hansen, what they preferred; PPT or document, and they unequivocally said PPT. I then asked them why and they both said they liked the pictures, it wasn’t boring, and made the directions easier to understand. This confirmed my speculations and I will definitely find time to create Presentation Zens for the other projects in Health class.

The info-graph I created on Wordle is based on Consumer Health. We cover this topic in  high school Health and Wellness. This morning (Fri., Mar. 16) I presented this Wordle info-graph to my class and posed the question, “What do the words you see on this Wordle mean to you  in terms of Consumer Health?” The conversation/ discussion that ensued was FANTASTIC! The students commented on the large words but more frequently chose the small words to make their point. The best part were the connections they made between the words and by combining the words to make new meaning of what encompasses consumer health. This info-graph was a great way to begin a unit and a form of assessment to see what the kids already know.

How quickly I forget, from course to course, how much I love being a student and being part of learning. Although, as humans, we learn every day, especially teachers, there is nothing like being a student immersed in a class of like minds.

All I remember as a student in high school is the English Literature teacher saying, “cite your source.” It was pretty simple; but in today’s learning environment with technology becoming the main tool for teachers and students it is important to know what to teach regarding technology and to consider the implications of technology in our personal and professional lives.

I don’t use a lot of technology in PE, nor do I use it when teaching Life Guarding, aside from showing required video segments, but I am using it (a little bit) in my one section of Health and Wellness. Therefore, considering copyright, fair use, public domain, privacy online, digital footprint, mass collaboration, creative commons, etc. was a new and, dare I say, enlightening look at what, as teachers, we must know when using technology in assignments, projects, and as teaching tools.

This course certainly was an eye opener as to what I look like online and how accessible my personal information is to the world. Even though seeing myself online was a bit of a shock I ask myself, “Do I want to clear out of using such things as social and professional networking?” In today’s world the answer is NO! But I must be careful how I use technology and how it can help and hinder me in both my personal and professional lives. Professionally these CoETaIL courses have been VERY educational and beneficial to my own knowledge of technology. I look forward to continuing this program and becoming more tech savvy.

Health and Wellness is a perfect place to address personal safety and bullying. I have covered these subjects in middle school health as well as high school health. Adding the online element is in keeping up with the explosion of technology and the use of technology in schools. When creating this UbD unit I went into it with the idea that the students could be the informants of knowledge, not only to their peers but adults in the community as well. We might all be a little bit guilty of ignorance when it comes to addressing  unsafe practices online, especially the teens, so we need to hear from them and how they would handle this issue and then act as guides to direct them to safe practices online.

In order to assess what the kids already know about online safety and bullying, what they want to know, and what they learned I would put a KWL chart in Google docs so that all the kids can contribute as we progress through this unit. We can add as we go along and discuss new additions to the document.

I thought one of the best places to hear comments, concerns, opinions, and views was a class blog site (currently used for a book project). I would find articles for the kids to read and reflect on concerning online safety and bullying as well as pose questions for ideas and opinions. I want the kids to bounce ideas off each other on this site and use it for understanding the meaning of online safety and bullying as well as the implications of unsafe behaviors online. They can even share articles they have read by linking the article to their posts.

by cambodia4kidsorg

What better way to address online safety than using the tools that attribute to it such as Facebook, Twitter, and our cell phones. I want the kids to explore, discuss, and teach each other what the settings mean for privacy issues, what it means when you “like” or subscribe to a page, and who can access and see your accounts. Students carry and use their cell phones throughout the day so instead of sneaking the phone into class have the kids use them as part of the learning process. There is a wonderful website I currently use for taking polls in which the kids need their cell phones to vote for their answer.

In order to include the whole AES community I wanted the students’ projects to reach as many people as possible. In order to accomplish this, in the unit plan, I am giving the choice of audience be it other students (ES, MS, or HS), teachers, counselors, administration, or board or directors (or any combination). The product that is shared is up for discussion. I can suggest things such as a PPT, survey, skit, report, or workshop. These presentations could happen by visiting an ES or MS classroom, at an HS assembly, even at a administration or board meeting. I’m sure the kids can come up with other, innovative ideas.

Please have a look at the UbD unit plan for Online Safety and Bullying. Your suggestions are welcome and appreciated.

Students and teachers benefit from collaboration by problem solving, class discussions, and projects. If we work with the students instead of for the students both parties come out with a better understanding of content and purpose. Students and teachers working together to solve a problem, be it behavioral, lesson related, or within the school social climate promotes respect and buy-in from both groups. It teaches compromise and cooperation, and shows the students that they have a voice solving their own problems.

ToGo Wanderings

Class discussions concerning a topic of study or a choice to be made concerning a lesson/project has the same benefits as problem solving. It gives students ownership of their learning and knowledge that their ideas and suggestions are valued not only by the teacher but by their peers as well. Having a voice in any discussion promotes pride in work and social acceptance, and a chance to hear various ways of looking at a topic or situation that the students and teacher may not have thought of themselves. I have learned a lot just from listening to students comments and contributions to discussion and used those thoughts in my own planning.

Collaboration in project work is beneficial on many levels. Students can collaborate with one another to improve or enhance their own work as well as with teachers so that the project brings out the most of each student. Through collaboration with my students I we have changed project design and product to best meet their needs but keeping in line with the standards and benchmarks that need to be achieved as well as the essential questions and enduring understandings that need to be reached.

Collaboration is really a learning tool for teachers, students, parents, and administration. Hearing from and incorporating ideas from all parties or any combination of parties brings out the best ideas from everyone involved and has a better chance of ensuring pride in the final product.

Who’s job is it to teach these skills?

Ultimately, I feel, it is the parents’ job to teach their kids how to be safe in any environment be it at the mall, the movies, or online. Parents should be vigilant in keeping up with the dangers that exist online with social networks if they allow their child to use such networks. Ignorance is not an excuse. Parents should monitor their kids’ online presence and how much time they spend online. Nothing makes me cringe more than a parent telling me their child won’t “let” them be a friend on Facebook, “let” them in their room, or “let” them know what they are doing. I admire the father in the article “When Dad Banned Text Messaging” because he clearly is taking action to protect his children from possible mental harm. The kids may not like it but that is what parents should do, take action! It’s called tough love. Parents should also teach kids how to handle situations in which bullying is taking place. Even before it gets to the bullying stage kids should be taught what to do in the event someone says something hurtful or posts a damaging photo online or through texting.  Some research “find that parents are more likely to talk with teens about digital safety and behavior issues, and are somewhat less likely to take a more hands-on approach to restrict or monitor their child.” Lenhart, Madden, Smith, Purcell, Zickuhr, Rainie.

I believe that these skills should be taught in the school environment as a back-up system in case it is not being taught or reinforced at home.  Very frequently online spats or problems surface at school through face to face confrontation or even physical fights. Teachers and administrators need to know how to handle these situations. Students need to be informed of what is considered bullying in the eyes of an adult because they call it “”starting drama” or “getting into fights” or “getting into my business” or “being mean.” They didn’t see rumors or gossip as bullying, regardless of whether or not it happened online.” according to Hanah Boyd in her article “Bullying” Has Little Resonance with Teenagers.  Boyd also points out that “The cultural logic underpinning bullying is far more complex than most adults realize. And technology is not radically changing what’s happening; it’s simply making what’s happening far more visible.”  Because it is far more visible does that not make it’s impact on the victim greater? I’m not a psychologist but it seems to me that if the bullying is visible to more of a kid’s peers the affect would be more profound. Thus students need the knowledge to recognize what bullying is and how to stop it and it is our responsibility as adults, parents or teachers, to educate them on how to do this.

by paul.klintworth

In schools, when and where should we be having these conversations with students?

Schools should educate the students as to how to handle bullying and how to stay safe in an ever increasing online presence. Any subject using the internet as a tool should touch on proper use and safety online. I think Health class is a wonderful venue for educating students on bullying and online safety strategies. Safety online falls under mental health, community health, and family health. Perhaps a new class (one semester) at the high school level could be created focusing specifically on what this CoETaIL class covers.

Adults need to get a kid’s perspective on what they think safety and bullying is and design a class that addresses how to handle these issues from their point of view. Asking kids questions about how they think the best way to handle these issues is of importance as well. They want to avoid as much adult intervention as possible. “Combating bullying is not going to be easy, but it’s definitely not going to happen if we don’t dive deep in the mess that underpins it and surrounds it. Lectures by uncool old people like me aren’t going to make teens who are engaged in dramas think twice about what they’re doing.” Boyd. Approaching kids for answers to online safety and bullying is the first step in understanding where they are coming from and reaching out in a manner that fits their social world.

How do you view privacy online and what are your own personal feelings about privacy?

I believe websites, social networks, companies, etc. should provide privacy options/settings that range from completely private to where no one can see your information, access your information, or use your information for any purpose other than how you intend for it to be used to completely open for anyone or any company to use how they choose. There should be options/settings for intended use as well, similar to Creative Commons but geared toward social networks. The public and law makers have created this dilemma by not addressing it, or rather taking liberties, upon initial creation of these networks, websites, and search engines. Having said that and due to the fact that there really is no real privacy online we as internet consumers must educate ourselves on what information is shared with other companies, viewed by others, and used by people we may not know.

But can we really protect our privacy even in the world offline? I was at the Suraj Kund mela this past weekend and this quote from Husna Najand in the article Beware: The Internet Can Own Your Future rang especially true for me.

I can’t tell you how many local people were sneaking behind us (white expat women) and trying to take a photos with us in it. It was creepy and socially unacceptable. I tried to cover my face any time I saw this happening but I honestly don’t know how many photos were actually taken, nor do I know for what purpose these photos will be used. What if the person who may have actually taken a good photo of me crops my face out and puts it on someone else’s body? Or uses it in a ad without my permission or without paying me? Is it getting to the point where we have to stay in and not enjoy the many social functions available in our community?

How do you navigate the line between private vs. public online?

Is there a line between private and public online? Or is it all public? Some would say it is all public even with privacy settings available. Ultimately all our information can be accessed so nothing is truly private. To be truly private one would have to live off the grid or some such drastic measure. But if we were to draw a line between private and public it would have to be at our own discretion not that of the website or network we are using. We would have to be constantly conscious of the things we say, photos we post, and services we use when online. As well we would surely need to be informed of the terms agreements and privacy settings of the services we subscribe to online. Google+ stores our information to target ads our way, to remember search topics, and to remind us of important dates and meetings. Some of us don’t like and call it an invasion of privacy “but there is one very important thing to note: you can turn it off!” For now, at least, we must be in charge of our own degree of comfort when it comes to our public image online and our private one.

How do we best teach students about issues of privacy online?

Issues of privacy online should be addressed in the school setting when presenting a project, paper, or assignment in which the students will use the internet. That, of course, is becoming more frequent as technology is integrated into the school systems. Technology is moving so fast that the laws regarding the use and privacy of such cannot keep up. Teachers cannot be expected to know them all but can instill in students what they do know and the implications of exposing themselves in a manner to which long term damage can be the possible outcome. Using past cases of such damage and having discussion concerning them are all good teaching tools. Having kids do their own investigation of people or stories in which privacy abused could have lasting impressions on students. We are only human and so there is hope that students will use their best judgement when considering their online image.