The ABCs of Privacy Practices for Educators. By Melissa J. Dark, Clewin McPherson, and Joanne Troutner
This article talks about how much confidential information is lost due to stolen, lost, or misplaced PDAs, flash drives, and laptops. Over the past year, this number has steadily increased. School administrators and teachers need to consider ways in which they can protect the information they handle on a daily basis. Which is what “Welcome to the ABCs of privacy practices,” is all about.
1) Asset Identification and Classification
-The asset you are trying to protect is private information
-The next step is Classification, which is applying confidentiality
requirements to your information
-These 2 steps are mandatory in laying the foundation of what needs to be
protected
2) Building Privacy Policies
-A written statement that says how an organization will handle the information
it gathers and uses
-This sanctions allowable uses, and non-allowable uses
3) Choosing Technologies that Enforce Policies
-The most effective tools for privacy protection are authentication, access
control, and cryptography (authentication – who can enter a specific system,
access control – verifies the I.D. of the user, and then allows or denies them
access, cryptography – “hidden writing” to enhance confidentiality and
secrecy
4) Windows Operating System
-Files and folders can be encrypted by the operating system
Office Application
-Also possible to encrypt a file
Third-Party Encryption Tools
-allow for the encrypting of files and folders, and entire drives
5) Putting It Together
-The technologies you use should be able to enforce your privacy policies
with regard to the information you are trying to protect and where that
information is stored
*What are some good obvious guidelines for selecting a good password?
Password should always be more than 8 characters in length. Letters and numbers should
always be used together. They should be put together from things that you will be sure to remember, but not easy for others to remember
*What kind of information can be stolen and what are some things that can happen if private educational information gets in the wrong hands?
Lost financial information could result in identity theft, among other things. Private information about students can lead to an invasion of privacy and embarrassment. Phone numbers and home addresses can get out, and also emergency contact records and private medical conditions.
Tuesday, March 11, 2008
Sunday, March 9, 2008
Journal #5
"Storytelling in the Web 2.0 Era" by Glen Bull
The article is basically discussing how this discovery is being used today for everything social, commercial and political. They are calling this the Web 2.0 Era. Because of its easy access, sharing, and affordability, the Web 2.0 Era is available to almost everyone. It then goes on to discuss Web 2.0 Storytelling, and how beneficial it can be to educators. Creating the same story in so many environments can offer the student many different storytelling tools to work with. Some tools may also be more effective for different subjects. For example, time lines and mapping may be more appropriate for a history class. The Web 2.0 Era has software that is available to schools at no cost. As far as the future goes, more applications will become available, and through thoughtful integration, Web 2.0 storytelling will continue to facilitate learning.
Questions:
I. Try and think of a storytelling idea, and how you would implement it into your classroom.
I'm not really sure what the scrapbook tool is, but I think it would be great to have the students use it to help them write an autobiography. With the scrapbook, they could record their memories, pictures of loved ones, special animals, and favorite memorabilia, etc. Then they could create their autobiography from their scrapbook, and maybe even read the story while they are displaying their scrapbook. Or they could turn their autobiography in, and do an oral presentation with just their scrapbook. Either way, they would be getting a lesson in writing and in technology.
II. Since these storytelling tools are free, and available to all educators, do you think that they should become a staple in today's classroom?
I absolutely do. I am not familiar with this technology at all, but from just reading about these applications, I would be very interested in seeing how they work. The slideshow tools seem like they would work with any subject, and comic as well as media would be great to use in English classes. The media would also work for drama and political science. They all just seem like they would be very fun and interesting, and those are two terms that I think should be involved in education.
The article is basically discussing how this discovery is being used today for everything social, commercial and political. They are calling this the Web 2.0 Era. Because of its easy access, sharing, and affordability, the Web 2.0 Era is available to almost everyone. It then goes on to discuss Web 2.0 Storytelling, and how beneficial it can be to educators. Creating the same story in so many environments can offer the student many different storytelling tools to work with. Some tools may also be more effective for different subjects. For example, time lines and mapping may be more appropriate for a history class. The Web 2.0 Era has software that is available to schools at no cost. As far as the future goes, more applications will become available, and through thoughtful integration, Web 2.0 storytelling will continue to facilitate learning.
Questions:
I. Try and think of a storytelling idea, and how you would implement it into your classroom.
I'm not really sure what the scrapbook tool is, but I think it would be great to have the students use it to help them write an autobiography. With the scrapbook, they could record their memories, pictures of loved ones, special animals, and favorite memorabilia, etc. Then they could create their autobiography from their scrapbook, and maybe even read the story while they are displaying their scrapbook. Or they could turn their autobiography in, and do an oral presentation with just their scrapbook. Either way, they would be getting a lesson in writing and in technology.
II. Since these storytelling tools are free, and available to all educators, do you think that they should become a staple in today's classroom?
I absolutely do. I am not familiar with this technology at all, but from just reading about these applications, I would be very interested in seeing how they work. The slideshow tools seem like they would work with any subject, and comic as well as media would be great to use in English classes. The media would also work for drama and political science. They all just seem like they would be very fun and interesting, and those are two terms that I think should be involved in education.
Journal #4
"Five Don'ts of Classroom Blogging" by Julie Sturgeon
This article talks about the benefits of classroom blogging, aka, on-line journaling, but also warns us about what could happen if it's not properly monitored. Five things to avoid are:
1) DON'T just dive in - Basically, it is important to do your research before you get your students started. You need to let them know what the rules and regulations are. The teacher, the students, and the parents, need to all be informed and involved. Blogging can be so effective if performed in the right way.
2) DON'T confuse blogging for social networking - Academic blogging is all about coursework and collaboration within and about that subject. It is not for mingling about the upcoming weekend.
3) DON'T leap at the freebies - Be careful what blog sites you use. Free sites may not be as trustworthy, and they may be too broad for the teacher who is looking for a limited, more controlled classroom blog.
4) DON'T force a sequential style - Blogs should not have a mandatory forced format, but should rather be posted according to the intentions that the blogger is trying to convey.
5) DON'T leave the blogging to the students - The teacher should be just as involved in the blogging as the students. It should operate like a community.
Questions:
I. Do you agree with classroom blogging? Why, or why not?
When referred to as blogging, I'm a little skeptical. But when I hear it referred to as online journaling, the change in connotation alone gives me a more positive image in my head. I don't know if it would be successful for every school subject, but I do think that it would offer many opportunities helping students with their writing. Kids don't really write these days. Journals and diaries are obsolete, and if we didn't have computers, I doubt if kids would ever want to pick up a pen to jot down an idea. And it really doesn't matter what they're writing about(clean of course), as long as they are writing, they are practicing, and they are learning.
II. Out of the five DON'TS, which one do you feel is the most important and why?
I think number one and number five are equally important. Everyone needs to have a start, and number one lies out the foundation. It we didn't have rules, the democratics would be absent and this could lead to chaos. But once everything is situated, number five would be of the utmost importance. The teacher needs to be involved. It is called educational blogging for a reason. Even if the kids are mature, it can still turn into social networking. I personally would be disappointed if my child's teacher was not involved in their classroom blogging.
This article talks about the benefits of classroom blogging, aka, on-line journaling, but also warns us about what could happen if it's not properly monitored. Five things to avoid are:
1) DON'T just dive in - Basically, it is important to do your research before you get your students started. You need to let them know what the rules and regulations are. The teacher, the students, and the parents, need to all be informed and involved. Blogging can be so effective if performed in the right way.
2) DON'T confuse blogging for social networking - Academic blogging is all about coursework and collaboration within and about that subject. It is not for mingling about the upcoming weekend.
3) DON'T leap at the freebies - Be careful what blog sites you use. Free sites may not be as trustworthy, and they may be too broad for the teacher who is looking for a limited, more controlled classroom blog.
4) DON'T force a sequential style - Blogs should not have a mandatory forced format, but should rather be posted according to the intentions that the blogger is trying to convey.
5) DON'T leave the blogging to the students - The teacher should be just as involved in the blogging as the students. It should operate like a community.
Questions:
I. Do you agree with classroom blogging? Why, or why not?
When referred to as blogging, I'm a little skeptical. But when I hear it referred to as online journaling, the change in connotation alone gives me a more positive image in my head. I don't know if it would be successful for every school subject, but I do think that it would offer many opportunities helping students with their writing. Kids don't really write these days. Journals and diaries are obsolete, and if we didn't have computers, I doubt if kids would ever want to pick up a pen to jot down an idea. And it really doesn't matter what they're writing about(clean of course), as long as they are writing, they are practicing, and they are learning.
II. Out of the five DON'TS, which one do you feel is the most important and why?
I think number one and number five are equally important. Everyone needs to have a start, and number one lies out the foundation. It we didn't have rules, the democratics would be absent and this could lead to chaos. But once everything is situated, number five would be of the utmost importance. The teacher needs to be involved. It is called educational blogging for a reason. Even if the kids are mature, it can still turn into social networking. I personally would be disappointed if my child's teacher was not involved in their classroom blogging.
Saturday, March 8, 2008
Journal #3
"Speaking Math: Using Chat in the Multicultural Math Classroom," By Janet Graham and Ted Hodgson
This article is about the use of electronic discussion tools that can aid students who are working on Algebra and Geometry. It has broadened comprehension and has made this knowledge more accessible to the multicultural community. It basically displays to us how a high school class can use this course management system (CSM), in either chats or forums, as a supplement to the regular class agenda. Since math symbols aren't allowed, the students communicate using mostly vocabulary and other concepts. They are represented by an icon, which uses an emoticon to display their mood. Some prefer the chats better because they can easily go back and fourth with real people in the moment, and others like the forums for the duration factor. Either way, it is an alternative learning method that due to technology, will no doubt gain future popularity.
1) Could I see myself as a teacher using this kind of technology in my classroom? Why or Why not?
Speaking specifically about Math, I'm not really sure. Since symbols can't be used, a whole set of vocabulary must take its place. This seems like a lesson on its own. The students seemed to get confused with using the right words and that shouldn't even be a main issue in Math. But then again, since we're looking at it being a multicultural tool, many students may find this method easier to integrate into their learning, depending on what kind of learners they are.
2) Do you feel that this technological method will offer the student more than just math skills?
On this question, I would have to answer yes. Besides learning math in a different way, the students will of course improve their computer skills in general. This method may also help students who have problems working with other students in groups. Solving problems by communicating through the computer may give them the confidence to personally approach other students in the future. It may also help ESL students who may be embarrassed of speaking. This technique would allow them to feel more comfortable performing their math.
This article is about the use of electronic discussion tools that can aid students who are working on Algebra and Geometry. It has broadened comprehension and has made this knowledge more accessible to the multicultural community. It basically displays to us how a high school class can use this course management system (CSM), in either chats or forums, as a supplement to the regular class agenda. Since math symbols aren't allowed, the students communicate using mostly vocabulary and other concepts. They are represented by an icon, which uses an emoticon to display their mood. Some prefer the chats better because they can easily go back and fourth with real people in the moment, and others like the forums for the duration factor. Either way, it is an alternative learning method that due to technology, will no doubt gain future popularity.
1) Could I see myself as a teacher using this kind of technology in my classroom? Why or Why not?
Speaking specifically about Math, I'm not really sure. Since symbols can't be used, a whole set of vocabulary must take its place. This seems like a lesson on its own. The students seemed to get confused with using the right words and that shouldn't even be a main issue in Math. But then again, since we're looking at it being a multicultural tool, many students may find this method easier to integrate into their learning, depending on what kind of learners they are.
2) Do you feel that this technological method will offer the student more than just math skills?
On this question, I would have to answer yes. Besides learning math in a different way, the students will of course improve their computer skills in general. This method may also help students who have problems working with other students in groups. Solving problems by communicating through the computer may give them the confidence to personally approach other students in the future. It may also help ESL students who may be embarrassed of speaking. This technique would allow them to feel more comfortable performing their math.
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