Week 10 Educational Techlologies Blog (NETS & ISTE Standards)

Week 10

Educational Technologies Blog
For this week's assignment, we had to discuss two technologies related to digital citizenship, ethics and netiquette which have potential to enhance adult education. 

NETS: Digital citizenship for students.

NETS for Students is an excellent tool for students to comprehend cultural, human, and communal concerns about technology and ethical behavior and practice legal. The student will have the ability to utilize technology in a responsible manner, be responsible, and practice the safe use of critical information and technology. Students will have a positive outlook against the use of technology that structures collaboration, learning, and output. Digital citizenship for students establishes individual responsibility for lifelong learning and displays leadership (Ribble, 2008).

ISTE Standards’: Digital ethics for students.

 Technology to assist adult learners with digital ethics enables online students the ability to guard their education, great digital citizens, discernment builders, commission learners, creative maker, computational mastermind, intelligent reporter, and an all-around team player. These benefits can improve adult education in digital ethics (Ribble, Bailey, & Ross, 2004).

A rationale for why you selected each technology?

I chose NETS because it is a digital citizenship tool designed to help students embrace the ability to practice online right ethics and the full responsibility for their actions online. Digital citizenship is imperative in the use of online education and makes learners aware of the importance of respecting others online and guarding critical information that could be stolen and used online (Ribble, 2008). I chose ISTE because it is a digital ethics tool used to teach students excellent digital citizenship skills. ISTE Standards provides online students clear guidelines on digital citizenship, ethics, and etiquette to support and assist students, teachers, and administration in their learning, educating, and control roles in technology (Ribble, Bailey, & Ross, 2004).

Two examples of how you might incorporate each technology into your professional practice.

To integrate NETS into the online setting, I will encourage students to make and share digital presentations, and boost students to create a project. Helping students to create a digital presentation presents the opportunity for teachers to have the discussion with online learners the importance of following the rules and regulations of copyright infringement. Students that create a project allows them the opportunity to develop information literacy skills (Ribble, 2008). Integrating ISTE into an adult online setting will allow instructors to create assignments to help students sharpen their decision-making skills, creative thinking, and problem-solving techniques. ISTE will help instructors design and create digital age learning assessments for online learners (Ribble, Bailey, & Ross, 2004).

References

Ribble, M. S., Bailey, G. D., & Ross, T. W. (2004). Digital Citizenship: Addressing Appropriate Technology Behavior. Journal of Learning & Leading with Technology, 32(1), 6-9.

Ribble, M. (2008). Passport to Digital Citizenship. Journey Toward Appropriate Technology Use at School and at Home. United States/ Canada: International Society for Technology in Education.

Emerging Technologies Week 9 (Micro Access and Hot Potatoes)

Emerging Technologies Week 9

For this week's assignment, we had to highlight two technologies that enhance assessment. My two technologies are Microsoft Access and Hot Potatoes.

Microsoft Access

Microsoft access is an information management tool. MA is used to help students store information for analysis, reporting, and citation. When compared to Microsoft Excel and other spreadsheet applications, MA is the best for storing significant amounts of data and manage related data more effortlessly. Microsoft Access stores related information together and stores relevant information together, creating connections between different things (Southern Oregon University, 2009).

Hot Potatoes

Hot potato is not open-source. Hot potato has six applications where instructors can develop short answers, multiple-choice, crosswords, jumbled-sentence, matching/ordering, and gap-fill exercise for the internet. Hot Potatoes is free of charge that can be utilized for any project or purpose. To access Hot Potato, you can download the program online. Before instructors create an exercise on hot potato, they must first decide what they want their student to achieve (Sewell, Frith, & Colvin, 2010).

A rationale for why you chose each technology

I chose Microsoft Access because this is a tool that online educational students can benefit from accessing for reports, dissertations and end of the quarter assignments. MA allows students to store significant amounts of data, just this quarter alone I have over 100 peer journal reviewed articles  I utilized for the two classes. Therefore, the use of MA would have come in handy when looking for items that have connections (Southern Oregon University, 2009).

I chose Hot potatoes for this week’s technologies to enhance assessments because hot potatoes is a free download instructor do not have to pay to utilize. Hot Potatoes enables the instructor to make a short answer, multiple-choice, crosswords, jumbled-sentence, matching/ordering, and gap-fill to gauge students on educational content (Sewell, Frith, & Colvin, 2010).

Two examples of how you might incorporate each technology into your professional practice.

To integrate Microsoft Access into the classroom, I will create a Microsoft Access class database that allows students a bi-weekly and monthly reports. The second way I will use MA is to build a class calendar to keep up with upcoming assignments and school breaks (Southern Oregon University, 2009). To integrate hot potato into the classroom, I will use multiple-choice and short answer test to enhance the assessments and test students to ensure they are grasping the concepts of the class content (Sewell, Frith, & Colvin, 2010).

References

Sewell, J. P., Frith, K. H., & Colvin, M. M. (2010). Online Assessment Strategies: A Primer. Journal of Online Learning and Teaching, 6(1), 2010.

Southern Oregon University. (2009). Best practice in online course design and delivery. Ashland, OR: The SOU Distance Education Center.