DIGITAL CITIZENSHIP AND RESPONSIBILITY
Georgia Professional Standard 4
Candidates demonstrate the knowledge, skills, and dispositions to model and promote digital citizenship and responsibility.
- Element 4.1 Digital Equity - Candidates model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers.
- Element 4.2 Safe, Healthy, Legal & Ethical Use - Candidates model and facilitate the safe, healthy, legal, and ethical uses of digital information and technologies.
- Element 4.3 Diversity, Cultural Understanding & Global Awareness - Candidates model and facilitate the use of digital tools and resources to support diverse student needs, enhance cultural understanding, and increase global awareness.
DIGITAL CITIZENSHIP COLLABORATION
This technology-based unit was offered as an online faculty development workshop that explored Digital Access in regards to web accessibility and creating accessible online content.
The unit was designed for university faculty, K-12 teachers, and anyone who creates presentations for online delivery. It was originally created using Apple Keynote but was converted to Microsoft PowerPoint for third—party tool compatibility purposes. The presentation was delivered using Wimba Live Classroom to an audience consisting of six K-12 teachers and a university professor. The university professor contributed lots of useful input on the design of the workshop.
Throughout the presentation were Q&A and reflection slides. These slides opened the workshop up for discussion and also encouraged the participants to reflect about their views on accessibility. The workshop included an Extension Activity designed to give the participants a chance to apply the strategies presented. The Extension Activity provided a link to several 508 Accessibility checklists that they could use check the accessibility of their instructional content. An end-of-workshop survey link was also provided at the end of the workshop. The participants were instructed to complete both the Extension Activity and survey on their own time. Unfortunately, there are no survey results to report at this time to complete a student assessment. No one actually took the survey. :-( However, the Q&A slides did generate much participant activity trending toward acceptance and understanding of digital access and content accessibility.
For a more personal reflection about this element of the practicum, please visit my blog.
The unit was designed for university faculty, K-12 teachers, and anyone who creates presentations for online delivery. It was originally created using Apple Keynote but was converted to Microsoft PowerPoint for third—party tool compatibility purposes. The presentation was delivered using Wimba Live Classroom to an audience consisting of six K-12 teachers and a university professor. The university professor contributed lots of useful input on the design of the workshop.
Throughout the presentation were Q&A and reflection slides. These slides opened the workshop up for discussion and also encouraged the participants to reflect about their views on accessibility. The workshop included an Extension Activity designed to give the participants a chance to apply the strategies presented. The Extension Activity provided a link to several 508 Accessibility checklists that they could use check the accessibility of their instructional content. An end-of-workshop survey link was also provided at the end of the workshop. The participants were instructed to complete both the Extension Activity and survey on their own time. Unfortunately, there are no survey results to report at this time to complete a student assessment. No one actually took the survey. :-( However, the Q&A slides did generate much participant activity trending toward acceptance and understanding of digital access and content accessibility.
For a more personal reflection about this element of the practicum, please visit my blog.
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technology enhanced unit
This collection of resources was designed for a faculty development workshop on how to design effective presentations using PowerPoint or any technology tool used to deliver presentations. The concepts and ideas presented in the workshop guide presentation designs that model the safe and healthy use of presentation software. The workshop presentation itself was designed using research-based data findings on how people process verbal and visual information and also takes into consideration design strategies for people with visual and cognitive impairments and those who may be seizure prone.
The collection also considers the legal and ethical use of multimedia and textual content by ensuring that copyright attribution and scholarly references are given for all content used. All graphics and media used are culturally relevant and have a strong connection to the message being delivered and the audience receiving the message.
A few of the workshop participants expressed concerns about how to use these presentation strategies for academic presentations. They thought that lectures should be more "wordy" because students like to take notes and that it would be difficult to use graphics alone to teach. I understood most of their concerns, however, it is my belief that presentations should be designed to actively engage an audience, no matter what the context. Unfortunately, these faculty come from an era of passive presentation design. They design presentations for the sole purpose of dumping data into the student minds. I believe that any academic presentation could be designed using the strategies presented. The key is to use the presentation to tell the "story" and provide the details separately in a variety of media formats.
For a more personal reflection about this element of the practicum, please visit my blog.
The collection also considers the legal and ethical use of multimedia and textual content by ensuring that copyright attribution and scholarly references are given for all content used. All graphics and media used are culturally relevant and have a strong connection to the message being delivered and the audience receiving the message.
A few of the workshop participants expressed concerns about how to use these presentation strategies for academic presentations. They thought that lectures should be more "wordy" because students like to take notes and that it would be difficult to use graphics alone to teach. I understood most of their concerns, however, it is my belief that presentations should be designed to actively engage an audience, no matter what the context. Unfortunately, these faculty come from an era of passive presentation design. They design presentations for the sole purpose of dumping data into the student minds. I believe that any academic presentation could be designed using the strategies presented. The key is to use the presentation to tell the "story" and provide the details separately in a variety of media formats.
For a more personal reflection about this element of the practicum, please visit my blog.
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