CEP 812 Final Reflection Blog (Session 4.2: Blog Assignment #2)

Effective Teaching Strategies

During this course, I have learned that I need to vary the types of instruction that are associated with implementing technology in my classroom. I have found that I tend to utilize a drill and practice technique the most when incorporating technology into my classes. I also tend to use a tutorial format as well. While these strategies have worked well in the past, I feel that I can branch out to bring more effective strategies to the students. I would like to incorporate more simulations into my science classes. These would be used as a means to allow the students to further connect to their studies.

Evaluating Uses of Technology

The biggest question that I have for web-based technologies (especially the free sites) is, "Can it work with my classroom?" I find myself asking this a lot. I have found several sites that have a lot of potential, but like many Web 2.0 items, they are not geared toward education. They may have features that could really benefit a class, but not being geared for student use means that you may get some nasty surprised from the site. Along with this idea, I find that I also wonder if the site truly meets the needs of my students. Is this something that will really benefit them, or am I looking at it because it is fun to use?

As I have become more Web 2.0 dependent, I have to remind myself that many of my students to not have access to the Internet when they are at home. Due to this, there must be adjustments made for those students. Extra time has to be allowed for students who are working with sites like Moodle, or other Web 2.0 utilities.

While some of the technology used in this course will easily be incorporated into my class, some will be more difficult. I liked the use of social bookmarking sites like Diigo, and can see my students finding them useful for projects. Blogs are a tool that I am currently working on implementing as a replacement for classroom journals. (Many of my students were excited about this possibility.) However, I personally don't see myself utilizing podcasts that much. Possibly, I could see "capturing" a lecture for students who are absent to view. Used in this manner, it could have a use in my class.

Personal Goals Met

My main goal that I have set for myself is that I want to become comfortable enough with the newer technologies (especially Web 2.0 material) so I can incorporate them seamlessly into my classes. I want to take students away from the one-on-one interaction with the computer and replace it with a collaborative approach to technology. I feel that I taken great steps toward completing this goal. I have been fortunate enough to teach a computer class this year. This has presented a group to "experiment" on, giving me an opportunity to see what will and won't work in the classroom.

New Goals

I've mentioned before that I have been using my computer applications course as a testing ground for implementing Web 2.0 technologies into my teaching. Now that I am getting a feel for it, I would like to incorporate the same Web 2.0 technologies into my science classes.

I would like to include more simulations in these classes. While I understand that the verdict is out on the usefulness of such simulations, I see them as a way for student to experience the material they are studying. In today's gaming-rich environment, it is not too hard to see how these students could better connect to the curriculum through simulations.

Another aspect to this goal is the use of these technologies in my school's science fair. Every spring we have an academic night where students display projects from all of their classes. In science, we focus on working with the scientific method and applying it to an inquiry-based project. It is the quintessential science fair, complete with science fair boards. I want to use the collaborative aspect of Web 2.0 technologies to remove the science fair boards. I want my students to work together online to create a science fair project that is interactive, and can be displayed in our computer lab for everyone to see and experience. I plan on attainting this goal by presenting the students with programs during the year that will help prepare them for this project. I am hoping that this will reignite the spark that has dwindled from our school's science fair.

Finally, my long term goal is to become more dependent on these technologies. I want my computer students to leave my room with a deeper understanding of how these technologies will benefit them. I want them to become more aware of the benefits and dangers that come with an Internet-driven society. Also, to better serve my students, I want to continue to learn more about what these technologies have to offer for myself so I can pass that information down to my students.

Project Evaluation

What I've Learned

When asked to decide on a project to create for use in one of my classes, the first thing that happens is that I begin to feel overwhelmed. It is not because for lack of experience, as I am often creating projects for my classes. It is due to the enormous amount of topics that one can choose from that are relevant to the class. I begin to get a feel for how big the internet is, and therein lies the feeling of overwhelming helplessness.

I discovered that this project is something that is student driven. Through discussions with my students, I was given insight into what was important to them. In doing this, I was able to limit the scope of the project to a more manageable size. I also discovered that the topic itself can be too broad to cover in one lesson. I initially looked at a project on internet safety. However, after some research, it was apparent that this was too broad. Eventually, I whittled the project down to the more manageable topic of cyberbullying.

Also, since this project incorporated Web 2.0 tools, the problem of what programs should be used arose. If you haven't looked online, there are thousands, if not millions, of Web 2.0 programs that could be used in the classroom. Deciding on what to use can be daunting, but it can be done. I was very thankful for Carolyn's list of the top websites that she had found. This helped to provide some programs that worked well with my topic. Through these ideas, I was able to discover similar programs that were equally beneficial. Also, I had to make sure that these programs are not blocked by my school's server. (This is something that I urge all educators to check out.) I found that box.net, an online storage site, is blocked at my school. This rendered my podcast useless when I was planning on using it for a demonstration in class.

Refine your search techniques. I learned that mine could use some work. While I was able to find information through Google just fine, I had a harder time using scholarly sites like ERIC and MeL. Often, both search environments provided results that did not meet my requirements. While Google can provide a wealth of information, sorting the results into sites that are beneficial can be a tedious task. I found myself bookmarking more sites that I needed for the task. As the TechQuest began to take place, fewer and fewer bookmarks were used. Eventually, about 6 sites served as a core group that had the most impact on the project. My tip to future TechQuest creators is to target specific sites/sources, and build a comprehensive list of bookmarks. As you work, weed out the bookmarks that are repetitious; keep those that benefit you the most.

Finally, start planning early. While I felt that the TechQuest came together quite well, there were portions that did not turn out as planned. My incorporation of our local cyber crimes officer, taught me to place phone calls earlier to ensure that he can speak to the class. Due to a rousing game of phone tag, I was unable to get Officer Whiteford to speak to my class during the initial implementation of part of the TechQuest. If you are planning on incorporating speakers, it is best to start early when arranging for them to speak to your class.

Tips for Others to Benefit

When you are collaborating with others to create a project, here are some tips that may help you and your group:

• Use Social Bookmarks - There are many different sites to choose from. Two of the most popular (at least the two that I hear of the most) are Diigo and Delicious. I have used Delicious for other CEP classes and have enjoyed using it, as it is very user friendly. For this class, my group decided on Diigo, and I have become hooked on it. The toolbar allows you to do much more than what Delicious has to offer. However, the ability to share and create annotations for bookmarks (features shared by both sites) allows for group members to really help each other out.
  
• Use Communication Tools - Tools such as Skype allow for group members to effectively collaborate their ideas. While my SIG used Skype's chat feature to communicate, it does offer the ability to communicate via microphone and camera.
  
• Be Clear On Your Instructions - I had my students view a video, and then enter a discussion forum about the video. I designed the forum to be very open-ended...big mistake. The students needed guidance in order to produce a thoughtful discussion. Better directions would help keep them focused.
  

To Change, or Not to Change...

As mentioned earlier, I would start the planning sequence at an earlier date. While not having part of the project ready for implementation was not detrimental to the TechQuest's success, it would have served to strengthen the lesson.

Additional projects like this that deal with internet usage and safety would benefit from a teacher's resource page. Sites such as Diigo provide groups of instructors the opportunity to share resources. This would allow others to pull from the resources that created a TechQuest, and to use these resources to reach other students. In doing this, more and more students will become aware of these topics and hopefully they will develop into better digital citizens because of it.

Finally, I would create better instructions for the students. Like any lesson plan, you can see the faults after you have implemented the plan. I had thought that students would take a discussion forum and really explore the issues that they had just viewed in a cyberbullying video. However, the entries were pretty lackadaisical. To be blunt, I was disappointed. However, when the class talked about the forum, the verbal discourse became very involved. This was the discussion I was looking for in the forum. I came to realize, as we talked about the video, that the students needed guidance in the forum. They need to know what I am looking for, and how they can reach that point. I need to include directions to guide them into thoughtful discourse.

To Recap

I can see the place that TechQuests have in the classroom. Students love to use technology. If they can discover an idea while utilizing a computer, that idea becomes more a part of the student. Using technology in this manner pulls the student from the doldrums of the standard lecture and allows them to become immersed in their studies. As the students work through the TechQuest, they begin to connect to the subject through the various articles and videos that are experienced. By offering collaborative portions of the assignments, the students learn to work effectively with their peers; a skill that will serve them well when they depart from school and venture into the awaiting real world.

Project Implementation Blog Entry

This is the podcast for the implementation of the first part of my TechQuest.  The portions of the TechQuest that were implemented were as follows:

• The Introduction Video
• The Cyberbullying Quiz
• The Collaboration in Google Docs.  (Creating a "fact database.")

You can access the full podcast describing the implementation at this link.

Pictures

Students taking the Cyberbullying Quiz on SurveyMonkey.com.

Group work on Google Documents.

Creating a "fact database" for the cyberbullying project.

By clicking here, you can access the feedburner link.

Internet Research for TechQuest Project

Background

The need for internet safety is a major concern for communities, schools, and parents. With so many young children having access to the internet, there are a myriad of ways in which they may be exposed to harm. Upon discussing with my fellow peers and the students that I have in my 8th grade classes, I have decided that a TechQuest focusing on cyberbullying would best benefit my building. This decision was helped by the concerns of several students in regards to bullies who take the torment beyond the offline world and into cyberspace.

Searching

Google played an important part in my search regiment. In the searching, I discovered that cyberbullying has many different spellings (cyberbullying, cyber-bullying, cyber bullying). After some quick research, it seems that cyberbullying is the correct spelling of the word. This conflict, in spelling, caused many irritating moments. There seems to be no set spelling for the word, possibly because it is relatively new. Many journal articles spell the idea as "cyberbullying," while just as many separate the words into, "cyber bullying." The following search terms were used while in Google:

• cyberbullying
  
• internet safety, cyberbullying
  
• cyberbullying WebQuests
  
• cyberbullying prevention
  

One site that kept popping up was the Cyberbullying Research Center. This site is probably one of the most helpful sites I've found. It provides a wealth of information. One interesting piece is an analysis of which States have cyberbullying laws.

After reading Joyce Kasman Valenza's article, Web 2.0 Meets Information Literacy: Make new friends and keep the old, I decided to try some of the search engines that she mentioned. Rollyo.com is a very user-friendly site that offered up some nice results. While in this site, I searched under the term, "cyberbully," and was rewarded with many of the same results that I found on Google. However, you can use a pull down menu to filter the results to legal documents. This was a very helpful feature. By using this feature, I found many blog posts, discussions from college law departments, and various articles discussing the legal ramifications of cyberbullying. I found this tool to be very useful, and have added it to my bookmarks.

Finally, I delved into the world of scholarly search engines. I took to ERIC. Again I used the terms "cyberbullying" and "cyber AND bullying" for my search parameters. Both parameters displayed the same amount, yet different results. By using the Boolean operator "AND," I was able to view articles that included the phrase "online bullying." This was not present while using the "cyberbullying" descriptor.

I was able to find many different articles coming from journals that would benefit my research. I saved a few of the PDFs, but I don't know how I am going to use them in my project. I have decided that many of these PDFs will serve well for educating other teachers, or to act as resources for parents/students who would like to go further into this project.

• http://www.eric.ed.gov/PDFS/EJ858926.pdf - A study examining psychological needs as an indicator of cyberbullying. It offers a great comparison of bullying versus cyberbullying.
  
• http://www.eric.ed.gov/PDFS/ED490641.pdf - Examines cyberbullying in schools. While it focuses on Canadian schools, the information is still relevant to U.S. schools.
  
• http://www.eric.ed.gov/PDFS/EJ724869.pdf - This article would better serve school personal rather than students. It focuses on providing educators with "guidance" on how to handle harassment in school. The focus is on keeping schools out of the courts. A good piece for administration to read.
  

While the parameters I used provided a plethora of results, in the future I may include terms such as "online bullying," and "online harassment." While these may not provide information that is exactly what I am looking for, they do fall into the realm of what I am studying.

Others Who Have Tried

While researching this topic, I also wanted to see was what have others created in this area of internet safety. I was surprised to find that there are many different activities associated with cyberbullying. These activities range from worksheets, to video, to WebQuests. To begin, I focused on WebQuests. I figured these would provide links to sites that would be beneficial to my project.

• http://mrsa.wikispaces.com/Internet+Safety+Curriculum+Resources
  • This site is a great site for links on the topic. While most of the links tend to focus on internet safety (the broad umbrella that encompasses cyberbullying) there are a few sites that are specific to cyberbullying. One link, in particular, that I really liked for my project, is Cyberbullying Digizens "Let's Fight It Together".
    • This link takes students to a very powerful video that is hosted by the digizen.org site. Digizen.org is a site promoting internet safety, and is a valuable site for helping those who have experienced cyberbullying. The video presented here, also found by one of my SIG partners on YouTube, presents the viewer with a moving account of cyberbullying that occurs in a student's life. Once the video is finished, there are "interviews" with the characters of the video. This really helps to provide some insight into the story. There are many parts that adults and students can connect to within this video, making it quite powerful. This is a video that my class will watch as an introduction to this project as it has the capacity to invoke a strong response from the kids.
      
• http://www.marysville.k12.oh.us/creekview/Terzis/Cyberbullying/introduction.htm
  • While visiting this site, I took advantage of some of the resources that were used. I also liked the idea for the WebQuest's final project. The students were to put together a video describing a case of bullying. Having the students take on different roles is a good idea, as it makes the topic more personal. While this idea is very nice, my class has limited access to video equipment. However, digital cameras are plenty, and a storyboard of digital pictures may be more appropriate for my students.
    • The resources at this site turned up a valuable site. The National Crime Prevention Council provides a site strictly for the purpose of educating the public about cyberbullying. Links for help, prevention, and identification are found on this page. Also, there is a link where students can take a self-diagnostic quiz to rate their online behaviors. I think this would be a great warm-up activity for students. However, I would prefer to give this to them without them being able to see how the scores are related to the quiz's outcome.
      

Resources to Be Implemented

Like many research projects, there were more results than could ever be implemented in a class project. However, I was able to find several sources that will work well with what I have planned. I was looking for sources that will engage the student, draw an emotional response, and keep their attention. I am planning on using the following sites for assessment, research, and informational purposes.

• www.surveymonkey.com - Used for prior assessment of the students. What do they know about cyberbullying?
  
• http://www.stopcyberbullying.org/tweens/are_you_a_cyberbully.html - A questionnaire to rate their cyber-selves.
  
• http://www.cyberbullying.us/Cyberbullying_Identification_Prevention_Response_Fact_Sheet.pdf - To be used for students to gather information on the causes of cyberbullying and the effect it has on the target.
  
• Cyberbullying Digizens "Let's Fight It Together" - A powerful video to use as an introduction to the unit. The main video, tied in with the "interviews" should allow the students to connect with the characters.
  
• http://www.ncpc.org/topics/cyberbullying/what-is-cyberbullying - Another site to be used for research. Here the students can gather facts for their "database" that will be used when creating their brochure.
  

Web 2.0

A main component of this project is that the students must work together in order to create the project. Depending on class size, the students will work in groups of two or three. While they will be creating a brochure, I also want them to create some type of public service announcement. Video cameras are in short supply around my building, so I have looked at a few sites that may allow them to do this with photographs. The following sites are in contention for being allowed to use for the class.

• Google Docs - Will be used for the group to create a list of facts pertaining to cyberbullying. This works well with the class, as the students have a school-based Google account.
  • This may also be used to collaboratively create a slideshow for a final project.
    
• Shwup - An online photo/video collaboration tool. The thought is that students can take digital pictures of cyberbullying (staged), and put them together to produce a powerful collage. The site has some moving music that can accompany the transition between pictures.
  
• MeMoov - A site for digital story telling. The fact that they can use their voice could make this a popular choice.
  
• Zooburst - A great site for creating a "pop-up" book. This site is very engaging and I can see students enjoying creating a book that promotes awareness about the topic. However, I haven't been able to find a way to have students work on the same book from different computers. This might be one for a pair of student to work on after they have sketched out a story offline.  
• Prezi.com - An interactive slideshow program that students can now work on collaboratively.

A Matter of Ethics: Copying and Fair Use Lesson Plan

The Target Learner     

·         This lesson plan is geared primarily toward 8th grade students in a computer applications class.

Educational Objectives

·         The objective of this lesson is to facilitate a deeper understanding of what is acceptable use of materials that the students want to incorporate into projects they will be developing.

·          The students will study the basics of copyright laws and develop an understanding of how it affects the materials they use, and why such laws are important.

Associated Standards

       METS
·         6-8.CC.1. use digital resources (e.g., discussion groups, blogs, podcasts, videoconferences, Moodle, Blackboard) to collaborate with peers, experts, and other audiences

·         6-8.RI.1. use a variety of digital resources to locate information

·         6-8.DC.1. provide accurate citations when referencing information sources

·         6-8.DC.2. discuss issues related to acceptable and responsible use of technology (e.g., privacy, security, copyright, plagiarism, viruses, file-sharing)

·         6-8.DC.5. create media-rich presentations on the appropriate and ethical use of digital tools and resources

NETS 
1.  Creativity and Innovation
b.  create original works as a means of personal or group expression 
2.  Communication and Collaboration
a.  interact, collaborage, and publish with peers, experts, or others employing a variety of digital
d.  contribute to project teams to produce original works or solve problems 
3.  Research and Information Fluency
b.  locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources
    and media 
5.  Digital Citizenship
a.  advocate and practice safe, legal, and responsible use of information and technology
b.  exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c.  exhibit leadership for digital citizenship

Means of Assessing

·         Formative Assessment -

o    As the students move through the lesson, they will complete worksheets that will serve to show the student's understanding of the topic.  These worksheets will help guide them as they visit different websites that address copyright laws.

·         Summative Assessment -

o    The students will be responsible for creating a brochure that will present the copyright laws to their peers.  This will be completed as a collaborative project utilizing Google Docs.

§  This document will go into their Computer Applications folder so they may reference it during the class.

o   Completion of the final project will require it to be uploaded to the instructor's Moodle page. 

Required Time & Resources

·         This project will take approximately 5 days to complete

o   Days 1-3: Introduction and research (while utilizing worksheets)

o   Days 4-5: Group work on final project - the completion of the copyright brochure.

Description of Lesson

1.       The lesson will begin by asking the students questions about the Copyright Laws.  The questions will be used to facilitate discussion about copyright laws. 

o   How many of you have copied images from Google Images and used the image in a slideshow?

o   Who in here has downloaded music from a person-to-person site?

o   Have you ever created a slideshow or movie that has a popular song playing in the background?

o   Have you ever sought permission for using these things? 

o   Would you like it if someone used something you created without your permission?

o   Why do you think copyright laws were developed?  What do you think they cover?

The answers to the questions will be put on the board.  By raising their hands, a count can be given for the first five questions.

2.       Following the class discussion, the students will watch A Fair(y) Tale.  This is an entertaining way to introduce the specifics of how copyrighted materials can be used.  After viewing the movie, the class will revisit the questions posed earlier to examine if what they believe to be okay falls within the parameters of acceptable use.

3.       Visiting websites.  The students will visit the following websites to explore the principles of copyrighted materials.

o   Copyright Basics - http://www.copyrightkids.org/cbasicsframes.htm

o   Copyright Basics Worksheet - At bottom of blog

o   10 Myths About Copyright Explained - http://www.templetons.com/brad/copymyths.html

o   After Reading this article, the students will enter the copyright discussion forum, via Moodle, to enter their comments on the article.  Areas to consider are:

§  Have you committed copyright infringement before?  Explain how.

§  Give two of the myths that left the biggest impact on you.

§  Comment on at least 3 other posts by your peers.

4.       After completing the worksheet and discussion forum, the students will work in pairs to produce a brochure explaining copyright and fair use.  The pairs of students will create the brochure using Google Documents.  The brochure will be used to promote copyright awareness.  It will be displayed in the schools for other students to reference.  The rubric for the brochure is included at the bottom of the blog.

Teaching Strategies

The teacher in this lesson will serve as a guide as the students work their way through an inquiry-based lesson.  Examples will be given during class, and then the students will research the material.  As they move through the lesson, the instructor will take a backseat roll.  However, the instructor will be there to guide the student when problems arise.  Foreseen problems may deal with definitions and software attributes (creating the brochure). 

Copyright Basics Worksheet

http://www.copyrightkids.org/cbasicsframes.htm

As you research the Copyright Basics website, answer the following questions:

1.       As the author of your work, you have the right, or you can allow others, to do what five actions with your own work?

·          

·          

·          

·          

·          

2.       What is a derivative work?

3.       Copyright protects original works that are ______________ in "tangible form."  But some things, like music, don't have a tangible form.  How do the copyright laws address this issue?

4.  Give the 8 Categories That Are Defined As Copyrighted Works
1.	5.
2.	6.
3.	7.
4.	8.

5.       You are instructed by your boss to create a template for the company while you are at work.  Who owns the copyright?

6.       The dragon mural that is being created in the middle school lobby is being painted by the art class.  Who (unless agreed upon otherwise) would own the copyright?

7.       Define Copyright Infringement:

8.       What are the four factors of the "Fair Use" doctrine?

·          

·          

·          

·          

9.       As this site notes, relying on this doctrine instead of seeking permission is risky.  Describe how the courts use these factors in determining if the use of an item follows the fair use policy.

10.   True or False      As soon as you create something tangible, it is copyrighted.

11.   Prior to March 1, 1989, what was required to ensure copyright protection?  Is this still required?

12.   What three things are required for items such as books and posters?

·          

·          

·          

13.   Copyright protection is not required, but why is it a good idea?

·          

·          

·          

14.   If you created a painting in Art class today, what year would the copyright expire?

Rubric for Copyright Brochure

Project Description - TechQuest

Cyberbullying

Technology has reached a point where it is readily available to the masses.  It is very easy for a student to go online, even if that student does not have access at home.  Due to the low-cost of technology, today's youth are more plugged in than ever.  With access to computers, hotspots, internet-capable phones, and mp3 players, you can see how easy it is for a young person to connect with the internet.

Schools are very eager to put technology into the hands of their students.  Quite often is the case where students are simply turned loose on the internet.   Supervision is there, but with 20-30 computers being used at one time, watching every student can be difficult.  Add to this, the charged emotions that are typically associated with middle school students, and you can see how bullying can extend beyond the physical realm and into the cyberspace. 

Due to this potential hazard, I am going to focus on cyberbullying as the topic of my TechQuest.  Since today's students are typically fluent in the emerging technology, there is a definite need for them to be aware of this potential problem.  Awareness and prevention are the main areas that the students will be studying through this TechQuest.

Addressing the Issue

This issue will first be addressed by utilizing SurveyMonkey to give the students a quiz to determine how familiar they are with cyberbullying.  This quiz will serve as a baseline for the lesson - providing the instructor with a glimpse at the students' prior knowledge.

Along with this, Officer Whiteford will be asked to speak to the class.  He is the local Sherriff department's cyber-crimes detective.  He has worked with my building principal in the past, and having such a figure present at the beginning of the lesson will serve to create a stronger connection between the student and the seriousness of the topic.  

Upon completion of Officer Whiteford's visit, the students will research (via several sites) facts on cyberbullies.  Together with a partner, the students will create a list 20 facts related to the topic.  These facts will be created using Google Docs, and will serve as an information bank for their upcoming project. 

The quiz, Sherriff's presentation, and the fact-document will be implemented during this course.

Internet sources, such as video of the trial for the Megan Meier hoax, and various fact sheets and prevention sources will serve as the basis for the students' research.  Given below are several of the sites that students will use:

• http://www.sciencedaily.com/releases/2010/02/100222104939.htm - An article on cyberbullying.
• http://www.cyberbullying.us/Bullying_and_Cyberbullying_Laws_20100701.pdf - A chart displaying which states have taken action against cyberbullying.  Also goes into details of what those actions entail.
• http://abcnews.go.com/GMA/Parenting/girls-teen-suicide-calls-attention-cyberbullying/story?id=9685026 - Article of a teen suicide after reportedly being bullied online.

There have been many WebQuests that are developed around this title.  The projects offered by these WebQuests vary from producing an informative video to studying and review the school's policies.

• http://www.marysville.k12.oh.us/creekview/Terzis/Cyberbullying/introduction.htm - WebQuest focusing on producing an informative video. 
• https://www.msu.edu/~mannandr/webquest/task.html - WebQuest focusing on the creation of a slide show to present to the school board to review the district's policies on cyberbullying.

I would like to have the students create a brochure that can be displayed in the offices of the different buildings in our district.  The students will also create a slideshow that will be used to present the topic and promote awareness in younger grades (primarily 6th and 7th grade classes).  This part of the project will be completed and reviewed after CEP 812 has ended.

Four Common Places of Education

The instructor for this will be the teacher of an 8th grade Computer Applications course.  Prior to this lesson beginning, communication with the parents will be established.  This will serve to hopefully make a connection at home about the topic.  During the lesson, scaffolding will be used.  The students will be guided with help at first, but as they become familiar with the task and assignment, they will become independent as they move toward the final project.  The instructor will be there as a coach to help if trouble arises.

The learner will be an 8th grade student.  The technology involved is within the parameters of the students.  The students will be motivated to produce a quality as they will be presenting their projects to other classes.  

The subject matter will revolve around cyberbullying and promoting an awareness of the topic.  The students will read several articles involving students (of their age) that were bullied in this manner.  Through the readings, they will also develop an idea of common misconceptions and facts about cyberbullies.

The setting will primarily be at the middle school computer lab.  Once the final project is completed, that setting will branch out to other classes in the middle school; here, the students will teach the younger classes.  Communication with the parents will be made to inform them of the upcoming lesson.  It is hoped that the student will share with the parent what they have accomplished during this TechQuest.

Test Run on Embedding Zoho Presentation

I am trying to embed a Zoho presentation, so if you catch this before I delete it, enjoy.  :-)