Week+7

Acceptable Use Policies:   Taking a look through the description of acceptable use policies provided by www.media-awareness.  ca, I have come to really respect an appreciate their use. Especially in the light of last week's discussion on content filtering, using an AUP seems like a great step in developing real media skills with students today. Instead of merely restricting students, an AUP provides a contractual type of situation for the students, parents, teachers and administration to agree upon. It establishes fair usage policies and the rights of individuals using the network (free speech, privacy, etc.), codes of conduct, and makes the student responsible for his/her own actions; something which is a necessary first step in developing critical media thinking skills. The use of AUP's is somewhat troublesome, however, in that they have the potential to create a situation wherein the school and school board need to fulfill a kind of 'gatekeeper' role since they become responsible (in some situations) for the students' use (and misuse) of the internet.

From[| www.media-awareness.ca]: //Although some AUPs attempt to protect school boards from legal liability, the mere fact that schools or boards assume the role of "gatekeepers" may actually set them up for litigation if students are exposed to questionable material.//

 Skype:

One of our in-class discussions today focused on the use of Skype in classrooms. This seems like a wonderful tool!! I feel like there are many different ways I can use Skype. For example, if a student is sick at home, perhaps they can still attend the class from the comfort of their own beds! Tutoring and teaching from afar seem to be infinitely enhanced. Students could also use skype to remain connected to their classmates and/or tutors through land-lines, cell-phones, computers, and even an iPod touch (must be at least 2nd generation with a microphone and access to wireless internet). The ability to work tgoether and collaborate over long distances also becomes possible. For example, a world religions class could have a real-time discussion with students of another faith over a contentious issue... what better way to bring material to life?!?!

I like skype...





Presentations Round 2:

- Students are to make a podcast describing push and pull factors in an immigration context.
 * Alex and Sejal** (History)

- Students do a webquest in order to discover answers to various questions involving worldcat.org and Google books.
 * Brad and Alex** (English)

- Students use wikispaces to collaborate on and fill-in answers to questions regarding elements in the periodic table. At the end, students will have access to a wikispace which will show all of this combined information.
 * Helen and Dane** (Science)

- Students will create their own comic using Comic Life.
 * Karen and Steve** (English)

- Students will use diamante and podcasts. After students use the diamante site, they will make a podcast to review and interpret the poem they have created.
 * Taylor, Kristin and Natasha** (English)

- Analysis of nutritional information students are to track their eating and activity habits for one week and submit this information to a website which will help track dietary levels and levels of physical activity. Through the exercise, students are exposed to the balance between caloric intake and output.
 * Laura and Andrea** (Physical and Health Education)

- Students are to use the internet to discover formulas for math equations.
 * Steven and Daljit** (Science)

- Students are to create a short information summary using Photostory. Students will discuss positive and negative aspects of life in New France.
 * Stephanie and Jenn** (French)