Reflection on Collaborative Group Process

Reflection On Group Process

Post University uses a group process in parts of the Master’s of Education program and this is reflected in the Wiki site. The group process is an interaction of parts of the course taken and a reflection of the process used to help each student apply knowledge in a viewed format.

In the Digitally Mediated Teaching and Learning module known as EDU_520_30 students were grouped in three to four interactive and collaborative settings using a Wiki site composed of an introduction, three pages of their digital mediated teaching and learning areas and reference page.

The process was interesting and our group was identified as: EDU520JUNEGRP2 as the title. The software was a totally new learning module to most students with challenges and our site and the areas of creation included our Home Page, Digital Fluency Page, Digital Access Page, Digital Security and Privacy, Discussion Page and a Reference Page.

In order to have all students on the same understanding of what was to be created, each student had to be assigned as specific task, one for Content Locator- Hannah, a second for Content Locator – Naomi, another for Site Designer and Organizer – Andrew and another for Multimedia and Graphics Designer – Crystol.

Some students seemed to have their data very quickly and posted either in digital video format and others posted in written format. We communicated daily and that part went smoothly. The issues of picture posting was done well except one student either did not choose to post or chose not to. The videos were created for each category and there seemed to be some confusion as to how many videos should be done for each page. This was a slight weakness of the project and there seemed to be confusion as to why some students posted and others posted then others posted nothing.

As sight designer, I tried to get the group to keep up each week through our discussion forum but it was generic and I believe people feared to express or excepted what was presented was fine.

The information presented was then compared to the larger class group and was commented on in that forum and positive responses seemed to be that were doing fairly well. The Project was informative and self-directed with students needing communication daily. This was slightly challenging as some people are better communicators then others but all in all was very useful and a good exercise.

EDU 520 Wiki Project

Hello EDU520 Group 2 and Class!

Our group consists of the following people and we are excited to create our learning site for this project:

Hannah Graham

Hi viewers! My name is Hannah Graham and I am one of the content locators for this Wiki site. Currently, I am a First Term Success Advisor at Post University. A big part of my job is helping nontraditional students get acclimated with using technology after being out of school for many years. I am also a full-time student at Post University, working towards a M.Ed. in TESOL. In my personal life, I live with my husband Noah (also an advisor at Post!), my task-trained service dog Tori, and my pet dog Penny. We live in Northern Michigan and enjoy a variety of outdoor activities together such as skiing, bicycle riding, and fishing. When indoors, I spend my time learning new skills, baking sourdough, and reading. I hope you enjoy reading the content of our Wiki site. If you have any questions, feel free to reach out to me at hannaha13097@gmail.com.

Crystol Thomas

Hello, my name is Crystol. I am a mother of one. This is my first term at Post University. I am currently a 7th grade Math teacher, this will be my third year teaching. I am excited to be apart of Post and anticipate to learn more and more throughout my journey here.

Andrew Parrella

Hello all- I am Andrew Parrella. I am the site designer and organizer. I currently work at Mohegan Sun as an Executive Host helping people with their everyday entertainment needs from concert booking to hotel stays and overall guest experience. I am University of Connecticut graduate with a BA in English and have been teaching in many capacities in local school systems, hospital settings while also working in finance in banking and retail over the years. I am a writer and teacher by trade but also love animals- two cats Charmay a female black and white cat and Scooter a male gray tabby. I live in Connecticut and have been a city councilor here and also am a political activist locally serving on many different boards and commissions from Inland Wetlands to currently our Beautification Committee. I am very excited to be part of the Post family and please reach out if any questions. andrewparrella44@gmail.com

Learning is a lifelong commitment!

Naomi Kissoon

Hello, My name is Naomi Kissoon. I am also one of the content locators for this wiki site. I have not been in school for 22 years, I graduated with my Bachelor in 2000. I have two boys ages 4 and 2. I am a real estate agent. My boys occupy most of my time. I spent most of my years after my bachelor, working. Now, my boys and their future are my main focus. I am home and enjoying my moments with them.

EDU520JUNEGRP2

Digital Fluency

About

Digital fluency is the result of extensive experience using technology in a variety of settings. There are many components of digital fluency, but the most prominent markers are the ability to navigate technology quickly, accurately, and efficiently with flexibility. In general, digital natives are more likely to be digitally fluent, given the major role using technology plays in their life as they develop. Ursinus College (2022) describes this by stating “the path to becoming a digitally fluent individual is an ever-evolving, iterative process that begins with assessing and developing one’s digital literacy and information literacy skills” (para 2). Other skills and attitudes encompass digital fluency as well. Some of these include: understanding digital safety and privacy, navigating online discussions with civility, and persevering in the face of challenges and setbacks (troubleshooting).

Importance of Digital Fluency

Digital access is a prerequisite for digital fluency to form. As with any type of fluency, it takes quite some time to be digitally fluent. In order to be competitive in the job market, digital fluency is mandatory. Likewise, in order to fully engage in our online society, digital fluency is mandatory. Without the ability to navigate technology fluently, many key parts of modern life are not able to be enjoyed fully. While it may sound the same as digital literacy, digital fluency requires a step further in mastery. Sparrow (2018) describes it by stating the following:

In learning a foreign language, a literate person can read, speak, and listen for understanding in the new language. A fluent person can create something in the language: a story, a poem, a play, or a conversation. Similarly, digital literacy is an understanding of how to use the tools; digital fluency is the ability to create something new with those tools. (para 3)

To put it simply, digital fluency is important because it allows for the advancement of technology as opposed to simply the use of it. As a society that strives for greater discoveries and inventions, digital fluency allows the user to fully engage in the development of making the future become the present. This is incredibly appealing to companies, schools, and organizations, as being digitally fluent is, quite simply, investable. Check out the TedX Talk (2020) by Dr. Itoro Emembolu for a deeper dive into this topic!

Classroom Implications

In the classroom, the first thought automatically goes back to the importance of digital access. Without consistent access, fluency cannot develop. Once regular access to technology is received, the next piece is consistent use of technology. Students should be exposed to a variety of technologies and softwares and given level-appropriate challenges in using it for various purposes. When looking to develop fluency, open-ended activities are best, as they promote creativity and flexibility. Price-Dennis, et al. (2015) describes this type of teaching in their classroom by stating “we designed an inquiry that explored topics such as diversity and equity while including hybrid digital tools such as blogs, apps…to promote a learning environment steeped in critical thinking, collaboration, and expansive ways of conceptualizing written and oral communication” (section 3). These types of activities should increase in complexity as the students increase in ability, always providing a manageable challenge. Likewise, a time should always be given for structured reflection on the activity or project. There are countless resources on building digital fluency in the classroom. Please see below for a small list and explore the web for countless other excellent ideas!

Resources on Digital Fluency

Code.org– this is a free website that houses a full teaching curriculum across grade levels for students to learn coding skills.
Class Dojo– this is a classroom community building platform that allows students to interact with one another in a safe, monitored way that focuses on building healthy citizenship skills.
14 Digital Literacy Resources to Bookmark– this is a list of 14 resources to build digital literacy in the classroom, all of which are free for educators.
US Digital Literacy– this is a website that features countless digital literacy resources, including free toolkits, lessons, and strategies that can be used in the classroom.

A Video on Digital Fluency for Reflection …..

A Video on Digital Fluency for Reflection by Andrew Parrella

Another viewpoint on Digital Fluency by Andrew Parrella

EDU520JUNEGRP2

Digital Access

About

Digital access refers to the distribution of technology and considers the factors that result in a lack of equitable opportunities. Many factors may limit or enhance the likelihood of access to technology and digital tools. One of the primary limiting factors is location. Urban populations tend to have greater access to wireless internet, whereas individuals living in rural settings have limited options, often having to depend on less reliable internet such as satellite or DSL. Another major factor is socioeconomic status, often limiting the technology that the users can purchase. Given how expensive devices can be, many individuals are unable to purchase laptops, tablets, smartphones, etc. In addition, education on how to use technology is not always accessible and also follows the trend of being limited for those with low socioeconomic status and those living in rural areas.

Importance of Digital Access

When thinking about the importance of digital access, it is vital to think about digital inaccessibility and the digital divide. According to the National League of Cities (n.d.),

The digital divide is the gap between individuals who have access to computers, high-speed internet and the skills to use them, and those who do not. This gap shows up in various ways in our communities: broadband access and connectivity can fuel economic, educational, health and social outcomes. (para 3)

Without proper access to technology, it can prove difficult for individuals to properly participate in our world. As we push more towards a digital-centered world, it is increasingly disadvantageous to populations that have limited access to technology. Whether working remotely or even working in person, jobs have shifted, being technology-centered and digital fluency is a requirement. The Patterson Foundation (2022) describes the importance of digital access by stating “at the individual level, digital access enhances or constrains opportunities for participation in modern society. At the community level, it is evolving as a measure of community health and vitality.” (section 3).

Classroom Implications

Inequality with digital access is also an issue in schools across the US. Schools emulate society and are tasked with preparing children to be productive citizens. Now, one of the biggest components is for students to learn how to be productive digital citizens. American University’s School of Education (2020) describes the basis of the issue of digital inequity in schools by stating “since schools are funded through local property taxes, the schools in low-income areas didn’t have as much money to spend on technology as those in high-income communities”. (section 3). While many schools in privileged communities celebrate 1-1 laptops and iPads along with an array of smart boards, display cameras, and coding technologies, many schools in underprivileged communities struggle to share a few computers in a class of over 30 students. This is a clear depiction of inequity in education based on the digital divide. Check out the YouTube video below for a TedXYouth discussion on digital access in schools!

Digital Access Resources

19 Technology Grants and Organizations to Help Expand Your Classroom– a website that details 19 different options for funding your classroom in order to acquire technology.
Affordable Connectivity Program– a website that describes the Affordable Connectivity Program, which helps low-income families secure an internet connection.
Looking for a Free Laptop? How Low-Income People Can Apply– a blog page that details programs that can help low-income families get a laptop for free or at a low cost.

EDU520JUNEGRP2

Digital Security and Privacy

Privacy and Security

Privacy and security are somewhat interrelated with each other. Digital security is necessary in todays digital age. We do our personal and business transaction online, information is stored in our phones, apps etc. We receive digital messages either by text or email. Our personal information must be kept private. Therefore, digital security is the process of protecting ones online identity. According to the article titled, “Digital Security Versus Private Information,” (Ghauri, A. F., p16) states, “Digital security is essential to trust in this digital age. Within this environment, digital security is the policy and framework that proved the essential and practical principles to address without restricting use, the openness of digital technology, and dynamic nature without inhibiting the potential to foster innovation to the social technologies.” Its important for both security and privacy to be maintained.

Privacy vs Security

Privacy is often associated with certain rights which may control some personal information. Security means protecting certain information relating to privacy policies. (Ghauri, A. F., p. 11) stated that digital security and privacy policy can be considered the priority of different public policies in the era of a data-dependent economy. The main challenge of business, government, and other organizations are to manage the risks related to the private information of any organization.

Security Risk

There are nine different types of security risk that can damage computer hardware, software, and our private data, also data within an organization. All computer security are referred to as digital risk that can causes damages to businesses and organizations. The security risks that are discussed by (Ghauri, A. F., p. 12) are as follows: data, cybersecurity, reputational, talent storage and cultural, privacy, third party, technology, artificial intelligence and compliance’ risks.

Data risk– associated with the misuse of sensitive business data and even customer data.

Cybersecurity risk– is associated with the connection to the internet in compromising network, most common is ransomware attacks.

Reputational risk– the decreasing of the valuation of a company. This is referred to as the downfall of its reputation because of some type of business plan failing.

Talent storage and cultural risk-lack of a skillful workforce, leading to a slow business growth. Culture is associated with the values, attitudes and behavior of team members.

Privacy risk– storage of personal and private information. Information must be stored correctly.

Third Party risk-potential treat of digital security concept that are presented to employees of an organization. Also pertains to sensitive customer data.

Technology risk- disruption of technology, associated with cyber attacks. service outrages, password theft etc.

Artificial intelligence risk– compromising the integrity of artificial system, choices are not made according to its design.

Compliance risk– security compliance, the meeting of various controls and the availability of data.

Managing Digital Security Risk

In managing and maintaining security risk there are some mitigation strategies that was developed. (Ghauri, A. F. p12-13) listed the strategies as identifying the key assets, understanding the potential treats, monitoring the unwanted exposure and taking action against the risks.

Privacy and Security For Digital Technology

Integration in the Classroom

Schools everywhere in the United States uses Google, Microsoft, and Apple tools within the classrooms. Educators need to be trained in using these applications for enhancing students learning. This is where, I can understand why we are being introduced to all these online tools and applications, if we are not trained in using digital technology, there would be concerns relating to privacy and security. According to the article titled, “Privacy and Security Considerations For Digital Technology Use in Elementary Schools,” (Kumar, P. C., Chetty, M., Clegg, T. L., Vitak, J.), stated that schools can play an important role in helping children develop privacy and security skills. There are resources available in schools to teach children privacy and security, but they do not receive lessons on privacy and security. Therefore, there’s not much attention given in classrooms on privacy and security, especially in elementary schools.

References

Ghauri, Faysal. A. (2021). Digital Security versus private information. Journal of Computer science ijcsid. International Journal of Computer Science and Information Security. ACADEMIA

Kumar, P. C., M., Clegg, T.L., Vitak, J.(2019). Privacy and Security Considerations For Digital Technology Use in Elementary Schools. In CHI Conference on Human Factors in Computing Systems Proceedings. 1-13, Glasgow, Scotland UK. ACM, New York, NY, USA. http://doi.org/10.1145/3290605.3300537.

Regan, PIn .M., FitzGerald, G & Balint, P. (2013). Generational views of information privacy? Innovation: The European Journal Of Social Sciences, 26(1/2),81-99. doi: 10.10.1080/13511610.2013.747650.

Written by Naomi Kissoon

Check out the video below by TedX Talks (2018) for more information on this topic! Nick Espinosa, an expert at cybersecurity and network infrastructure, lays out five laws of cybersecurity.

Cyberbullying

What is Cyberbullying –

Cyberbullying is a form of harassment and this type of aggressive behavior which can be repeatedly done by one person to another a termed bullying. Over time, bullying is thought to be violent in that the physical and/or psychological abuse to an individual who cannot defend him/herself is insidious. “Longstanding violence, physical or psychological, conducted by an individual or a group directed against an individual who is not able to defend himself in the actual situation.” Roland (1989) [2:21]

Scandinavian researcher Dan Olweus, also classifies and defines defines bullying as “aggressive behavior that is intentional and that involves an imbalance of power. Most often, it is repeated over time.” Olweus (1978-1993) [3-5]

As defined by The Centers for Disease Control and Prevention, the Department of Education and the Health Resources and Services Administration, the uniform definition of bullying is as follows:

Bullying is any unwanted aggressive behavior(s) by another youth or group of youths who are not siblings or current dating partners that involves an observed or perceived power imbalance and is repeated multiple times or is highly likely to be repeated. Bullying may inflict harm or distress on the targeted youth including physical, psychological, social, or educational harm. (Centers for Centers for Disease Control and Prevention, the Department of Education, and the Health Resources and Services Administration (2014) [8]

Many of this bullying may unintended as hence laws that have elements of intent to cover them.

“For example, Delaware law characterizes bullying as an ‘intentional written, electronic, verbal or physical act.’ (Delaware State Code. Title 14: Education, Free Public Schools, (2014) [9]

“Louisiana defines cyberbullying as ‘the transmission of any electronic textual, visual, written, or oral communication with the malicious and willful intent to coerce, abuse, torment, or intimidate a person.’” Louisiana State Legislature. La. Rev. Stat. (2014) [10]

The majority of bullying incidents can and should be handled outside of the formal law. The point is that most academic and legal definitions of bullying include intent. (Hinduja, S. & Patchin, J. W. (2015).

Whethor the bullying is direct or indirect the act of agression and the whethor it is malicious such as acts of aspects like verbal violence ie: teasing, taunting, threateneing, etc., are all to be considered when behaviors become destructive to another individual. Peer harrassment especially repetitive in nature can be a clarifying issue when determining if bullying is happening and how severe it becomes or damage done to another individual. “Overt aggression might involve name-calling, pushing, or hitting, while relational aggression includes gossip, rumor spreading, social sabotage, exclusion, and other behaviors destructive to interpersonal relationships. (Hinduja, S. & Patchin, J. W. (2015). [18-22]

Even gossip, rumor spreading, social sabotage, exclusion and interpersonal destructive behaviors happening could be forms of bullying.

The days when people avoided classmates by dodging them at school because they feared the bully take away from productive and quality school experience and can happen in the work place as well.

Power by the person initiating the bullying over the target or victim. This can range from any particular social connection such as class structure, age, race, sex, ethnicity, or monetary status. Technology can be used by the bully to “imbue a person with power over another.” (Hinduja, S. & Patchin, J. W. (2015). [3,5,23-26]

Do you personally remember choosing to go down different hallways or to show up to class right when it began instead of early to avoid spending unnecessary “quality time” with someone who always hassled you? We vividly recall instances from our middle school days that taught us the art of skillfully dodging any run-ins with the bullies in our respective lives.

Being knowledgeable on accounts properly set up to protect people using them from hurtful content is paramount to a person being protected from bullying.

References

Excerpted from: “Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying”

Hinduja, S. & Patchin, J. W. (2015). Bullying Beyond the Schoolyard: Preventing and Responding to Cyberbullying (2nd Ed.). Thousand Oaks, CA: Sage Publications.

Cyberbullying Research Center; http://cyberbulling.org/what-is-bullying

Written by Andrew Parrella

Resources

Here some educational links regarding cyberbullying:

Educator Briefing: Beginner (cyberbullying.org)

What is Cyberbullying?