Do Not Track Me

I find this download to be extremely interesting as well as necessary for computer users. I had never considered the possibility of being that heavily tracked in order to receive advertising information. After downloading I surfed the internet as usual. I was surprised to see that Instagram had no one following my actions. Facebook was a slightly higher number at three followers being blocked by the download. However, I was shocked to see that I was tracked most by online shopping. Ebay came up clean, yet the Steve Madden website had about seven people following my cyber actions. I am curious as to whether I can still be followed like that when I enter my credit card information prior to purchasing items on these websites.

Inspiration Concept Map

Forming Opinions and Comparative Studies Using School Uniform Articles

3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

I.       Form Groups

Students will be placed in groups of three to four people in order to ensure creativity expansion and equal chance to share thoughts. Forming groups allows every student to be heard. It promotes confidence for each student and allows more discussion and interactive learning to occur.

II.     Obtain Information

This step enhances the skills of listening and reading. It also helps third grade students decide what information of an article/video is important (main ideas).

III.    Form Group Consensus

Individual groups will take part in a collaborative discussion. This step enhances students' confidence in their opinion, promotes learning, and enables students to be heard. Groups will be challenged by not being able to form their own opinion. They must obtain the skill to think without bias.

IV.    Debate/Present

The debate technique allows every student to take part in class, while also giving them incentive to learn. It is designed to promote interest in the topic.

V.     Construct Report

This step maximizes students' technological skills, as well as further develops their writing abilities. Page 14 begins the activity.

Each group member will have the opportunity to have their voice heard, maximizing group discussion and creativity.

 

The class as a whole will view the video hyperlink within the activity title and then read the article (which is the same article for each group) given to each group in order to receive both sides of the argument.

Each group will take a side of the argument: either for uniforms in school or against uniforms. The group will be assigned a side in order to ensure that not every group takes one side. Each group will discuss reasons to back up their side amongst each other.

Following the presentation, classmates will have the opportunity to ask the group presenting questions to further challenge the group's thinking skills and information.

Examples of questions classmates/the teacher can ask: How will wearing uniforms help students? Will not wearing uniforms create a distraction? etc.

I.       Each group will go in front of the class to present their side, giving every member an opportunity to speak. Each group member will contribute one idea  towards backing up their claim.

Using Microsoft Word, students will construct a report. The report will present both sides of the school uniform argument, including points made in the debate by fellow classmates.

Inspiration Maps

The Inspiration Maps app for the iPad can be of great advantage to teachers. Particularly at second grade, this app could be used to demonstrate the main ideas of a story. For example, the teacher reads a book to the class while their iPads are in front of them with the Inspiration app open. They are instructed to place the main idea of the story in the biggest thought bubble, and link supporting ideas off of it. The notes could be used to summarize why the author chose this and how he/she demonstrated it. This technique could also be used for tone, diction, character mapping, etc. It is a great way to get students active while also teaching them to pick apart a story and identify how a story comes together. The incorporation of the iPad will spark the interest of the students and enhance learning.

Spam: Delivering Malware and Advertising Dangerous Counterfeit Goods

This article warns that clicking on links within e-mails and purchasing things from these links is the number one way spam is used. The products purchased are often harmful or damaging, as they often contain parts that are cheap and dangerous. The other thing this type of spam attempts to extract is personal information. The article states that the latest trend is to send out spam through social networking sites. The sender appears to be a trusted close friend, but in reality is the source of a phisher. The tips given to prevent falling victim to spam is to look for misspelling and not give any personal information without first ensuring that it is a trusted source. If you do fall victim to this malicious practice, it is vital that you report the damage done and the source of the damage.

"Looktoogoodtobetrue" tests

1. Identity Theft- low risk
2. Are you an unwitting accomplice in crime?- low risk
3. Authentic or Counterfeit?- low risk

"Malware Analysis: Drive-By Download" Response

The scariest part of this particular malware is that the download shows no sign of infection. It simply directs you to the website with ease, and only after that is it noticeable that the download was malicious. Other signs that your computer has been infected include unfamiliar things on your computer such as apps, bookmarks, or popups. This "drive-by" malware usually leads you to more sites in order to subject your computer to more malware downloads. Fortunately, the video offered ways to combat this sort of attack: fully update programs such as Microsoft, harden your web browser, block dangerous files at your Firebox, use antivirus software.

My initial shock with the drive-by virus was the speed at which it actually occurred. I cannot comprehend how that many malicious programs downloaded onto the computer with a simple click of the mouse. I am also in awe over the fact that the user saw nothing but a new screen load: no blacked out webpage, no warning signs, nothing to caution that the computer had just downloaded something malicious. In regards to education, this is what concerns me about advancing this much in technology. I am interested to see how the education systems plan to pay for such costs as repairing hundreds of computers. Phishers will be targeting students more now than ever, and I am quite sure they will soon find a way to work around school controls.

"Safe Practices for Life Online" Answers

1. Facebook, Twitter, Instagram, Vine

2. http://www.statesman.com/news/news/opinion/facebook-comments/nZy8w/

3. Sexting: sending inappropriate pictures or sexual material via the cell phone
Cramming: to fill with haste
Cookies: information saved to your computer from a website that remembers information about you
Trojan Horse: disguised programs that harm your computer if opened
Phishing: the act of someone creatively trying to obtain your personal information
Spyware: program that spies on what you do on your computer
Rootkit: type of malware that helps one gain unauthorized access
Zombie: computer that has been attacked
(Source: techterms.com)

4. Actual student screen names can lead to students being targeted because it releases too much personal information. Trashmouth names can resurface when trying to obtain a job. IHaveOnePairOfPants, BoogerDude, and Pig are all unacceptable choices because they are immature and will reflect poorly on the student when trying to get a job or go to graduate school.

5. All of these screen names are degrading and immature. They will reflect these things from the user and subsequently cause online harassment. All of these names have a sexual connotation that emanates the need for attention.

6. All of these screen names reveal either a real name, birthdate, or hobby that the user enjoys. Experienced phishers or identity thieves will have no trouble obtaining more personal information if the basics are clearly laid out in the username.

7. Though I would not want to claim any of these usernames, I feel that the following are acceptable choices because they do not give too much personal information away: i8sushi2, Soccerstar, Puppygirl1234, Bookworm, 2BorNot2b, Choco-holic, AmrcanIdol2, SimpyMe, Watup? The rest of the names, however, give away too much bad info or have an inappropriate connotation: KeKe1995, CapitlOfens, BellaIsabella, DarkAngel666, Karla-Love-1996, gUn4hiRe, babyfaceLA.

8. OwlLover, LongWalksOnTheBeach, WinterWinds

9. My score for the password quiz was +5.

10. Most common reason: Students give their password to their friends, who then decide to use it or give it to others who use it.
Least common reason: Other students see the password as the student enters it on a keyboard.

"Use Arts Integration to Enhance Common Core" Response

This article depicts the creative side of learning and how teachers can incorporate the arts into Common Core lesson plans. It suggests that, rather than the Common Core be integrated by using the STEM, teachers use the Arts Integration instead. The claim is that it is just as effective just not as prevalently used. The article lists different activities teachers can use to make their classrooms more creative, such as the mirroring game. The most enlightening part of the article is the parallels drawn between the Common Core Standards and the Arts Integration. The article accurately convinces its audience that the  arts can result in the Common Core being more effective.

I believe that arts within the classroom are vital. Since American children go to school to receive a broad (unspecialized) education, I think the trick to a well-educated American is balance. We teach math, english, science, social studies, and even technology courses, so the incorporation of arts is deserving of the same attention. I also believe that the Common Core's implementation of critical thinking could easily translate into creative and artistic learning. The authors of the Common Core simply "forgot" to incorporate it into the curriculum. The simple solution to the loss of arts in the schools is to have it written into the Common Core, so teachers are not fearful to administer it with their students.

Common Core State Standards for ELA and Literacy

What is the purpose of the college and career readiness standards

 to ease transition of moving states for college. success in college and on the job. keeps focus on what it is teachers are preparing students for.

What are the benefits and challenges of the shift to reading and writing non fiction texts

kids must read informational texts, to mirror the reading habits of adults.
read and write to gain knowledge in their fields
understand texts and what to do with them: this helps this process
must argue based on evidence 
inserts kids into the world and reveals real issues
Where is the creative aspect of schools?
Challenge=loss of interest
Standards DON'T include special education standards

What are the benefits and challenges of having standards for science, social studies, and technical subjects

 

"John Hunter and the World Peace Game" Reflection

John Hunter currently teaches public school in Virginia. In 1977, John declared that he had found spiritual enlightenment, at which point his father pushed him to get an actual degree. He chose education and soon obtained a job in teaching gifted education. Upon asking his new employer what he does for this, the woman replied, "What do you want to do?" This question set the precedent for what was to come. In his first year of teaching, he created a game out of piece of plywood that would help the students actively learn about Africa. This interactive game has now evolved into a four foot, by four foot, by four foot plexy-glass structure that has four layers: an outer space layer, an air and space layer, and ground and see level layer, and an undersea level. Four countries are placed around the board which can be either rich or poor, and students can create the names of these countries. The goal was to see whether fourth graders could solve the problems of Africa using this plexy-glass structure. John chooses the prime minister and that designated person chooses their cabinet. Ethic and minority tensions, oil spices, famine, endangered species, and global warming are all challenges that exist within the hypothetical Africa. The fourth graders also read from The Art of War, and implement those learnings into their countries.

I find great joy in knowing that a teacher out there is teaching relevant topics that are sure to better our world. I often question whether the things we are teaching kids are even going to benefit them in the future; however, there is no doubt that this program ensures a better world and more enlightened students. The results of the World Peace Game exemplify a classroom of excited, intrigued, and concerned ten year olds, anxious to solve the pertinent issues of our world. If we could successfully implement this game into the gifted curriculum of elementary, middle, and even high schools, these students will undoubtedly be able to change the world in ways our generation cannot. My only concern is that this game would have to develop into an actual subject criteria of the classroom. If not, it will simply complicate teaching the Common Core Standards and cause teachers to fall far behind the suggested gifted education curriculum. Lack of time and funds are, as usual, the only constraints I can gather that would result from incorporating this game into more schools across the nation.