Our Teachers Don’t Know How to Use The Computers in our School
Ms. Stahling,
Parent Coordinator
Last
spring, Frederick Douglass Academy II, received their first mobile computer
lab. Students, teachers and
administrators all say they are aware of the advantages of incorporating
technology in the classroom. However, teachers
have not begun using the laptop computers in classrooms, or before or after
school for students. The principle reason why this hasn’t happened involves the
need to develop a good usage policy for students in the school. While everyone
wants students to make full use of the computers, there is a need to protect
everyone from improper usage of the new technology. Additionally there is a
need to hold all users accountable for the security and protection of the
machines against misuse and damage.
Ms. Greer needs your help. She
and Ms. Stahling have selected a group of students to
help develop a public policy for the safe use of the internet for middle and
high school students in the classroom.
They need you to help them decide how this can best be done; you are a
member of this team. Good luck in achieving this important goal to improve our
school!
Your group
of five will complete the six steps in the public policy analyst
to create a school policy that will enable both students and teachers access to
the mobile lab. Professional
developments, classroom instruction, and access for students are a few areas
where the mobile lab will be immediately requested. You will make a
presentation of your policy to the school council as a PowerPoint presentation.
After
completing the six steps in the process, your group will make an oral power
point presentation of at least eight slides, outlining the public policy
analysis process you went through for your specific social problem and focusing
on the public policy solution you've chosen.
Some
matters which need to be addressed are:
√ Professional development of the
teachers
√ Development of an Internet Policy
for the students and Parents for the school-internet safety
√ Procedures for reserving the
computers for use in the classroom, and for before and after school activities
√ Procedures for how to use the
computer in the classroom
√ Time constraints for class periods
You will
work in a group of five. Each member of
the group has a specific job to do:
Ø Student # 1: Recorder & Writer-Who will keep track of materials found and will
write reports on the group’s progress.
Ø
Student # 2: Researchers(2)- Who will look at the suggested
websites and related materials seeking to complete the Public Policy Analyst
and give each group member information to write their individual papers.
Ø Student # 3: Timekeeper and Organizer (Group leader)- Who will keep the group on track, plan the research effort and assist others in
their tasks.
Ø Student # 4: Presenter -Who is responsible for communicating the group’s findings
to the class
Your group
will conduct research in to the problem using the Public Policy Analyst. Fill
in each of the worksheets as part of the process:
1. Defining the
social problem
2. Gathering
evidence of the problem
3. Identifying the
cause of the problem
4. Evaluating existing
public policies
5. Developing public
policy solutions
6.
Selecting
the best public policy solution
Sample Student
Contracts and Use Policies
From
Jericho Middle School Library Newsletter
Acceptable Internet Use Policies - A
Handbook, Virginia Department
Technology Preparedness for
Teachers:
Acceptable Use Policy-Indiana
Department of Education
Rubric
|
|
Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score |
|
Six-Step Public
Policy Analyst |
Description of identifiable
performance characteristics reflecting a beginning level of performance. |
Description of identifiable
performance characteristics reflecting development and movement toward
mastery of performance. |
Description of identifiable
performance characteristics reflecting mastery of performance. |
Description of identifiable
performance characteristics reflecting the highest level of performance. |
|
|
Paper |
Description of identifiable
performance characteristics reflecting a beginning level of performance. |
Description of identifiable
performance characteristics reflecting development and movement toward
mastery of performance. |
Description of identifiable
performance characteristics reflecting mastery of performance. |
Description of identifiable
performance characteristics reflecting the highest level of performance. |
|
|
Oral Presentation |
Description of identifiable
performance characteristics reflecting a beginning level of performance. |
Description of identifiable
performance characteristics reflecting development and movement toward
mastery of performance. |
Description of identifiable
performance characteristics reflecting mastery of performance. |
Description of identifiable
performance characteristics reflecting the highest level of performance. |
|
4= A
3= B
2= C
1= D
Major Parts Missing or
Unsatisfactory= F
By completing this webquests you have learned how to create public
policy. You have used the six steps of
the PPA, you have worked in a group to research and
develop a policy solution. You have
helped Ms. Greer and Ms. Stahling help the teachers
by giving them guidance for how they can use FDA II’s
mobile computer labs in their classrooms.
This WebQuest addresses the following ELA Standards: 2a-b,
3a-b.
Standard 2: Language for Literary Response and
Expression
Students will read and listen to
oral, written, and electronically produced texts and performances from American
and world literature; relate texts and performances to their own lives; and
develop an understanding of the diverse social, historical, and cultural
dimensions the texts and performances represent. As speakers and writers,
students will use oral and written language that follows the accepted
conventions of the English language for self-expression and artistic creation.
Standard 3: Language for Critical Analysis and
Evaluation
Students will listen, speak,
read, and write for critical analysis and evaluation. As listeners and readers,
students will analyze experiences, ideas, information, and issues presented by
others using a variety of established criteria. As speakers and writers, they will
use oral and written language that follows the accepted conventions of the
English language to present, from a variety of perspectives, their opinions and
judgments on experiences, ideas, information and issues.
Standard 4: Language for Social Interaction
Students will listen, speak,
read, and write for social interaction. Students will use oral and written
language that follows the accepted conventions of the English language for
effective social communication with a wide variety of people. As readers and
listeners, they will use the social communications of others to enrich their
understanding of people and their views.
Social Studies Standard: (From Social Studies Standard 5)
Ø
value
the principles, ideals, and core values of the American democratic system based
upon the premises of human dignity, liberty, justice, and equality
Ø
understand
how the