Title:

Technology and Social Media:

Developing a New Etiquette for the 21^st Century

Created By:

Robert McDougall

IS195 Roberto Clemente School: rmcdougall@schools.nyc.gov

Introduction:

Technology and the use of social media have found its way into every business, home, and school. However, the rules of social etiquette have not seemed to keep up with the ever-changing technology global society. What should be done about cell phones going off during class, in movie theaters, and during Broadway performances? How annoying is it when people on the train listen to their iPods so loud that not only do you hear it, but it keeps you from being able to read your book. Another hot topic is students bringing cell phones and gaming technology into class where they are texting and playing games, not only ignoring the teacher, but causing other students to not pay attention. Other issues that might also be caused by the lack of new etiquette for technology and social media in schools could be cyber-bullying, sexting, and even academic dishonesty.

Task:

What are the new norms for technology usage and social media etiquette? Are there new norms? How do these norms interact or conflict with current needs and usage? How do businesses, families, and schools develop these new norms for the use of technology and social media etiquette?

Your task will be to develop a new etiquette “handbook” for using technology and social media in NYC Public Schools.

You are to follow the Public Policy Analyst format to document:

ü Facts regarding the use of hand held and other technology (texting, music, computers, and gaming) in NYC Public Schools

ü Rules and regulations regarding the use of hand held devices and other technology in NYC Public Schools

ü Technological benefits to the students and faculty

ü Distractions of using hand held devices and other technology in the school building/classroom

ü Distractions of using hand held devices and other technologies in public places

ü A policy/handbook that would provide a new etiquette of acceptable behavior to promote a positive learning environment with a high academic standards

Your presentation will include the following:

A 5-7 minute oral report

· A PowerPoint presentation consisting of 7-10 slides (include graphs, charts, and visuals)

· A two-page typed report explaining problem, research, findings, and proposed handbook

· A 5-7 minute oral report using the paper and PPT (talk it, don’t read it!)

Process:

v You will work with ONE partner to complete this project.  Both group members are responsible for an equal amount of work.

v Complete PPA worksheets 1-6:

1. Define the Problem

2. Gather Evidence of the Problem

3. Identify Causes of the Problem

4. Evaluate a Policy

5. Develop Your Own Solutions

6. Select the Best Solution

v Following your research, create a two-page typed report discussing your results.  Use the PPA format to organize your document. Using the findings from your report, create a 7-10-slide PowerPoint presentation.  This should include interesting visuals (graphs, pictures, cartoons) along with the major findings of your research.  This presentation should be long enough for you and your partner to conduct a 5-7 minute oral report in front of the class.

v Create a “Hand Book” with new etiquette for using hand held devices and

other technologies in schools, work, and public settings

Resources:

§ Cell Phone and Pager Issues

§ Mobile Learning Conference 2012

§ Some Schools Rethink Ban on Cell Phones 

§ Get Cell Phones Into Schools

§ BYO Tech

§ Five Ways to Use Texting in the Classroom

§ Despite Cell Phone Ban

§ NYCDOE Rules and Policies

§ Can Smartphones Make Kids Smarter?

§ Fair Cell Phone Use in Schools 

§ School Cell Phone Ban Causes Uproar

§ Schools, State Review Cell Phone Bans

§ Son of Citation

§ Works Cited Generator in MLA Format

§ Cell Phone Captures School Beating

§ Hand Held Devices in the Classroom

§ Hand Held Devices Making Inroads in the Classroom

§ Should Public Schools Ban Cell Phones?

§ Smartphones in the Classroom

§ Cellphones in the Classroom

§ A is for App

§ Smartphones in the Classrooms – Teacher Blog

§ Why Wait for Superman?

§ Will Smartphones Eliminate the Digital Divide?

§ Five Tips for Dealing with Gadgets in the Classroom

§ Texting and Instant Messaging

§ Should Smartphones be banned in Schools?

§ Disruptive Technology

§ Disruptions

Evaluation:

Since you will be graded on three different activities (oral presentation, typed report, and PowerPoint) there are three different rubrics that I will use for your groups evaluation.

Oral Presentation

CATEGORY	4	3	2	1
Time-Limit	Presentation is five-seven minutes long.	Presentation is four minutes long.	Presentation is three minutes long.	Presentation is less than three minutes OR more than seven minutes.
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat fake.	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Posture and Eye Contact	Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.	Stands up straight and establishes eye contact with everyone in the room during the presentation.	Sometimes stands up straight and establishes eye contact.	Slouches and/or does not look at people during the presentation.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Volume	Volume is loud enough to be heard by all audience members throughout the presentation.	Volume is loud enough to be heard by all audience members at least 90% of the time.	Volume is loud enough to be heard by all audience members at least 80% of the time.	Volume often too soft to be heard by all audience members.

PowerPoint Presentation

CATEGORY	4	3	2	1
Content - Accuracy	All content throughout the presentation is accurate. There are no factual errors.	Most of the content is accurate but there is one piece of information that might be inaccurate.	The content is generally accurate, but one piece of information is clearly flawed or inaccurate.	Content is typically confusing or contains more than one factual error.
Sequencing of Information	Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card.	Most information is organized in a clear, logical way. One card or item of information seems out of place.	Some information is logically sequenced. An occasional card or item of information seems out of place.	There is no clear plan for the organization of information.
Requirement of Slides	PowerPoint includes seven-ten slides.	PowerPoint includes six slides.	PowerPoint includes five slides.	PowerPoint includes less than five slides OR more than ten slides.
Spelling and Grammar	Presentation has no misspellings or grammatical errors.	Presentation has 1-2 misspellings, but no grammatical errors.	Presentation has 1-2 grammatical errors but no misspellings.	Presentation has more than 2 grammatical and/or spelling errors.
Originality	Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.	Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.	Presentation shows an attempt at originality and inventiveness on 1-2 cards.	Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought.

Typed Report

CATEGORY	4	3	2	1
Quality of Information	Information clearly relates to the main topic. It includes several supporting details and/or examples.	Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.	Information clearly relates to the main topic. No details and/or examples are given.	Information has little or nothing to do with the main topic.
Paragraph Construction	All paragraphs include introductory sentence, explanations or details, and concluding sentence.	Most paragraphs include introductory sentence, explanations or details, and concluding sentence.	Paragraphs included related information but were typically not constructed well.	Paragraphing structure was not clear and sentences were not typically related within the paragraphs.
Mechanics	No grammatical, spelling or punctuation errors.	Almost no grammatical, spelling or punctuation errors	A few grammatical spelling, or punctuation errors.	Many grammatical, spelling, or punctuation errors.
Sources	All sources (information and graphics) are accurately documented in MLA format.	All sources (information and graphics) are accurately documented, but a few are not in MLA format.	All sources (information and graphics) are accurately documented, but many are not in MLA format.	Some sources are not accurately documented.

Handbook

CATEGORY	4	3	2	1
Writing - Organization	Each section of the handbook has a clear beginning, middle, and end.	Almost all sections of the handbook have a clear beginning, middle and end.	Most sections of the handbook have a clear beginning, middle and end.	Less than half of the sections of the handbook have a clear beginning, middle and end.
Content - Accuracy	All facts in the handbook are accurate.	99-90% of the facts in the handbook are accurate.	89-80% of the facts in the handbook are accurate.	Fewer than 80% of the facts in the handbook are accurate.
Attractiveness & Organization	The handbook has exceptionally attractive formatting and well-organized information.	The handbook has attractive formatting and well-organized information.	The handbook has well-organized information.	The handbook's formatting and organization of material are confusing to the reader.
Writing - Mechanics	Capitalization and punctuation are correct throughout the handbook.	Capitalization and punctuation are correct throughout the handbook after feedback from an adult.	There are 1-2 capitalization and/or punctuation errors in the handbook even after feedback from an adult.	There are several capitalization or punctuation errors in the handbook even after feedback from an adult.
Spelling & Proofreading	No spelling errors remain after one person other than the typist reads the handbook.	No more than 1 spelling error remains after one person other than the typist reads the handbook.	No more than 3 spelling errors remain after one person other than the typist reads the handbook.	Several spelling errors in the handbook.

Conclusion:

Congratulations, you have successfully completed your first WebQuest using the Public Policy Analyst format (PPA)!  This project has hopefully given you insight into the steps used to accurately solve a problem.  The hope is that you were also able to understand both negative and positive aspects of students carrying cell phones in school.  The idea is that this practice will help you take logical steps into problem solving in the future.

Your final “Hand Book” will be printed out and put up for display in the school media center for other students to read, discuss, and leave feedback. Thank you for being part of the solution on how society will use technology in schools, businesses, and public places in the 21^st Century.

Standards:

· NY ELA Standard 1:  Students will read, write, listen, and speak for information and   understanding

· NY ELA Standard 2:  Students will read, write, listen, and speak for critical analysis and evaluation

· MST5.I.CT3B: Students use a computer system to connect to and access needed information from various Internet sites.

· MST5.I.CT3C:  Students use computer hardware and software to draw and dimension prototypical designs.

· MST5.I.CT3D:  Students use a computer as a modeling tool.

· MST5.I.CT3E: Students use a computer system to monitor and control external events and/or systems.