In order to model and promote accessibility for all, I will need to ensure that I check over each class taught online. I can use the WCAG 2.0 guidelines to help me ensure that my coursework in accessible. “Accessible means a person with a disability is afforded the opportunity to acquire the same information, engage in the same interactions, and enjoy the same services as a person without a disability…” (Burgstahler, 2017).

To make online learning accessible, students need to have multiple ways to demonstrate understanding and to gain the information. One way teachers can help students access learning is through screen readers. Screen readers allow students who are blind to access the information. Another way would be to provide alternative text for videos and pictures online. Providing a sign language video for all audio would be a way to ensure the content is accessible for students who are deaf. When creating content on a LMS make sure that it is clear and consistent throughout the entire course.

In an online classroom, I think it would be important to have a Zoom session where I can model how to create accessible digital content. That way students understand how they can do this, especially on social media. I can also include live captioning (I know this is something already offered on Instagram).

Ultimately, it will be critical to “practice what I preach” with accessibility. In any classroom, but especially a course solely online, it is vital to use the WCAG 2 checklist for course content. Before publishing material, I will seek for feedback to ensure that my course is accessible for all. As teachers create content that is accessible, it can be daunting but in the end it helps everyone, not just a student with a disability.

References:

Burgstahler, S. (2017). ADA Compliance for Online Course Design. Retrieved from https://er.educause.edu/articles/2017/1/ada-compliance-for-online-course-design.

Three essential practices for ethical online teaching.

Written by Hannah Srour

Accessibility

In order to model and promote accessibility for all, online teachers need to ensure that before a course begins or before class, check over your lessons. Make sure that alt tags are included, screen readers are accessible and that all of your information is well-organized by clear headings. There are different guidelines to use, one specific is the WCAG 2.0. These guidelines can help teachers ensure that their work is accessible for all students. “Accessible means a person with a disability is afforded the opportunity to acquire the same information, engage in the same interactions, and enjoy the same services as a person without a disability…” (Burgstahler, 2017).

Universal Design for Learning

“Universal design provides equal access to learning, not simply equal access to information” (Dell, Dell, & Blackwell, 2015, p.171). In order to meet all students needs in online classroom, there are many steps you can take. It is important to start by thinking about all students and your end goal. If you create a video, you also need to include a text to go along with the video. That if you have a picture, you include a caption that explains the picture. You will need to allow students the opportunity for planned breaks (this can be allowing students a grace period in an online course), give examples of work so that students know what instructors are looking for. Provide mentors for students to help promote their self regulation and engagement. Make sure to present information in two ways which will help with the students representation. 

Culturally Responsive Teaching

The last piece for online teachers would be understanding how to be culturally response in an online course. As Wlodkowski & Ginsberg talk about in their article, their are four motivational pieces. As teachers we need to establish inclusion, develop attitude, enhance meaning, and engender competence (1995). If these conditions are put in place in an online learning community, students will become intrinsically motivated. “Rather than trying to know what to do to students, we must work with students to interpret and deepen their existing knowledge and enthusiasm for learning. From this viewpoint, motivationally effective teaching is culturally responsive teaching” (Wlodkowski & Ginsberg, 1995). This should be the end goal for all teachers to teach and cultivate an intrinsic motivation.

Reference:

Dell, C. A., Dell, T. F., & Blackwell, T. L. (2015). Applying Universal Design for Learning in Online Courses: Pedagogical and Practical Considerations. Journal of Educators Online, 12(2), 166–192. Retrieved from http://search.ebscohost.com.ezproxy.messiah.edu/login.aspx?direct=true&db=eric&AN=EJ1068401&site=ehost-live&scope=site

Wlodkowski , R., & Ginsberg, M. (1995). A Framework for Culturally Responsive Teaching. Retrieved from http://www.ascd.org/publications/educational-leadership/sept95/vol53/num01/A-Framework-for-Culturally-Responsive-Teaching.aspx.

As Wlodkowski & Ginsberg talk about in their article, their are four motivational pieces. As teachers we need to establish inclusion, develop attitude, enhance meaning, and engender competence (1995). If these conditions are put in place in an online learning community, students will become intrinsically motivated. “Rather than trying to know what to do to students, we must work with students to interpret and deepen their existing knowledge and enthusiasm for learning. From this viewpoint, motivationally effective teaching is culturally responsive teaching” (Wlodkowski & Ginsberg, 1995). This should be the end goal for all teachers to teach and cultivate an intrinsic motivation.

Following the 7 CRT characteristics in an online classroom will be imperative. In an online setting, I will make sure to research the backgrounds of students families before they start in my classroom (if I have the information) or within the first few weeks). In order to know students backgrounds, a teacher could do an “all about me” Zoom session and have students listen to their peers Zooms. In order to communicate high expectations, it is important to tell students exactly what they need to know and how they will show that they know. In an online setting, this can be addressed first thing in the class before starting the lesson. It can then be reviewed after the lesson. In an asynchronous lesson, students could type a quick response about the objective and how they might want to show mastery. Many objectives and lessons require follow up work that is independent. It is important to ensure that follow-up work is assigned after students have shown mastery of a lesson. In an online class, students could self-assess throughout the lesson based on the objective. 

With teaching elementary school, it will be important for students to have the opportunity to choose their own reading materials. This builds students intrinsic motivation and creates a level of engagement because that is a topic that the student wants to be reading. This could be done online during weekly book club meetings. With allowing students to choose their own books, it is also important to ask students their learning style preference. This should be done within the first few weeks of school. Students could also go over this during their first Zoom where they introduce themselves. Another way to intrinsically motivate students is by allowing students choice to work independently or in groups. Many students prefer to work independently and many students who are still working towards mastery like to work with others. Lastly, I would have students research their culture, a specific aspect and it could align with the reading or social studies standards. Students could have a choice in how they would want to present the information and then other students could listen to one another.

References:

Brown University. (n.d.). Retrieved from https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/strategies-0/culturally-responsive-teaching-0.

Ladson-Billings, G. (1994). The dreamkeepers. San Francisco: Jossey-Bass Publishing Co.

Wlodkowski , R., & Ginsberg, M. (1995). A Framework for Culturally Responsive Teaching. Retrieved from http://www.ascd.org/publications/educational-leadership/sept95/vol53/num01/A-Framework-for-Culturally-Responsive-Teaching.aspx.

“Universal design provides equal access to learning, not simply equal access to information” (Dell, Dell, & Blackwell, 2015, p.171). In order to meet all students needs in online classroom, there are many steps I will take. It is important that I create lessons with all students in mind. To do so, if I create a video, I also need to include a text to go along with the video. That if I have a picture, I include a caption that explains the picture. I will need to  allow students the opportunity for planned breaks, give examples of work so that students know what instructors are looking for. I will provide mentors for students to help promote their self regulation and engagement (CAST, 2018). I will make sure to present information in two ways which will help with the students representation. 

As an online teacher, I will allow students to present their learning through videos, speech-to-text, essays, powerpoint, whatever way works best for them that also shows their learning (CAST, 2018). I will also use KWL charts or build off of their background knowledge to help with their comprehension. For my third graders, in an online setting, it would be very important to provide checklists and guides for them to help with their executive functioning (CAST, 2018). 

It will be important to ensure that my content is created with the objective in mind, how can I get my students there and then how can I assess them so that they can each show what they know in the way that works best for them. With the objective, it is important that it is authentic and realistic (CAST, 2018). It is also important when developing my lessons that I am sure that the color I use for a font, that the size/font style isn’t overwhelming or hard to read (Dell, Dell, & Blackwell, 2015, p.175). I need to also think about the different graphic organizers I can use with my students (choice would be best here). For engagement, I will use real life situations to help them with how to manage their feelings. This is something I do in my brick and mortar classroom but can easily be done online as well. Since students have emotional needs whether they are face-to-face or online. Another way that I already build engagement is through students setting goals for themselves. Goal setting is important, but it is important to discuss the steps they will take to achieve that goal. This is a spot where a student may need a pre-created schedule or list of steps to reach their goal (could come up with the student and then type and send to them). Once students reach their goals, they should have the choice in how they are recognized or the rewards they receive. 

References:

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

Dell, C. A., Dell, T. F., & Blackwell, T. L. (2015). Applying Universal Design for Learning in Online Courses: Pedagogical and Practical Considerations. Journal of Educators Online, 12(2), 166–192. Retrieved from http://search.ebscohost.com.ezproxy.messiah.edu/login.aspx?direct=true&db=eric&AN=EJ1068401&site=ehost-live&scope=site

“The Internet has increasingly become one of the most widely used information sources in people’s daily lives” (Zhang, Duke, & Jimenez, 2011, p.150). I believe that discussing copyright is important as a first lesson in a class. I would go over the creative commons licenses with my students and make sure they understand the fair use guidelines. “Studies show that most students do not take a critical view toward information on the Internet” (Zhang, Duke, & Jimenez, 2011, p.151).

Students need to have a basic understanding of copyright. As stated, “copyright is…the rights to…reproduce the work, prepare derivative work to the public, distribute copies of the work, display or perform the works publicly” (AlSaffar, 2006).  This is something that could be taught early on with students in a high school, or college setting. It is important that students understand that “getting permission to use a work is the surest way to avoid infringement” (AlSaffar, 2006). At a middle or elementary level, it is important to discuss plagiarism and giving authors the recognition. As students start to research, many media specialists (at least in my county) teach students how to use MLA to cite their work. This is a hard task for many third graders though. As teachers model how to look for copyright and how to ensure that they are falling under fair use/allowable use, students will begin to pick up on how to use articles, media, sites, etc.

I will teach my students the CRAAP/TRAAP method for understanding the validity of a source. I think it is also important to spice up how we teach website evaluation. I will also teach my students the WWWDOT method for evaluating online sources. I can see as the article says, this being more appropriate for elementary-aged children, which is the age level that I teach. Students need to be engaged in unpacking whether or not a website is valid and what makes it valid/invalid. Many students take a laid back approach and can be too cynical at times. It is important to ensure that students truly understand what to look for.  In an online classroom, I would take the first class or first few classes to do some lessons with them. I have taught students about what to look for even in a third grade classroom, because research is such a huge part of our writing curriculum. I will also model for students when I use resources, how to properly cite the resources and how to check for copyright/ fair use.

References:

AlSaffar, J. (2006). Copyright Concerns in Online Education: What Students Need to Know. Journal of Library Administration, 45(1/2), 1–16. https://doi-org.ezproxy.messiah.edu/10.1300/J111v45n01_01

Zhang, S., Duke, N. K., & Jimenez, L. M. (2011). The WWWDOT Approach to Improving Students’ Critical Evaluation of Websites. Reading Teacher, 65(2), 150–158. Retrieved from http://search.ebscohost.com.ezproxy.messiah.edu/login.aspx?direct=true&db=eric&AN=EJ961107&site=ehost-live&scope=site

Academic integrity is crucial to all educational facilities. It is especially hard to monitor online with how technology keeps advancing. Though it is challenging, it is important to help students understand academic integrity. As Griffith states in her article, online educators can use videos, cartoons, “campaign” posters and other engaging ways to teach students about why academic integrity is so important (2013). Another way to involve students in understanding academic integrity is through engaging contests. On the ICAI’s website it talks about students creating ways to talk about academic integrity, poems, videos, songs, etc.

I like the idea of having students discuss in a discussion post what academic integrity means and what the school’s academic integrity policy is. If as. a teacher, you suspect that a student was dishonest, it is important to check their work. One way to check writing is to check if the students papers match the style of writing in their discussion boards (Promoting Academic Integrity in Online Education, 2010).

In order to achieve academic integrity, “…we will need to help students–even more in online courses than on-campus–to understand that the integrity of their academic credits, certificates and degrees might very well depend on automated measures to confirm their participation and ensure the validity of their assessment” (Berkey, & Halfond, 2015). From McNabb’s three-pronged approach, some approaches to fostering a community of inquiry are including critical thinking discussions, assignments that require collaboration, activities that cannot be duplicated, develop an honor code, and explain what is unacceptable (Promoting Academic Integrity in Online Education, 2010).

For online tests, scramble the answers and questions so that students cannot simply copy and paste. The use of courseware will also watch how long students are on the quiz or test. As educators,“…we do students a substantial disservice when we don’t treat academic dishonesty seriously… Consequences should not be so severe that they end a student’s academic career, except for extremely egregious violations. However, the consequences should be serious, should cause students some psychological pain, and should require effort on the part of the student to overcome. Anything less is a disservice to our students as we prepare them to engage in their professional worlds” (Kiviniemi, 2015, p.38). We must create relationships with students to ensure academic integrity, but as humans, we fall short, so it is imperative that we are prepared with what happens if a student is dishonest. For my students, I think it would be important that they drop a letter grade, and fail that assignment. It seems too drastic to me to fail them out of the course, unless as stated above, it is egregious.

References:

Berkey, D., Halfond, J., Boston University, & Worcester Polytechnic Institute. (2015). Cheating, Student Authentication and Proctoring in Online Programs. Retrieved from https://nebhe.org/journal/cheating-student-authentication-and-proctoring-in-online-programs/

Griffith, J. J. (2013). Pedagogical Over Punitive: The Academic Integrity Websites of Ontario Universities. Canadian Journal of Higher Education, 43(1), 1–22. Retrieved from http://search.ebscohost.com.ezproxy.messiah.edu/login.aspx?direct=true&db=eue&AN=88926074&site=ehost-live&scope=site

Kiviniemi, M. T. (2015). The Case for Consequences for Academic Dishonesty. College Teaching, 63(2), 37–39. Retrieved from http://search.ebscohost.com.ezproxy.messiah.edu/login.aspx?direct=true&db=eric&AN=EJ1060532&site=ehost-live&scope=site

Promoting Academic Integrity in Online Education. (2010, May). Retrieved from https://www.facultyfocus.com/free-reports/promoting-academic-integrity-in-online-education/

Best practices for student information and data security would include knowing exactly what you are signing your students up for when accepting terms for online services. One thing that I do for my students is I use GoGuardian. This is an online management tool provided by our county to monitor what students are doing online. This is important because I can see if students are on appropriate sites and if they are doing what they are supposed to be doing. We have had cases in the past where students have been on a math game site that was approved and a stranger made contact with the student. Through GoGuardian I can see exactly what was happening and I can shut down sites through the student’s computer even if I am not near them. We as teachers must safeguard our students privacy and limit who has access to their information as stated by FERPA (Data Quality Campaign, 2014).

In order to build digital citizenship in all of my students, we talk about expectations the first week of school. I talk with them about how passwords should never be shared and how no website should ever be asking you personal information. I talk with parents some about how they need to protect their children at home while using devices. I talk with my students about being aware of everything they are accepting, not giving out their passwords, etc.

My school also promotes digital citizenship week. Each day we were something that goes along with a saying about being aware online. If you are an online school, each day a teacher could do a short Zoom lesson and save it for parents or guardians and students to listen to. Adams goes into talking about what this could like in her article (2016). Adams includes a website that gives teachers free resources and curriculum to teach about digital citizenship.

“Potentially everything…is recorded by the learning management system” (Dennen, 2016, p.7). This is an important piece to include in county or district AUP’s so that parents and students understand what happens with their data on the district/county LMS.

Reading for the term such as… how it means that there are many things that the company is probably not telling you. Understanding how exactly they will protect student data and information, how will it be used? In order to efficiently manage students privacy and data, something I do is I only use county approved websites, etc. If I want to use another website, I make sure to have it approved prior to using it.

In order to ensure students are safe online if they are older, it would be important to discuss the terms of use/service and make sure students understand what they are signing before clicking “accept”.

As a county, we do not use any sites that “collect data” on students. Most recently, we have not been able to use ClassDojo (a favorite of mine) as a behavior system as it is seen as “collecting data” on students behavior. Part of this goes with the privacy act of 1974 which states that we cannot collect data on students online. 

References:

Adams, H. R. (2016). Choose Privacy Week Educate Your Students (And Yourself) about Privacy. Knowledge Quest, 44(4), 30–33. Retrieved from http://search.ebscohost.com.ezproxy.messiah.edu/login.aspx?direct=true&db=lxh&AN=113437747&site=ehost-live&scope=site

Data Quality Campaign. (2014). Federal Privacy Laws That Apply to Children and Education. Safeguarding Data. Data Quality Campaign. Data Quality Campaign. Retrieved from http://search.ebscohost.com.ezproxy.messiah.edu/login.aspx?direct=true&db=eric&AN=ED560584&site=ehost-live&scope=site

Dennen, V. P. (2016). Ownership of Digital Course Artifacts. Quarterly Review of Distance Education, 17(4), 5–19. Retrieved from http://search.ebscohost.com.ezproxy.messiah.edu/login.aspx?direct=true&db=eue&AN=122616869&site=ehost-live&scope=site

When responding to child abuse/neglect, it is important to always report even if you have doubts. We are mandated reporters and must have the child’s best interest at heart. There are many different warning signs, both physical and behavioral warning signs can be seen in a child who is being abused or neglected. Some of the physical signs for physical abuse include, burns, unexplained injuries, multiple bruises, etc. In an online setting, teachers can look for these signs and discuss with the student what happened. If a child is being sexually abused, they may act out be setting fires, being cruel to animals or seem anxious. Though we as teachers cannot see the first two signs, we can certainly monitor if a student seems anxious. If a student is being mentally abused, signs could manifest as a speech disorder (Keep Kids Safe). If a student has any physical signs, we must report to Child Protective Services, it is not our job to investigate.

With cyberbullying, it is important to first know how to recognize if a student is being bullied online. On StopBullying.gov‘s website, the author goes into tips that teachers can use to understand if a child is being bullied online. It is important to watch students behavior, especially first thing in the morning when they come into class. We as teachers need to pick up on their mood, body language, etc. Some warning signs include: avoiding social situations and becoming withdrawn or depressed (stopbullying.gov). I chose these two signs because when teaching online, you may not see the student on their device, but you can notice if a student who participates quite often stops or if they seem to be withdrawn. If a teacher notices these behaviors, it would be important that they set up a time to chat with the student individually to see what might be happening. It would also be important to reach out to the child’s family to see what is going on at home and if they have noticed any changes. It is essential that we teach students how to be good digital citizens, this is a skill that must be taught early on and continually revisited (Adams, 2010, p. 47). If a student is being bullied online, help the child self-reflect and understand what they can do (Tips for Teachers). In the end, teachers need to advocate for their students and ensure that students know what resources are available for them at school and at home.

Mental health is becoming more widely talked about, sadly even at an elementary level. Many students have a lot going on at home that teachers cannot always understand. As teachers, we need to be seen as our students biggest champion. If we know that a student is struggling internally, it would be important to “find the good and praise it”, often times people focus on the negative and that cannot be the case for our students (Mental Health America, 2017).  In Barr’s article, she talks about the different warning signs (2014). In an online environment, it is important to really focus on each child and understand what is really happening. Some students have a hard time describing how they are feeling when they are depressed, it is important to know this when talking with students about how they are doing (Staake, 2019). Again, find the good and tell the child about it. If a child is irritable or short-tempered, show grace with the child and talk with the child about what is going on (Barr, 2014). Make sure that resources are readily available if that child does not feel comfortable talking with you. 

References:

Adams, C. (2010). Cyberbullying: How to Make It Stop. Instructor, 120(2), 44–49. Retrieved from http://search.ebscohost.com.ezproxy.messiah.edu/login.aspx?direct=true&db=eue&AN=508189601&site=ehost-live&scope=site\

Barr, B. bonnybarr@creighton. ed. (2014). Identifying and Addressing the Mental Health Needs of Online Students in Higher Education. Online Journal of Distance Learning Administration, 17(2), 35–40. Retrieved from http://search.ebscohost.com.ezproxy.messiah.edu/login.aspx?direct=true&db=eue&AN=97296263&site=ehost-live&scope=site

Staake, J. (2019, August 28). What Teachers Need to Know About Childhood Depression. Retrieved from https:// www.weareteachers.com/childhood-depression/ #.XWRb_1wBfn4.twitter

(n.d.). Signs of Child Abuse & Neglect. Retrieved from http://keepkidssafe.pa.gov/about/signs/index.htm

(2018). Tips for Teachers: Ways to Help Students Who Struggle with Emotions or Behavior. Retrieved from http:// www.mentalhealthamerica.net/conditions/tips-teachers-ways-help- students-who-struggle-emotions-or-behavior

(n.d.). Tips for Teachers. Retrieved from https://www.stopbullying.gov/cyberbullying/tips-for-teachers/index.html