Cyberbullying continued.

There are many topics one can talk about when it comes to legal and ethical issues when working with technology, I choose to speak on cyberbullying. Cyberbullying is described as bullying that takes place using electronic technology. More than 1 in 3 young people have experienced cyberbullying and over half of adolescents and teens have engaged in cyber bullying. Cyberbullying has been proven to cause the same effects as bullying effects such as psychological, emotional and physical stress. Reports also state that teens who are cyberbullied suffer from anxiety and depression symptoms such as increased feelings of sadness and loneliness, changes in sleep and eating patterns, loss of interest in activities and more health complaints.

Bullying has been an issue as long as students have been in school however cyberbullying has become a new trend due to the recent increase of technology. The recent increase in technology has led to the increase of cyberbullying since it is available to bullies 24 hours a day, 7 days a week. Some ways we can prevent cyberbullying from happening is by knowing the sites your kids visit and their online activities. Ask where they’re going, what they’re doing, and who they’re doing it with. Asking to “friend” or “follow” your kids on social media sites or by asking another trusted adult to do so. Another way of preventing cyberbullying is by establishing rules when it comes to the use of technology, or setting up parental controls. Preventing cyberbullying is extremely important in order to keep our children safe and away from mentally harmful situations.

Reference:

   A. (n.d.). What is Cyberbullying. Retrieved November 20, 2016, from https://www.stopbullying.gov/cyberbullying/what-is-it/index.html

Ø  @. (2015). Cyber Bullying Statistics - Bullying Statistics. Retrieved November 20, 2016, from http://www.bullyingstatistics.org/content/cyber-bullying-statistics.html

Ø  Cyberbullying Effects - Fund for Civility, Respect and Understanding. (n.d.). Retrieved November 20, 2016, from http://fundforcivility.org/cyberbullying-effects/

English as a Second Language/ English Language Learner's

As an ESL student myself I understand these ELL students and know that school can be extremely difficult and confusing for them. ELL students are those who speak very little to no English. These students usually struggle at first because their teachers do not understand them and vice versa or because their teachers do not know how to accommodate them in order for them to learn. I saw an example of an ELL students while observing at Harns Marsh Elementary School (HMES) this student is in the third grade and has recently moved to the U.S. from Cuba. Her name is Camila and she knows no English.

Camila has been paired up with another little girl, this little girl is bilingual and translates for Camila. As Camila’s teacher, I would request for her to have a translator assigned to her during lessons such as Science and Math. This would allow Camila to learn and not distract the other little girl who is also trying to learn. Along with getting her a translator, I would sit her by other children who are bilingual or at a similar English proficiency level. Sitting her with other students who understand her will allow her to develop socially and allow her to make friends. By Camila making friends in school she will be able to assimilate to her new school and the new country she is living in.

Along with surrounding Camila with people who understand her as her teacher, I would teach lessons in ways that benefit her along with the rest of the class. By that I mean have more hands on activities where the students can see the lesson instead of just hearing it. I would also provide her and her parents with websites where she could do her Math or Science homework in her own language. This will allow the student to not fall behind while learning English.  

Reference:

5 Key Strategies For ELL Instruction - teachingchannel.org. (n.d.). Retrieved October 26, 2016, from https://www.teachingchannel.org/blog/2013/10/25/strategies-for-ell-instruction/

Assistive/ Adaptive Technology in the Classroom

Assistive and/or Adaptive technology is described as “products, devices or equipment, whether acquired commercially, modified or customized, that are used to maintain, increase or improve the functional capabilities of individuals with disabilities".     These devices can be used with children who are sight impaired, hearing impaired, or suffer from other forms of disability. The following examples are assistive and/or adaptive technology that can be used for kids that suffer from autism. Autism is defined as a mental condition, present from early childhood, characterized by difficulty in communicating and forming relationships with other people and in using language and abstract concepts.

    The first example of these technologies would be visual representation systems. Visual representation systems are useful to children who suffer from autism since it provides them with an idea of what they will be doing throughout the day, or by teaching them skills. Traditionally these systems would be items such as photographs, realistic drawings, line drawings, and written words; however, the visual representation can also come from cell phones, iPads, and computers. This type of technological visual representation can provide the child with the same content while being more convenient for the teacher and/or parent, this convenience is mostly noted during travel, transportation to school, therapy, etc.  An example of Visual representation systems that I would use in the classroom would be while teaching a math lesson one can present a three-dimensional shape on a projector in order to explain volume or area. Another example of Visual representation systems would be before a student is transported from home to school or from school to home they can be shown a picture representation of where they will be going.

     Another example of an adaptive and/or assistive technologies that can be used is Language Acquisition through Motor Planning (LAMP). This technology is a therapeutic approach which aims to give individuals who are nonverbal or have limited verbal abilities a form of independent and natural way of expressing themselves. This technology can be helpful not only in an autistic child’s everyday life but also in the classroom. Language Acquisition through Motor Planning allows the child to actively participate in the classroom just like any other non-autistic child could. An example of this would be during a review class period while asking the class questions on a concept the child could easily raise their hand and respond if they would like. On the web page for The Center for AAC and Autism it was stated that “It was often noted that as communication skills improved, social engagement increased, problematic behaviors declined, and some individuals exhibited increased verbal speech”. LAMP is a fantastic way of using technology to provide an autistic child the ability to advance their social and verbal skills.   

Reference:

Assistive Technology for Children with Autism - CESA 7. (n.d.). Retrieved October 19, 2016, from http://www.cesa7.org/sped/autism/assist/asst10.htm

What is LAMP? - The Center for AAC and Autism. (n.d.). Retrieved October 19, 2016, from http://www.aacandautism.com/lamp

What Is Autism? | | Autism Speaks. (n.d.). Retrieved October 19, 2016, from https://www.autismspeaks.org/what-autism