Name: Carla Hockenbury
School and District: William Davies School, Hamilton Township
Telephone number: 609-625-6616
Email address:  hockenbu@delanet.com or carlahockenbury@po.atlnet.org
Title of Lesson: Integrating Technology Ethics into Curriculum
Subject:  These lessons were integrated into the 7^th and 8^th grade English, Social Studies, and Reading curriculums.
Title of Lesson: Integrating Technology Ethics into Curriculum
Subject: 7^th and 8^th grade English, Social Studies, and Reading

Date(s) that lesson was conducted:

Ethic Scenarios – September 14, 15, 18, 19, 20, 21, 22, 25,  & 26

Introduction to E-mail – November 29 & 30, December 1, 4, 5, & 6, plus each class had an addition day in our IMC lab.

Evaluation of Web Pages – January 23, 24, 25, 26, & 29

Copyright Scavenger Hunt – February 12, 13, 14, 21, 22, & 23

Goals and Objectives of Lesson

Goal:  To make students aware of the various issues involving ethics in technology.

Objectives:

1. To be aware of ethical issues involving technology.

2. To be aware of how e-mail works.

3. To be aware of proper e-mail netiquette.

4. To be aware of e-mail safety procedures.

5. To be able to communicate via e-mail.

6. To understand that anyone can put information on the Internet.

7. To understand Web pages should be evaluated before they are used.

8.  To be able to evaluate a Web page/site and the content of the page/site.

9.  To understand what copyright is and involves.

10.To understand the difference between copyright and public domain.

11.To understand what software piracy is.

12.To understand what plagiarism is.

13.To understand they should use their own words when writing and when they can’t to cite their source.

New Jersey Core Curriculum Content Standards addressed: (Please indicate subject area and specific standard numbers)

Cross-Content Workplace Readiness: 2.1, 2.5, 2.6, 2.7, 2.10, 3.4, 3.8, 3.10, 3.13, 4.3, 4.9, 4.10, & 5.8

Language Arts: 3.2:7, 3.3:2, 3.3:7, 3.3:11, 3.3:15, 3.4:3, 3.4:4, 3.4:6, 3.4:8, 3.4:10, 3.4:12, 3.4:19, 3.4:22, 3.4:25, & 3.5:15

Social Studies: 6.1:2, 6.1:6, 6.5:4, 6.7:4, 6.8:5

Summary of Lesson:

Since computer class is no longer a related arts subject at our school, we found the need to integrate technology ethics into other areas of our curriculum.  We found four areas of need: general awareness, e-mail and netiquette/safety, Web page evaluation, and copyright/plagiarism issues.  Ethical scenarios were presented to the 8^th grade students during their English classes. The first day these situations were discussed and used as story starters.  The students used Inspiration to create a story web based on the scenario presented to them.  The next two days they used their web to write a 300-500 word story using Word ’97. E-mail, safety, and netiquette were brought into both our 7^th and 8^th grade English programs.  A PowerPoint presentation was used to introduce e-mail, safety, and netiquette to all the students.  Students then created their e-mail account at Gaggle.Net, discussed the features of their account and sent a brief message to the teacher.  Once all students received their accounts, their English teacher took them to the IMC computer lab.  There each 8^th grader wrote a message to a 7^th grader and the 7^th graders then responded. Web page evaluation was accomplished in all social studies classes using sites relating to their area of study.  Students were asked to become a Web Detective by asking who, when, what, where, and why questions.  These questions and how to find the answers were presented through a series of web pages.  Students then had to evaluate a web page and complete an online form that was e-mailed to the teacher.  The social studies teacher conducted a follow-up discussion the next day. Copyright and plagiarism issues were addressed in all reading classes.  Students took part in an online Copyright Scavenger Hunt.  The hunt asked questions regarding copyright and plagiarism and gave the students a web site to visit where they could find each answer.  The answers were entered into an online form and sent via e-mail to the teacher.  A follow-up discussion took place the next day in the reading classes. Equipment:  Computers with Internet connections, LCD projector

Software: Inspiration, Microsoft Word, Netscape Communicator or Internet Explorer, PowerPoint, DreamWeaver (Web authoring program)

Web sites: Teacher-made school Web pages,

• http://www.gaggle.net
• http://www.response-o-matic.com
• http://lme.mankato.msus.edu/mankato/mankato.html
• http://homepages.udayton.edu/~ahern/rurindx.htm
• http://www.whitehouse.net/
• http://pubweb.acns.nwu.edu/~abutz/di/intro.html

Handouts:  Scenario, Gaggle.Net Quick Start Guide, Online Expressions, An Introduction to E-mail, letter to parents, Web Detective

Detail of Activities:

This unit was developed to integrate technology ethics into our current curriculum.  It was divided into four segments and tied into three subject areas:Ethical Scenarios - English, Introduction to E-mail - English, Evaluation of Web Pages - Social Studies, and Copyright/Plagiarism - Reading.

Ethical Scenarios

All 8^th grade English classes were scheduled for three days in the computer lab.  Each class received the same scenario, but four different scenarios were used for different classes.

Day 1

1. The students were given the scenario for their class.

2. While discussing the scenario, the students created a web using Inspiration.

3. After the discussion, the students finished creating the web for their story.

Day 2

1. The students printed out their webs.

2. The students started writing their story based on their web using Microsoft Word.

3. The story was to be 300-500 words.

Day 3

1.   The students finished writing their story.

2.   They spell checked and proofed their story.

3.   Stories were printed out.

Introduction to E-mail

Day 1

1. The students viewed a PowerPoint presentation and discussed the information as it was presented.

2. The students logged on to the Internet and went to http://www.gaggle.com where they created their account.

3. The features of Gaggle.net e-mail were discussed.

4. Students e-mailed a brief message to the teacher.

Day 2

1. Students logged on and opened their Gaggle account.

3. They were to write two short paragraphs: 1) introducing themselves to the person they were writing to and 2) telling the person what non-living thing they would want to save if their house was on fire.

4. After sending their message, students were to go to their sent folder and print out the message they sent.

5. Students were encouraged to return to Gaggle.net on their own time to check their mail for responses.

Evaluation of Web Pages

All 7^th and 8^th graders were asked to become “Web detectives” during their social studies classes.  The geography classes examined a web page for the town of Mankato, Minnesota at http://lme.mankato.msus.edu/mankato/mankato.html.  The history classes investigated a site about the White House at http://www.whitehouse.net/ or a site that discussed the Holocaust at http://pubweb.acns.nwu.edu/~abutz/di/intro.html.

1. Students were presented with the who, when, where, what, and why questions they should ask while they examine a web page.  These questions were made available to them through the school web site and a handout.

2. After discussing the questions, students were presented with ways to find the answers to the questions.

3. Students were shown how to have two browser windows open at the same time.

5. The next day the social studies teachers had a follow-up discussion with their classes.

Copyright/Plagiarism

All 7^th and 8^th graders participated in an online copyright scavenger hunt during their reading classes.

1. Students were shown how to have two browser windows open at the same time and how to resize the windows to be able to see both.

3. Students were not allowed to copy and paste answers.

5. Student Feedback and Assessment:

1. Teacher observation

2. Student participation

3. Student work

4. Random checks into student Gaggle.net accounts

5. Students’ answer forms

6. Student comments

6. Additional comments and suggestions: