Course Details

Rochelle Cooper

Rochelle Cooper has been a certified educator for the past 15 years.  She began her teaching career as a special education 1:1 aide and spent the next 10 years as a 5th grade classroom teacher at Lynnfield Middle School.   Rochelle received her undergraduate degree in English from Holy Cross College and her Master’s Degree in Teaching from Simmons College. She is currently enjoying her position as the Learning Services Assistant forMassCUE – coordinating PD opportunities for educators. 

Weekly Outline:  

In this four week online workshop, participants will deep dive into the Computing and Society strand of the MA DLCS frameworks for grades 3-5.  Each weekly session will follow a set format: 

Learn It: Watch videos and review lesson plans that connect the concepts above to actual students in the classroom.

Explore It: Create your own activity in the “Activity Factory” based upon the concepts above that can be used and applied in your educational realm. 

Apply/Practice It: Discuss your experiences for the week in a discussion group with your fellow participants. Reflect personally on your learning. 

Share It: Demonstrate your acquired knowledge for this session and show off what you learned in a weekly “Show and Tell”. 

Online Session 1: Teaching Digital Safety – Navigating Safely through Cyberspace  Online Session 2: Teaching Empathy and Awareness – Cyberbullying Online Session 3: Teaching Digital Responsibility and Ethics – Citing Sources and Avoiding Plagiarism  Online Session 4: Teaching Digital Self-Awareness – Creating Your Digital Footprint  

Project Description:  

Those educators wishing to receive one credit from WSU will be creating a comprehensive portfolio of lesson plans in the area of computing and society. 

This course supports the following Massachusetts Digital Literacy and Computer Science standards:  

Grades 3 – 5: Computing and Society (CAS) 

Safety and Security [3-5.CAS.a] 

1. Describe how to use proper ergonomics (e.g., body position, lighting, positioning of equipment, taking breaks) when using devices.
2. Describe the threats to safe and efficient use of devices (e.g., SPAM, spyware, phishing, viruses) associated with various forms of technology use (e.g., downloading and executing software programs, following hyperlinks, opening files). 
3. Identify appropriate and inappropriate uses of technology when posting to social media, sending e-mail or texts, and browsing the Internet. 
4. Explain the proper use and operation of security technologies (e.g., passwords, virus protection software, spam filters, popup blockers, cookies). 5. Describe ways to employ safe practices and avoid the potential risks/dangers associated with various forms of online communications, downloads, linking, Internet purchases, advertisements, and inappropriate content within constrained environments. 
5. Identify different types of cyberbullying (e.g., harassment, flaming, excluding people, outing, and impersonation). 
6. Explain that if you encounter cyberbullying or other inappropriate content, you should immediately tell a responsible adult (e.g., teacher, parent).

Ethics and Laws [3-5.CAS.b] 

1. Demonstrate responsible use of computers, peripheral devices, and resources as outlined in school rules [Acceptable Use Policy (AUP)]. 
2. Describe the difference between digital artifacts that are open or free and those that are protected by copyright. 
3. Explain the guidelines for the fair use of downloading, sharing, or modifying of digital artifacts. 
4. Describe the purpose of copyright and the possible consequences for inappropriate use of digital artifacts that are protected by copyright.
5. Explain that laws exist (e.g., Section 508, Telecommunication Act of 1996) that help ensure that people with disabilities can access electronic and information technology.

Interpersonal and Societal Impact [3-5.CAS.c] 

1. Explain the different forms of web advertising (e.g., search ads, pay-per-click ads, banner ads, targeted ads, in-game ads, e-mail ads). 
2. Explain why websites, digital resources, and artifacts may include advertisements and collect personal information. 
3. Define the digital divide as unequal access to technologyon the basis ofdifferences, such as income, education, age, and geographic location. 
4. Use critical thinking to explain how access to technology helps empower individuals and groups (e.g., gives them access to information, the ability to communicate with others around the world, allows them to buy and sell things). 3-5 Massachusetts Curriculum Framework for Digital Literacy and Computer Science 29 
5. Identify resources in the community that can give people access to technology (e.g., libraries, community centers, education programs, schools, hardware/software donation programs). 
6. Identify ways in which people with disabilities access and use technology (e.g., audio players and recorders, FM listening systems, magnifiers). 
7. Identify the impact of social media and cyberbullying on individuals, families, and society.

Sign Up for This Workshop

Computing and Society for Elementary Educators – Shaping Powerful Digital Citizens – MA DLCS Series March 16, 2020 – April 16, 2020 (4 online weekly sessions)