The Importance of Teaching Cybersecurity to a 5-Year-Old

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IT leaders can take a twofold approach to help K–12 students meet the new security challenges of remote learning.

They can proactively support students and parents in their efforts to stay safe in the remote learning environment, teaching the importance of cybersecurity. They can also shore up internal systems, processes and infrastructure to back up that learning.

Whatever they do, the reality of schools operating almost entirely online has only heightened concerns about cybersecurity — and with good reason. Some of the nation’s largest school districts have recently dealt with cyberattacks that halted remote learning, spurred leaders to postpone the first day of classes or involved the release of sensitive information.

“Instead of having everyone on one network, you have people on multiple networks, and each of those has its own vulnerabilities,” says Amy McLaughlin, CoSN’s project director for cybersecurity initiatives. “You may have an increase in fraud attacks because people aren’t there to double-check.”

Even before the coronavirus pandemic, cybersecurity was a top-of-mind concern for K–12 technology leaders. Sixty-nine percent of those who responded to CoSN’s annual leadership survey ranked cybersecurity as a No. 1 priority.

To better address cybersecurity, while also accommodating greater networking demands, districts need to be proactive about training users — even the youngest ones.

Address Cybersecurity at a More Accessible Level

You likely can’t teach a 5-year-old all the nuances of cyber hygiene, but there’s much IT staff can do to steer kids down the safest pathways.

As the core tool of remote learning, video itself introduces a range of new security and privacy concerns. Consider the possibility that students can see and potentially record one another, or that adults in the room can see or be seen.

“You are potentially exposing their siblings or other family members,” says Christine Fox, interim executive director

How teaching hope in school may be the elusive key to success

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  • Richard Miller is an expert in child development and a professor at the T. Denny Sanford School of Social and Family Dynamic at Arizona State University.
  • He says science has documented how teaching hope as both a cognitive function and a practice can be a powerful strategy for success.
  • Miller believes that teaching children to imagine their goals encourages the brain to plan and prepare for future challenges and opportunities.
  • Visit Business Insider’s homepage for more stories.

On Erin Gruwell’s first day as a high school English teacher, she faced a classroom of 150 “at risk” freshmen. Most of these kids, statistically, were going to fail. They were tough, their young lives already defined by poverty, gangs, violence, and low expectations. These students, she wrote, knew nearly every “four-letter word” except one: hope.

Yet four years later, every one of her “at risk” students at Wilson High School in Long Beach, California, had graduated from high school. More than half went on to graduate from college. The stories written by Gruwell’s students were published as a book called “The Freedom Writers Diary.” It became a New York Times bestseller and in 2007 was made into a major motion picture called “Freedom Writers” starring Hilary Swank.

Gruwell taught English but also taught them an elusive trait: hope. Science has, in the past 30 years, documented that hope can serve as a strategy for success.

Teaching hope

Although hope is a common theme in mythology, philosophy, and theology, it wasn’t a subject of psychological research until University of Kansas psychologist Richard Snyder began his pioneering study in the 1990s. His work paved the way for science to measure, teach, and distinguish hope from other psychological disciplines. His research recognized hope as a cognitive function, an emotional state accompanied by action.

Goals are

Benefits of Teaching Robotics in the Classroom

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Today’s youth are very much interested in science and technology. They also know that their knowledge in the field will open up new career opportunities. To kindle interest in those fields, youngsters should engage in technology activities, which will help build up mastery of essential technologies, and invigorate the classroom.

Teaching robotics in the classroom helps to make students creators of apps, programmes and inventions rather than becoming mere passive purveyors of technology. Robotics enables to develop a dynamic mindset in students, as well as nourish their thoughts and imagination to improve our world.

It moves students away from the private interface of a computer screen and into an active social community. Not only does the space of the student’s world increases in size, but also the benefits that computer science has to offer.

With technological advancement, the accessibility of robotics to the layperson has also improved. Two decades ago we could not have imagined the possibility of teaching robotics in the classroom. Robotics kits were not very advanced and limited to simple structures and motors. Now they are complicated enough to utilize a huge number of sensors and motors as well as interface with a desktop computer to allow for vigorous programming experiences, that too at affordable cost.

Here are some of the benefits of teaching robotics in the classroom.

Sensory Learning

Robotics helps children learn with all of their senses, as its focus is on dynamic, hands-on development. It is proven that to activate a larger number of cognitive connections you need a multi-sensory approach. Robotics engages the students emotionally and physically, which are essential for active learning and superior long-term experimental recall.

Improved Socialization

People learn from each other through imitation and observation, which is a well-known fact. This line of thinking holds true even today. Teamwork …

What Do High Tech and Traditional ESL Teaching Methods Do For Students? Accelerate Their Learning!

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The newest is always the best or so many people believe but what if we took the best of the old and combined it with new technology to deliver it? For literally thousands of years there were only a few teaching methodologies for foreign language education. Then with the advent of world war two there was suddenly a need to teach foreign languages to large numbers of people in a very short period of time.

They named the new approach the Army Method because it was primarily taught to soldiers. Later, it was renamed the Audio Lingual Method or ALM for short. It is based on using substitution drills where the base structure stayed the same and one part say the subject was changed. There was a lot of choral response with the instructor asking individuals to respond occasionally to check accuracy. There was some translation involved to get the general meaning of the structure across to the students. The classroom sounded like a jungle of parrots going off all at once.

Someone decided it was more efficient to put the students into labs with their own listening station and headset. The student had no control over what happened and there was little feedback. If the student got lost or couldn’t understand then they were just sitting there until the “session” ended. Something like the brainwashing programs in George Orwell’s 1984. But given what was known about language and the technology available it produced a huge amount of translators for the military in a very short period of time. Then after the war ended more methodologies were created, discovered or even “re-discovered” in some cases and the Audio Lingual Method was pushed aside and largely forgotten.

The current method largely adopted for Teaching English as a Second Language is called …

Combine Language Learning and Technology to Explode Your Teaching and Learning Success

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Are you looking to boost your English language teaching or learning skills to yet ever higher levels? Would you like to stimulate more interest in your language classes or break out of a slump or plateau? Combine the use of a variety of language learning techniques with continually developing technology to spur your successes. Here are some useful ideas and web sites to get you started.

BLOGS

A Web Log or Blog, is not unlike a dairy you keep online. You can write instructions, an essay or post any type of information you want. Graphics and images can be included to illustrate the written material. Sound and audio-visual files can also be placed into a blog for added impact. A teacher can post a reading or assignment where students can comment right online. No papers, no clutter and you can view it almost any time. Blogs are becoming easier to use and access and many sites allow you to set one up for free.

ONLINE VIDEO / AUDIO

Most professionals have an e-mail address or two. Your e-mail can now become a communicative tool between you and the learners. E-mail can now also include the use of images and sound or audio-visual clips, as well as the message text. Learners can send in assignments as attachments or pasted into the body of the e-mail. They can ask questions and receive timely feedback without waiting for the next class session. Teachers can send out instructions, updates or other information to learners individually, or as a group also without having to wait for the next scheduled class session.

No computer? No problem. In many parts of the world e-cafes are so cheap they’re actually a viable alternative that students can easily afford. Whole “communities” of young learners are based on hangouts at …