Module 6 – The Internet and the Classroom

Module 6 – The Internet and the Classroom

Internet-based Resources –

Copyright and plagiarism issues:

This is a common problem among users of digital resources. With the ability to find and collect information with relative ease, copyright and plagiarism an ongoing area of concern. In my view, the best way to combat this issue is to teach students the correct way of using resources (“Teach the rules” – Roblyer & Doering, 2014). It is important for students to learn how to search and recognise authentic material and respect other people’s work. This should be part of any digital citizenship program in schools. To try to reduce any occurrence of copyright/plagiarism, students should be shown correct netiquette. It is far too easy to locate resources without acknowledging the author or where it was found. Roblyer & Doering (2014) suggest preventative measures such as: and which would be a good way to check student work (although this does seem to be a bit of a negative attitude).


Web 2.0

The use of these Web 2.0 applications reflects efforts to enhance the level of meaningfulness of information and content in the context of expanding students’ insights (Plough, 2008).

Students have expectations that interactive technologies will be applied as learning tools and further expect that other technological innovations as they arise can seamlessly also be introduced to learning situations (Lombard & Porto, 2010).

Three ways I would use web 2.0 tools in teaching:

  1. Collaboration tool – to enhance group work, to develop and improve the production and quality of work being created.
  2. Social Media – to further increase peer 2 peer connections and student & classroom/teacher communication. post questions, suggest answers, review.
  3. digital storytelling/portfolio – allow students to explore different ways to write and effective tools to communicate with (Lombard & Porto, 2010)

Digital Citizenship – 

Being a digital citizen means that you are aware of what is available around you in digital form and how it can affect you and others (Ribble, 2014, p.1).

An Acceptable Use Policy is needed in all schools to ensure students learn the appropriate ways to use technology while at school, but also so that students are not going home and forgetting about the rules of use for social media and technology as this could also impact a person’s “digital tattoo” (Ribble, 2014, p.88). Many students do not understand the digital footprint they leave behind and fail to consider this for future endeavours.

These are resources I find extremely useful:

CommonSense media (a fantastic resource), has created superb lessons and activities that can be used a digital citizenship course. Have a look (you may find something interesting!)

I follow this guy on twitter – Dan Koch (@danvkoch) – he is very insightful and does a lot with tech. Here he has created a digital citizenship ‘paper’, with links to relevant articles and resources. Keep the resource in mind, it could come in handy for resource portfolio.

Cyberbullying – 

As a PDHPE teacher, cyberbullying is part of the curriculum. Cyberbullying is a growing issue in the digital world, it allows people to anonymously target others to cause harm.

With the use of digital technologies growing, it’s important to emphasise the value of being a good digital citizen. Teachers should ensure they are monitoring the use of technologies within the classroom, and enforce safe learning environments (physical and digital).

When teaching about cyberbullying, it’s helpful to get students to consider the different point of views (e.g. role of the: bully, victim, bystander) and provide strategies to prevent and alleviate the situation. There are a number of resources available to help in preventing and managing cyberbullying (e.g. No Way,  HeadspaceKids HelplineTagged).

*Update 24/5/17*

Just found this infographic about cyberbullying, thought the statistics were interesting and recent.



References –

Lombard, R. & Porto, S. (2010). Web 2.0 in the classroom (pages 214 – 240) in Yamamoto, J. (2010). Technology Leadership in Teacher Education: Integrated Solutions and Experiences. IGI Global. Retrieved from:

Plough, C. (2008). Web 2.0 tools motivate student creativity. Tech and Learning. Retrieved from:


Ribble, M. (2014). The importance of digital citizenship: why schools should help young people navigate the digital landscape. District Administration, 50(11), 88. Retrieved from

Roblyer, M., & A. Doering. (2014). Integrating educational technology into teaching: international edition. 6th Edition. Pearson. Great Britain. United Kingdom.



3 thoughts on “Module 6 – The Internet and the Classroom

  1. If you’re dealing with a student who is being a minor cyberbully (e.g. calling someone stupid repetitively) and doesn’t care about the consequences of their actions in the class room, is there any other techniques that you know would be more effective to stop them?
    I know that it’s a possibly a really hard question to answer and a whole range of things could influence the context but I’m curious what you could do as legal action early on is still a serious step to take for a minor attack.


    1. Hi Mat, your right it does depend on the context. But as mentioned awareness needs to be emphasised here. Firstly with regard to the impact of the actions; Secondly to the appropriate online behaviour (digital citizenship practices). If this is happening within a school environment and the awareness of better digital practices aren’t being acknowledged, the issue should be taken up through the chain of command. I’d also highlight that the problem is formally recorded. Any bullying/cyber problem that cannot be resolved is then taken to legal authorities.


    2. there are also other techniques and role plays that can be explored within this area, but is usually covered in specific KLA’s or through whole school approaches on bullying. It can be worth while checking the Schools bullying policy.


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