One aspect of Information and Communication Learning Technologies (ICTL) is email. Over the Swimming period I have given some Year 5 and 6 children their CeNet passwords and shown them how to access and use the email. (Only some of then had used email before - interesting.) Of course they love it and messages are flying.
Now we need to address a number of areas including educational use, legal issues and bullying. As well we must address Staff issues. We have all signed the st Oliver's AUP which says that we will not communicate with children via email. Is this still relevant? Should we develop some guidelines/strategies so we do not inadvertantly put ourselves in danger? What do others think?
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4 comments:
Some interesting observations here Lesley. I am keen for the emails to continue between staff and between students - we need to talk as a staff further as to staff to student communication. My initial thinking is that this could be a very effective tool in the teaching and learning cycle and but some guidelines would be good. what to others think?
Perhaps we need to get some outside advice on this issue and look at some strategies ourselves. I think by doing this we are protecting the children and in this day and age we must protect ourselves too. The guidelines must be very clear.
I agree Cathy. There is some great information available at http://www.netalert.gov.au/
If you click on the Programs tab at the top you will have access to educational programs and resources. It alerts us to the issues and therfore the strategies we may need to employ. The excellent resources here were used by CEO when developing its system AUP.
Thanks Lesley - I followed the link and read quite a bit of the information - some of which was new and some of which was familiar to me. I did not find anything specifically about teacher to student emailing (maybe I missed it)so the issue remains.
I will email some principals and check on what they are doing in this area - this may or may not help but it might give us a better starting point.
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