StoryBoard

My First Project- 5/29/13

StoryBoard Resubmission

StoryBoard

References Davis, L. (2011). Arresting Students Plagiarism: Are We Investigators or Educators? Business Communication Quarterly, 74(11), 160-163. This article discusses ways to manage plagiarism. Teachers should communicate with students the consequences of plagiarism and it should appear in the class syllabus. Having students turn in assignments to a plagiarism detection program will help lessen the possible plagiarism infractions. The article offered tips to prevent plagiarism such as, creating unique assignments, article writing, and teaching students the proper way to cite source. Hall, S. E. (2011). Is it Happening? How to avoid the Deleterious effects of Plagiarism and Cheating in your Courses. Business Communication Quarterly, 74(2), 179-182. The article discusses preventive and consequences of plagiarism. Make sure students are aware of the proper techniques to cite information. The article also explains that sharing work is also considered plagiarism. Hansen, B., Stith, D., & Tesdell, L. S. (2011). Plagiarism: What's the Big Deal? Business Communication Quarterly, 74(2), 188-191. This article focuses on the meaning of plagiarism and how to prevent it from happening. Some suggestions to prevent plagiarism is to create unique assignments, have students create a portfolio and allowing plenty of time for assignments to be worked on during class. Insley, R. (2011). Managing Plagiarism:A Preventative Approach. Business Communication Quarterly, 74(2), 183-187. The article explains common reasons that plagiarism occurs. It often happens for the following reasons: it’s done unknowingly, student don’t know the proper way to cite sources, waiting until the last minute to complete assignments,. It also explains ways to prevent plagiarism such as, having class discussions, turning a rough draft to be review before submitting the final paper. It briefly discusses consequences such as receiving a zero the assignment. Ma, H., Yong Lu, E., Turner, S., & Wan, G. (2007). An Empirical Investigation of Digital Cheating and Plagiarism Among Middle School Students. American Secondary Education, 35(2), 69-82. The article focuses on Middle School students and their reasons for digital cheating and plagiarism. The Internet has made digital cheating and plagiarism easier for students. The author conducted research at various types of middles schools. Through their studies the authors discovered that students were cheating because their peers were doing it, the lack of punishment, pressure to achieve, and students did not understand the concept of plagiarism. The study revealed that students knew very little about plagiarism. Singh, H., & Bennington, A. J. (2012). Faculty on the Frontline: Predicting Faculty Intentions to Address College Student Plagiarism. Academy of Educational Leadership Journal, 16(4), 115-128. This article focuses on the faculty beliefs on handling plagiarism. The study showed that most teachers think its important for students to cite their work. Over 90 percent of the teachers used in this study believed that students should be punished for intentional plagiarism. Over half of the teachers think that students may plagiarize unintentionally and that contributes to mix responses on punishment.

Static Verus Dynamic Technology

Technology tools can be placed into two categories static and dynamic. Static technologies are tools that do little to build the learners knowledge. Static technology are use to pass information along to the learner versus challenging them to think critically. Some examples of static tools are videos, and audios of information. Static tools are best to use when presenting students information. Dynamic technologies are tools that help the learner build new knowledge. It requires the learner to think critically about the content. An example of a dynamic tool is discussion boards. In order, for a learner to post to a discussion board he or she has to understand the content in-depth. This is also required when the learner responds to their peers. Through the use of dynamic technology the learner gains a deeper understanding of the content. I try to incorporate various forms of static and dynamic technology in the classroom. There has been a few times students had a difficult time with learning how to use a new tool. Due to time restrains I had to end the assignment and move on. Next school term, I plan on using Edmodo to communicate with my students, since social network are block at school. Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].

Engaging Learners with New Strategies and Tools

In an online learning environment its important that students are aware of the learning objectives and how grades will be issued. Online classes should be rigors and to create a environment of rigor its important to implement the 21st century skills and problem base learning.

Communication between the instructor and students should occur on a weekly basis this can be done in various ways such as discussion board and wikis. Collaboration is the key to all learning environments through the process of collaboration students are able to share the knowledge with others and gain new knowledge as well. All three components plays a role in keeping students engaged.