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- CyberWatch K-12
Since 2001, ETPRO has hosted the C3® Conference which informs the educational community about the ethical, legal, safety, and security implications of technology use and illustrated how educators and parents can apply these concepts to their own setting. Sessions include practical applications that can be immediately applied to the home or classroom setting. Participants hear from state and local educators, law enforcement, internet safety/security curriculum providers, researchers, and policy makers on a broad range topics to include: current and pending legislation, educational initiatives available, the latest "hot topics" to include cyberbullying, identity theft and sexting, internet safety provider updates, online reputation management, newly released online interactive simulations and games that promote responsible online behavior, C3® framework and matrix, and much more. Digital Media Literacy encompasses Cyberethics, safety and security, and participants learn how to guide students in using technology and digital media in a safe and responsible way. Students also add an additional dimension, by serving on various panels and presenting research findings related to C3® topics. To learn more about the administrative, technology infrastructure, and professional development support educators require to address C3® topics in their classrooms, ETPRO researchers have conducted studies focused on how educators integrated the resources and materials from the C3® conference into their ordinary practices. ETPRO will continue to conduct formative evaluation as the conference continues to grow.
To access activities and resources as well as to learn more about the C3® Conference visit the website http://www.edtechpolicy.org/c3conference/
ETPRO developed, piloted, evaluated and continues to refresh the on-line course (now also available through MSET in modular format) Cybersafety, Cyberethics and Cybersecurity (C3®) for Educators: Ethical and Legal Implications for Classroom Technology
This course addresses several of the major ethical and policy issues that are changing the way educators think about new information and communication technologies in the classroom setting. Specifically, the course was designed to help educators meet MTTS - Standard III. Legal, Social and Ethical Issues: Demonstrate an understanding of the legal, social and ethical issues related to technology use.(ISTE NETS*T standard VI. Social, Ethical, Legal and Human Issues). The course continues to run as course offering through the University of Maryland, College of Education (EDUC 473/698T).
To access activities and resources as well as to learn more about the C3® course visit the website.
The C3® Institute is a non-profit arm of ETPRO. This project helps inform the educational community about the ethical, legal, safety, and security implications of technology use through: (1) The C3® Conference; (2) Creation of C3® on-line modules and the C3® Resource Center (3) Development of curriculum materials for secondary and post secondary students and educators; (4) Annual participation in statewide and national activities for National Cybersecurity Awareness Month (October); and (5) Faculty and staff awareness materials and activities.
Lack of PD for technology use was one of the most serious obstacles to fully integrate technology into the curriculum. Yet traditional sit-and-get training sessions or one-time-only workshops have not been effective in making teachers comfortable with using technology or adept at integrating it into their lesson plans (NCREL). Furthermore, all teachers do not need the same training. In the day and age of "lifelong learning" being able to quickly, at your own time and pace, find your competencies and areas of need would be helpful. In this effort, ETPRO’s Educator Technology Profile Project worked to combine several projects focusing on different methods to allow teachers and administrators to gather individual profiles about their technology competencies. ETPRO (1) worked with the Online Technology Profile for Teachers and Administrators' Consortium to help develop and pilot a profile instrument related to the MTTS; and (2) worked with UMD College of Education to measure candidate readiness towards technology "knowledge" as well as how to monitor student's competencies towards the technology standards for program review. ETPRO was also part of an ISTE/IC3 NET*S Candidate Readiness Benchmark Performance Assessment pilot. The Educator Technology Profile Project also developed a technology profile instrument, as well as self paced tutorials available to all college of education faculty, staff and students.
Google’s Digital Literacy Tour Project was developed to support the education of families on how to stay safe online. ETPRO developed content for students, teachers and parents to accompany the YouTube videos. The curriculum was designed to be interactive, discussion filled and allows students to learn through hands-on and scenario activities. In addition, resource booklets for both educators and students were created that can be downloaded in PDF form, presentations to accompany the lesson and animated videos to help frame the conversation. To access activities and resources as well as to learn more about the Google Digital Literacy Tour Program visit the website http://www.ikeepsafe.org/educators_old/more/google/.
Woogi World is the world's leading virtual educational community for K-6 students utilizing the latest gaming and social networking technologies to teach children. It is a scalable online virtual educational platform that fosters peer-based, social interactive learning for today's students. With more than one million subscribers, Woogi World motivates its young students to learn in ways that will prepare them for a 21st century global workplace - all at a lower cost than traditional education. Its Woogi Cyber Hero program is universally rated the best cyber safety resource in the United States.
ETPRO, in partnership with iKeepSafe, developed content to provide early training to young students. In this way students learn in advance—while they are still developing online habits and skills—to be ethical, responsible and resilient cyber citizens.
To access activities and resources as well as to learn more about the Woogi World Program visit the website http://www.woogiworld.com/aboutus.php.
The State Middle School Academic Science Bowl hosted teams of middle school students from Maryland to compete in the event. Sponsored by the U.S. Department of Energy (DOE) and General Motors (GM), the National Middle School Science Bowl challenges sixth to eighth grade students to learn about math and science and encourages them to choose careers in these fields. Public, private, and home school student (in grades 6 to 8, ages 10 to 14) were invited to form a team and participate in a Regional Science Bowl. Teams consisted of four students and one alternate team member. The Science Bowl was a fast-paced question-and-answer contest where students answered questions about earth science, physical science, life science, math, and general science. The winning team went on to compete at the national competition held in Denver, Colorado in June for the national title.
MHEC-The New Majority: Highly Qualified Teachers Maximizing the Success of Hispanic English Language Learners
This project articulated two needs within the Prince George’s County Public School system: helping conditional teachers meet the qualifications for becoming “highly qualified” and providing specific teacher development activities related to reading and language skills for Hispanic students, the fastest growing segment of the school age population in the state and the nation (The Progress of Education Reform 2004). According to this recent report, in some states, one of every two children entering school is of Hispanic descent. Hispanic students are significantly more likely than white students to enter kindergarten unprepared for learning, to have to repeat grades, and eventually drop out of school. As articulated in another seminal work, “Closing Achievement Gaps: Improving Educational Outcomes for Hispanic Children” (Tomas Rivera Policy Institute 2003), the achievement gap between Hispanic and white children is a product of a range of social, economic, and educational disparities. Among their recommendations for closing the gap within the context of education are the following activities:
MindTOOLS, a STEM initiative for elementary schools using Scratch, MicroWorlds, Robolab, and other software in a constructivist environment, examines the impact of a scalable, STEM (science, technology, engineering, and math) after-school program that trains teachers to develop and teach inquiry-based STEM activities. This project targets youth in grades 3-5, their parents, and school staff. The STEM activities are provided in a series of sequential lessons which take place in after-school programs throughout the year. A community development model is supported by having the school staff deliver the program. ETPRO also conducted an evaluation of the project that addressed the questions: 1) Are activities such as recruitment, training, and STEM lessons aligned with the school’s goals and do they support the school’s curriculum? 2) What is the impact on families' interest in and understanding of STEM and STEM careers? 3) Is the project scalable and able to produce effective resources and develop long-term partnerships with schools?
ETPRO, with funding from the National Cyber Security Alliance conducted a large scale research project to explore the nature of Cyberethics, Cybersafety, and Cybersecurity (C3®) educational awareness policies, initiatives, curriculum, and practices currently taking place in the U.S. public and private K-12 educational settings. The study established baseline data on C3® awareness, which helped in program design and served as a foundation for future C3® studies. This study used both qualitative and quantitative data and focused on:
Data were gathered from a web-based survey, designed specifically for this project. Quantitative data were supplied by 1569 educators and 94 technology coordinators. Educators and local education agency (LEA) technology coordinators/directors also responded to an open-ended survey question allowing them to enter their own words in a text box. Qualitative data were collected by group and individual interviews. A total of 219 educators, local education agencies’ technology director/coordinators, and state technology directors and/or their representatives participated in these focus groups. Arrangements were made for individual interviews for participants who wanted to share but were unable to make the focus group dates and times.
Details can be found at http://www.edtechpolicy.org/cyberk12/c3awareness.html
ETPRO in partnership with National Cyber Security Alliance (NCSA) (prior to non-profit charter) and other supporting partners to host a roundtable series focused on developing a “National Cyber Security, Safety, and Ethics Awareness Campaign,” to decrease and eventually eradicate cyber crimes against children and teenagers, and increase national awareness about proper Cyber Security, Safety and Ethical Uses of technology and the Internet in today's setting.
ETPRO is conducting a five-year study, to investigate an online professional development course's impact on teachers' content and pedagogical knowledge related to C3® content. ETPRO is working in partnership with PGCPS on the impact project, which involves all grade levels of teachers and library media specialists. Participating teachers take a hybrid or totally online professional development course created by PGCPS to support the development and use of C3® content to teach and/or include C3® topics in the core classroom. Course is approved by MSDE for CEU credit.
The BRAC-Preparation Partnership for Expanding Information Security Capacity in Maryland Track (A) BRAC Related Initiative provided a unified effort between education, government and community partners to increase the number of qualified individuals in the field of Information Assurance - Information Security. ETPRO served as the project manager on this collaborative venture between the CyberWATCH Regional Center, Prince George’s Community College, and MarylandOnline. The project consisted of three major components: 1) developing online format of three courses for Information Security programs; 2) developing an Information Security and Management certificate program; and 3) developing courses for the Information Security and Management certificate program. These programs then provided participants with nationally-recognized credentials in Information Security that could be used at Fort Meade, Aberdeen Proving Ground, and other BRAC-impacted organizations.
In the Building Learning with Technology project faculty and students from the University of Maryland, College Park, Prince George's Community College, and the Prince George's County (MD) Public Schools worked in design teams to create and implement engaging, performance-based units enriched with technology. These units were implemented in college/university courses and field experiences in which future teachers enroll. This 3-year Implementation grant/project was funded through a "Preparing Tomorrow's Teachers to Use Technology" (PT3) grant awarded by the U. S. Department of Education.
To access activities and resources as well as to learn more about the Building Learning with Technology Project view:
The project was part of the State PT3 Project and UMCP COE Sub-Grant. This project centered on the use of data to support both school wide and individual instructional decisions, and focused on three major goals: (1) To prepare pre-service teachers to use technology to interpret and analyze student and school data to develop data-driven instructional decisions; (2) to prepare pre-service teachers to design, deliver and assess learning experiences that integrate technology, are data-driven, and are designed to improve student achievement; and (3) to implement, evaluate and disseminate technology-based models used in teacher preparation programs to assess pre-service teachers and to improve programs.
Technology Entrepreneurship education teaches students how to creatively solve problems, how to plan and communicate ideas, and about the risks and rewards of starting and running their own businesses. The Technology Entrepreneurship Mentoring Program centers on middle and high school students in Prince George's County to address these very issues. TheTechnology Entrepreneurship Program was a partnership between the Prince George's Tech Council, Prince George's County Public Schools, ETPRO, and Junior Achievement of the National Capital Area.
Several sub-projects help guide the overarching focus to research, explore and better inform the educational community about: The Impact of Race and SES on Computer and Internet Use; Computer, Internet, and Communications Use in Low-Income Communities; Immigrant Perspectives on Computer/Internet Use; Multicultural Dimension to Multimedia Creation and Computer/Internet Use; and Globalization in the Digital Environment.
Assessment and Design Strategies for Improving Student Learning: Utilizing Data with Technology Tools for Instructional Decisions.
In 2008, the University of Maryland’s Office of Information Technology (OIT) received $109,514 in funding from the CyberWATCH consortium to establish a regional Digital Forensics Lab (DFL) through a grant from the National Science Foundation. The DFL served as a “virtual lab” resource in the teaching of digital forensics at CyberWATCH universities and community colleges as well as served as a resource for performing digital forensic investigations. ETPRO developed the statewide KickOff event and a series of eight workshops over 18 months covering such topics as Browser Forensics, Cell Phone/PDA Forensics, Data Recovery and SANS Windows Recovery. Topics were designed based on on-going needs assessment surveys designed by ETPRO. ETPRO, in partnership with CyberWATCH, assessed the success of the various professional development activities for faculty.
To access activities and resources as well as to learn more about the Digital Forensics Lab visit the website http://www.edtechpolicy.org/Cyberwatch/VirtualDigitalForensicsLab/vdfl.html
The Identity Theft Identity Smart educational unit was developed in partnership with LifeLock, ETPRO and the C3 Conference.Content was designed to provide educators with the means to explore with students the topic of identity theft and the cyberethics, safety and security strategies associated with it. One goal was to have students and educators begin to recognize and internalize the importance of assessing and identifying dangers of identity theft, and practicing strategies to minimize the risk and formulating plans and next steps for minimizing the risk of loss in the event of an identity theft. Content also included baseline and unit-exit surveys, case studies and extension activities.
General awareness about cyberethics, safety and security, and the growing need for a trained workforce in cyber security, information systems and digital forensics fields is critical. Unfortunately, few students know about the field and in many cases educators, parents, and career counselors are not informed of the career tracks, their requirements or what the job entails.
Dynamic role models and activities that excite student imagination can inspire youth to see the relevance of science, technology, engineering and math (STEM) to the real world. They can make the subject matter come alive. Whether you have participated in our training or are viewing materials online, the National CyberWatch Center K-12 Division wants you to have the tools to make you successful when working with students in a formal or informal venue.
ETPRO, the lead of the National CyberWatch Center K-12 Division developed resources designed for the career fair (table display format) or classroom presentation format. Before releasing materials for general use, every activity has been field tested with diverse student populations. Select the target audience to begin on the career fair resource site.
On August 24, 2010 Maryland was awarded one of the federal government’s Race to the Top (RTTP) Education grants. According to Dr. Nancy Grasmick, former State Superintendent of Schools, “With the help of these important funds, Maryland intends to bolster our data systems, improve instruction and attract and maintain a stronger educational workforce.” Maryland adopted the Common Core Standards and began the work to revise their previous State Curriculum ensuring that Maryland students are prepared for credit-bearing courses in college or the workforce. Work under the grant criteria (B)(3) “Supporting the transition to enhanced standards and high-quality assessments” will involve the development of (Science, Technology, Engineering, Mathematics) STEM curricula, exemplar lessons, and online STEM courses for students. This opportunity is focused on the online STEM courses for students.
ETPRO was contracted to develop an online Cybersecurity course aligned to the Maryland Core Learning Goals for Science; International Technology Education Association (ITEA) Standards for Technical Literacy (STL); Maryland Common Core State Curriculum including: Maryland Common Core Reading Standards for Literacy in Science and Technical Subjects; Maryland Common Core Standards for Mathematical Practice, and Maryland Common Core Writing Standards for Literacy in Science and Technical Subjects.
Subject matter exposes students to a wide range of security topics, activities, methods and strategies. This course is organized into three modules and fourteen units, each consisting of 3 or more lessons. Each lesson begins with a real-life Cybersecurity related vignette, highlighting why Cybersecurity is critical and providing insight into the essential lessons the unit will address. The course also guides students through hands-on activities that allow them to implement practical hardware, software and network security. Case studies are introduced requiring students to apply concepts learned to successfully solve a selected Cybersecurity-related problem.