Artifact #1: Student Data Protection and Privacy

The COVID-19 pandemic marked a climax in the conversation regarding the protection and privacy of students. Prior to COVID, the conversations around data protection and privacy were gaining more traction, socially and politically. However, when the world was turned outside in, we immediately turned to digital technology to stay productive and connected. This was vital, especially in education. Although some of us may never want to use Zoom again, we were anxiously excited to use it when the lockdowns began. We wanted to stay connected with our students, and we chose to sacrifice privacy for this connection, despite severe warnings from experts (Warren, 2020). As we continue to emerge from this pandemic, it is my hope to encourage colleagues and fellow educators to value and promote student data protection and privacy.

This essay meets ISTE 3b as it argues for the bolstering of a culture around supporting student data protection and privacy, which includes a critical examination of online resources and fostering digital literacy.

Artifact #2: Digital Technology Evaluation Form

Initially, I created this evaluation in Geospatial Technologies. I modified it to include a specific section on data privacy and protection, especially after completing the essay above. I want to encourage colleagues and fellow educators to be more mindful of the digital technologies they utilize. Part of this process is reviewing the privacy policies of these technologies, as well as reaching out to their respective technology departments. Regardless of whether fellow educators utilize the form in its entirety, at a minimum, I hope it encourages educators to reach out to IT specialists to promote a more robust culture towards data protection and privacy.

NOTE: Google Forms cannot be shared for viewing only. The links below will force users to make a copy.

This form represents meeting ISTE 3b and 3d as it actively models the process for educators to review digital technologies to ultimately protect student data.

Artifact #3: International Pronouns Day Email

In October 2020, we had a staff meeting on the Monday before International Pronouns Day (third Wednesday of October). During this meeting, we had several students invited by the Equity Team to discuss with staff their experiences online. Part of the conversation turned to the usage and importance of encouraging pronoun use online, which students were concerned with the lack thereof. Thus, I drafted the following email communication that expressed the importance of utilizing pronouns and guidance on how to change pronouns online in Canvas and on Zoom. The ultimate purpose of this email communication was to encourage a greater empathetic and tolerable distance learning online culture.

After reviewing this email for use in my ePortfolio, I chose to create a higher-quality resource to share with colleagues and students in the Corvallis School District. This resource was a video tutorial that I uploaded to YouTube and is linked after the email below.

Promoting pronouns usage online demonstrates ISTE 3a as it promotes an inclusive community for learners to make positive and socially responsible contributions to online learning.

Moreover, this artifact represents meeting ISTE 3c as it mentors students to utilize the ethical practice of using pronouns online to promote the larger community usage.