Blog Journal Two

Just about everyone involved in academics, either as a student or as a teacher, has a basic familiarity with MS Word. I was introduced to it personally through school, and only was able to have access to it at home as well within the last year due to growing up in a very poor household. I actually became certified in MS Word during my time at high school within a vocational branch, which increased my familiarity with it exponentially. I think it is an invaluable tool for students and educators alike to have access to, as it is used to create a wide variety of things used in academia – from newsletters, articles, worksheets, essays, and so much more. It’s one of the most user-friendly programs within which it is possible to construct such projects.

Learning about copyright and fair use was something I have also experienced in the same vocational branch as I mentioned before. It is incredibly useful information to know, especially as we progress forwards into becoming educators. We have to strive towards doing things in the most ethical way possible not only to establish professionalism as educators but to also set an example to our future students. This kind of ethical consumption and use of others’ work within the allowed parameters is also something we should directly instruct our students in, so that as technology becomes more prevalent within the world and the classroom they can create within that space while still behaving ethically. I think encouraging students to create and to use other’s works in their own is a good idea, and a good way to familiarize them with these concepts in a tangible way that they can understand.

I think a lot of academic dishonesty occurs due to misinformation and lack of opportunity. This is because a good majority of academic dishonesty is either accidental or due to a student feeling as if they are unable to do the work themselves, either due to an insecurity in their own ability or to feeling overwhelmed with their work. I think that both of these problems can be addressed on a larger level as well as directly by teachers themselves. To combat the first cause of academic dishonesty a more rigorous and helpful teaching on what exactly qualifies as academic dishonesty and how to avoid accidentally participating in it would be helpful in assuring that less likely for a student to do so. The second cause can be avoided by providing more resources to students, and by teaching them emotionally fulfilling things – such as how to deal with stress and a higher workload, as well as how to build confidence in their own abilities. By implementing these things in the classroom we can help combat academic dishonesty.

In a similar fashion I think that we can combat decreased levels of participation directly within our classrooms with our actions as educators. It is true that there can only be so much done for those who are truly dead set on being disengaged, but I have experienced myself a greater desire to interact in classes that either I am directly interested in or classes in which the teacher made an effort to interact with the students. If a teacher seems unmotivated and or uninterested in what they are teaching, then students are going to feel the same. By putting effort and care into what we teach we are more likely to cultivate an environment in our classrooms in which students will want to participate.