Ed Tech Blog
Part 2 – Multifactor Authentication & Mitigation Strategies
Once you enhance your security by integrating ideal password management practices, the next logical step is to integrate Multi-Factor Authentication (Henriquez, 2019). With Multi-Factor Authentication, you confirm your identity with both an account password and a secondary code. There are generally three (3) ways you receive this code. Via email and via text message are the two most common ways the average person receives a secondary code. This makes it so that if someone gained access to your account’s password, that person would not be able to gain access to the account without the secondary code. The idea being that a perpetrator is less likely to have gained access to both the account in question and, for example, the email address where you receive secondary codes. Receiving codes via text message could be considered more secure, because the device is with you and typically only accessible on your phone, rather than an email address which can be accessed anywhere via the internet. The third way to receive your code is, perhaps, the most secure way of making use of Multi-Factor Authentication. In this instance, you use an authenticator app to receive the secondary code. You set this up by first enabling the authenticator app you will use within your password vault. This first step can be as simple as pressing a button labeled “Enable” next to the one you’ve selected. Google Authenticator and Microsoft Authenticator are likely to be options on any password manager you choose. You then visit the app store on your phone (Google Play or the Apple Store, for example) and download the authenticator app you will use. Once the app is downloaded, you will then connect your password manager to the authenticator app. You can do this by...
Read more: Responding to Potential and Successful Cyber-Attacks Against US Schools - Part 2
Part 1 – Ransomware Attacks & Password Management
In December of 2021 my school district suffered a cyber-attack. For us, this was an entirely new type of crisis to cope with. However, we learned that this is a phenomenon that many public-school district’s in the United States have experienced, are currently experiencing, and are likely to experience going forward (Klein, 2022a).
The attack on our district was a Ransomware attack. This type of cyber-attack is one in which the perpetrator gains access to your system and then locks you out of your own data (Goldsborough, 2016). Through the process of recovering from the attack, we learned that coverage for Ransomware attacks is now an integral part of many school district insurance policies. Organizations that are locked out of their data often decide to pay the ransom rather than loose the data. In our case, specifics about the attack were restricted, and so we (the teachers) primarily learned what we did about the attack by making observations.
While cyber-attacks are a more recent occurrence for public school districts, cyber-attacks and Ransomware attacks have been occurring, in general, for the past decade. This causes one to wonder what has led to the...
Read more: Responding to Potential and Successful Cyber-Attacks Against US Schools - Part 1
Understanding Media Literacy
In 2013 Andrea Quijada spoke about the importance of media literacy education via a TED Talk, in Albuquerque, New Mexico. In this talk she describes her childhood and the desire to have the power to know the absolute truths of the world (from knowing if someone was telling the truth, to knowing if a widely accepted societal truth was valid). As she grew, she found herself inundated with lessons regarding media literacy education, namely via her parents. Quijada describes key elements of media literacy, which primarily include the understanding of a media’s text, subtext, and the ability to deconstruct media using both. She uses several advertisements to demonstrate the uses of these items. The text is shown to be the literal message that a particular media is giving to the viewer. The subtext is described as the personal connections one has to a particular message, and the many potential ways in which one interprets the message (and hidden message if applicable) based on their perspective. Quijada explains that deconstruction is the process that one undergoes in order to unravel the meaning and hidden meanings of a media and to ultimately evaluate that media’s truth.
Media Literacy...
In only a few decades time, cell phones have become a necessity for the everyday lives of students (Maddox, 2012; Obringer & Coffey, 2007). In 2009, The Speak Up National Research Project stated that 98% of high school students had access to a cell phone (Learning in the 21st century, 2011). Given this, the purpose of this paper is to examine cell phone use in secondary education settings and to make a clear decision as to whether or not secondary settings, as they currently exist, are bettered or worsened by student cell phone use.
Perspective 1 will suggest that secondary settings are improved by classroom cell phone use. The following specifics will be evaluated: timely communication in emergency situations, understanding of proper cell phone etiquette as a crucial element for functioning within the educational system, the instructional value of text messaging. Perspective 2 will suggest that secondary education settings are made worse by classroom cell phone use. The following specifics will be evaluated: cell phones as distractions of student and teacher learning, cell phone use policies and their infringement of parental upbringing rights, possible inequalities among students, administrative concerns about student cell phone use.
Perspective 1: Cell Phones Enrich...
Read more: Perspectives on Cell Phone Use in Secondary Education
Introduction
Over the last decade many researchers have devoted their time and effort to examining how Facebook is being used educationally. The logic of this examination stems from the fact that approximately 90% of students in the United States are using a social networking website (Junco 2012; Fogel & Nehmad, 2009), and that the primary social networking website used is Facebook (Junco 2012). In short, this group understands that bringing educational material to students via a medium they visit several times a day will likely lead to enhanced learning.
In an earlier post the highest quality research articles related to Facebook were described. This was done in order to provide a complete overview of how Facebook is used by teachers to enhance instruction and engage in self-driven professional development. The paper also described students’ attitudes toward educational Facebook use, which was positive overall, and made recommendations for appropriate educational Facebook etiquette (for both teachers and students). Another aspect of educational Facebook use that was touched upon, but not discussed extensively, was educational Facebook research ethics. The literature review referenced two articles in particular that “covertly” observed students’ Facebook timelines (i.e., profiles containing general student information and a chronological...
In this post we will examine the Denise Knowles’ web seminar entitled “How to integrate Facebook into your teaching” in terms of how it can applied in the classroom. In the web seminar, Knowles explains a range of ways in which Facebook can be used by teachers on a daily basis. First, the general methods of Facebook integration presented by Knowles will be detailed. Following this, I will discuss which methods can be be applied a world language classroom infused with technology (like my own), and which ones not. It is recommended that readers have a basic understanding of what Facebook is and how it generally functions before continuing on.
Some Background Information
According to Knowles 90% of all students in the United States utilize Facebook (and this statistic remains true), the most used social networking web site. Considering the fact that such a large percentage of students are competent users, Knowles suggests that teachers use Facebook as an educational tool. The idea is that students are already using Facebook competently and often, and that bringing course content to them rather than bringing them to the course content makes sense. Davis (2010) supports this idea as well.
On Facebook...
Read more: Effectively Integrating Facebook into the Classroom