Option One: Reflect on the required resources for Week Three and your personal and professional experiences in relation to the points conveyed in the resources. Review the hypothetical below and discuss the issues involved using the example questions as a guide.
     Hypothetical: Some of your learners are struggling with a concept in your class. You decide to use a “Google Hangout” study session and invite students who are struggling to attend for additional synchronous help. During the Hangout some of your students convey personal information about how and why they are struggling in class. Consider the ethical issues that might arise from the design of this synchronous study session. For example, could you record and reuse the Hangout for another class? Could you prevent students from recording and distributing the Hangout? How would you design the synchronous study session to exemplify and ensure ethical usage of the technology?

     I had read a blog in the Huff Post Tech (2013), from Tim McDonald, on the subject of Google Hangouts. He had noted that there are two types of Hangouts: Hangouts and Hangouts on Air. He noted that Hangouts cannot be posted to YouTube but are ideal for private video chats. Now the Hangouts on Air, are completely different, this is more ideal for public chats or views, even to YouTube. If you are wanting to use Hangouts on Air in your classroom but do not want everyone to know about it then, “the only people who you share the link with can find and watch the video (support.google.com, 2014)”. If I had decided to use the Hangout on Air tool and integrate into my classroom, I would probably need to speak with the administrator and get their permission. I would also probably need to speak with the students parents and get their permission also. I would need to go over that the students would need a Google+ account that they would need to be in attendance to participate, and I would go over all the ethical problems utilizing this platform. I would then make sure that I can mediate any activity on the Google accounts. I would even to go as far as encouraging the parents to participate and see how Google Hangout works, hoping that would show them it could help in the learning process of my students.

     I am a History major, so for example, if I were utilizing the Google Hangout tool, I would integrate an interactive whiteboard application or IWBs for short, where students could use to drag and drop a major historical event onto a timeline or you could use it to list reasons why a major war occurred. It could be used in so many various ways. As we look back again at ethical practices, I would definitely be observing to make sure students are not sharing any personal information while I am utilizing the Google Hangout tool. If something were to come up where a student’s was not following the rules, there is actually an eject button on the application that allows me to prevent that student from participating any further. I know at times, there will always be that one student who may want to rebel but again; there is always an option for opting them out.

     References
     McDonald, T (2013) Intro to Google Hangouts, The Blog, retrieved from http://www.huffingtonpost.com/tim-mcdonald/intro-to-google-hangouts_b_3429669.html
     Hangouts on Air: Get started with Hangouts on Air (2014) retrieved from https://support.google.com/plus/answer/2553119?hl=en&ref_topic=2553242
     Computer skills: Google Hangouts for study sessions (2014) Gordon State College Student Success and Career Services Center, retrieved from http://www.youtube.com/channel/UCNpqaNM2_oFgmmQvghZYnkQ/videos