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Ethical IssuesFor Safety and Security
• Social networking• Acceptable Use
Policies• Netiquette• Cyber Bullying• Student Data• Internet Privacy
3
Social Networking
• “Social Networking” = MySpace, Facebook, etc.
• Concerns for parents and educators: narcissism, gossip, wasted time, “friending”, hurt feelings, ruined reputations, and even dangerous activities
4
What Can Teachers Do?
• Allowing students to utilize academic social networking websites teaches digital citizenship to students
• Teachers can develop social networking contracts for students, if the school or school district does not have one.
5
Acceptable Use Policies• What constitutes acceptable use?
Includes not giving out personal information, not participating in off-line meetings or activities, and privacy expectations
• What should Acceptable Use Policies Include?Risks associated with computer communication; rules for efficient, ethical and legal computer/network usage; safe/appropriate computer social behavior; use of available and unavailable services
6
What Can Teachers Do?
• If your school or school district does not have an Acceptable Use Policy, then write your own
• Teachers need to enforce Acceptable Use Policies
7
Netiquette
• Netiquette is defined as “courtesy in information processing” or “etiquette on the Internet”
• Responding promptly to email messages
• Not using school systems for personal
use• Not sending flame mail
8
What Can Teachers Do?
• Teachers should model ethical online behavior for students
• Conduct training sessions for students and hold classroom discussions
• Participate in role playing, games and simulations with students
9
Cyber Bullying• Cyber Bullying is “the act of sending
or posting harmful or cruel text or images using the Internet or other communication devices”
• Children who are victims portray low self-esteem, depression, anxiety and anger
• Some students do not perceive cyber bullying as a form of bullying behavior
10
What Can Teachers Do?
• Promote cyber-ethics in the classroom as students do online research
• Assign news articles related to cyber bullying incidents for student reading and class discussion
• Have students write in response journals as part of a classroom discussion
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Student Data
• The Children’s Internet Protection Act (CIPA) “mandates the development of an Internet safety plan that addresses the unauthorized disclosure, use and dissemination of personal identification information regarding minors”
• Parents are uncomfortable with the amountof personal info that is collected abouttheir children.
12
What Can Teachers Do?
• Be knowledgeable of the laws and policies associated with student data confidentiality on the federal, state, and district level
• Teachers should exercise caution when student information is transmitted via email, which forms a permanent record
• Educate their students regardingrespecting the privacy of other students
13
Internet Privacy
• Privacy is defined as “the right to be left alone”. However, the technology and the infrastructure of the Internet do not give users that choice.
• Criminal predators use very creative techniques, including online observation, to find out about children.
14
What Can Teachers Do?
• Educate students about Internet privacy, especially the use and abuse of personal information
• Teach students how to recognize, avoid and handle situations where their privacy will be compromised and their lives put in danger
• Create safe, monitored learning environments
16
Gender
• Females and minorities that are not encouraged to use technology are more likely than others to perform poorly
• Information technology is often perceived as a male subject
17
What Can Teachers Do?• Ensure that technology is taught in a
manner that encourages and engages all students
• Be a proponent for equal opportunity and treatment, providing instruction and guidance that crosses gender barriers
• Be supportive, especially for femalestudents, in their pursuits into theinformation technology field
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Socio-Economic• Minority groups face multiple barriers to
information technology use, including lack of role models, unconscious stereotyping, false perceptions of interest, and limited access to computers
• 2001 Census Bureau Report revealed that computer usage among students, ages6-17, is nearly equal across differencesin income, race and ethnic groups
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What Can Teachers Do?
• Challenge students with higher-level technology activities
• Offer additional assistance to those students that are not as familiar with technology and the use of the Internet
• Incorporate technology into their lesson plans
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Race
• Computer and Internet usage is higher among Whites than Blacks and Hispanics, and higher among Asians and American Indians than among Hispanics
• The digital divide among racial lines may be closing, according to the National Centerfor Education Statistics
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What Can Teachers Do?
• Provide equitable access to computers and the Internet to all students
• Advocate for computers in their classrooms and the school, looking for grant opportunities, donations, etc.
• Allow additional time for students to utilize computers at school and incorporate technology into assignments.
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Resource Equity• 2001 Census Bureau Report Findings
• Many students only access the Internetat school
White Households African American Households
57.7% Own a Computer39.5% Have Internet Access
37% Own a Computer20.5% Have Internet Access
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What Can Teachers Do?
• Play a key role in providing equitable access to all student groups in learning computer skills
• Make computers and the Internet accessible outside of normal school hours
• Model technology use in the classroom
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What Can Teachers Do?
• Teachers can be influential in shaping female students interest in technology
• Be fair and equitable to all students when considering technology, regardless of gender, race or socio-economic status
• Be supportive of all students with regard to technology
28
What Can Teachers Do?
• Set an example for their students and be a role model by following the laws themselves
• Educate students on giving proper credit to the author/owner when using information prepared by them and also how to paraphrase
• Educate students on how to correctly cite an author’s work
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Fair Use• A “doctrine in copyright law that allows
limited use of copyrighted material without requiring permission from the rights-holder. It provides for the legal incorporation of copyrighted material into another work under limited conditions”
• Incorporates four factors: the purpose of use, the nature of the work, the portionused, and the effect on the market
30
What Can Teachers Do?
• Create a Fair Use handout for students, including instructions on portion limitations
• Educate students on the importance of giving credit for the materials used and how to correctly cite the source
• Educate students on following Fair Use guidelines when using quotations intheir writings
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Creative Commons
• Is “a set of licensing tools that stands between the All Rights Reserved of traditional copyright and No Rights Reserved that is the public domain”
• Applies to text, blogs, music, audio, recordings, podcasts, photographs, videos, songs, websites, and films found on the Internet
32
What Can Teachers Do?
• Refer students to the Flickr Creative Commons search page (www.flickr.com/creativecommons/)
• Use the search portal on Creative Commons (http://creativecommons.org/education/)for lesson plans freely shared by other educators
33
Resources• Bartrom, L.. (2009). Fair Use Guidelines. TechTrends, 53(5), 14-15.
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Resources• Hargadon, S.. (2010, March). Educational Networking. MultiMedia &
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• Internet privacy? (2001). School Libraries in Canada: A Teachers' Guide, 20(4), 20-22. Retrieved May 20, 2010, from ProQuest Education Journals. (Document ID: 73275036).
• INTERNET SAFETY: Acceptable Use Policies. (2008, January). Principal Leadership, 8(5), 10. Retrieved May 18, 2010, from ProQuest Education Journals. (Document ID: 1413954331).
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Resources• Internet: Internet Filters in Schools and Libraries. (2003). In S. Phelps (Ed.)
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• Lock and Key Image. Retrieved from:http://www.hhs.state.ne.us/dpc/Key_CLipart.jpgMulti-Cultural student image. Retrieved from:
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• Netiquette graphic image. Retrieved from: http://sites.epals.com/cpauchnick/files/cpauchnick/cpauchnick/images/Netiquette2.jpg
Nicholson, K., Hancock, D., & Dahlberg, T. (2007). Preparing Teachers and Counselors to Help Under-Represented Populations Embrace the Information Technology Field. Journal of Technology and Teacher Education, 15(1), 123-143. Retrieved May 13, 2010, from ProQuest Education Journals. (Document ID: 1184989881).
•
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