Ethical Issues for Safety and Security Digital Divide Legal Use
of Media
Slide 3
Social Networking Acceptable Use Policies Netiquette Cyber
Bullying Students Data Internet Privacy
Slide 4
Definition Social networking is the group of individuals into
specific groups. Issues Correlated to cyber-bullying, online
predication, and school violence through harassments and threats.
Issues of privacy, personal information is accessible Limits
face-to-face communication
Slide 5
Benefits Allows students to connect with other individuals who
share the same interests Staff communication and professional
development. Harness educational value Re-examine social networking
policies (may hold some unrecognized benefits). Encourage social
networking companies to increase educational value.
Slide 6
Recommendations Use social networking within schools, but as a
means of educational and academic enhancements. Make clear policies
discussing the limitations of social networking, as well as there
subsequent consequences for misconduct. Schools hold the power to
block social networking sites from being accessed by students and
teachers through school computers if they deem necessary.
Slide 7
Definition Guidelines for proper technology use for both
students and teachers Components of AUPs Purpose Defines limits,
deems educational use Terms and Conditions Defines what is
acceptable and what is not Privileges of Use Provide disciplinary
rules Agreements and Consents Signatures and resources
Slide 8
Enforcement Adult Supervision Consistent and Fair Enforcement
Issues Minors access Safety and Security of Minors Unauthorized
Access Preventing Unauthorized Disclosure Restricting Minors Access
to Harmful Material Public Disclosure
Slide 9
Presentation on Issues
http://www.portical.org/Presentations/Barnett/a up/62706/index.html
http://www.portical.org/Presentations/Barnett/a up/62706/index.html
Recommendations Send home written forms to be signed by both
parents and students. Make disciplinary actions well-known and
recognized throughout the school. Constantly supervise students use
of both computers and the internet.
Slide 10
Definition The term netiquette derives from the words network
and etiquette. It is a reference to using good manners when
interacting with others through the internet. Basic Guidelines
(Examples) Always include a subject in an e-mail Typing words in
capitals is considered to be shouting Do not send an e-mail that
someone else wrote without their consent Safety guidelines for
e-mails (do not include personal information) Issues Behavior
Appropriate manners on the internet
Slide 11
Recommendations Educate students on the proper netiquette when
they are using the internet. Have the students complete interactive
simulations with varying situations regarding netiquette. Have
posters or other materials posted regarding appropriate
netiquette.
Slide 12
Definition The use of any technological means of communication,
such as email, text messaging, websites, or discussion forums, to
intentionally hurt, defame, or intimidate another (Hejja).
Information Both males and females are equally as likely to
participate in cyber bullying. Motivation for cyber bullying
includes feeling a sense of power over the victim and the general
idea of anonymity. Cell phones are increasingly being used for
cyber bullying.
Slide 13
Types Flaming Harassment Denigration Impersonation Outing and
Trickery Exclusion Cyber Stalking Issues Suicide School Violence
School Avoidance School Failure
Slide 14
Recommendations Define a clear anti-harassment policy that
includes unacceptable terms of use and there subsequent
consequences. Make it known that student use of technology will be
monitored throughout the school. If approved, allow for individual
searches for students suspected of misconduct. Make it known that
no one is truly anonymous on the Internet, and they can easily be
tracked through IP addresses. For at home use, new software has
been developed to protect children from instances of
cyber-bullying. Survey students for instances of cyber
bullying.
Slide 15
Definition Student data is a collection of information
pertaining to individual students, which can be stored
electronically or manually. Issues Control of and access to
information Privacy Misuse of data Collaboration of student data
can be beneficial
Slide 16
Recommendations Make sure files and information are stored in
an environment that is only accessible by those who need to access
it. Implement personal passwords rather than a group-wide password.
Make sure disciplinary actions exist for individuals who wrongly
share student information.
Slide 17
Definition: The ability to control what information one shares
over the internet, as well as who is able to access that
information Issues Websites give out personal information and
details Posting student information can be accessed by anyone
Anonymity issues (Cyber Bullying)
Slide 18
Issues Is it ethically right to allow users to use the Internet
with a fake or an anonymous identity? While it caters to the
privacy needs of some users, it may endanger the Internet usage for
the others. Many users complain of being stalked by the anonymous
users (Oak). Complete anonymity is not the intent of Internet
privacy. It rather intends to achieve a controlled disclosure of
ones personal information (Oak).
Slide 19
Recommendations When students names are posted on a website,
the last name should not be included or the students name should
not be listed at all. When posting students photographs, permission
forms should be sent home to parents. School or classroom WebPages
should post information that is relevant to the school and not
provide personal information of individuals that could be accessed
by the wrong people. Students should be taught how to find material
that is relevant and how to identify fake opinions and fake users.
Students should be repeatedly told never to disclose information
over the internet.
Definition Males are pre-dominantly more skilled at technology
and take more interest in using it than females. Issues/Information
Access to technology is not a determining factor Males are more
likely to use computers and the Internet, while females are more
likely to use SMS devices such as cell phones Males use technology
for instrumental purposes, while females use technology for
emotional purposes.
Slide 22
Issues/Information Females use the internet for research and
academic purposes, while males use it for games and entertainment.
Stereotypes Games marketed for males
Slide 23
Recommendations Give females additional time to use computers
and the Internet. Avoid partnering males with females during
computer research assignments. Try to find software programs and
games that are oriented towards female interests.
Slide 24
Definition Students with lower income families are unable to
receive access to computers and the Internet, and therefore are
detrimentally impacted from lack of experience. Socio-economic
barriers in the digital divide include a lack of general
acknowledgement of technologys growing importance, a lack of
acceptance of technology and a lack of resources-maintenance, use,
and effectiveness for poorer schools and families (Socio- Economic
Barriers).
Slide 25
Issue Individuals with less income are unable to provide the
technology or access to resources due to their financial
situations, causing some students to not have access to beneficial
online materials.
Slide 26
Recommendations Start an after-school program, where the
teacher books the schools computer lab after school for 1 or 2
hours to allow children that dont have access to a computer or the
internet at home to be able to use a computer for any homework or
research. In a lower SES school, have a school wide fund-raiser to
raise money to enable the school to get computers in the classroom.
Create a class through a joint effort with the local public library
that encourages parents and students to come to learn how to access
the Internet and how to use different software, to further
encourage them to use the material outside the classroom through
public access.
Slide 27
Definition Ethnicities and minorities have limited access to
technology resources, causing them to fall behind in the
digitalized world. Issues/Information Estimates from the CPS
indicate that Mexican- Americans are roughly one-half as likely to
own a computer and one-fourth as likely to use the Internet at home
than are whites. The black home computer rate is 58 percent of the
white rate and the black home Internet use rate is 46 percent of
the white rate (Fairlie).
Slide 28
Issues/Information Gap is not caused by financial situations of
schools Language barriers have been linked to issues relating to
the digital divide. One of the issues with this divide is that the
internet and technology is becoming so heavily depended upon in the
work force and throughout the world, that non-white ethnic groups
arent being provided the training and information they need in
order to succeed.
Slide 29
Recommendations Provide programs for students in their native
language if possible. ELL students will be more exposed to
technology and the benefits. Give a high priority recommendation to
students who are non-white. Set aside time for them to become
acclimated to technology. Partner students together so that they
will become exposed to the computer and internet. Place two
students with differentiating ethnicities besides white to
encourage them to learn.
Slide 30
Definition Schools and areas with lower financial resources are
unable to provide the resources for their students to learn,
creating a gap in the digital revolution. Issues/Information
Schools with lower finances are unable to afford the computers and
technology needed to expose their students to the process. This
limits the students success in the future. The world is dependent
upon technology in modern times, and lack of exposure to that could
affect students success in the future.
Slide 31
Issues/Information Internationally recognized issue Major
barrier is economic Populations residing in poor areas or in
households of low income may be unable to gain access to
information because of the inability to purchase the required
equipment, Internet provider service or other necessary resources.
This places a special responsibility on libraries to provide access
for these communities. It is the position of the library community
that such economic impediments be minimized (MLA Intellectual
Freedom Manual).
Slide 32
Recommendations Create a program partnering the school with the
library in allowing families and students to come and learn the
basics of computers and the Internet. Work with the school and
community to find a sponsor to provide the school with computers
for student usage. Have a fundraiser to raise money to acquire
computers for the classrooms.
Slide 33
Definition: Students are receiving different information from
different teachers Issues/Information Teachers must be advocates of
technology in the classroom Teachers should considering all aspects
of diversity Teachers should include unbiased forms of media and
presentations in classroom activities Teachers should bring
technology to all students
Slide 34
Issues/Information The idea of teacher bias is that teacher
either encourage or dont encourage the use of technology, and the
students are dependent on the actions of the teachers. In turn,
teacher who does encourage technology may pursue certain programs,
creating a bias for students.
Slide 35
Recommendations Teachers should create presentations that
address diverse learning styles and apply to students of all
technologic levels of education. Teachers should try and focus on
the weaknesses of other teachers so they can provide their students
exposure to the areas where experience is lacking. Have a meeting
with all teachers and have everyone offer suggestions in terms of
technology and software programs to use. Also, teachers could take
into account suggestions from the community so the students receive
a diverse education using a variety of technology.
Slide 36
Copyright Fair Use Creative Commons
Slide 37
Definition Protection for the expression of an individuals
ideas Issues/Information Important ideas to remember about
copyright are that copyright laws are subject to ongoing
interpretation and that Congress can and has changed copyright laws
frequently over the years. It is a teachers responsibility to
understand that technology is constantly changing, which sometimes
allows teachers to violate copyright laws.
Slide 38
Issues/Information Why abuse happens? Ignorance and
misperceptions Fair use Amount of information on the internet Ease
and convenience of copying Difficulty and cost of obtaining
copyright permission Copyright complexity
Slide 39
Recommendations Provide teachers with information pertaining to
copyright laws Schools need to designate a copyright expert. There
should be an individual who knows the copyright laws and can
readily assist the other teachers when needed. Have a school budget
that allows necessary materials to be purchased Many clear the
rules and regulations of copyright for students, and encourage them
to ask for assistance if they are not sure.
Slide 40
Definition: Fair use is the right to use copyrighted material
without permission or payment under some circumstances.
Issues/Information Many publications dont clearly outline their
fair use policies in their copyrights, which makes it difficult for
some teachers.
Slide 41
Recommendations Have conferences or professional development to
help teachers learn how to read fair use policies for varying
media. Develop a resource book of various media that has already
been deemed fair use for teachers to access. Have a knowledgeable
individual for teachers to ask for assistance who is well-educated
on fair use policies.
Slide 42
Definition Resources that are freely accessible Resources that
students and teachers can legally copy, modify, and reuse.
Issues/Information Why does it matter? - teach in resource-rich
environment Creative works have been revolutionized by digital
media
Slide 43
Presentation http://www.slideshare.net/markwoolley/creative
-commons-in-our-schools
http://www.slideshare.net/markwoolley/creative
-commons-in-our-schools Recommendations There are creative commons
search engines available for use. Introduce students and teachers
alike to the idea of creative commons. Create a resource book full
of creative commons ideas for teachers to access.
Slide 44
What conclusions can we draw? Roll your mouse over the computer
to find out.
Slide 45
Key factors in resolving issues Communication Education
Consideration All of these issues can be resolved if individuals
communicate with one another, are educated, and consider the
consequences of their actions if they misuse resources.
Slide 46
Lynch, Margaret (2003). Ethical Issues in Electronic
Information Systems. Retrieved December 16, 2009 from University of
Colorado/Boulder. Website:
http://www.colorado.edu/geography/gcraft/notes/ethics/ethics_f.html
http://www.colorado.edu/geography/gcraft/notes/ethics/ethics_f.html
Hejja, Caroline (2007). Cyber Bullying. Retrieved December 16, 2009
from Broward Country Public Schools, Florida. Website:
http://www.broward.k12.fl.us/STUDENTSUPPORT/psychologicalservices/pdf/Cyb
erbullying.pdf
http://www.broward.k12.fl.us/STUDENTSUPPORT/psychologicalservices/pdf/Cyb
erbullying.pdf Oak, Manali (2008). Ethical Issues of Internet
Privacy. Retrieved December 16, 2009 from Buzzle, Inc.. Website:
http://www.buzzle.com/articles/ethical-issues-of-
internet-privacy.htmlhttp://www.buzzle.com/articles/ethical-issues-of-
internet-privacy.html Markkula Center for Applied Ethics (2009).
Unavoidable Ethical Questions about Social Networking. Retrieved
December 16, 2009 from Santa Clara University. Website:
http://www.scu.edu/ethics/publications/submitted/social-networking.html
http://www.scu.edu/ethics/publications/submitted/social-networking.html
Slide 47
Broache, Anne (2007). Bill would ban social-networking sites in
Illinois public schools, libraries. Retrieved December 16, 2009
from CNet News. Website:
http://news.cnet.com/8301-10784_3-6159346-7.html
http://news.cnet.com/8301-10784_3-6159346-7.html Address Social,
Legal, and Ethical Issues. Retrieved December 16, 2009 from
Anilogic. Website:
http://www.cited.org/index.aspx?page_id=60¤t_level=0&mf_value0=79&mf_id0=
2 CREATING & CONNECTING//Research and Guidelines on Online
Social and Educational Networking. Retrieved December 16, 2009 from
National School Boards Association. Website:
http://www.nsba.org/site/docs/41400/41340.pdfhttp://www.nsba.org/site/docs/41400/41340.pdf
Safe Guidance. Retrieved December 16, 2009 from European Schoolnet.
Website:
http://dotsafe.eun.org/www.eun.org/eun.org2/eun/en/ds_main_/content2459.html
http://dotsafe.eun.org/www.eun.org/eun.org2/eun/en/ds_main_/content2459.html
Fairlie, Robert (2004). Race and the Digital Divide. Retrieved
December 16, 2009 from University of California. Website:
http://www2.ucsc.edu/cjtc/docs/r_digitaldivide9.pdf
Slide 48
Equity of Access and the Digital Divide. Retrieved December 16,
2009 from the MLA Intellectual Freedom Manual. Website:
https://www.mdlib.org/divisions/ifap/manual/equityaccess.pdf
https://www.mdlib.org/divisions/ifap/manual/equityaccess.pdf
Digital Divide. Retrieved December 16, 2009 from The Middle Row.
Website: http://themiddlerow.wikispaces.com/Digital+Divide
Copyright & Fair Use in Teaching. Retrieved December 16, 2009
from Center for Social Media. Website:
http://www.centerforsocialmedia.org/resources/fair_use_and_teaching/
http://www.centerforsocialmedia.org/resources/fair_use_and_teaching/
(2006). Socio-Economic Barriers. Retrieved December 16, 2009 from
e-Divide. Website:
http://library.thinkquest.org/05aug/00036/en/text/sindex.html
http://library.thinkquest.org/05aug/00036/en/text/sindex.html