2. MTTS 1,2, and 3 Taylor Kohn EDUC 318: Computers in Education

3. Ethical Issues for Safety and Security Social Networking, Acceptable Use Policies, Netiquette, Cyber Bullying, Student Data and Internet Privacy.

4. Social Networking Social Networking – “Sites that focus on building communities of individually designed web pages that allow users to upload their content, meet and connect with friends from around the world, and share media and interests in an on-line, easy-to-use website environment”. ◦ (M.D. Roblyer, 2006)

5. Social Networking Types of Social Networks: ◦ MySpace ◦ Facebook Web pages that include blogs, photos, music and video, podcasts, personal profiles and supporters.

6. Acceptable Use Policies An Acceptable Use Policy is a written agreement that needs to be signed by students, parents or guardians, and teachers, it provides specific terms and conditions of proper Internet use. ◦ It also states the consequences for violating the policy. An AUP is kept on file and it is a legal binding document.

7. Netiquette Netiquette is on-line etiquette, guidelines for posting messages to online servers. Netiquette Rules This is a video describing nine Netiquette rules/steps. Click on picture

8. Cyber Bullying Cyber bullying is harassment that happens through the Internet, and people use the Internet as a tool. The most common ways to cyber bully are through e-mail, chat rooms, instant message, and text messages. This type of bullying is very hard to stop because bully’s can disguise themselves on the Internet. ◦ Cyber bully’s can steal a persons username and password so everything they do will be under someone else's name.

9. Student Data Student data needs to be secured information. Students grades, address’, social security numbers, and demographics should be private information and not released under normal circumstances. Teachers cannot share grades with anyone other than the student, parent or legal guardian.

10. Internet Privacy Internet privacy can be defined as a persons control over what information about their self they want accessible on the Internet. Here is a video about a person who dealt with the issues of Internet Privacy Story of Internet Privacy Story of Internet Privacy Internet Privacy can refer to: On-line shopping - giving credit card information. Emailing -third parties reading messages. Sites that obtain personally identifiable information.

11. Teacher Recommendations How to Prevent Cyber Bullying. What a Victim of Cyber Bullying Should Do. Never share a username or password with anyone. Change passwords monthly. Log off and close browser if you are finished using it. Never automatically save usernames or passwords to a computer, not even yours. Tell a parent, teacher or trusted adult. Save evidence of bullying. Don’t respond to the threatening message. Block the sender of the message.

12. Teacher Recommendations Schools should ask parents and students to sign an “Acceptable Use” policy that lays out proper Internet rules for both inside and outside of school. Provide severe punishment to people who brake the rules stated in the AUP. ◦ Apology letter ◦ Complete loss of all computer rights. ◦ Suspension from school ◦ Etc.

13. Teacher Recommendations Teachers should not identify students with last names, addresses or other personal information.

14. Digital Divide Gender, Socio Economic Status, Race, Resource Equity, and Teacher Bias.

15. DIGITAL DIVIDE “The gap separating those who have computers and Internet access from those who don’t” (Young, 2001)

16. Gender and Race It has been proven that females are being left behind in the technology world. Girls are at a greater disadvantage in their capability to learn and profit from technology. African Americans and other minorities are also being left behind when it comes to technology. Students who participate in technology at a younger age could help bridge the gap in the digital divide.

17. Socio Economic Status Most low-income families do not have home computers or access to the Internet. Many students are using their free time outside of school to work on their technology skills. ◦ This makes it difficult for students from low- income families to refine their technology skills

18. Socio Economic Status Students who are at a economic disadvantage rely on public libraries or after-school programs to experiment with the Internet or do research for school. There are big challenges for low-income students to access technology. ◦ These challenges could influence school readiness and success for these underprivileged students.

19. Resource Equity Resource Equity is designed to train K-12 teachers to incorporate proper and efficient technology into teaching and learning. Goal: encourage more digital equity in K- 12 education. We need to change how instructional classes are taught and revise how teachers use technology and which resources they use.

20. Teacher Bias Teachers need to build relationships with their students so their bias does not affect their opinion of them. Some students don’t have opportunities like other students do and the lack of opportunities may make the teacher think that the students don’t care about school. ◦ Example: Computers and technology

21. Teacher Recommendations Encourage underprivileged students and females to get involved in after school programs or community organizations to help them access technology easier. Teachers should build good relationships with their students.

22. Legal Use of Digital Media Copyright, Fair Use, and Creative Commons.

23. Copyright Copyright is an authors private right to reproduce, distribute copies, and freely present their work. These rights can be transmitted or assigned as a whole or in part in writing by the creator. The author can be a creator of any kind such as a writer, photographer, artist, composer, film producer etc.

24. Copyright If there is no copyright notice, that does not mean that there is not a copyright. ◦ Notice is not mandatory to protect a copyright.

25. Fair Use Fair use refers to a copyright standard that is based on the idea that the public can freely use parts of copyrighted materials for certain purposes. If the copyright possessor does not agree with a fair use explanation, the matter will be decided in court. There are four factors when determining what is fair use and they are discussed in the next two slides.

26. Fair Use 1. The Purpose and Character of Your Use 2. The Nature of the Copyrighted Work It needs to be determined if the material being used has helped to create something new or if the information was copied word for word. Is the material taken from published or unpublished work. The fair use case will be stronger if the material came from published work and the information is factual.

27. Fair Use 3. The Amount and Sustainability of the Portion Taken 4. The Effect of the Use Upon the Potential Market It depends on how much you take, yet even a small amount can be a problem if the material taken is the “heart” of the product. Rule of thumb: less is more If the work seizes the copyright owner of profits or threatens a probable market for the copyrighted material then it is not fair use.

28. Creative Commons Creative Commons gives proper tools to overthrow restrictions such as current legal and technical restrictions. This opens up instructional resources so they are accessible, adaptable, and evident. This helps people to comprehend the benefits of “digitally enabled education” (Stark) Click Image

29. Teacher Recommendations If possible, get a Creative Commons license. Take very small amounts of information from another persons work, and always give credit where credit is due.

30. Conclusion The Maryland Teacher Technology Standards help protect teachers and students from Internet dangers and illegal activity. The technology standards facilitate students overall success both in school and outside of the classroom.

31. References Celano, D., & Neuman, S. B. (2010). Roadblocks on the Information Highway. Educational Leadership, 50-53. E-Divide. (2005-2006). Retrieved December 13, 2010, from Socioeconomic Barriers: http://library.thinkquest.org/05aug/00036/en/ text/sindex.html?tql-iframe http://library.thinkquest.org/05aug/00036/en/ text/sindex.html?tql-iframe Gender and Computers: Understanding the Digital Divide. (2005). Adolescence, 444-445.

32. References i-SAFE America Inc. (n.d.). Retrieved December 13, 2010, from Safe Dig Deeper: www.isafe.org M.D. Roblyer, A. H. (2006). Integrating Educational Technology into Teaching. Boston: Pearson Education, Inc. Miller, B. (2008). CU L8TER Shut down cyber- bullying. New Moon Girls, 16. Oak, M. (n.d.). Buzzle. Retrieved December 13, 2010, from Ethical Issues of Internet Privacy: http://www.buzzle.com/articles/ethical-issues- of-internet-privacy.html

33. References Sparling, P. (2005). Mean Machines. Current Health, 18-20. Stanford Copyright & Fair Use. (n.d.). Retrieved December 10, 2010, from Fait Use: http://fairuse.stanford.edu/Copyright_and_Fair_ Use_Overview/chapter9/index.html Stark, E. (n.d.). CC in Education. Retrieved December 13, 2010, from Creative Commons: http://creativecommons.org/education http://creativecommons.org/education The Learning Page. (n.d.). Retrieved December 13, 2010, from Copyright: http://lcweb2.loc.gov/ammem/ndlpedu/start/cpy rt/index.html