1. By: Jamie Weaver EDUC 318

3.  Social networknetwork The grouping of individuals into specific groups These individuals are connected through specific types of interdependency such as friendship, relationships, business, etc.  Examples: FaceBook Linked in Match.com

4.  AUP  Defines appropriate and inappropriate use of classroom computers.  A written agreement signed by  Students  parents/caregivers  teachers.  An AUP must address:  access to and transmission of data and information within the K-12 environment  any technology-based device in the school or personal device brought into the school.

5.  "Netiquette" = "Internet Etiquette“  Refers to the set of practices developed over the years to make the Internet experience pleasant for everyone.  We use netiquette when sending and replying to emails.

6.  Teachers can display examples of correct and incorrect content of an email  Teachers can teach students the correct way to write an email  Teachers should make it clear how students are to communicate using technology

7.  Online bullying  Occurs when teens use any technological device such as the internet or cell phones.  Cyber bullying is:  intended to hurt or embarrass another person  Common. It affects almost 50% of American teens.

8.  The Child Online Protection Act  Allows for an online collection of personal information from children under the age of 13  The children’s work is protected  Family Educational Rights and Privacy Act  Protects the privacy of educational accounts  Allows the child’s family to have access to the account

9.  Child Online Protection Act  A website operator must include in:  a privacy policy  when and how to seek verifiable consent from a parent  what responsibilities an operator has to protect children’s privacy and safety online  Children’s Internet Protection Act  Filters and/or blocks harmful material  All schools are required to have a safety policy

11.  Boys are more interested and involved with technology than girls  Software generally tends to emphasize male-dominated activities  Boys use computers and the Internet more than girls do

12.  Teachers should encourage all students to use the available computers for educational purposes.  There should be several different programs available that are suitable for both boys and girls.  Teachers should create a classroom climate that will make both genders feel comfortable utilizing technology.

13.  Financial Aspect  Schools need funding to provide technology to students  E-Rate  A company to help schools receive technology  Low socioeconomic schooling does not have as much access to the Internet

14.  Teachers can provide technology after- school programs for students  Examples would include allowing students to use classroom computers after school.  This will enable students who do not have technology luxuries at home to be exposed to technology at school.

15.  People of different races do not always have access to technology  Schools with a high minority rate usually don’t have the abundance of technology as do other schools  Depending on which race a person is, they may have more or less access to technology  More  Caucasian  Less  African American, Hispanic

16.  Teachers can teach with the cultural values and ethnical differences of their students in mind  Teachers should incorporate technology as often as possible into lessons. This way, students who do not have the luxuries of technology outside of the classroom will be exposed to such technologies on a daily basis.

17.  Students with special needs need certain resources in a school and in a classroom.  Technological resources should not be forgotten.

18.  Teachers and children in 21st-century classrooms are responding positively to new technology tools  Older teachers do not favor technology as much as younger teachers do  Teachers can become familiar with technology by watching tutorials, demonstrations, screencasts, etc.

19.  Teachers should have each student using technology in the classroom  Teachers should integrate technology into the core curriculum

21.  Copyright  gives the creator the exclusive right to reproduce, distribute, perform, display, or license his or her work.  When the original work is “fixed” in a “tangible medium of expression,” copyright is automatic and notice is not necessary.  Copyright protection lasts  the lifetime of the creator  plus 70 years  The federal agency charged with administering the copyright law  Copyright Office of the Library of Congress.  Digital Millennium Copyright Act:  updates the copyright law for the digital age.

22.  Teachers should educate the children on plagiarism and copyright laws  Teachers should make students aware of the severity of violating these laws

23.  Fair use is the right to use copyrighted material without permission or payment under some circumstances

24.  A Non-profit organization that offers free copyrightorganization  Licenses  give you the ability to dictate how others may exercise your copyright  students can view other people’s work and will not be legally accused of using this person’s information  Creator has given permission  Creative Common License include  Share Alike  Attribution  No Derivative  Noncommercial

25.  Teachers can educate their students about copyrighting by using this tool  This is a safe way to have students look up reliable information  This will provide students with knowledge about ways to get information without getting into any legal issues

26. Conclusion  It is important to expose students to the legal, social, and ethical issues of digital media.  When children have knowledge of these issues, they will be able to move forward with their education and achieve the benefits technology can provide.  Technology should be utilized to its upmost ability in the classroom to give students a great educational learning experience.

27. Want to Learn More?  Take your pick! Visit the following websites to learn more about this topic.  Digital Divide Digital Divide  Fair Use in Media Fair Use in Media  Cyber Safety Cyber Safety

28.  "Privacy and the Internet: Traveling in Cyberspace Safely | Privacy Rights Clearinghouse." Privacy Rights Clearinghouse | Empowering Consumers. Protecting Privacy.. N.p., n.d. Web. 15 Dec. 2009..  "Welcome to the Digital Divide Network!." Digital Divide Network. N.p., n.d. Web. 12 Dec. 2009..  "Netiquette (Internet Etiquette)." The Internet. N.p., n.d. Web. 12 Dec. 2009..  McGrath, Diane. (2004). Closing the Gender Gap. Learning and Leading With Technology, volume 31 number 6. Retrieved February 7, 2008 from http://www.iste.org/ll.  "Notebook: Cyber Bullying (CBS News)." YouTube. N.p., n.d. Web. 12 Dec. 2009..  Audience. "Cyberbullying — National Crime Prevention Council." Home — National Crime Prevention Council. N.p., n.d. Web. 12 Dec. 2009..  Gorski, Paul. "Understanding the Digital Divide." EdChange - Diversity, Multicultural, Cultural Competence, Inclusion, & Social Justice Training and Workshops. N.p., n.d. Web. 15 Dec. 2009..  "Acceptable Internet Use Policies - A Handbook, Virginia Department of Education." Virginia Department of Education. N.p., n.d. Web. 12 Dec. 2009..  www.google.com www.google.com