By: Megan McNabb, Claire Grosh, and Caprice Kefauver

 Social Networking  Acceptable Use of Policies  Netiquette  Cyber Bullying  Student Data  Internet Privacy

 The BASICS: students sign agreement which provides a “written description of the consequence for wrongful action…students develop a sense of responsibility and ownership for their online experience” (i- Safe Dig Deeper)  Prevents contact with objectionable sites, online predators, harassment and misconstrued information  Filter or blocking software is also available

 AUPs cover many topics including netiquette, bullying, and privacy  Explain rules…then sign agreement  Enforce agreement through supervision  Keep in mind students may make a mistake  Website includes points included in an example AUP: safe.org/imgs/pdf/education/AUPs.pdfhttp:// safe.org/imgs/pdf/education/AUPs.pdf

 may be impersonal but you are still talking to human beings  Word messages carefully  Re-read responses  Rarely use ALL CAPS  Nothing, including , text, blogs, websites, etc., is completely private  “The online world is like any new culture. When you travel to another country, you follow its socially accepted guidelines, and online is no different” (Bitter & Legacy, 2006, April 30, 2009).

 World is fast becoming globalized and “paperless”  Students NEED to learn these rules so that their messages are understood

 Can take many forms, but is essentially harassment via technological devices  Is always “minor to minor” (if an adult is involved it is no longer cyberbullying, but cyberstalking)

 To prevent cyberbullying…  Students must be educated about cyberethics and the law  Teachers must carefully monitor technology use

 Here is a video that was made about cyber bullying and internet safety by students in a 7 th grade class.  o_id=711&title=Internet_Safety o_id=711&title=Internet_Safety

 Teachers make extensive use of online databases to store student information  Such information may be at risk if it is accessible by unauthorized persons

 Teachers must familiarize themselves with the protections of student data granted by FERPA and COPA  What is FERPA?  The “Family Educational Rights and Privacy Act”  What is COPA?  The “Children’s Online Protection Act”

Students are protected by FERPA No personal information may be provided with out written parental consent Teachers should monitor students work while on the internet

 Monitor your students while they are on the internet  Explain to the students how to be safe while online - Do not give out personal information - Do not talk to anyone you do not know  If you need to use any personal information about a student, get written permission from a parent. This could be in a permission slip form where the parent just needs to sign at the bottom.

 Gender  Socio Economic  Race  Resource Equity  Teacher Bias

 Male and female students learn differently in the classroom  Males perform better while being taught math through traditional teaching  Female students learn better in a social environment

 Socio Economic - high income families are five times as likely to have broadband  Race - 83% of white students have computers in the home - 46% of black students have computers in the home - 47% of Hispanic students have computers in the

 Teach in a variety of ways so that males and females are able to do their best  In addition to teaching through traditional methods, add a social environment to the classroom to help the female students learn.  Allow all students to have a good amount of time to work on computers.

 Equal access to technological resources is a necessary part of equality in education  Studies show high access to technology “levels the playing field” in education for a diversity of students  However, not all schools have this resource equity available for their students

 Whenever possible, create opportunities for students without home access to computers to use in- school ones  Support laptop initiatives that will bring portable technology learning devices to all students

 Reasons for teacher bias towards technology include:  Unfamiliarity with its use/administration  Fear that it will be a distraction  Discomfort with their new role as facilitator, not director, of learning

 Be aware that technology incorporation into the classroom has many more benefits than disadvantages  Learning proper techniques for technology administration will streamline such incorporation, and reduce distraction

Click above to watch a video that highlights the importance of technology in the classroom—For the sake of our students, we must eliminate teacher bias against it!

 Copyright  Fair Use  Creative Commons

 Exception to Copyright Act  Section 107  “’teaching (including multiple copies for classroom use), scholarship, or research’ as examples of the purposes that could justify use without the owner’s permission”

 Should still ask for permission  Model this for students

 Be careful and selective of material  Always ask permission if unsure of copyright  Give an explanation

 Transmit respect of copyrights and other people’s work to students through modeling  “[Help] students learn to respect others intellectual property, to ask permission, and to refrain from using intellectual property that is not theirs (Scardamalia & Bereiter, 1997, 2009 May 1)”

 “knowledge-building community”  One example: Computer Supported Intentional Learning Environment (CSILE)  Brings diverse groups together (different perspectives can be enlightening) Someone poses a question: “How does electricity work?” Museum staff may answer Professors or teachers might give input College, secondary, and elem. Students can answer and learn World wide web allows collaboration on a problem or question…

 be.com/watch?v=2 BESbnMJg9M&feat ure=related be.com/watch?v=2 BESbnMJg9M&feat ure=related  The link above is attached to a youtube clip that explains and advocates creative commons  Sharing knowledge between elem. and secondary students can be conducive to the transition between the two  Building blocks of knowledge instead of separation

 Acceptable use policies. Retrieved April 30, 2009, from i- Safe Dig Deeper Web site: safe.org/imgs/pdf/education/AUPs.pdfhttp:// safe.org/imgs/pdf/education/AUPs.pdf  Band, Jonathon (2007 December). Educational fair use today. Retrieved May 1, 2009 from Association of Research Libraries Web site: doc/educationalfairusetoday.pdfhttp:// doc/educationalfairusetoday.pdf  Bitter, G., & Legacy, J. (2006). Using technology in the classroom.United States of America: Pearson Ecucation, Inc.  Scardamalia, M., & Bereiter, C. (1997). Engaging students in a knowledge society. Technology and Learning. 54,