1. By: Megan McNabb, Claire Grosh, and Caprice Kefauver

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

3.  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

4.  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: http://www.i- safe.org/imgs/pdf/education/AUPs.pdfhttp://www.i- safe.org/imgs/pdf/education/AUPs.pdf

5.  E-mail may be impersonal but you are still talking to human beings  Word messages carefully  Re-read responses  Rarely use ALL CAPS  Nothing, including e-mail, 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).

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

7.  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)

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

9.  Here is a video that was made about cyber bullying and internet safety by students in a 7 th grade class.  http://teachertube.com/viewVideo.php?vide o_id=711&title=Internet_Safety http://teachertube.com/viewVideo.php?vide o_id=711&title=Internet_Safety

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

11.  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”

12. 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

13.  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.

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

15.  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

16.  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

17.  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.

18.  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

19.  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

20.  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

21.  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

22. 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!

23.  Copyright  Fair Use  Creative Commons

24.  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”

25.  Should still ask for permission  Model this for students

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

27.  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)”

28.  “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…

29.  http://www.youtu be.com/watch?v=2 BESbnMJg9M&feat ure=related http://www.youtu 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

30.  Acceptable use policies. Retrieved April 30, 2009, from i- Safe Dig Deeper Web site: http://www.i- safe.org/imgs/pdf/education/AUPs.pdfhttp://www.i- 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: http://www.arl.org/bm- doc/educationalfairusetoday.pdfhttp://www.arl.org/bm- 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, 6- 11.