Transcript Legal, Social, and Ethical Issues

Legal, Social, and Ethical Issues
TRACY VALENTINE
Ethical issues for safety and
security
SOCIAL NETWORKING, ACCEPTABLE USE
POLICIES, NETIQUETTE, CYBER BULLYING,
STUDENT DATA, AND INTERNET PRIVACY
Social Networking
 Not good since parents are not watching and
students are not making good choices
Teachers should:
 Eliminate use of social networking on school
computers
 Do not “friend” students
 Do not use your social networking while around
students
Acceptable Use Policies
 Signed papers by all students and parents
 States that technology should only be used for
educational purposes and that the user will act
appropriately and not violate any privacy or
copyright laws
Baltimore County Public Schools Student AUP
Acceptable Use Policies cont.
Teachers should:
 Require students to have the Acceptable Use Policy
signed
 Remind students of the policy before each use of
technology
 Demonstrate your following of the Acceptable Use
Policy
Netiquette
 Students need to use appropriate language and avoid
profanity or other offensive language
 Do not reveal personal information of you or anyone
else
Teachers should:
 Demonstrate proper netiquette
 have students practice writing emails that use proper
writing techniques
Cyber Bullying
 Students hurt other students feelings- those students
do not want to come to school
 It is hard to notice when cyber bullying is occurring
and students do not always tell when it is happening
Cyber Bullying cont.
Teachers should:
 Have discussions on cyber bullying and the effects of
it including suicide
 Discuss consequences of cyber bullying
 Have students create a pledge against cyber bullying
 Demonstrate behavior that is against cyber bullying
cyber bullying video
Student Data
 Students and parents are allowed to view education
records of students
 Student records are protected under federal law and
are not able to be disclosed to anyone other than
parents or students
Student Data cont.
Teachers should:
 Be careful with student records and do not allow
anyone without permission to see them
 Teach students the importance of protecting their
information including social security number and
other personal information
Internet Privacy
 Student information shown online
 Students looking into website that are not protected
 Cookies on students’ computers
Internet Privacy cont.
Teachers should:
 Teach students the importance of keeping their
information private
 Discuss with students that they should be aware that
most websites they go on are not private
 Show students that you keep your information
private on the internet
Digital Divide
GENDER, SOCIO ECONOMIC, RACE,
RESOURCE EQUITY, AND TEACHER BIAS
Gender
 Ratio of girls to boys using computers is 1:4
 Boys enjoy computer games and mechanical toys
more
 Girls are less likely to ask questions and share
answers than boys
Gender cont.
Teachers should:
 Make sure you are treating boys and girls the same
 Encourage girls to explore online information and
games
 Have boys help the girls or have the girls work in
groups to use each other for help
 Look for things online that girls would be more
interested in and guide them towards those things
Socio Economic
 Many schools with low SES do not have money for
computers and technology
 Schools with high SES use technology a lot
 Gap between low and high SES gets larger
 Low SES homes do not have computers while other
students might have computers
Socio Economic cont.
Teachers should:
 Do not require internet or computer use unless all
students have access to computers and internet
 Do not assume all students have basic knowledge of
computers or know how to use one
 Work with all students to teach proper computer use
Race
 Minority students are less likely to have computers
at home
 Minority students are less likely to have computers
in their schools
 Some races have more control over computers and
technology than others
 Some races have more knowledge of technology than
others
Race cont.
Teachers should:
 Work with minority students and do not assign work
that needs a computer at home
 Have students work in groups if there are not enough
computers
 Work with students who have lower skills on
computers
 Use programs and websites that are open to multiple
race users and information
Resource Equity
 Some schools do not have as many resources as
others
 Not all students are receiving equal treatment with
technology and learning
 Standards are made without availability of resources
in mind
Resource Equity cont.
Teachers should:
 Use all available resources with all students
 Design lessons based on the resources available
 Ensure all students equal opportunity to learn
 Use technology to assist students to become
successful
Teacher Bias
 Teachers prefer girls over boys with technology
 Teachers prefer high SES over low SES with
technology
 Teachers assign plans that favor some students’
success over all
Teacher Bias cont.
Teachers should:
 Create lessons that allow all students to succeed
 Work with all students to ensure learning
 Use technology with all students to help learning
Watch your preferences so you are not favoring some
students over others
Legal Use of digital media
COPYRIGHT, FAIR USE, AND CREATIVE
COMMONS
Copyright
 Students are using illegal information from the
internet
 Students are spending less time doing homework
and more time just using information they found
 Teachers use illegal information as teaching aids
Copyright cont.
 Teach students about copyright laws
 Follow the copyright laws when providing students
with information
 Teach students how to properly cite information
 Teach students where they can find legal information
to use
Fair Use
 Restrictions on usage of copyrighted material
 Students can use material for educational uses and
personal uses for job interviews
 Teachers can use material for education benefits or
presentations
Fair Use cont.
Teachers should:
 Be aware of fair use policies
 Make students aware of fair use policies and how
they can follow them
 Demonstrate for students how to follow these
policies
Creative Commons
 Online website
 Allows teachers and students to search for legal
material to use and change
 Allows teachers and students to post material to be
used
 Gives access to information on sharing and using
material
Creative Commons cont.
 Teach students how to use Creative Commons
 Use Creative Commons in the classroom
 Promote legal use of material through Creative
Commons
Citations
 Allman, Tony. Mean Behind the Screen. Compass Point
Books. Minnesota 2009.
 An Educator’s Guide to Gender Bias Issues. Accessed
December 15, 2009.
http://www.ed.uiuc.edu/wp/access/gender.html.
 Applying Fair Use to New Technologies Part 4 of an
Education World series on copyright and fair use. Updated
September 28, 2005. Accessed December 15, 2009.
http://www.educationworld.com/a_curr/curr280d.shtml.
 Baltimore County Public Schools: Telecommunications
Acceptable Use Policy for Students. Accessed December 15,
2009.
http://www.bcps.org/offices/oit/cbtia/secondary/acceptable
%20use%20policy/acceptableusepolicyresource1.ppt.pdf.
Citations cont.
 Chesapeake Elementary Schools. Internet Privacy Policy.
Accessed December 15, 2009.
http://www.cpschools.com/privacy_policy.php.
 Copyright and K-12: Who Pays in the Network Era? Last
updated September 19, 2001. Accessed December 15, 2009.
http://www.ed.gov/Technology/Futures/rothman.html.
 Creative Commons. Accessed December 15, 2009.
http://creativecommons.org/.
 Critical Issue: Ensuring Equitable Use of Education
Technology. North Central Regional Educational Laboratory.
Posted 1997. Accessed December 15, 2009.
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/t
e400.htm.
Citations cont.
 Drucker, M. J. (2006). Commentary: Crossing the digital
divide: How race, class, and culture matter. Contemporary
Issues in Technology and Teacher Education, 6(1), 43-45.
 Marker, G. (Nov-Dec 1996). Social studies and the Internet:
developing a school policy. The Social
Studies, 87, n6. p.244(5). Retrieved December 15,
2009, from General Reference Center Gold via Gale:
http://find.galegroup.com/gtx/start.do?prodId=GRGM&user
GroupName=baltcntycpl
 Protecting the privacy of student education records. April
1997 v67 n4 p139(2)Journal of School
Health, 67, n4. p.139(2). Retrieved December 15,
2009, from General Reference Center Gold via Gale:
http://find.galegroup.com/gtx/start.do?prodId=GRGM&user
GroupName=baltcntycpl
Citations cont.
 Willard, Nancy. Insuring Students Privacy on the
Internet. Accessed December 15, 2009.
http://www.educationworld.com/a_tech/tech120.sh
tml.
 WiredSafety is the world’s largest online safety and
help group. Accessed December 15, 2009.
http://www.wiredsafety.org/law/privacy.html.