Jones,+Kay

Type your notes here. __**MODULE 5 - EVAUATE WEB** **SOURCES**__ Warm up: Make a list of some websites that you frequently use in your lessons that you would like to evaluate for accuracy, authenticity, and ease of use.

National Center for Missing and Exploited Children []

FBI - Parents guide to Internet Safety []

Kathys Schock's Guide for Educators []

WebWise Kids []

Surfer Safety Beware []

Module 4 - Risks the child faces when using the Internet.
__**Reflection**__ -- Determine what __content measures__ can be met as you teach students to be safe and ethical when they use the Internet. The following content measures (from __California Common Core Content Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects)__ can be met as you teach students about safety and ethics when using the internet.
 * __Warm up__** - Begin to think of a subject that you teach in which you could incorporate Internet Safety. Determine what content standards can be met as you teach students to be both safe and ethical in their use of the Internet and emerging technologies.
 * I pro-con speech on a social technology device - social network, cell phone, e-mail, podcast**

__Reading Standards for Informational Text - Grades 6-12 Integration of Knowledge and Ideas__ 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. __Writing Standards, Grades 6-12 - Production and Distribution of Writing__ 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation __Speaking and Listening Standards - Grades 11 - 12 Standards - Presentation of Knowledge and Ideas__ 4a. Plan and deliver a reflective narrative that: explores the significance of a personal experience, event, or concern; uses sensory language to convey a vivid picture; includes appropriate narrative techniques (e.g., dialogue, pacing, description); and draws comparisons between the specific incident and broader themes. or 4b. Plan and present an argument that: supports a precise claim; provides a logical sequence for claims, counterclaims, and evidence; uses rhetorical devices to support assertions (e.g., analogy, appeal to logic through reasoning, appeal to emotion or ethical belief); uses varied syntax to link major sections of the presentation to create cohesion and clarity; and provides a concluding statement that supports the argument presented. 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Background information: Common Core State Standard Initiative California Dept. of Education's websites on Content Standards and on Internet Safety to find background information on these two topics and CIPA (internet search: content standards+california, also internet safety) Source: Virginia Dept. of Education, Ideas for Integrating Internet Safety into the Curriculum. Provided ideas for different age groups in different subjects areas. __**Objectives**__ Recognize risks child faces using the internet/other technology Recognize signs child is at risk Develop strategies to etermine if students are participating in cyberbullying or being bullied to minimize changes of an online exploiter /cyberbully victiming your students Understand issues in internet safety/ethics so they (parents) can recognize what their students are doing on the internet Review some real-life case studies Be able to further protect their students/kids from online sexual exploitation....

__Assignment for Module 4__ 1. Using the web sites, articles and resoueces in Modules 3 and 4, create an outline that contains ideas on how you might implement safety and prevent cyberbullying into your current curriculum. You will use this outline later when you begin to develop your Internet Safety Strategies. 2. Make sure you bookmarked the web sites and articles on Internet Safety that you may wish to use later when you begin to develop your final project on Internet Safety Strategies.

1. Suppose you discover that some of your students are __**engaged in cyberbullying**__. How might you handle this situation? recognize signs child is at risk, determine if participating in cyberbullying/ being bullied, minimize chances of online exploiter/ cyberbully victimizing students If I thought students in a class I was teaching were involved in cyberbullying I would talk to them individually about what had happened. Some students may not have a clear picture of what cybyerbullying is or if they had participated in or perpetuated cyberbullying. After talking to them I would have a discussion with the whole class about cyberbullying. The website “Stop Cyberbullying” provides a quiz, “Are you a cyberbully?” This quiz would be a lead in to a discussion on cyberbullying that would include how cyberbullying hurts and the long range effects of cyberbullying, ways to avoid or perpetuate cyberbullying, and the consequences for cybullying. Including. The discussion would also include “real-life” examples (NetSmartz Workshops). These examples, along with any personal experiences or reflections from students’ in the class would also be deterrents to cyberbullying. I would also contact the parents of the students involved in cyberbullying and discuss cyberbullying with them. It is important that the school’s acceptable use policy covers cyberbullying “outside of school.” Response from Linda: I like the whole class approach coupled with involving parents. I wonder if you will also help the bullied child deal with the effects, and learn how to prevent himself/herself from being bullied in the future. What steps might be taken to do this? Response to Linda: When talking to the student who had been bullied, I would suggest that when dealing with harassment or bullying the student should not blame himself, that it is not the student's fault and that they should not be ashamed, but be proud of who they are. I would talk to them about what the positive things were in their life and what activities they were involved in or could be involved in to avoid being isolated, and encourage spending less time on the computer. I would encourage the student to talk to their parents or to another trusted adult. I would stay in touch with the parents and confirm with the school administration that counseling services had been offered to the student and parents. I would also advise the student and parents to not respond to any bullying threats, to document all threats (copy/save all e-mails, text messages) and to block that person from their phone, websites/e-mail or social media sites. If the threats are serious enough the student and parents should report it to the police.
 * Discussion question:**

2. Suppose you discover that some of your students have been **__posting inapropriate photos and comments in__ Facebook**. How might you handle this situation? 3. Suppose you discover that one of your students has been "__**chatting" and possibly "sexting**__" with a stranger on the Internet or via cell phone. How might you handle this situation? My focus is on high school students. If I discovered that one of my students was “sexting,” I would immediately report it to the school administrator, whether it took place through personal or school property, with the expectation that administration would refer the student to a counselor and notify the parents. In the classroom, I would have an open discussion on the seriousness of “chatting/sexting.” Understanding that “chatting/sexting” is an accepted behavior among teens, I would emphasize “think before you post.” I would remind students that even if they were intending their “chatting” messages or pictures be sent to one single person, it could easily get into the wrong hands. Something as simple as a “typo” can allow the message to go “public.” The message/picture could also be forwarded to an unlimited number of additional people by the person it is originally sent to. I would also discuss how easily “sexting/chatting” could be intimidating to the receiver and turn into cyber bullying. The important message is that “sexting” is a very risky behavior and once information or images are sent, the sender loses all control of that information. Inappropriate messages/images can be embarrassing and ruin a young person’s reputation as well as have criminal repercussions. Ideally schools would provide training to all school personnel, parents and students on this complex subject.
 * 1) Since I don’t have a Facebook account of my own, I would need to verify that these inappropriate photos and comments had been posted on Facebook. I think it would probably be necessary to alert the school administration and then talk to the student individually and tell them what I had heard and had reported it to the school. I would have a class discussion on appropriate use of social networking and emphasize that the safety and legitimacy of a social media site such as Facebook is totally dependent on the individual behavior of its users. I would include the various risks involved in social networking including keeping one’s identity safe, exposure to inappropriate content and harassment posted by other people, and spending too much time “hanging out” on a social media site. I would give the same advice as that about “chatting/sexting,” to “think before you post.”

Module 3
Reflection --Think about how what __content standards__ you can meet while helping your students learn to be safe, ethical users of the Internet who do not participate in cyberbulling, and who can protect themselves from being cyberbullied. Background information: California Dept. of Education's websites on Content Standards and on Internet Safety to find background information on these two topics and CIPA (internet search: content standards+california, also internet safety) Source: Virginia Dept. of Education, Ideas for Integrating Internet Safety into the Curriculum. Provided ideas for different age groups in different subjects areas. It has been expressed throughout the readings and websites that students need to be taught and reminded about Internet Safety repeatedly. Integrating the concepts of Internet Safety into specific

Warm Up Cyberbullying and Internet ethics and safety have become huge issues. As educators we must help our students become ethical and moral users of the Internet. Social Media has provide bullies a new venue for bad behavior. It is critical that we teach our students both to be good cybercitizens and to protect themselves from cyberabuse. **Begin to think of a subject that you teach in which you could incorporate Internet Safety.** What state content standards can you address as you teach about cyber ethics and safety? Bookmark the sites that you visit in this topic that will be the most useful to you when you implement your Internet Safety Module into your lessons. You will use the material from this module in your final project.

Think about how you teach digital citizenship in your classroom. Ithica College gives a great overview of digital ditizenship http://www.ithaca.edu/sacl/services/digcit/ How do you integrate this with your academic content? This could be integrated through discussions about the nine themes of netiquette. How does your school or district promote good digital citizenship?

How might you, your school, and/or your district better integrate digital citizenship into the curriculum?

How might you help the parents of your students teach their children to be good digital citizens?

What types of cyberbullying have you seen at your school?

Has your staff discussed cyberbulling and how to deal with it?

If so, how cyberbullying being addressed?

Does your school or district’s tech plan or AUP/RUP contain information on cyberbullying and how it is to be handled?

What can you do to prevent cyberbullying?

Module 3 Discussion: What do you consider to be the most critical issue involving chid safety on the Internet today? I feel a critical issue involving child safety on the Internet is young people communicating on social networking sites. The person communicating on a social site can feel anonymous and invisible, but their commuication is real, and once something is out there it lasts for a long time. Children's communications through social media can leave them volnerable and be hurtful to others. One of the module's readings, "Youth Safety on the Living Internet," discusses the high level of confusion on the part of youths on how to conduct themselves on a social media sites in an ethical and safe way. It states, "most young people are trying to make the right choices...taking advantage of the technologies that are around them, ....but don't know where to turn for guidance.." I thought it was interesting that the report suggested that instead of blocking new media from schools, "it should be brought into the classroom." Through projects using social media, "students learn to behave ethically themselves, and at the same time learn how protect themselves against unethical, irresponsible behavior of others." Teachers and parents need to provide clear guidelines for behavior online, both for safety and ethical concerns, just as they provide guidelines for appropriate classroom and "at home" behavior. I also think it is crucial for parents and teachers to provide age appropriate supervision when children are using the internet.

>

Goal: You will learn how to become knowledgeable on current copyright and fair use laws and know how this affects classroom use of technology.
Reflection Questions: 1. How does this information on copyright correspond with what you already know and use in your classroom I did not have a lot of knowledge about copyright - but I know it affects all material that libraries offer to students. 2. How are you teaching your students about copyright? There needs to be more copyright information along with information about plagiarism offered to students - both in library classes/orientations and on the school/library web site. 3. How do you model correct use of copyrighted materials in your classroom and in your daily life? I have been asking the Reserve desk about how they are handling copyright in the materials they provide sudents. This is a particularly important areas for copyright. 4. Do you observe violations of copyright law in your school or among your associates? If so, what violations have your noticed (perhaps now as a result of reading the above materials), and how might you help people to better understand copyright? Have very basic rules of copyright listed for both students and teachers in an accessible place 5. Why do you think some people violate copyright law? I think people inadvertently violate copyright because they don't understand why copyright is necessary, or because the laws/guidelines are so vague that the cannot make lawful decisions about materials. 6. Why do we have copyright laws? To protect authors/ creators of different types of materials. __**Module 2 Objectives**__
 * Learn what is copyright and how to determine when permission is required.
 * Explain the Fair Use Provision of the Copyright Act and the 4 factors that require consideration for Fair Use
 * identify summarize current copyright and distribution laws
 * Review and use the guidelines for Educators and Educational Multimedia.
 * Learn what is the Digital Millennium Act and summarize it
 * Learn what is the TEACH Act and what are the requirements and guidelines for use and summarize it.

__**Module 2 - Discussion**__
__**What you consider to be the most critical issue involving the legal, ethical and copyright issues involved in using the Internet for research, print publishing and distance education**__. I feel a very important issue in copyright compliance is the liklihood of confusion and misinterpretation about copyright and fair use doctrines. The language of copyright and fair use documents is complex, the rules are not totally specific, and interpretation is required. I think those who are aware of copyright rules, want to be compliant, but it is too confusing and takes too much time to become welI versed in copyright. And, it has become even more complicated with copyright rules for electronic and online material. I think it is an important responsbility of a school to help students and teachers be ethical users of print and electronic resources by taking the responsibility for critically reviewing copyright legislation, and based on this review, create a straight forward policy and specific copyright/fair use guidelines created specifically for that school. It is also crucial for the school to make this policy well-known, easily accessible, and to provide educational opportunities for explaining copyright issues. When explaining copyright issues, I think it is very helpful to include descriptions of specific situations involving copyright and then explaining why that situation was an acceptable or unacceptable use of a resource. The reading on "10 Big myths about copyright explained" is a good example of this. __**What have you learned about this issue as a result of taking this course **__ Its clearer to me now that copyright protects both the rights of the owners of a copyrighted resource and the users of materiaIs, and I have a greater appreciation for protecting the rights of authors/creators of a work. I discovered how complex and confusing copyright issues are, that copyright and fair use are not entirely specific, and that there is a lot of interpretation required by the user/instituion when making decisions about the fair use of copyrighted materials -- and in establishing guidelines for the use of copyrighted materials. __**How will you incorporate this information into your final project? **__ The "Copyright Confusion Wiki" from Gail Desler's discussion post has a lot of valuable information on teaching students about copyright and I am sure I will refer to information in the site as I create my final project.

With the wealth of information available on the Internet, it's very easy to take resources available and copy that, rather than create something new. Part of the challenge is to not on teach our students on how to evaluate resources available, but also how to take information they've learned and create something new. Additional challenges will be how to incorporate digital media into a flipped-teaching program, where we ask the students to watch and respond to content we place on the Internet. //What have you learned about this issue as a result of taking this course?// I discovered that even though I teach about respecting the work of others, there is so much more involved in making sure that the rights of creators are recognized. There is sometimes an assumption that if something is on the Internet, it is available for anyone to use without permission. While the Internet does provide a greater audience, it doesn't change those rights. //How will you incorporate this information into your final project?// I'm pleased to see that Common Sense Media has a copyright component to their lesson plans. While our AUP does contain a section that states "Students shall: Comply with copyright laws and intellectual property rights of other", I don't think any resources have previously been provided for us to teach our students this. I'm hopeful that part of the implementation of Common Sense Media also includes a revamping of our AUP to make it more user-friendly and applicable to what our students are doing.

Crislyn, You bring up such a great point. There is so much information in different medias on every topic. It is tempting to "not re-create the wheel," but just use the resource assuming it is free to use. I will say that creating some of these resources available on the web takes a whole new set of skills. I also think your point about "teaching students to take information they have found and creating something new," is interesting and would be a platform to discussing using someone else's ideas to create something of your own, but steering away from plagiarism, another area of academic integrity.

=Module 1Analyze your school or district’s Acceptable or Responsible Use Policy/Plan (AUP/RUP). Based on the knowledge you have gained in this module on what an Acceptable Use Policy is, write a brief explanation of how you best plan to explain your district’s AUP to your students and their parents. If you do not have access to an Acceptable/Responsible Use Policy/Plan, use one of the sample AUP’s provided in the Reading section. Your analysis should include: = = = Discussion Topic for Module 1 1. Why is it important for educators to make sure that colleagues, students and parents are familiar with the components of the school or districts Acceptable/Responsible Use Policy/Plan? How can we leverage these policies/plans to assure that our students will become ethical and safe users of technology? As the use of technology increases in students education experiences the need for a code of conduct governing students use of computers becomes essential. Students are familiar with rules that that govern conduct within a physical classroom, and it is just as important for students to know what the rules are for using computers and other technology. Teachers need to make sure they understand their school's computer use policy and make sure all of their students have and understand these policies. It is also important that teachers understand their school's policies so that they can be consistent with each other in their expectations of what is acceptable use of computers. 2. How does your school or district distribute it's acceptable use policy? How does your school or district assure that all parents, students, teachers and administrators are aware of the provisions in the AUP/RUP? To what extent to you think your school/district does an adequate job assuring that all constituents fully understand the provisions of the AUP/RUP? = =

= =

> The Foothill-DeAnza District has an acceptable use policy-- Board of Trustees Policy 3250 : Computer and Network Use: Rights and Responsibilities. It is a policy that addresses computer and communication systems used by district faculty, administrators, staff and students. It was approved November 17, 1997 and revised on July 7, 2003 and December 5, 2005. The Board of Trustees : Administrative Procedure 3250 : Procedures Regarding Misuse of Computer Information, implements Board Policy 3250. It was approved November17, 1997, reviewed August 16, 1999, July 7, 2003, and revised October 28, 2005 and February 6, 2009. Both policies were developed by the district's Educational Technology Advisory Committee (ETAC). > > The Foothill-DeAnza District has an acceptable use policy-- Board of Trustees Policy 3250 : Computer and Network Use: Rights and Responsibilities. It is a policy that addresses computer and communication systems used by district faculty, administrators, staff and students. It was approved November 17, 1997 and revised on July 7, 2003 and December 5, 2005. The Board of Trustees : Administrative Procedure 3250 : Procedures Regarding Misuse of Computer Information, implements Board Policy 3250. It was approved November17, 1997, reviewed August 16, 1999, July 7, 2003, and revised October 28, 2005 and February 6, 2009. Both policies were developed by the district's Educational Technology Advisory Committee (ETAC). > Both of these policies are distributed to all new employees. Students have access to "Procedures Regarding Misuse of Computer Information" on the "Student Services: College Policies" website. Students must go to the district website-technology tab to view the "Computer and Network Use: Rights and Responsbilities" document. These policies might have more of an impact on students if they were easier to access. One way to do this would be to include them in the "Student Handbook & Planner: Beyond the Classroom" which includes basic campus information and an academic calendar. These planners are given out free to students at the beginning of each Fall Quarter. > ‍The college library also has a brief "Computer Use Policy" included in the research guide, "Library/Media Center Policies" available on the library's website.‍ It focuses on appropriate use of computers in the library and Media Center, and also makes reference to the District Policy 3250 described above. The importance of the library computer use policy and district use policies can be emphasized to students in the various information competency/research orientations and tutorials offered by the library. > Both the district use policies and library use policy are wrtten in clear language, not bogged down with legal phrases. The district policy, which covers computer use by employees as well as students, makes the point that use of district equipment is a privilege and requires users to act responsibly. It acknowledges user rights and user privacy, intended uses and unauthorized uses. All of these issues are addressed in a reasonable and balanced way. The policy "Procedures Regarding Misuse of Computer Information" address the abuse of computing, networking and information resources, and lists multiple types of technology abuse and harassment using various forms of technology. It gives strong consequences for misuse of computers on campus. On the whole I think the policies are clear and comprehensive in their description of acceptable/not acceptable use of computers and the consequences seem reasonable. Interestingly, the "Procedures Regarding Misuse of Computer Information has a very brief section on the misuse of copyrighted materials, but information on copyright is not included in the district's computer use policy. > Implicit in the information of all the campus policies is the need for responsible conduct by everyone using district technology. By describing specific types of computer misuse and harassment, communicating that this type of behavior will not be tolerated, and stating that engaging in this type of activity could result in loss of access privileges and/or legal prosecution may help deter cyber-bullying. > > Does the AUP/RUP: > > Discussion Topic for Module 1 > 1. Why is it important for educators to make sure that colleagues, students and parents are familiar with the components of the school or districts Acceptable/Responsible Use Policy/Plan? How can we leverage these policies/plans to assure that our students will become ethical and safe users of technology? > As the use of technology increases in students education experiences the need for a code of conduct governing students use of computers becomes essential. Students are familiar with rules that that govern conduct within a physical classroom, and it is just as important for students to know what the rules are for using computers and other technology. Teachers need to make sure they understand their school's computer use policy and make sure all of their students have and understand these policies. It is also important that teachers understand their school's policies so that they can be consistent with each other in their expectations of what is acceptable use of computers. 2. How does your school or district distribute it's acceptable use policy? How does your school or district assure that all parents, students, teachers and administrators are aware of the provisions in the AUP/RUP? To what extent to you think your school/district does an adequate job assuring that all constituents fully understand the provisions of the AUP/RUP?
 * 1) If you can find out, who wrote the policy/plan, and what was their reason for doing so.
 * 2) <span style="font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 10px;">When was this plan/policy written/amended?
 * 1) <span style="font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 10px;">What teacher professional development is currently in place to assure that all teachers are aware of the policy/plan and know how to implement it in their classrooms? If this is not happening, why. If it is not happening, how might you assist in making this happen? Both of these policies are distributed to all new employees. Students have access to "Procedures Regarding Misuse of Computer Information" on the "Student Services: College Policies" website. Students must go to the district website-technology tab to view the "Computer and Network Use: Rights and Responsbilities" document. These policies might have more of an impact on students if they were easier to access. One way to do this would be to include them in the "Student Handbook & Planner: Beyond the Classroom" which includes basic campus information and an academic calendar. These planners are given out free to students at the beginning of each Fall Quarter.
 * 2) <span style="font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 10px;">How is this policy/plan currently explained/given to parents?
 * 3) <span style="font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 10px;">How is this policy/plan currently explained/given to students?
 * 4) <span style="font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 10px;">What are the key components of the policy/plan?
 * 5) <span style="font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 10px;">Analyze the key components using the following criteria that has been developed by Melanie Honeycutt & Neill Kimrey from the NC Department of Public Instruction:
 * 1) <span style="font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 10px;">Analyze the key components using the following criteria that has been developed by Melanie Honeycutt & Neill Kimrey from the NC Department of Public Instruction:
 * Focus on Punishment or Focus on opportunity
 * Contains only legalese or Contains everyday language
 * Communicates a vision of students as would be hackers and criminals or Communicates a vision of students as active participants in 21st century learning
 * Portrays students as potential victims of predators and bullies or Shows parents how and why students are safely learning how to navigate this new world
 * Hints that computers are an after thought and a “reward” that can be taken away as punishment or Explains that computers are an essential tool in every classroom
 * Shows students as passive participants or Shows students as actively engaged in creating and constructing their knowledge
 * Is the policy heavy on the negative? or Is the policy heavy on the positive?
 * Is it a discipline policy ? or Is it a usage policy?
 * Is the policy dis-empowering? or Is the policy empowering?
 * Does the policy concentrate on the stuff? or Does the policy concentrate on the instruction?
 * Does the policy focus on what you can’t do? or Does the policy focus on what you can do?
 * 1) <span style="font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 10px;">How will you make sure that your co-teachers, students and parents are fully aware of what is in this plan/policy?
 * 2) <span style="font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 10px;">Do you think this policy/plan is complete and up-to-date? Why? If not, what needs to be amended?
 * 3) <span style="font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 10px;">What content standards will you meet while teaching your students about the AUP/RUP?
 * 4) <span style="font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 10px;">How might teaching your students about the AUP/RUP help control cyber-bullying?

This course requires that students plan to spend a total of 24 hours covering the material and developing their projects. Ten days are alloted for each module. Students should spend 4 hours per module.This time should be broken down as follows:

reading the material and all links and viewing all videos in the module (2 hours) recording reflection notes in the course Wiki for each module (1/2 hour) responding to the assignment questions for each module (1 hour) responding to the discussion questions for each module (1/2 hour)

It is important that you keep up with each module during the time assigned for that module.

Your **course participation**, **reflection notes**, and **projec**t will be assessed using this rubric. **Individual assignments** and **reflection notes** will be given feedback, but no grade. Use the rubric as your guide. The feedback is inteneded to help participants with their final project. **Your final grade will be based on the course rubric**.