Social, ethical and legal responsibilities in the use of technology tools and resources slideshare

Technology in Teaching and Learning I ECQ 2020 1 Lesson 7: Social, Ethical and Legal Responsibilities in the Use of Technology Tools and Resources A.Internet and Education Internet, the most useful technology of modern times which helps us not only in our daily lives but also in professional lives. For educational purposes, it is widely used to gather information and to do research or add to the knowledge of various subjects. Internet plays a very vital role in education. It is no doubt that in this modern era everyone prefers Google for their queries, problems or doubts. Popular search engines like Google, Yahoo, etc. are the topmost choice of people as they offer an easy and instant reach to the vast amount of information in just a few seconds. It contains a wealth of knowledge that can be searched at any time. The internet has introduced improvements in technology, communication, and online entertainment. Today, it has become more important as well as a powerful tool in the world which is preferred by everyone. Everybody needs internet for some or other purposes. Students need internet to search for information related to exams, curriculum, results, etc. You can also follow these steps for students to achieve success in student life. Importance of internet in education to the students’ means that it makes easier for them to research things, and relearn the content taught in the school. People use it according to their needs and interests. There are many benefits of the internet in the field of education. Some of these are: 1. Cost Effective and Affordable Education One of the largest barriers to education is high cost. The Internet improves the quality of education, which is one of the pillars of sustainable development of a nation. It provides education through Videos (like youtube tutorial videos) and web tutorials which is affordable to everyone and cost-effective. 2. Student –Teacher and Peer Interaction The internet has allowed students to be in constant touch with their teachers or with other fellow classmates with the help of social media, messaging apps and chat forums. Parents can interact as well as communicate with teachers and school authorities about their kid’s performance in the school. Interaction with the like minded people on forums can help students to explore new ideas and enrich their knowledge. 3. Effective Teaching and Learning Tool The Internet has become a major tool for effective teaching as well as a learning tool. Teachers can use it as a teaching tool by posting their teaching materials (notes and videos) on school website or forum . The learning process becomes interesting and diverse with the use of tutorial

Technology in Education: The Legal, Social and Ethical Issues Julie Lewis EDUC 318 May 20, 2010

Ethical Issues For Safety and Security Social networking Acceptable Use Policies Netiquette Cyber Bullying Student Data Internet Privacy

Social Networking “Social Networking” = MySpace, Facebook, etc. Concerns for parents and educators: narcissism, gossip, wasted time, “friending”, hurt feelings, ruined reputations, and even dangerous activities

What Can Teachers Do? Allowing students to utilize academic social networking websites teaches digital citizenship to students Teachers can develop social networking contracts for students, if the school or school district does not have one.

Acceptable Use Policies What constitutes acceptable use? Includes not giving out personal information, not participating in off-line meetings or activities, and privacy expectations What should Acceptable Use Policies Include? Risks associated with computer communication; rules for efficient, ethical and legal computer/ network usage; safe/appropriate computer social behavior; use of available and unavailable services copyright 2006 www.brainybetty.com

What Can Teachers Do? If your school or school district does not have an Acceptable Use Policy, then write your own Teachers need to enforce Acceptable Use Policies

Netiquette Netiquette is defined as “courtesy in information processing” or “etiquette on the Internet” Responding promptly to email messages Not using school systems for personal use Not sending flame mail

What Can Teachers Do? Teachers should model ethical online behavior for students Conduct training sessions for students and hold classroom discussions Participate in role playing, games and simulations with students

Cyber Bullying Cyber Bullying is “the act of sending or posting harmful or cruel text or images using the Internet or other communication devices” Children who are victims portray low self-esteem, depression, anxiety and anger Some students do not perceive cyber bullying as a form of bullying behavior

What Can Teachers Do? Promote cyber-ethics in the classroom as students do online research Assign news articles related to cyber bullying incidents for student reading and class discussion Have students write in response journals as part of a classroom discussion

Student Data The Children’s Internet Protection Act (CIPA) “mandates the development of an Internet safety plan that addresses the unauthorized disclosure, use and dissemination of personal identification information regarding minors” Parents are uncomfortable with the amount of personal info that is collected about their children.

What Can Teachers Do? Be knowledgeable of the laws and policies associated with student data confidentiality on the federal, state, and district level Teachers should exercise caution when student information is transmitted via email, which forms a permanent record Educate their students regarding respecting the privacy of other students

Internet Privacy Privacy is defined as “the right to be left alone”. However, the technology and the infrastructure of the Internet do not give users that choice. Criminal predators use very creative techniques, including online observation, to find out about children.

What Can Teachers Do? Educate students about Internet privacy, especially the use and abuse of personal information Teach students how to recognize, avoid and handle situations where their privacy will be compromised and their lives put in danger Create safe, monitored learning environments

Digital Divide Gender Socio-economic Race Resource Equity Teacher bias

Gender Females and minorities that are not encouraged to use technology are more likely than others to perform poorly Information technology is often perceived as a male subject

What Can Teachers Do? Ensure that technology is taught in a manner that encourages and engages all students Be a proponent for equal opportunity and treatment, providing instruction and guidance that crosses gender barriers Be supportive, especially for female students, in their pursuits into the information technology field

Socio-Economic Minority groups face multiple barriers to information technology use, including lack of role models, unconscious stereotyping, false perceptions of interest, and limited access to computers 2001 Census Bureau Report revealed that computer usage among students, ages 6-17, is nearly equal across differences in income, race and ethnic groups

What Can Teachers Do? Challenge students with higher-level technology activities Offer additional assistance to those students that are not as familiar with technology and the use of the Internet Incorporate technology into their lesson plans

Race Computer and Internet usage is higher among Whites than Blacks and Hispanics, and higher among Asians and American Indians than among Hispanics The digital divide among racial lines may be closing, according to the National Center for Education Statistics

What Can Teachers Do? Provide equitable access to computers and the Internet to all students Advocate for computers in their classrooms and the school, looking for grant opportunities, donations, etc. Allow additional time for students to utilize computers at school and incorporate technology into assignments.

African American Households Resource Equity 2001 Census Bureau Report Findings Many students only access the Internet at school White Households African American Households 57.7% Own a Computer 39.5% Have Internet Access 37% Own a Computer 20.5% Have Internet Access

What Can Teachers Do? Play a key role in providing equitable access to all student groups in learning computer skills Make computers and the Internet accessible outside of normal school hours Model technology use in the classroom

Teacher Bias Many teachers assume that girls are not interested in information technology

What Can Teachers Do? Teachers can be influential in shaping female students interest in technology Be fair and equitable to all students when considering technology, regardless of gender, race or socio-economic status Be supportive of all students with regard to technology

Legal Use of Digital Media Copyright Fair Use Creative Commons

What Can Teachers Do? Set an example for their students and be a role model by following the laws themselves Educate students on giving proper credit to the author/owner when using information prepared by them and also how to paraphrase Educate students on how to correctly cite an author’s work

Fair Use A “doctrine in copyright law that allows limited use of copyrighted material without requiring permission from the rights-holder. It provides for the legal incorporation of copyrighted material into another work under limited conditions” Incorporates four factors: the purpose of use, the nature of the work, the portion used, and the effect on the market

What Can Teachers Do? Create a Fair Use handout for students, including instructions on portion limitations Educate students on the importance of giving credit for the materials used and how to correctly cite the source Educate students on following Fair Use guidelines when using quotations in their writings

Creative Commons Is “a set of licensing tools that stands between the All Rights Reserved of traditional copyright and No Rights Reserved that is the public domain” Applies to text, blogs, music, audio, recordings, podcasts, photographs, videos, songs, websites, and films found on the Internet

What Can Teachers Do? Refer students to the Flickr Creative Commons search page (www.flickr.com/creativecommons/) Use the search portal on Creative Commons (http://creativecommons.org/education/) for lesson plans freely shared by other educators

Resources Bartrom, L.. (2009). Fair Use Guidelines. TechTrends, 53(5), 14-15. Retrieved May 20, 2010, from ProQuest Education Journals. (Document ID: 1893204371). Basken, P. (2010, February). Obama Tries New Tack in Collecting Student Data :Legal and privacy hurdles are higher than expected. The Chronicle of Higher Education. Retrieved May 20, 2010, from ProQuest Education Journals. (Document ID: 1970573281). Beers, K.. (2004). Equality and the Digital Divide. Voices From the Middle, 11(3), 4-5. Retrieved May 20, 2010, from ProQuest Education Journals. (Document ID: 585283161). Callison, D. (2004, February). Digital Divide. School Library Media Activities Monthly, 20(6), 37-40,51. Retrieved May 20, 2010, from ProQuest Education Journals. (Document ID: 548115761). Computer Graphic Image. Retrieved from: http://colonialcasa.org/newsletters/2006/may/images/Computer.jpg

Resources Cyberbullying image. Retrieved from: http://www.moosoneepublicschool.ca/Images/Anti-bullying%20clip%20art.jpg Davidson, H. (1999, September). The educators' lean and mean no fat guide to fair use. Technology & Learning, 20(2), 58-64. Retrieved May 20, 2010, from ProQuest Education Journals. (Document ID: 45091593). Dawley, L. (2007). Learning to Use Multiple Tools. (2007). In L. Dawley The Tools for Successful Online Teaching, (pp. 227-239) Hershey, PA: Information Science Publishing Retrieved May 18, 2010, from Gale Virtual Reference Library via Gale: http://go.galegroup.com/ps/start.do?p=GVRL&u=chesapeake Draa, V., & Sydney, T.. (2009). Cyberbullying: Challenges and Actions. Journal of Family and ConsumerSciences, 101(4), 40-46. Retrieved May 13, 2010, from ProQuest Education Journals. (Document ID: 1969954971) Fryer, Wesley. (n. d.). TOOLS FOR THE TEKS: Integrating Technology In The Classroom. Creative Commons in K-12 Education. Retrieved from: http://www.wtvi.com/teks/05_06_articles/creative-commons.html Judge’s gavel graphic image. Retrieved from: http://undeniableme.files.wordpress.com/2009/10/cbl-clipart-legal.jpg Gordon-Murnane, L.. (2010, January). CREATIVE COMMONS: Copyright Tools for the 21st Century. Online, 34(1), 18-21. Retrieved May 20, 2010, from ProQuest Education Journals. (Document ID: 1957509621).

Resources Hargadon, S.. (2010, March). Educational Networking. MultiMedia & Internet@Schools, 17(2), 10- 12, 14-16. Retrieved May 20, 2010, from ProQuest Education Journals. (Document ID: 1981674861). Hayes, S.. (2008). Acceptable Use 2.0. Voices From the Middle, 15(3), 44-46. Retrieved May 18, 2010, from ProQuest Education Journals. (Document ID: 1456956201). Internet privacy? (2001). School Libraries in Canada: A Teachers' Guide, 20(4), 20-22. Retrieved May 20, 2010, from ProQuest Education Journals. (Document ID: 73275036). INTERNET SAFETY: Acceptable Use Policies. (2008, January). Principal Leadership, 8(5), 10. Retrieved May 18, 2010, from ProQuest Education Journals. (Document ID: 1413954331).

Resources Internet: Internet Filters in Schools and Libraries. (2003). In S. Phelps (Ed.) Gale Encyclopedia of Everyday Law, (Vol. 2). (pp. 819-824) Detroit: Gale Retrieved May 13, 2010, from Gale Virtual Reference Library via Gale: http://go.galegroup.com/ps/start.do?p=GVRL&u=chesapeake Lock and Key Image. Retrieved from: http://www.hhs.state.ne.us/dpc/Key_CLipart.jpg Multi-Cultural student image. Retrieved from: http://lake.k12.fl.us/16602072911550800/lib/16602072911550800/student_clipart.gif Netiquette graphic image. Retrieved from: http://sites.epals.com/cpauchnick/files/cpauchnick/cpauchnick/images/Netiquette2.jpg Nicholson, K., Hancock, D., & Dahlberg, T. (2007). Preparing Teachers and Counselors to Help Under-Represented Populations Embrace the Information Technology Field. Journal of Technology and Teacher Education, 15(1), 123-143. Retrieved May 13, 2010, from ProQuest Education Journals. (Document ID: 1184989881).

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