ACCEPTABLE USE POLICY for EDUCATIONAL TECHNOLOGY EIT 710 w201

DAUKANTAS,2011

Module Activity

Culp, K.M., Honey, M., and Mandinach, E. (2003). A retrospective on twenty years of education technology policy. Washington, DC: U.S. Department of Education.

Available at: http://www.nationaledtechplan.org/participate/20years.pdf

This activity describes how to develop an acceptable use policy, suggestions for getting community support for this policy, and references to other resources available on the development and implementation of these policies.

A sample form: http://www.cybercrime.gov/rules/acceptableUsePolicy.htm

Community AUP

While each community must decide for itself what it feels is appropriate use of technology, there are many helpful resources available on the Internet that can guide the creation and implementation of an acceptable use policy for schools. In addition to the resources in the Internet Resources section below, school personnel may wish to consider the following issues when developing an acceptable use policy:

Get broad support for any acceptable use policy. Ideally, a school board should be directly involved in establishing any acceptable use policy adopted by a school district. Since the issues around restrictions to resources are often controversial, school board members (who are elected officials) will be held accountable for whatever policy restrictions are implemented.

Supportive AUP’S should be drafted by teams involving board members, teachers, parents, and others in the community

A TEACHER’S INVISIBLE GUIDE IN THE CLASSROOM

Bringing technology into the classroom can be a powerful, If not frightening, process. Along with all the wonderful resources available on the Internet there are some things parents and teachers may not want their children and students to experience..

Many communities are implementing policies that guide student, teacher, and staff use of technological resources so as to limit liability and restrict access to those resources that are deemed "appropriate" for educational use. Restricting access to resources brings up concerns of censorship. School districts need to address these concerns by thinking carefully about what they want their students to have access to, how they want to restrict access (assuming they do), and what they will do when students gain access to materials deemed inappropriate

Here is a sample : Just click on and view:http://www.edu-cyberpg.com/Teachers/pic_release.html

http://www.ncrel.org/sdrs/areas/issues/methods/technlg(http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm

y/te800.htm

A TEACHERS AUP DIAGRAM

Reflect on the impact of an AUP on the school system and student learning:

Module Terminology

What restriction of Filtering and Monitoring might be infringements on individual free speech?

Is monitoring school e-mail messages a violation of personal privacy?

Who is ultimately responsible for student behavior in the school?

What legal obligations do school systems have for the behavior of their students?

STUDENT CONTRACT A Hypothetical Community Meeting

Narrative: A form letter sent to the parents of the Community of Learners is as follows:

“Dear Parents, your child --------- -------- is a student at the Richard J. Murphy Elementary school, I have invited you to attend a Community Discussion concerning your children. We are designing a Digital Citizenship course at the R.J. Murphy Elementary school. The learning designs and the role of technology within the city wide standards and frameworks are being created for Course on digital Citizenship . I want to discuss with you, the opportunity of having your child participate in their digital citizenship, earn a certificate and engage in wholesome activities on the Internet .

We would like the meeting to be held at the Leahy-Holloran Community Resource Center on April 15th, 2010. Refreshments will be served and a Parent/ Community Forum will hear the speakers introduce the topic of Digital Citizenship: http://www.digitalcitizenshiped.com

A form letter sent to the parents of the Community of Learners is included .

Introducing the Informational Technology policy request students to sign an agreement form. The School will recognize that the students understand Internet policy.

AUP POLICY Students sending or receiving explicit sexual messages.

Students accessing explicit content in an unsupervised situation.

Restricting access to objectionable materials by means of software used by teachers, students, and staff.

Student contact with questionable people.

Objectionable student behavior.

Destructive student behavior.

School’s generally have an AUP posted at key locations including a Teacher’s Classroom . The posted AUP should make clear the School’s rules and implementation of acceptable use with digital technology. Violations of AUP policy include :

AUP impact on the School system and student learning:

What restrictions might be infringements on individual free speech?

Is monitoring school e-mail messages a violation of personal privacy?

Who is ultimately responsible for student behavior in the school?

What legal obligations do school systems have for the behavior of their students?

AUP IMPACT

By informing the parents and interested parties that technology, the practice of scaffolding instruction can be appropriately achieved by being informed about the nine elements of digital citizenship.

Digital Access

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Digital Access: full electronic participation in society. Technology users need to be aware of and support electronic access for all to create a foundation for Digital Citizenship. Digital exclusion of any kind does not enhance the growth of users in an electronic society.

All people should have fair access to technology no matter who they are. Places or organizations with limited connectivity need to be addressed as well. To become productive citizens, we need to be committed to equal digital access, http://www.digitalcitizenship.net/ November, A. (2006), p.23

Digital Commerce

Digital Commerce: electronic buying and selling of goods. Technology users need to understand that a large share of market economy is being done electronically. Legitimate and legal exchanges are occurring, but the buyer or seller need to be aware of the issues associated with it. The mainstream availability of Internet purchases of toys, clothing, cars, food, etc. has become commonplace to many users.

At the same time, an equal amount of illegal/immoral goods and services are surfacing such as pornography and gambling. Users need to learn about how to be effective consumers in a new digital economy. Digital Commerce, http://www.digitalcitizenship.net/ November, A. (2006), p.23

Digital Communication

The expanding digital communication options have changed everything because people are able to keep in constant communication with anyone else. Now everyone has the opportunity to communicate and collaborate with anyone from anywhere and anytime. Unfortunately, many users have not been taught how to make appropriate decisions when faced with so many different digital communication options. http://www.digitalcitizenship.net/ November, A. (2006), p.23

Digital Communication: electronic exchange of information. One of the significant changes within the digital revolution is a person’s ability to communicate with other people. In the 19th century, forms of communication were limited. In the 21st century, communication options have exploded to offer a wide variety of choices (e.g., e-mail, cellular phones, instant messaging)..

Digital Literacy: Digital Literacy: process of teaching and learning about technology and the use of technology.

While schools have made great progress in the area of technology infusion, much remains to be done. A renewed focus must be made on what technologies must be taught as well as how it should be used. New technologies are finding their way into the work place that are not being used in schools (e.g., videoconferencing, online sharing spaces such as wikis). http://www.digitalcitizenship.net/ November, A. (2006), p.23

Digital Citizenship involves educating people in a new way— these individuals need a high degree of information literacy skills , many users have not been taught how to make appropriate decisions when faced with so many different digital communication options.

Digital EtiquetteDigital Etiquette: electronic standards of conduct or procedure.

Technology users often see this area as one of the most pressing problems when dealing with Digital Citizenship. We recognize inappropriate behavior when we see it, but before people use technology they do not learn digital etiquette (i.e., appropriate conduct). Many people feel uncomfortable talking to others about their digital etiquette. Often rules and regulations are created or the technology is simply banned to stop inappropriate use. It is not enough to create rules and policy, we must teach everyone to become responsible digital citizens in this new society.

Often rules and regulations are created or the technology is simply banned to stop inappropriate use. It is not enough to create rules and policy, we must teach everyone to become responsible digital citizens in this new society. http://www.digitalcitizenship.net/ November, A. (2006), p.23

Digital Law There are certain rules of society that users need to be aware in a ethical society. These laws apply to anyone who works or plays online. Hacking into others information, downloading illegal music, plagiarizing, creating destructive worms, viruses or creating Trojan Horses, sending spam, or stealing anyone’s identify or property is unethical. http://www.digitalcitizenship.net/ November, A. (2006), p.23

Digital Law: electronic responsibility for actions and deeds

Digital law deals with the ethics of technology within a society. Unethical use manifests itself in form of theft and/or crime. Ethical use manifests itself in the form of abiding by the laws of society. Users need to understand that stealing or causing damage to other people’s work, identity, or property

Digital Rights & Responsibilities

Digital Rights & Responsibilities: those freedoms extended to everyone in a digital world.

Just as in the American Constitution where there is a Bill of Rights, there is a basic set of rights extended to every digital citizen. Digital citizens have the right to privacy, free speech, etc. Basic digital rights must be addressed, discussed, and understood in the digital world. With these rights also come responsibilities as well. Users must help define how the technology is to be used in an appropriate manner. In a digital society these two areas must work together for

everyone to be productive.

Basic digital rights must be addressed, discussed, and understood in the digital world. With these rights also come responsibilities as well. Users must help define how the technology is to be used in an appropriate manner. In a digital society these two areas must work together for everyone to be productive. http://ww.digitalcitizenship.net/ ,November, A. (2006), p.23

Digital Health & Wellness Digital Health & Wellness: physical and psychological well-being in a digital technology world.

Eye safety, repetitive stress syndrome, and sound ergonomic practices are issues that need to be addressed in a new technological world..

Beyond the physical issues are those of the psychological issues that are becoming more prevalent such as Internet addiction. Users need to be taught that there inherent dangers of technology. Digital Citizenship includes a culture where technology users are taught how to protect themselves through education and training. http://www.digitalcitizenship.net/, November, A .(2008)

Digital SecurityThe same must be true for the digital security. We need to have

virus protection, backups of data, and surge control of our equipment. As responsible citizens, we must protect our information from outside forces that might cause disruption or harm. http://www.digitalcitizenship.net/ November, A. (2006), p.23

Digital Security (self-protection): electronic precautions to guarantee safety.

In any society, there are individuals who steal, deface, or disrupt other people. The same is true for the digital community. It is not enough to trust other members in the community for our own safety. In our own homes, we put locks on our doors and fire alarms in our houses to provide some level of protection. harm.

Internet Resources

Internet Resources

Armadillo's acceptable use policies

[http://www.rice.edu/armadillo/Rice/Resources/acceptable.html

An extensive set of resources on acceptable use policies at Rice University.

ERIC's list of acceptable use resources

[gopher://ericir.syr.edu:70/11/Guides/Agreements]

A list of acceptable use resources.

GSN acceptable use policies

[http://www.gsn.org/web/tutorial/issues/aupsampl.htm#begin

Another list of actual acceptable use policies at the Global SchoolNet Foundation.

K-12 acceptable use policies

httphttp://www.gsn.org/web/tutorial/issues/aupsampl.htm#beginwww.erehwon.com/k12aup/]

An excellent starting point by Nancy Willard at Internet Marketing Services for learning about acceptable use policies, including templates for students, employees, guests, etc.

MO DESE Technology Network Project

[http://services.dese.state.mo.us/projconnect.html

The project CONNECT Website, which contains acceptable use policies (AUP's) from a variety of school systems.

Merced County Office of Education, acceptable use policy information

[http://www.merced.k12.ca.us/accept.txt

An acceptable use policy at Merced County Office of Education.

Rice acceptable use policy resources

gopher://riceinfo.rice.edu:8002/7?acceptable]

More resources at Rice University (Gopher) on acceptable use policies

Writing with Resources: A guide for Harvard students. Retrieved January, 29th, 2010 from [PDF] Writing with Internet Sources. Expository Writing Program Harvard College 8 Prescott Street Cambridge, MA 02138 http://www.fas.harvard.edu/~expos