Mike Ribble, Ed.D. District Director of Technology Manhattan-Ogden School District Manhattan, KS [email_address]
Many Issues Surrounding Technology Use <ul><li>My Turn: There's One More Talk You Need to Have </li></ul><ul><li>You've tackled sex, drugs and alcohol. Now you need to find out what your child is doing online </li></ul><ul><li>By Martha Stansell-Gamm, Newsweek (September 15, 2003) </li></ul><ul><li>Online etiquette: ‘How not to be a jerk’ </li></ul><ul><li>Digital Markets, Donna Bogatin, June 24th, 2006 </li></ul><ul><li>At the Uneasy Intersection of Bloggers and the Law By Jonathan D. Glater, The New York Times, July 15, 2008 </li></ul>
Themes of Digital Citizenship <ul><li>Digital Access </li></ul><ul><li>Digital Commerce </li></ul><ul><li>Digital </li></ul><ul><li>Communication </li></ul><ul><li>Digital Literacy </li></ul><ul><li>Digital Security </li></ul><ul><li>Digital Etiquette </li></ul><ul><li>Digital Rights and Responsibilities </li></ul><ul><li>Digital Law </li></ul><ul><li>Digital Health and Welfare </li></ul>
Covering All Themes Can Be Overwhelming <ul><li>Where do we start? </li></ul><ul><li>We need to begin setting the stage for the nine themes but want students to understand the issues. </li></ul><ul><li>There needs to be some activities that help to open up the discussion of where their use is today and where we would like to see it in the future. </li></ul>
Wrong Direction – When traveling in the wrong direction, the cause is often bad information. When a student chooses to go in the wrong direction with technology, it often has to do with a lack of training or not considering those around them. To get back on the right path, students need to learn about how their technology use can affect others. It’s an Individual Choice, So What’s the Big Deal Direction – Often students don’t consider how others may feel about their behavior, and they believe “if it doesn’t bother me, why should it bother anyone else?” Students traveling in this direction can’t understand what the “big fuss is all about.” The teacher needs to help these students see beyond their own personal experience. As technology becomes more accessible, it becomes integrated in who we are. Because “my” cellular phone is mine, then what I do with it is “my” concern. These students believe that technology use is a right and not a privilege. Simply put, they don’t want others to tell them how to use “their” technology. .
As Long As I Don’t Get Caught Direction – Those students choosing this direction believe that technology is there to be used and everything will be fine as long as no one else knows. The trouble with this attitude is that “what we do or do not do” can and often does affect others around us. Many students know that what they are doing is not right, but they believe that if no one knows, that makes it ok. Depends on the Situation Direction – Some situations do lend themselves to new interpretations, but there is usually an overarching understanding of appropriate technology use. There are times when a student needs to know that some activities are appropriate in one situation but can be inappropriate in another.
I Don’t Know If It’s Right or Wrong Direction – Some students are given technology but fail to learn how to use it appropriately. But, ignorance of the rules cannot be used as a defense for technology misuse or abuse. Basic digital technology citizenship skills should be learned when using technology. This is the direction students go when they understand some aspects of technology but “only enough to be dangerous.” Sometimes, this can be worse than having no training at all. When no digital citizenship training is provided, students learn from others and can get poor advice. Right Direction – Traveling in the Right direction takes time and diligence on the part of the student. To follow this path the student needs to have a good understanding of the technology they are using. They also need to reflect on how they use technology on a daily basis. Those who follow the right direction take time to decide not only how their action affects them, but those around them
21 st Century Digital Compass Activity Directions: Read the following scenarios. Make a decision to the direction that matches their opinion. After making your choice, analyze why you answered this way. Scenario #1 – A student sends a harassing e-mail to another student. The receiving student retaliates with a “flaming e-mail.” Is sending harassing and flaming e-mail messages wrong? Discussion for scenario #1 – While most adults would see sending a harassing e-mail to another person as wrong , some children may believe that just like responding verbally in a negative way that As Long As They Don’t Get Caught or perhaps even it may Depend on the Situation. The added issue of feeling anonymous (not seeing the other person) may add to the motivation to respond in a negative manner may allow for the idea that they may not get caught.
Scenario #2 - When going to the movies, a person gets a cell phone call and conducts a loud conversation. Is talking in a loud voice on a mobile phone in a public place right? Is talking in a loud voice on a mobile phone in a public place right? Discussion for scenario #2 – Cell phone use has become so second nature for many users that we often forget that we are talking loudly in a public place. Even though places such as movies and houses of worship remind the individuals we sometimes forget. So some users may see this as an Individuals’ Choice or if they have not learned that it is inappropriate that they may not know if it’s Right or Wrong.
Scenario #3 - A user logs on to a P-2-P (file sharing) Web site and downloads the newest song. Is downloading music from P-2-P sites wrong? Is downloading music from a file-sharing site wrong? Discussion for scenario #3 – With the easy access to P-2-P sites and the simplicity of downloading songs from these sites (without being informed of the possible legal issues) many users may either not Know if its Right or Wrong. For those that do know that they may be charged with illegal downloading they feel that As Long as I Don’t Get Caught they will be fine.
Scenario #4 - A user clicks on an unknown link to a Web site and downloads a virus to their home computer. Should users have some knowledge of where they are going before they click? Is downloading material from unknown sites appropriate? Discussion for scenario #4 – Many users are unaware that just by visiting a website that they could become infected with a virus, spyware or adware. So for many they simply Don’t Know If what they are doing is Right or Wrong. This is why users need to make sure that their anti-virus, anti-spyware and anti-adware are installed and up-to-date.
Scenario #5 - The night before an assignment is due for class, a user goes to a Web site and copies/pastes information without giving credit to the authors. Is using Internet materials without giving credit to the authors wrong? Is using Internet materials without giving credit to the authors wrong? Discussion for scenario #5 – Many users have learned that taking information without another’s permission is Wrong. With the ease of access of large amounts of data, that seems out and available for anyone’s use that either As Long As they Don’t Get Caught or it may Depend on the Situation. Those that provide the information (if they don’t come out and ask for money) would like at least some credit for the work that they have done. It would be even better to seek out the permission of the creator.
Scenario #6 - A person uses a software package to copy movies and games from DVDs for his or her friends. Is copying copyrighted materials right? Is copying copyrighted materials right? Discussion for scenario #6 – Almost all of us have seen the copyright notification at the beginning of movies that let us know that it is Wrong to make copies of the information. Similar to the music and the information on the Internet users believe that As Long As I Don’t Get Caught or I am doing this for myself and It’s My Choice so they talk themselves into it being Ok. Often users will rationalize that these big companies make so much money that my one copy won’t make a difference.
Scenario #7 - A user goes online to a course Web site to download a copy of material they need for class. Is online learning appropriate for grade/secondary students? Is online learning appropriate for K-12 students? Discussion for scenario #7 – This has become very acceptable in our schools that information be available to students via the web. Some users may be hesitant to download materials (even from a school) if they are concerned about viruses, spyware, etc. If a parent is not aware of how these systems are configured they may not know if this activity may be Right or Wrong. Parents need to work with the schools on how these systems are to be used at home.
Scenario #8 - Two users are text messaging on their cellular phones to gossip about someone else. Is it appropriate to send text-messages about others? Is it wrong to send text-messages during class? Discussion for scenario #8 – Gossip in any form is usually seen as wrong, but there are still people who do it. With the new technologies it becomes easy to talk about others in various formats (e.g., blogging, texting, Instant Messaging). Just like other cell phone activities people often see it as An Individual Choice so its not an one else’s issue. Also, people will do activities that As Long As I Don’t Get Caught it doesn’t matter.
Scenario #9 - A user creates and publishes a Web site on the Internet for personal use, but the Web site cannot be read by users with special needs (disabilities). Is it right to make Web sites that are not accessible to users with disabilities? Is it right to make websites that are not accessible to students with disabilities? Discussion for scenario #9 – Web publishing programs have made creating and uploading websites very easy. Often users do not think about the audience that might possibly look at their site. As web developers they should think about others, but since this was for personal use they may see this as An Individual’s Choice. Others that may have not learned about how to create accessible sites may not even know if this is Right or Wrong.
Scenario #10 - A user is given a USB flash drive from a friend with lots of different files. The user does not check what is on the drive until they begin installing the files. Is it appropriate for users to bring foreign materials to be connected to any computer? Is it appropriate for students to bring foreign materials to be connected to school property? Discussion for scenario #10 – When a friend hands us something we do not often think about whether their may be anything wrong with the information. Many of us take it on faith that the information has been checked out before it is given to us. For some it may Depend on the friend that handed us the information (on the drive) or we may simply not Know If Its Right or Wrong. As mentioned before it is always important to make sure that you have up-to-date virus and anti-spyware software.
Discussion for scenario #11 – Most users would believe that putting a keystroke or any other foreign program on another’s computer is Wrong. But we do know that there have been people that have used these programs or spyware programs to gather this information. So for some there may be the feeling that as long as they don’t get caught they have not done anything wrong. Scenario #11 - A user places a keystroke program on a computer so that they can get passwords or other information. Is putting programs on a computer without another’s knowledge appropriate? Is it wrong to install or place programs on someone else’ computer without their knowledge?
Create Scenarios For Students <ul><li>What is happening with technology in your school that might have different reactions. </li></ul><ul><li>Think about scenarios where students might have a different opinion than teachers. </li></ul><ul><li>Use these as discussion topics within your staff. </li></ul>
Compass Activity <ul><li>Begins the process of discussing appropriate technology use. </li></ul><ul><li>This begins the process of Digital Citizenship without going into the nine elements. </li></ul><ul><li>Helps to focus on the issues that are important in your district. </li></ul>
What’s Next? <ul><li>Your students now should have some ideas of the issues within the nine elements of Digital Citizenship – This now provides you an opportunity to expand on these ideas. </li></ul><ul><li>Teach them a process to recognize the issues from day-to-day and what would be the most appropriate reaction. </li></ul>