Unit-IV; Professional Sales Representative (PSR).pptx
Cyberethics for teachers, students, and the school community
1. Cyberethics for Teachers, Students, and the
School Community
David Whittier and Dana Susko
School of Education
Boston University
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2. Cyber Ethics
• Cyberspace - “extends across that immense
region of electron states, microwaves, magnetic
fields, light pulses and thought which sci-fi writer
William Gibson named Cyberspace” (Barlow,
1990).Map from http://www.digitallifeplus.com/6396/a-map-of-the-universe-
no-this-is-a-map-of-the-internet/
• Ethics:
– Rational examination of morality
– Evaluation of people‟s behavior(Quinn, 2013)
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4. Cyberspace Psychology
Abstract Features:
Intangibility
The sense of Invisibility
The appearance of Anonymity
Reduction or Absence of Time Referents
More Control of time and pace of
interactions
Geographic Transparency
Tunnel Vision
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6. Internet Safety and Cyberbullying
• Addressing the problem from the bottom up.
– What ethics do your students bring to their
behavior online in particular and in
cyberspace in general?
– Respect
– Responsibility
– Honesty
–Trust
– Empathy
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7. Thinking Empathy
Abstracted from the
physical world,
cyberspace can be
called a more
cognitive
environment
“…a purely cognitive perspective slights
the essential brain-to-brain social glue .
. . and so excludes social talents that
have been key to human survival.”
(Goleman, 2006)
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9. The Heart Part – The
Empathy
heart helps us feel
what others feel –the
affective or feeling
part of how we relate
to others.
The Head Part –
helps us understand
another‟s perspective
through thinking
about it - the cognitive
or thinking part of
how we relate to
others.
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10. Measuring Empathy
• Empathic Concern (EC)
– measures people‟s other-oriented feelings of
sympathy for the misfortunes of others - a
more emotional component of empathy
• Perspective Taking (PT)
– is a more cognitive or intellectual component,
measuring people‟s tendencies to imagine
other people‟s points of view.
• Konrath, S., O‟Brien, E., &Hsing, C., (2011)
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11. Declines EC and PT 1999 to 2009
120
100 1999
80
Measuring 60
2009
EC
2009
Empathy 40
PT
20
0
1999 2009
• From 1979 to 1999,little change in the EC
scores of college undergraduates.
• From 2000 to 2009Konrath et al. report:
– 48% decline in EC and
– 34% decline in PT.
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12. • Time spent social networking is up 82% from previous
years as of 2009 (Whitney, 2010).
• Cell phone use has risen dramatically: The average
American teen now sends and receives around 1,500
text messages per month, and nearly all teens use their
phones for functions other than talking, such as playing
games and listening to music (Pew Research Center, 2009).
• Such technology is easy and pervasive: More than 100
million people access Face- book with their cell phones
(Media Literacy Clearinghouse, 2010)
• More Americans now than ever before report using
television and the Internet simultaneously (Nielsen, 2009).
• 29.9% of television-owning households in the United
States now contain at least four televisions
• Television viewing recently reached an all-time high
(Reisinger, 2010; Media Literacy Clearinghouse, 2010).
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13. Visualizing Growth in Media Use
• http://abetoy.blogspot.com/2012/01/rise-of-mobile-social-media-
use.html
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14. What are apps used for?
Sept., 2011
http://mashable.com/2011/09/12/23-percent-online/
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15. • Average American is exposed to a 350%
increase in total information outside of
work compared to only 30 years ago
(Bohn & Short, 2009).
• As a result, we speculate that one likely
contributor to declining empathy is the
rising prominence of personal technology
and media use in everyday life. (p. 188).
Sara H. Konrath
Research Center for Group
Dynamics
Institute for Social Research
University of Michigan
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16. Who‟s who in Cyberspace?
• With so much time
online and in
cyberspace, we all
must now negotiate
our identity in
cyberspace.
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17. Online Identity
“I can’t wait to see what you’re like online.”
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18. Identity in
Cyberspace
Research suggests that online
identities do not stray far from
identities in the physical world.
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19. Identity: Real and Virtual
“
Researchers confirmed
relationships between
adolescents‟ real and virtual
identities.
”
“ The adolescent‟s behavior in
the virtual environment usually
corresponds with the
adolescent‟s real identity to some
extent, while allowing
experimentation.
”
(Vybiral, Smahel, and Divinova, 2004, p. 176)
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20. Identity Dating Online
“ People on Internet dating sites
tended to „„stretch the truth a
bit.”
Despite„truth-
stretching‟activities, identities
produced on Internet dating sites
were found to be quite ‘realistic
and honest,’ (Ellison et
al., 2006).
”
(cited in Zhao et al., 2008, P. 1819)
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21. Facebook . . .
“ Identity appeared to be
highly socially desirable
identities [that] individuals
aspire to have offline
but have not yet been able
”
to achieve for one reason or
another.
(Zhao et al., 2008, P. 1830)
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22. On Facebook
• People do not create a fictional identity but
rather “show” that part of their self they think is
most socially acceptable.
(Zhao, Grasmuck, & Martin, 2008)
• „„True selves,” „„real selves,” and „„hoped-for
possible selves” are products of different
situations rather than characteristics of different
individuals” (Zhao et al., 2008, p. 1831).
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23. Identity using Avatars
“For the most part, avatars in blogging were
created to accurately reflect their owners‟ physical
appearance, lifestyle and preferences”
(Vasalou&Joinson, 2009)
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24. “Avatar attributes drew on participants‟ self-
image, and thus avatars were perceived by
their owners as highly similar to themselves.”
(Vasalou and Joinson, 2009, p. 510)
Accentuations and
“hoped-for selves”
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25. Me and My Avatar
“ Mostavatar. . . in having equal access to with
their
participants reported high similarity
everyday artifacts and fantasy
options, participants were inclined to draw on
existing self-views rather than grasping the
opportunity to explore other personas.
”
(Vasalou and Joinson, p. 517)
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26. Actual Self and the True Self
• The actual self is the one
most of us must present
to the world to “fit in,” to
function smoothly in the
physical world.
True self attributes were actually significantly
less positive than those of the actual self
(Bargh et al., 2002),” as cited in McKenna, 2007, p. 208).
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27. Who is the true self?
The true self is identity
aspects that an
individual currently
possesses, yet is
generally unable to
readily express to
others in most
situations, despite
wishing to do so.
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28. Studies demonstrate that people
Make snap judgments
when meeting people However,
in person.
• “Participant‟s true self
was more accessible
following an Internet
interaction than
following a face-to-
face interaction”
(McKenna, 2007,p. 213)
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29. “Given that the true self becomes
more activated than the
actual self after just five
minutes of online
interaction suggests
that qualities of Internet
communication very
quickly bring out a
person‟s true self”
(McKenna, 2007).
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30. People tend to like
one another more
if they first become acquainted through the
Internet than if they first meet in person”
where “on the Internet” refers to a text-
based, non photo, non-visual interaction.
McKenna, 2007; Laboratory studies (Bargh et al., 2002; McKenna et
al., 2002)
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31. Conclusions? Identity: Real and Virtual
• People‟s virtual identity
does not appear to stray far
from their physical world
identity.
• Ethics: How is honesty
expressed in online
identity?
• In society: how is identity
related to citizenship?
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33. Evolving Citizens
• Broad, cross-national generational shift in
postindustrial democracies from a DUTIFUL
CITIZEN model to a ENGAGED (ACTUALIZING)
CITIZEN model
W. Lance Bennett"Changing Citizenship in the Digital Age"
(2008)University of Washington, Seattle, Center
for Communication and Civic Engagement
35. Universal Declaration of Human Rights
Universal Declaration of Human Rights, adopted by the
General Assembly on December 10, 1948, states:
“No one shall be subjected to
arbitrary interference with his
privacy, family, home or
correspondence, nor to attacks
upon his honour and reputation.
Everyone has the right to the
protection of the law against
such interference or attacks”
(United Nations, n. d.).
EM-630 Cyberethics 35
37. • "So do you have curtains?" or "Can I see your
credit-card bills for the last year?"
• "I don't need to justify my position. You need to
justify yours. Come back with a warrant."
• I don't have anything to hide. But I don't have
anything I feel like showing you, either.
• If you have nothing to hide, then you don't have
a life.
• Show me yours and I'll show you mine. It's not
about having anything to hide, it's about things
not being anyone else's business.
• Joe Stalin would [have] loved it. Why should
anyone have to say more?
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38. Lesson Plans for Cyberethics
Lesson # 1 - Internet Laws Grade 5
Lesson # 2 - Online Behaviors and Netiquette Grade 4
Lesson # 3 - Privacy and Respect Grade 4
Lesson # 4 - Plagiarism, Copyright, & Grade 8 (Writing)
Intellectual Property Grades 10-11 (Chemistry)
Lesson # 5 - Cyberbullying and Cyberethics Grades 9-12 (Algebra &
Statistics)
Grades 11-12 (English)
Grades 7-8
Lesson # 6 - What is Citizenship? Grades 9-12
Lesson # 7 - How To Be A Good Citizen Grades 1-2
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39. Lesson Plans
• Lesson #2 - Online Behaviors and Netiquette
Grade 2- Extend to E-mail
• Introduce the postal mail delivery to your class
• Letter writing developmentally appropriate
• Students develop street name for classroom;
assign a number for each student
• Rotate postmaster weekly
• Respect each other‟s mailbox
• Remind students of writing friendly letters
• Integrate into current curriculum
40. Lesson Plan Ideas
Lesson # 5 - Cyberbullying and Cyberethics
Grades 11-12 - English and Shakespeare's Othello
Essential Question: How does a play written 400 years ago relate to modern
phenomena, including cyberethics and cyberbullying?
Students will Understand: Unsavory emotions and unethical behaviors propel Othello‟s narrative
action. Humans still experience these emotions and engage in these behaviors; technology
increases their speed, power and danger.
41. Lesson Plan Ideas
Lesson # 5 - Cyberbullying and Cyberethics
Grades 11-12 - English and Shakespeare's Othello (cont.)
Students will be able to:
• Explain how Iago‟s unethical behavior parallels unethical behavior that is frequently seen in cyberspace
today.
• Utilize strategies to ensure that their behavior in cyberspace is ethical.
42. Where to go from here?
• How do variables such as the
psychology of the
Internet, online
privacy, identity, safety, and
digital citizenship affect
your school
experience?
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43. Thank You!
• Please contact me if you are interested in
participating in a grant and/or other
research in cyberethics.
David Whittier whittier@bu.edu
School of Education
Boston University
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Editor's Notes
Internet PsychologyEmpathyIdentityDigital CitizenshipLPs and Education
all methods through which people communicate electronically.Cyberethics are the ethical practices of Internet users, the right and wrong of online behaviors. The Internet Map is an interactive depiction of 350.000 websites from 196 countries, as they were in late 2011. The correlations calculated by Russian programmer RuslanEnikeev are more than 2 million, while placement, color and size have been determined based on visitation, connectivity and origin of the websites.
One way to capture the abstract nature of computing is to think of it as creating a kind of “tunnel vision.”
The abstract psychology of the Internet yields opportunities and challenges that come from these features of being online:
Internet psychology provides possible explanations of increases in cyberbullying and other online behavior.
Cyberethics education is addressiing . . .Click to add em 630 core virtuesToday’s focus on empathy
Given the reduction in social cues online, cyberspace can be called a more cognitive environment. This affects us in different ways. Many value aspects of the more cognitive and reflective environment in cyberspace. It can be more thoughtful. However, there appear to be trade-offs. As author Daniel Goleman put it: When interacting through technology, there is little tangible feedback. This impairs empathy, and, as Willard states, “undermines feelings of remorse”. . . making it “easier to rationalize an action.”
The head part is the idea of “walk a mile in my shoes.”
Empathic Concern (EC) measures people’s other-oriented feelings of sympathy for the misfortunes of others and, as such, is a more emotional component of empathy (e.g., “I often have tender, concerned feelings for people less fortunate than me”). Perspective Taking (PT) is a more cognitive or intellectual component, measuring people’s tendencies to imagine other people’s points of view (e.g., “I sometimes try to understand my friends better by imagining how things look from their perspective”). Konrath, S., O’Brien, E., & Hsing, C., (2011). Changes in Dispositional Empathy in American College Students Over Time: A Meta-Analysis. Personality and Social Psychology Review 15(2) 180–198.
From 1979 to 1999, Konrath et al. found little change in the EC scores of college undergraduates. However, from 2000 to 2009 they report a 48% decline in EC and a 34% decline in PT. These are steep declines at both ends of the empathy spectrum.
As a result, we speculate that one likely contributor to declining empathy is the rising prominence of personal technology and media use in everyday life. (p. 188).Indeed, people today have a significantly lower number of close others to whom they can express their private thoughts and feelings (McPherson, Smith-Lovin, & Brashears, 2006). Alternatively, the ease and speed of such technology may lead people to become more readily frustrated or bored when things do not go as planned (e.g., O’Brien, Anastasio, & Bushman, 2010), resulting in less empathic interactions. Furthermore, people simply might not have time to reach out to others and express empathy in a world filled with rampant technology revolving around personal needs and self-expression.Fewer others with whom we are close and the conditioning of instant gratification through technology that can fuel frustration with time consuming personal relationships, “people simply might not have time to reach out to others and express empathy in a world filled with rampant technology revolving around personal needs and self-expression.” (p. 188).
Migration to phone computer.Other good url for social media use: http://www.searchenginejournal.com/wp-content/uploads/2011/09/social-media-black.jpeg
Is anyone here suffering from a lack of information?Is anyone working hard to keep up with the amount of information?Decline in EC and PT correlated to increase in personal ty use. Lets look at one piece of personal ty use that affects all of us: Identity.
Identity in cyberspace sounds like pigs in space
New relationships have an online dimension, that extends in cyberspace.
Have you been wondering if people make wildly different identities online?Conclusion but look at evidence.What I want to show you now is some findings from research on identity construction in different environments such as online dating, facebook, and virtual worlds using avatars. But first, overall look at id construction for adolescents.
On the Internet, the adolescent has space to verify his views and attitudes . . . and to thus embark on the long journey leading to its achievement”
as users wanted to avoid unpleasant surprises in subsequent offline meeting
Their research helps explain some of the nuances of identity construction online in Facebook and other venues.
Study of identity representation in avatars in three online settings, blogging, dating and gaming:
The accentuations with avatars appear similar to the “hoped-for selves” described on Facebook.
When given the option of choosing avatar attributes from either their own closet or fantasy options, they strongly tended to pick from their closets.
The actual self, in the physical world is typically restrained to gain acceptance or approval from important others for whom that acceptance or approval is conditional. (McKenna, 2007, p. 206).those “who feel least capable of meeting the expectations others have for them are more likely to hide their true selves in an attempt to elicit greater levels of approval” (p. 209).McKenna lists a variety of constraints or barriers on expression of the true self to function smoothly within a social context in the physical world. Among these are: role expectancies and constraints, conditional acceptance, social anxiety, and “the need for containment vs. the need for expression” (McKenna, 2007, p. 209).
McKenna suggests the
1. automatically form impressions of others based upon physical appearance alone . . . we make assumptions that go beyond the information that is actually out there.”“The Internet may produce strong tendencies towards self-disclosure without the person being aware of or necessarily intending it” (p. 210).
2. even those who reported being able to present and express the true self more online with strangers than they can with their face-to-face lives reported that they did not do so online with their face-to-face friends” (p. 214).
Hoped for and accentuated selves allow a little embellishment without being unrecognizable.As seen in work on Internet safety, those who get in trouble on the web are often the same people who have trouble in the physical world.(ISTTF, 2008)
I encountered the nothing-to-hide argument so frequently in news interviews, discussions, and the like that I decided to probe the issue. I asked the readers of my blog, Concurring Opinions, whether there are good responses to the nothing-to-hide argument. I received a torrent of comments:
Comments written in response to Solove article.
You will want to teach them the different parts of a letter, how to address an envelope, and how to mail a letter in a mailbox.Introduce Netiquette. What does Netiquette sound like? What do you think it means? In second grade keep it simple and stick to 2 rules: Rule 1: Remember the human and Rule 2: Adhere to the same standards of behavior online that you follow in real life (Shea)