“ It is not enough to create rules and policy, we must teach everyone to become responsible digital citizens in this new society.” Mike Ribble DigitalCitizenship.net Digital Etiquette
Wikipedia Definition of Netiquette: a portmanteau of "net etiquette", is a set of social conventions that facilitate interaction over networks, ranging from Usenet and mailing lists to blogs and forums. These rules were described in IETF RFC 1855. However, like many Internet phenomena, the concept and its application remain in a state of flux, and vary from community to community.
THE CORE RULES OF NETIQUETTE The Core Rules of Netiquette are excerpted from the book Netiquette by Virginia Shea Rule 1: Remember the Human Rule 2: Adhere to the same standards of behavior online that you follow in real life Rule 3: Know where you are in cyberspace Rule 4: Respect other people's time and bandwidth Rule 5: Make yourself look good online Rule 6: Share expert knowledge Rule 7: Help keep flame wars under control Rule 8: Respect other people's privacy Rule 9: Don't abuse your power Rule 10: Be forgiving of other people's mistakes
NETIQUETTE FOR KIDS Boston Public Library Rule 1: Avoid hurting someone's feelings with e-mail. Rule 2: Respect other people's online rights. Rule 3: Avoid insulting someone Rule 4: If someone insults you, be calm. Rule 5: Avoid "crashing" discussion groups or forums. Rule 6: Respect the privacy of other people. Rule 7: Be responsible online. Rule 8: Help other people learn more about the Net.
When you are at the computer, you are in control. Avoid using the computer to harm other people. Taking things which are not yours (such as files, passwords, or credit card numbers), spreading rumors about other people online, and infecting other computers with viruses (on purpose) are examples of harming other people online.
TECHNOLOGY LEADERS RESPONSIBILITES Technology leaders must provide a solid example for faculty and students. Students and teachers should not play games or use instant messaging on portable laptops, desktops, or PDAs during class unless it is part of the designated curriculum Users need to remember that what they do online affects others.
When a user of copyrighted materials adds value to, or repurposes materials for a use different from that for which it was originally intended, it will likely be considered transformative use; it will also likely be considered fair use. Fair use embraces the modifying of existing media content, placing it in a new context.
Joyce Valneza, School Library Journal
Educators Can: Make copies of newspaper articles, TV shows, and other copyrighted works and use them and keep them for educational use Create curriculum materials and scholarship with copyrighted materials embedded Share, sell and distribute curriculum materials with copyrighted materials embedded Learners Can: Use copyrighted works in creating new material Distribute their works digitally if they meet the transformativeness standard
What parents can use to help keep minors safer on the Internet.
Internet Safety Technical Task Force Key Questions: 1. Are there technologies that can limit harmful contact between children and other people? 2. Are there technologies that can limit the ability of children to access and produce inappropriate and/or illegal content online? 3. Are there technologies that can be used to empower parents to have more control over and information about the services their children use online?
Internet Safety Technical Task Force Task Force Focus Task Force Scope The Internet Social Networking Sites Contact and Content Age Verification United States Digital Technologies To Protect Kids Online The World Online Safety Issues
Internet Safety Technical Task Force • Technology can play a role but cannot be the sole input to improved safety for minors online. • The most effective technology solution is likely to be a combination of technologies. • Any and every technology solution has its limitations. • Youth online safety measures must be balanced against concerns for the privacy and security of user information, especially information on minors. • For maximum impact, client-side-focused technologies should be priced to enable all would-be users to purchase and deploy them. • A common standard for sharing information among safety technologies would be useful. • Developing standard metrics for youth online safety solutions would be useful.
Internet Safety Technical Task Force http://cyber.law.harvard.edu/pubrelease/isttf/
Professional Development Before a digital citizenship program can be taught in the classroom faculty and staff must be trained on the appropriate use of technology. Ongoing staff development covering various areas of digital citizenship should be provided, along with informational resources to help them understand the concepts.
Professional Development Learning and Student Performance NETS-A VI.A; NETS-T VI.A Focus Question: How do educators teach students to use digital technologies Objective: Educators will discover new ways for teaching content using digital technologies.