Ethics Half Day

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  • Ethics Half Day

    1. 1. Ethics for Cyberspace: Teaching Students Right from Wrong in the Digital Age Invest in Futures, ISLMA November 6, 2008 Doug Johnson www.doug-johnson.com
    2. 2. … a little about the presenter
    3. 3. Handouts
    4. 4. A modest proposal…
    5. 5. poke an eye out poke another kid
    6. 6. write a dirty word write a threatening note write a note with test answers
    7. 7. some students may have nicer models
    8. 8. get stolen
    9. 9. break and need repair
    10. 10. might be used for doodling
    11. 11. Federal legislation needed NOW!
    12. 12. Where are we going???? <ul><li>Two worlds – physical and virtual </li></ul><ul><li>What’s different about “computer” ethics? </li></ul><ul><li>Ethical codes </li></ul><ul><li>The three P’s: Cases </li></ul><ul><li>What students need to understand </li></ul><ul><li>What’s new in the Web 2.0 world? </li></ul><ul><li>What activities teach ethical behaviors? </li></ul>
    13. 13. Two worlds <ul><li>The physical world </li></ul><ul><li>The virtual world </li></ul><ul><li>Examples </li></ul><ul><ul><li>the magazine </li></ul></ul><ul><ul><li>the keys </li></ul></ul><ul><ul><li>the term paper </li></ul></ul><ul><ul><li>the stolen book </li></ul></ul>Not all technology comes with rules for safe and appropriate behavior.
    14. 14. What’s different about “computer ethics?” <ul><li>What is ethical behavior? </li></ul>
    15. 15. What is ethical behavior? <ul><li>Promotes the general health of society. </li></ul><ul><li>Promotes or maintains individual freedoms and rights. </li></ul><ul><li>Protects individuals from harm. </li></ul><ul><li>Treats all human beings as having inherent value and accords those beings respect. </li></ul><ul><li>Upholds religious, social, cultural, and governmental laws and mores. </li></ul>
    16. 16. What’s different about “computer ethics?” <ul><li>What is ethical behavior? </li></ul><ul><li>Basis of ethical decisions </li></ul><ul><li>The role of the school in values education </li></ul><ul><li>Special attributes of technology ethics </li></ul><ul><ul><li>not understood </li></ul></ul><ul><ul><li>new capabilities </li></ul></ul><ul><ul><li>intangible </li></ul></ul><ul><ul><li>seemingly low risk </li></ul></ul>
    17. 17. Ethical codes <ul><li>10 Commandments of Computer Use </li></ul><ul><li>Code of Ethics and Professional Conduct </li></ul><ul><li>Netiquette </li></ul><ul><li>Acceptable Use Policies </li></ul><ul><li>Hacker “Ethics” </li></ul>
    18. 18. The 3 P's Privacy - Property - aPpropriate use
    19. 19. Major areas: Privacy , Property, aPpropriate use <ul><li>Privacy - I will protect my privacy and respect the privacy of others. </li></ul>
    20. 20. For each scenario: <ul><li>Whose privacy is at risk? </li></ul><ul><li>What danger or discomfort might the unethical action cause? </li></ul><ul><li>Is there a parallel in the physical world to this scenario? </li></ul><ul><li>Other comments? Other incidents? </li></ul>
    21. 21. Other questions… <ul><li>When is shared data helpful? When is it harmful? </li></ul><ul><li>Is the hacker argument that all information should be free defensible? </li></ul><ul><li>How available should these kinds of student information be? </li></ul><ul><ul><li>school records </li></ul></ul><ul><ul><li>last 3 books borrowed from the media center </li></ul></ul><ul><ul><li>last 3 sites visited on the World Wide Web </li></ul></ul><ul><ul><li>favorite foods and fashions </li></ul></ul>
    22. 22. Major areas: Privacy, Property , aPpropriate use <ul><li>Property - I will protect my property and respect the property of others. </li></ul>
    23. 23. For each scenario: <ul><li>What is the property ? </li></ul><ul><li>Who is its owner? </li></ul><ul><li>What danger or discomfort might the unethical action cause? </li></ul><ul><li>Is there a parallel in the physical world to this scenario? </li></ul><ul><li>Other comments? Other incidents? </li></ul>
    24. 24. Is time property? Online checking stocks Online planning a wedding Online booking a vacation Online buying a car Online looking for another job Online looking for a spouse Online trading Pokemon cards
    25. 25. Major areas: Privacy, Property, aPpropriate use <ul><li>Plagiarism prevention </li></ul><ul><li>How? </li></ul><ul><ul><li>Developing understanding </li></ul></ul><ul><ul><li>Having clear policies </li></ul></ul><ul><ul><li>Designing better projects </li></ul></ul><ul><ul><ul><li>original thinking </li></ul></ul></ul><ul><ul><ul><li>primary sources </li></ul></ul></ul><ul><ul><ul><li>personal, timely, local </li></ul></ul></ul><ul><ul><ul><li>choice </li></ul></ul></ul>
    26. 26. Other questions… <ul><li>How does paying for software benefit the USER? </li></ul><ul><li>When does someone “own” an idea? Should a cure for a disease be considered property? </li></ul><ul><li>What are the ethical issues raised when virus hoaxes are perpetrated? </li></ul>
    27. 27. Major areas: Privacy, Property, aPpropriate use <ul><li>Appropriateness - I will use technology in constructive ways and in ways which do not break the rules of my family, religion, school, or government. </li></ul>
    28. 28. For each scenario: <ul><li>What is the inappropriate action? </li></ul><ul><li>Who committed it? </li></ul><ul><li>What danger or discomfort might the unethical action cause? </li></ul><ul><li>Is there a parallel in the physical world to this scenario? </li></ul><ul><li>Other comments? Other incidents? </li></ul>
    29. 29. Major areas: Privacy, Property, aPpropriate use <ul><li>Would I be proud to have my actions seen by my family, my religious leader, or my principal? </li></ul>
    30. 30. Other questions… <ul><li>Are some things appropriate for some students that are not for other students? </li></ul><ul><li>Is the personal use of school technology ever ethical? </li></ul><ul><li>What is the definition of: </li></ul><ul><ul><li>pornography </li></ul></ul><ul><ul><li>hate group </li></ul></ul><ul><ul><li>sites harmful to minors </li></ul></ul><ul><li>What are the ethical issues involved regarding filtering software? </li></ul>
    31. 31. What students need to understand <ul><li>Rules and laws - principles behind them </li></ul><ul><li>Detection is growing </li></ul><ul><li>Rights and responsibilities </li></ul><ul><li>Protection from unethical behavior of others </li></ul><ul><li>Trust adults </li></ul>
    32. 32. http://www.whitehouse.gov http://www.whitehouse.com
    33. 33. What do teachers need to understand?
    34. 34. What teachers need to understand * I clearly understand the difference between freeware, shareware, and commercial software and the fees involved in the use of each. I know the programs for which the district or my building holds a site license. * I understand the school board policy on the use of copyrighted materials. * I demonstrate ethical usage of all software and let my students know my personal stand on legal and moral issues involving technology. * I know and enforce the school’s technology policies and guidelines, including its Internet Acceptable Use Policy. * I am aware of the controversial aspects of technology use including data privacy, equitable access, and free speech issues.
    35. 35. Perhaps the classic case of moral confusion happened recently in California: A young teacher was fired for downloading pornography on a school computer. &quot;When he was confronted, the guy said, 'Well, what's wrong with that? I can download anything I want from my home computer, so why not here?' &quot; explains [Paul] Longo, who has spent most of his career analyzing teacher misbehavior. &quot;All the sorts of things that would ring a hundred bells for most people rang no bells for this guy. It doesn't mean he's an evil person. It means that he doesn't get it. So I guess that's why there's a need for [ethics education] for teachers.“ Christian Science Monitor , November 6, 2001
    36. 36. What parents need to understand Training for parents at AASL’s FamiliesConnect URL in bibliography/link from my website
    37. 37. What activities teach ethical behaviors? <ul><li>Articulation and demonstration of values </li></ul><ul><li>Reinforcement of behaviors </li></ul><ul><li>Discussion of issues </li></ul><ul><li>Stress on principles rather than rules </li></ul><ul><li>Assessment </li></ul><ul><li>Creation of low temptation environments – how? </li></ul>
    38. 38. What do adults think of when they think of social networking?
    39. 39. This?
    40. 40. Dateline <ul><li>Spring 2006 </li></ul><ul><li>Parents wake up </li></ul><ul><li>DOPA </li></ul>Predators & cyberbullies: Reality check www.blogsafety.com/ March 16, 2007 McCollam, The Shame Game Columbia Journalism Review , Jan/Feb 2007 www.cjr.org/issues/2007/1/McCollam.asp
    41. 41. On the agenda… <ul><li>What is “the social web?” </li></ul><ul><li>How do Web 2.0 safe and ethical use issues differ from those of Web 1.0? </li></ul><ul><li>How can we make kids safe? </li></ul><ul><li>Is there a place for the social web in schools? </li></ul><ul><li>How are good decisions made about filtering and policy - and by whom? </li></ul>X
    42. 42. Where do you live? <ul><li>Randall Munroe http://xkcd.com/c256.html </li></ul>
    43. 43. What is Web 2.0? <ul><li>Read only -> Read and write </li></ul><ul><li>Horizon Report, 2007 </li></ul><ul><li>Manifestations include: </li></ul>
    44. 44. MySpace
    45. 45. Blogs
    46. 46. RSS Aggregators
    47. 47. Wikis
    48. 48. Content sharing - FlickR - YouTube - del.icio.us
    49. 49. 3D Virtual Environments
    50. 50. On the agenda… <ul><li>What is “the social web?” </li></ul><ul><li>How do Web 2.0 safe and ethical use issues differ from those of Web 1.0? </li></ul><ul><li>How can we make kids safe? </li></ul><ul><li>Is there a place for the social web in schools? </li></ul><ul><li>How are good decisions made about filtering and policy - and by whom? </li></ul>X
    51. 51. Web 1.0 to Web 2.0 safety issues <ul><li>Protecting children from predators </li></ul><ul><li>Protecting children from each other (cyberbullying) Protecting teachers from students??? </li></ul><ul><li>Protecting children from themselves (making inappropriate and personal information public) </li></ul>
    52. 52. … old fears
    53. 53. … from predators
    54. 54. If you don’t tell your children you love them… someone online will.
    55. 55. … from each other www.cyberbully.org
    56. 56. Ad campaign material
    57. 57. District Guide
    58. 58. … from themselves
    59. 59. … from themselves Stacy Snyder aka “Drunken Pirate”
    60. 60. … from themselves
    61. 61. It’s never really gone
    62. 62. That darned free speech thing
    63. 63. Common sense
    64. 64. The danger to kids in Web 2.0 comes not from what they may find online, but from what they themselves put online for others to access.
    65. 65. On the agenda… <ul><li>What is “the social web?” </li></ul><ul><li>How do Web 2.0 safe and ethical use issues differ from those of Web 1.0? </li></ul><ul><li>How can we make kids safe? </li></ul><ul><li>Is there a place for the social web in schools? </li></ul><ul><li>How are good decisions made about filtering and policy - and by whom? </li></ul>X
    66. 66. Let’s just block it all! <ul><li>DOPA, 2006 - passed the House with 96% in favor </li></ul><ul><li>DOPA Jr. </li></ul><ul><li>Tomorrow? </li></ul>
    67. 67. This unnecessary and overly broad legislation will hinder students’ ability to engage in distance learning and block library computer users from accessing a wide array of essential Internet applications including instant messaging, email, wikis and blogs. - Leslie Burger, ALA President, 2006
    68. 68. Blocking formats not content. For every problem, there is a solution that is simple, neat, and wrong. H.L. Menken
    69. 69. Why filtering is ineffective <ul><li>Best filters not 100% </li></ul><ul><li>Can’t filter what goes out </li></ul><ul><li>Access from outside school </li></ul><ul><li>Proxies </li></ul><ul><li>Mobile devices/EVDO access </li></ul>
    70. 70. SchoolBoredom.com
    71. 71. Education is imperative <ul><li>Dangers are real </li></ul><ul><li>Schools must be proactive </li></ul><ul><li>Schools must reach out </li></ul><ul><li>Good resources on the web </li></ul><ul><li>“ Safe mistakes” </li></ul>Due Diligence
    72. 72. Tracking Teresa
    73. 74. What activities teach ethical behaviors? <ul><li>Articulate and demonstrate values </li></ul><ul><li>Reinforce behaviors </li></ul><ul><li>Discuss issues </li></ul><ul><li>Principles rather than rules </li></ul><ul><li>Assessment </li></ul><ul><li>Low temptation environments </li></ul><ul><li>Chance to practice </li></ul>
    74. 75. Scenarios <ul><li>Lisa posts photographs from recent party that involved drinking on the FlickR website along with a really funny video of kids making out on YouTube. </li></ul><ul><ul><li>What is the unsafe or unethical action? </li></ul></ul><ul><ul><li>What harm might it cause? </li></ul></ul><ul><ul><li>How would you counsel/guide Lisa? </li></ul></ul><ul><ul><li>Similar incidents? </li></ul></ul>
    75. 76. On the agenda… <ul><li>What is “the social web?” </li></ul><ul><li>How do Web 2.0 safe and ethical use issues differ from those of Web 1.0? </li></ul><ul><li>How can we make kids safe? </li></ul><ul><li>Is there a place for the social web in schools? </li></ul><ul><li>How are good decisions made about filtering and policy - and by whom? </li></ul>X
    76. 77. Education can be enhanced with the social web resources
    77. 78. Classroom blogs <areallydifferentplace.org>
    78. 79. School library blog
    79. 81. Wiki textbooks
    80. 82. Teen Second Life
    81. 83. Full participation? <ul><li>The school system’s inability to close this participation gap has negative consequences for everyone involved. - Henry Jenkins, Confronting the Challenges of Participatory Culture </li></ul>
    82. 84. On the agenda… <ul><li>What is “the social web?” </li></ul><ul><li>How do Web 2.0 safe and ethical use issues differ from those of Web 1.0? </li></ul><ul><li>How can we make kids safe? </li></ul><ul><li>Is there a place for the social web in schools? </li></ul><ul><li>How are good decisions made about filtering and policy - and by whom? </li></ul>X
    83. 85. Making good decisions <ul><li>Balance </li></ul><ul><li>Current AUPs </li></ul><ul><ul><li>“ high-quality,” </li></ul></ul><ul><ul><li>“ inapropriate,” </li></ul></ul><ul><ul><li>“ reasonable” </li></ul></ul><ul><li>Open to interpretation? </li></ul>Love and balance are the two most important words in the English language. - John Wooden
    84. 86. Our policy – a group decision… District Technology Advisory Committee Small Important meetings Good agendas and minutes Wide representation Defined responsibilities
    85. 87. Due process for blocking <ul><li>Block the minimum required by CIPA </li></ul><ul><li>Require that any request for blocking as site goes through reconsideration process </li></ul><ul><li>Unblock any site at professional request </li></ul><ul><li>Keep one unblocked computer in each library </li></ul><ul><li>Make educators, not techs, responsible for safe and appropriate use </li></ul>
    86. 88. On the agenda… <ul><li>What is “the social web?” </li></ul><ul><li>How do Web 2.0 safe and ethical use issues differ from those of Web 1.0? </li></ul><ul><li>How can we make kids safe? </li></ul><ul><li>Is there a place for the social web in schools? </li></ul><ul><li>How are good decisions made about filtering and policy - and by whom? </li></ul>
    87. 89. Educate adults Continuous effort Study needed
    88. 90. <ul><ul><ul><li>… it is not the tools that are inherently good or evil but rather the use of the tools. </li></ul></ul></ul><ul><ul><ul><ul><li>A hammer can kill someone but it can also build a house. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>A nail can be driven through a hand but it can also hold the roof over your head. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>A fist can hit but a fist can also be clasped in your hand in love. </li></ul></ul></ul></ul><ul><ul><ul><li>We do not outlaw hammers, nails, or fists -- we teach people to use them properly. </li></ul></ul></ul><ul><ul><ul><li>So should we do with blogs, wikis, podcasts, Skype, and any other tool that becomes available for use in the human experience! -Vicki Davis, Cool Cat Blog </li></ul></ul></ul>
    89. 91. The fleeber filter
    90. 92. 1994 <ul><li>Our children will need to be able use the Internet to compete in business and college. </li></ul><ul><li>The Internet is an important resource that can improve current teaching practices. </li></ul><ul><li>Our children will need to be able to use the Internet as informed, responsible citizens. </li></ul>
    91. 93. 2008 <ul><li>Our children will need to be able use Web 2.0 to compete in business and college. </li></ul><ul><li>Web 2.0 is an important resource that can improve current teaching practices. </li></ul><ul><li>Our children will need to be able to use Web 2.0 as informed, responsible citizens. </li></ul>
    92. 94. 2015, 2020, 2050… <ul><li>Our children will need to be able use ??????? to compete in business and college. </li></ul><ul><li>??????? is an important resource that can improve current teaching practices. </li></ul><ul><li>Our children will need to be able to use ??????? as informed, responsible citizens. </li></ul>
    93. 95. What can we as educators do to promote ethical behaviors? <ul><li>Your ideas </li></ul>Your ideas
    94. 96. Questions?
    95. 97. The bear
    96. 98. Ethics for Cyberspace: Teaching Students Right from Wrong in the Digital Age Doug Johnson www.doug-johnson.com

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