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Ethics Half Day

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