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  • SLIDE 1 – Frosty WebINTRODUCTION To begin our conversation, we are going to delve into the digital citizenship issue of rights and responsibilities when using mobile and electronic devices.Our college has 1048 enrolments, with separate middle school and senior school timetables and programs. Within classrooms and in the schoolyard, students are using a range of technology for social and educational purposes. Throughout this presentation, think about the ways our students are using mobile devices at school, how we teach students to use these devices responsibly and finally how we can implement Digital Citizenship, which is part of the Learning Technology strand of the Northern Territory Curriculum Framework (NTCF,2009, p.3), into all of our programs.
  • SLIDE 2There are varying degrees of dissatisfaction at our school about student use of mobile devices. It is also valuable to note that the Northern Territory Department of Education and Training (DET, 2009, p.1) policy on the use of Electronic Devices in the school environment, outlines major issues that educators face relating to use of electronic devices.With this is mind, it is important that we first address the issue of rights and responsibilities as a starting point of conversation. The ensuing slides will look at a range of different digital rights and responsibilities students need to successfully live in this digital world (Ch.5, Teaching Digital Citizenship to Students, 2007, p.75) and to understand appropriate technology use.
  • SLIDE 3 – Heads in the SandThe Department of Education and Training (DET, 2009, p.1) supports the use of emerging technologies for educational delivery and personal development and states it’s the responsibility of individual schools to develop their own policy around use of these electronic devices. As educators we should embrace the potential technology has in enhancing students learning experiences. Quality online participation, notes Greenhow (2010, p.25) should entail demonstrating respect for the rights and responsibilities of self and others in the digital commons and that today’s standards for professional competency require teachers to model and instruct students on digital citizenship. As educators, we teach our students how to be good citizens of our country and what their rights and responsibilities are as members of that society. (Ch5. Teaching Digital Citizenship to Students, 2007, p73.) The same issues need to be addressed with regard to the emerging digital society, so that students can learn how to be responsible and productive members of that society
  • SLIDE 4 – Tip of the Iceberg  Digital Rights and Responsibilities are defined as “the privileges and freedoms extended to all digital technology users, and the behavioural expectations that come with them.” (Ch2. The Nine Elements of Digital Citizenship, 2007, p 29.) Digital rights can be thought of as entitlements, so at our school, what are student digital entitlements? Are students entitled to use computers, are they entitled to use their iPads, iPhones and iPods in class and at break?Digital responsibility supports rights. In the context of our school, responsible behaviour is influenced by individual and group Attitudes, Behaviour, Culture, Decisions and Ethics. Teaching students the importance of being a responsible digital citizen is the foundation towards helping students be successful members in an online world where “users will enjoy the benefits of digital technology because they will understand that there can be rights in a society only if there are also responsibilities.” (Ch.2, The Nine Elements of Digital Citizenship, 2007, p. 30).
  • SLIDE 5 – DIGITAL RIGHTSThe digital rights identified are rights applicable to our school and students in the context of digital rights and responsibilities. These rights and associated responsibilities will be addressed in the following slides. They were sourced from articles such as Digital Citizen Rights (2007) pp. 79-71; Westen & Madaras (2007) A Digital Citizens’ Bill of Rights; Zwart, Lindsay, Henderson and Phillips, (2011) Teenagers, Legal Risks and Social Networking Sites; and DET (2009) Mobile Phones and Electronic Devices in the School Environment Policy, pp. 1-3.
  • As the u-tube clip shows, students acknowledge that they should not be accessing social networking sites during classes. In our online world, students have a right to access information as part of their learning. According to Missingham (2009, Encouraging the digital economy and digital citizenship, p.392) there is a range of daily activities for which the digital environment is vital. Access is a digital citizenship element, but in the context of rights and responsibilities’ the access issue at our school is students using digital devices inappropriately during class: texting , facebook, twitter, playing games and going onto inappropriate sites when given class computer access. Access rights in class and out of class need to be made clear through school policy – acceptable use policy and mobile devices policy.Access responsibility has to be clear: student responsibility is to follow school policy on use of mobile and electronic devices, using technology in class to only access sites that are necessary for achieving their curriculum outcomes.Access information – with the world online 24/7, students should be taught about responsible access e.g.: not opening spam, clicking on pop-ups or unknown hyperlinks at sites, and that there are serious consequences of accessing inappropriate content. (ACMA, 2009, Protecting computers e-security, Common cyber safety Issues Download, p4)
  • SLIDE 7- PRIVACYPrivacy in a digital world is largely protected through responsible behaviour. Young people are often unaware that private content may become visible and accessible to an unknown audience both now and, given the permanency of information on the internet, potentially the future. (ACMA, 2009, Digital Reputation)Schools have a responsibility to teach students about responsible behaviours they should adopt to protect their privacy such as:Identity responsibilities: Do not give disclose personal information, when access requires information fill out only red asterisk mandatory information. (ACMA, 2009, disclosing personal information online) Be aware that your identity can be used inappropriately by others.Protection responsibilities: Know what makes a secure website ( https, padlocks), never email anyone your password, change passwords regularly, read user agreements and install spam filtering software. (ACMA, 2009, disclosing personal information online)Digital Footprint: Students need to be aware that their personal data is available on the internet and may be permanently accessible, and that they have a digital reputation which can have legal and employment consequences in the future. “The discovery of personal information by people, for whom it was not intended, such as future employers or university officials, may have long-term negative consequences.” (Zwart, Lindsay; Henderson, and Phillips, 2011, p. 13)
  • SLIDE 8 - FREEDOM OF EXPRESSIONOur society prides itself in our right to have freedom of expression and speech. Students need to be reminded of the consequences of not being responsible online:Creativity or copyright breaching?Chat/Gossip or bullying and harassment?Viewpoint or racist rant Opinions posted on twitter, face book, emails, texts, blogs, and pictures posted online – they are there for all to see potentially forever. Think about consequences of freedom of expression and act responsibly.
  • SLIDE 9 - SAFETY  The Learning Technology (2009) NTCF Information Communication Technology (ICT) in Society [LT-S] Domain requires learners to practise responsible use of technology systems and understand safety issues relating to ICT use in a rapidly changing society. By year ten our students are expected to demonstrate competencies which require them to apply, critique and practice safe, secure and responsible ICT and Internet use in local and global contexts. Our students need to be shown how to act responsibly and stay safe online as part of our curriculum. Security: Provide students with information on common security threats and how to protect personal information.Be aware of risks: grooming, misuse of your information, bank details and fraud.Block – unwanted or unknown contactReporting - save details (ACMA, 2009, Unwanted Contact, p.6) and tell a trusted adult.Privacy Settings – strong passwords, firewall turned on, anti-virus software, check default settings Use sites such as Cyber-smart, Stay Smart Online and Digi teen.
  • SLIDE 10 - LEGALThe ICT in society domain of Learning Technology, (NTCF,2009) requires learners be able to analyse the benefits, constraints and influence of social, legal and economic issues on the use of the internet and enabled devices’ (NTCF, 2009, p8) and understand about intellectual property, copyright and plagiarism. We have a responsibility as educators to inform students about their legal rights and responsibilities. Social Networking sites: students take risks, but need to be aware that there are legal consequences that can be long term (Zwart, et al, 2011, p 17) for breaches of privacy, intellectual property infringement, defamation and criminal offences. Privacy: students are responsible for what they post online. They need to be taught that there are laws to protect people’s privacy, so if you post picture of someone without their permission or upload a school fight onto a SNS or send to others – privacy laws have been breached with serious legal consequences. Cyber Bullying – The legislation through parliament of BrodiePanlock’s law protects people from online bullying and harassment with up to ten years jail for offenders.  Copyright – Students should be taught that you need permission to use someone else’s work. They need to develop responsibility through education for ownership of work, use of images and pictures and how to attribute information so as not to breach copyright. Copyright Law in Australia, a short guide (2005, p. 15) explains how copyright can be enforced. Criminal Laws and SNS – Social Networking Sites are as much a part of many of our student’s lives as eating and sleeping. Students have a responsibility to behave ethically – harassment, identity theft, fraud, posting of offensive material, accessing pornographic material – all have criminal consequences. Students need to be aware that from 14 years to 18 years, young people are considered fully responsible for criminal acts that are subject to criminal penalties. ((Zwart, et al, 2011, p. 78) 
  • SLIDE 11 – Conclusion and Recommended Readings.
  • BIBLIOGRAPHYAustralian Communications and Media Authority (ACMA) (2009). Cybersmart Schools: Digtal Reputation. October 2009. Available at: Australian Communications and Media Authority (ACMA), (2009), Cybersmart Schools: Disclosing Personal Information Online. October 2009. Available at: Australian Communications and Media Authority (ACMA), (2009), Cybersmart Schools: Protecting computers e-security, Common cyber safety Issues Download, February 2010. Avaliable at: Australian Communications and Media Authority (ACMA), (2009), Cybersmart Schools: Common CybersafeyIssyes; Unwanted Contact: Keeping Children and Young People Safe Download, October 2009. Available at: Chapter 2: The nine elements of Digital Citizenship. (2007). Digital Citizenship in schools (pp 13-37) International Society for Technology in Education. CHAPTER 5: Teaching Digital Citizenship to Students. (2007). Digital Citizenship in Schools (pp. 73-79). International Society for Technology in Education. Both Ch2 and Ch 5 Accessed from: Copyright Law in Australia, (2005) A short guide, Commonwealth of Australia Available at:$file/Copyright+Law+in+Australia+-+A+Short+Guide+-+June+2005.pdf Cybersmart, (2011) Australian Government. Available at: Department of Education and Training, (2009) Policy, Mobile Phones and Electronic Devices in the School Environment, available at: Digital Citizen Rights (2007) Case study Report 2, Ch 5, pp 79-11. Accessed from: Davis, V. (2011) Digi teen – Digital Citizenship for Teenagers. Available at: Greenhow, C. (2010) A New Concept of Citizenship for the Digital Age, Learning & Leading with Technology, March/April. ISTE (International Society for Technology in Education). Missingham, R. (2009) Encouraging the Digital Economy and Digital Citizenship. The Australian Library Journal, November, pp. 386-399. Stay smart online, (2011) An Australian Government Initiative, Cyber Security Section, Department of Broadband, Communications and the Digital Economy, Canberra, Australia. Available at: Westen, T. & Madaras, A. (2006) A Digital Citizens’ Bill of Rights. Accessed from: Zwart, M; Lindsay; Henderson, M; and Phillips, M. (2011 ) Teenagers, Legal Risks and Social Networking Sites, Faculty of Education, Monash University, Victoria, Australia. Accessed from:  
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    1. 1. Starting the Conversation:<br />ISSUES SURROUNDING DIGITAL RIGHTS AND RESPONSIBILITY<br /><br />
    2. 2. Students own many different mobile devices and view it as their <br />right<br />to use them at school.<br />Many students do not use these devices<br />responsibly.<br />
    3. 3. We can bury our heads in the sand, but mobile devices are here to stay<br /><br />
    4. 4. DIGITAL RIGHTS<br />DIGITALRESPONSIBILITIES<br />Attribution –<br />Creative Commons License<br />
    5. 5. Privacy<br />Access<br /> Digital<br /> Rights<br />Freedom<br />Of<br />Expression<br />Legal<br />Safety<br />
    6. 6. Students seem to think it is their inherent right to use digital devices at school<br />ACCESS<br />The power of the social network drives many students to use their digital devices inappropriately during classes even though they know it is not the right thing to do.<br />View this u-tube clip<br /><br /><br />
    7. 7. PRIVACY RESPONSIBILITIES<br />protect<br />identity<br />Protect personal information<br />Digital footprints<br /><br />
    8. 8. Freedom of Expression<br />R E S P O N S I B I L I T I E S<br />Ethical use<br />Appropriate use<br />Creativity<br />Respect<br />Digital Footprint<br /> <br />
    9. 9. RESPONSIBLITIES <br /> Privacy settings<br />Know who you chat to<br />Block<br />Security<br />Report<br /><br />
    10. 10. Criminal Law and SNS<br />LEGAL<br />RESPONSIBILITIES<br />copyright<br />Social<br />Networking<br />Sites<br />Cyber-bullying<br />Privacy<br /><br />
    11. 11. CONCLUSION<br />Digital Citizenship is part of the Northern Territory Learning Technology outcomes that require students to have an understanding of ones rights and responsibilities in a digital world. As educators we should educate our students on rights and responsibilities when using digital devices to enable them to become responsible digital citizens. <br />Recommended Readings<br />Australian Communications and Media Authority (ACMA) (2009) Cyber smart Schools. Available at: Media<br />CHAPTER 5: Teaching Digital Citizenship to Students. (2007). Digital Citizenship in Schools (pp. 73-79). <br /> International Society for Technology in Education.<br /><br />Greenhow, C. (201o) A New Concept of Citizenship for the Digital Age, Learning & <br /> Leading with Technology, March/April. ISTE (International Society for Technology <br /> in Education),<br />Northern Territory Government Curriculum Framework. (2009) Learning Technology,<br /> pp 1-33.<br /><br />
    12. 12. How as teachers can we use social media to teach students about their rights and responsibilities when using ICT?<br />Digital Security<br />Digital Rights<br />Digital Responsibility<br />Digital Access<br />Digital Safety<br />Digital Accessibility<br />Digital Citizenship<br />Digital Etiquette<br />Why should Learning Technology outcomes be included by all teachers in their programs?<br />What ways arestudents using electronic devices at school AND how can we use this knowledge to change our pedagogies?<br />Digital Location<br />