Social Media for Families


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The goal of this presentation is to increase your knowledge about social media and create a sense of awareness about social networking trends including cyber-dangers: sexting, bullying, stalking. Share social networking and media best practices and ultimately, start a conversation about a values-based approach to social networking.

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Social Media for Families

  1. 1. Have You Googled Your Child’s Name? Social Media Boot Camp for Families Doreen Nicastro, MPH Social Media Strategist Networlding Facilitator
  2. 2. Table of Contents Chapter Chapter Chapter Chapter Chapter Chapter One Two Three Four Five Six Join the Social Media revolution Video call to parents Social Media, kids and cyber-danger Parents do you know? Facebook security Best practices, restrictions and trends A values-based approach to Social Media
  3. 3. Learning Objectives • Increase your knowledge about Social Media and Facebook, a social revolution captivating children and teens • Create a sense of awareness about social networking trends including cyber-dangers: – sexting, bullying, stalking • Share social networking and media best practices • Start a conversation about values-based social networking
  4. 4. Join the Social Media Revolution Chapter One What is it?
  5. 5. What is Social Media? Three components: 1. Concept (art, information) 2. Media (physical, electronic, or verbal). 3. Social interface (intimate direct, community engagement, social viral, electronic broadcast or PHONE, syndication)
  6. 6. What is Social Networking? • People build relationships and bookmark important sites with like-minded people • Social Networking sites focuses on building online communities of people who share interests and/or activities • • Interaction between a group of people who share a common interest •
  7. 7. The Types of Social Media Category Social Media Site Friends Facebook, MySpace, Foursquare Business LinkedIn, Biznik, Merchant Circle, Blogs Blogger, WordPress Microblogging Twitter, Yammer Email Hotmail, Gmail, Yahoo Information Wikipedia, Wikitravel, WikiHow Events Evites Photos Flickr, Picasa, Photobucket Video Youtube, YouKu (China) Games Playdom (Mobsters), World of Warcraft, GamesCampus (golf), Zynga (Mafia Wars, Farmville) Avatars SecondLife Reviews Yelp
  8. 8. The Social Media Revolution Web 1.0 consumer Web 2.0 consumer, producer, entertainer, entrepre neur, communicator and collaborator Smart Phones 800 Million users2011 Social Media Ecommerce Brochureware 1994 Global Internet Users 1998 2000 2003 2006 2009 2013 77M 400M 500M 1000M 1400M 7.1 B
  9. 9. Social Global Cultural Shift • Youth are seeking connection, communication, and entertainment with their friends on social networking sites • Parents, adult mentors, digital immigrants, do not understand the digital activities kids are engaged in • Schools and organizations are managing it by locking it down • Smart, young and savvy digital natives will continue to unlock the possibilities
  10. 10. Teens and Social Networking Socializing Environments: • Off & online lives converge • Face 2 face & online • Social networks • Living with digital devices • Cell smart-phones • Real-time, content driven media • Evolving into a constant living thing NTIA Web site: http>//
  11. 11. Digital Ethics* • Confused kids are making naïve and ethically ambiguous choices • 4% of American teens have sent sexually suggestive images of themselves viaphone • 15% have received such an image from someone they know, not gender specific (Pew Internet & American Life Project) *Carrie James, Harvard University School of Education, Our Space: Being a Responsible Citizen of the Digital World.
  12. 12. Adults and Social Networking • Best software between the ears Susan Crawford, Assistant Director for Science and Technology. June 24, 2009 • Youth need direction in this new virtual world • Teens are embracing it with out much guidance • What can parents, teaches, coaches, adults do to help teens become responsible cyber-citizens? NTIA Web site: http>//
  13. 13. Adult Mentors, Teens and Social Networking • Promote digital ethics from Pre K-12 education • Establish mutually agreed upon ground rules and best practices • Respect teens digital expertise • Engage and partner with them • Subscribe to digital citizen ship curriculum • Support –incorporate -digital education with professional development for kids, parents and teachers
  14. 14. Cyber-space Ground Rules • Draft a parent/guardian-teen contract about use of Internet and mobile devices • With new technology comes new responsibility. • Is it appropriate for parent-guardian to monitor email, chat, social networking sites? Yes/No? • Is there a difference between reading a diary and monitoring electronic dialog? Yes/No? • Read: an opinion on the subject
  15. 15. Cyber-space Ground Rules • After reading “The Undercover Parent”: – What did the author mean not to confuse government with family? – What does that mean? Do you agree? • Do you think installing spyware is being over protective? • Do you agree that parental blocks are not enough? • What is the primary motivation for monitoring kids activities online?
  16. 16. Internet is not a Privacy Haven • What is the right balance between invasion of privacy and the evolving challenges presented by the Internet? • Do you agree posting on a social networking page is akin to a diary? • Do agree not installing spyware is similar to negligence? • What are your values around online privacy, confidentiality, security?
  17. 17. Video Call to Parents Chapter Two Parental Engagement
  18. 18. Have You Googled Your Child‟s Name? IT’S A PEOPLE DRIVEN ECONOMY… mbedded
  19. 19. Have You Googled Your Child‟s Name? A MOTHER’S ANGUISH & PLEA… l_ashleigh_hall_peter_chapman_lori_getz.php
  20. 20. Have You Googled Your Child‟s Name? YOU WANT TO DO WHAT TO MY DAUGHTER?
  21. 21. Have You Googled Your Child‟s Name? TAKING A STAND: PARENT ALERT
  22. 22. Internet Trends, Kids and Cyber danger… Chapter Three Social Media Trends
  23. 23. Current Trends, Kids Social Media  Social engagement and entertainment is not just on computers and laptop its on mobile devices and smart phones  A phone is not a phone in the hands of kids  Texting  Cameras  Gaming consoles  Video players  MP3 player
  24. 24. Current Trends Kids and Social Media • 93% of American teens (12 to 17 year-olds) use the Internet • 73% of American teens use social networking sites • 75% of American teens own cell phones • 50% of parents do not apply parental controls offered by service providers Amanda Lenhart, Pew Internet and American Life Project, February 4, 2010
  25. 25. Kids, Social Media and Current Trends • 27% -twelve to fifteen-year olds believe search engines only return results from sites with accurate and truthful information • 40% -eight to eleven-year-olds believed that most or all of the information found on social networking sites was true • 27% -twelve to fifteen-year olds believe search engines only return results from sites with accurate and truthful information
  26. 26. 2007 Internet Safety Report* Online Youth Risk Top Two Findings: 1. Sexual Predators on and offline 2. Peer bullying and harassment on and offline Online Youth Safety: • Physical Safety-freedom from physical harm • Psychological Safety-freedom from cruelty, harassment and potential harmful materials • Reputational Safety-freedom from unwanted social, legal, professional harm with life long consequences • Identity Safety-freedom from identity theft, personal, property, community * 2007 Study Archives of Pediatric and Adolescent Medicine
  27. 27. The Youth Voice Project • • • • • National Survey of Students Grades 5-12 Twenty-five schools Twelve states N=11,893 students completed the survey Twenty-two % reported victimization – 46% Mild – 36 % Moderate – 11% Severe – 7% Very Severe felt unsafe • N=2,614 those who were victimized – Majority students traumatized 6-8 grades Stan Davis and Charisse Nixon Ph.D.
  28. 28. The Youth Voice Project • Focus of mistreatment reported – 55% Looks – 37% Body shape – 16% Race • Self action – 75% Pretend it doesn’t bother me – 42% Told an adult @ school • Makes it better – Tell a friend – Told an adult at home
  29. 29. 2008 Cyber-bullying Findings Middle school students • 82% said the person who bullied them via technology was from – – – – 26% 21% 20% 12% their school a friend ex-friend ex-boy or girlfriend • 19% of teens say they have been victims of cyber-bullying • 10% report they‟ve cyber-bullied someone else
  30. 30. Keep lines of communication open • • • • • Listen carefully to what teens are talking about Define agreed upon social media ground rules Review social networking sites Educate your child to the signs of bullying Talk about your values around privacy confidentiality and security • Walk a fine line between care-giver and over protective parent
  31. 31. Signs of Cyber-bullying • Behavior that includes (email, chat, IM, blog, social networking sites): – – – – • • • • Teasing Lying Making fun, being rude Threatening Same as real world usually a link between the two Focus is on psychological bullying Anonymity Peer based
  32. 32. Cyber-bullying Dangers • Easy to impersonate, gain someone‟s trust and turn on them • More difficult to stop a cyber-bully • Emotional violence can be more damaging than physical violence • Long term effects as gossip, lies, photos and videos stay long after bruises fade • Follow people into the home, which would normally be considered a safe haven from this type of activity
  33. 33. Combat Cyber-Stalking • • • • • • Do not respond or engage a stalker Contact your service provider explain situation Change your phone, email and cell numbers Ask to block-trace phone Contact ISP to report abuse and close the account Change your email to a non-descript string that does not identify you. • Activate all security settings on social networking sites and email accounts
  34. 34. Current Solutions It‟s not a matter of targeting cell phones, it‟s a matter of targeting responsible use of electronic communication and it‟s a fine line….. Principal, Robert Stevens York ME High School Cyber-bullying Threats
  35. 35. Vision for the future “We have to work harder with our students to make certain that they understand their responsibility as ethical citizens…..” Maryann Minard Director of Curriculum York School Bullying-grow „endless school yard‟
  36. 36. Bottom Line “The best course of action is education and communication – educate students as to safe practices on the Internet, educate teachers and parents as to the potential dangers, and encourage parents to communicate with and monitor their children‟s online social networking activities. .”
  37. 37. Parents Do you Know? Chapter Four Facebook Trends and Security
  38. 38. Social Media Phenomenon • Facebook US user base grew from 42 million to 103 million in 2009. That‟s a 144.9% growth rate! • The 35+ demographic now represents more than 30% of the entire user base. • The 55+ audience grew a whopping 922.7% in 2009.
  39. 39. Average user… • Has 130 friends on the site • Sends 8 friend requests per month • Spends more than 55 minutes per day on Facebook • Writes 25 comments on Facebook content each month • Becomes a fan of 4 Pages each month • Is invited to 3 events per month • Is a member of 13 groups
  40. 40. Account Best Practices • • • • • Social media presence minimum age- 13 Set up social media accounts with your kids Know their usernames & passwords Implement privacy settings Discuss the importance of privacy and a valuesbased approach to a social networking profile • Decide together on the ground rules
  41. 41. Best Practices • Friend your kid‟s Facebook page – If they ask why, question why they are objecting • Join your child‟s FB groups • Conduct regular sweeps of your kid‟s walls, posts and photos • Determine their number of friends and group types • Make sure they friend people they know personally
  42. 42. Profile Basic • Account Settings –Name, Username –Email, Security Question • Privacy Settings –Profile –Contact –Applications –Search –Block List
  43. 43. Profile Components • Wall-A place where different friends can post information, images and links to a user's profile • Info - A place within a user's profile containing personal information such as interests, photographs, networks, birthday information, etc • Photos - Pictures that are 'tagged' or 'untagged' on facebook, linking an individual or group in a photograph to a specific facebook profile or group
  44. 44. Components • Applications - Additional features on Facebook where users can connect and share information, goods and services • Games - Popular games such as Farmville allow users to play games on facebook • Ads and Pages - Vendors can advertise products and services on facebook • Friends - Users who have accepted mutual access to each other's profile • Groups - A place where users can connect to form groups about ideas, common interests, beliefs, etc.
  45. 45. Components • News Feed- A hub altering a user on recent activity submitted by the individual's network • Messages - Similar to an e-mail account, a medium of exchanging messages between individuals and groups • Events - An application that allows a user to invite friends to an event that is organized conveniently through Facebook • Friends - Users who have accepted mutual access to each other's profile • Chat-users who can talk simultaneously with friends who are on facebook
  46. 46. Login Page
  47. 47. Profile Home
  48. 48. Profile Page
  49. 49. Account Settings
  50. 50. Account Settings
  51. 51. Privacy Settings
  52. 52. Privacy Settings
  53. 53. Privacy Settings
  54. 54. News Feed and Chat
  55. 55. Profile and Wall
  56. 56. Profile and Info
  57. 57. Profile and Photos
  58. 58. Social Media Best Practices for Parents Chapter Five Monitors Controls and Restrictions
  59. 59. Social Media & Youth Reality • • • • • • No one size fits all solutions Social Media is embedded in kids day to day experiences Off line has merged with online Develop mutually agreed upon ground rules, best practices Create a tool box; leverage you child‟s tech expertise Establish parental controls on email, networking sites and mobile devices • New tools require new rules • Keep an eye on child‟s social networking activities
  60. 60. 2010 Online Safety Technology Observations and Suggestions • Parental controls technology continue to evolve rapidly • Parental styles are strongly related to online experiences, behaviors and attitudes • Online risk correlates with off-line risk- harm prevention needs to be tailored to risk • Increase collaboration between and among market place, parents, educators, mentors and kids • Encourage national media literacy program K-12 • Promote digital citizenship • Create digital literacy corps for schools and communities Online Safety and Technology Working Group, June 2010 Report
  61. 61. Children Social Media Best Practices • Decided on cyber-ground rules • Discuss with your kids the reasons for parental controls and monitoring • Set agreement on the number of hours per day on – – – – Phone/Texting Computer Television Gaming • Define mutually agreed upon consequences • Follow through
  62. 62. Children Social Media Best Practices • Listen to your child • A mobile phone is a lifeline for teens and a communication tool for parents • Define appropriate age for a social networking presence • Explain to your child the value of privacy (nothing on social media is private)  Create a social networking and mobile device contract  Know the social networking policies of your school and your child‟s friends
  63. 63. Children Social Media Best Practices • • • • Set boundaries: supervise time and duration Control social networking accounts and passwords Set security settings and review them frequently Keep laptop/computer in family room with monitor facing out don‟t go to bed with cell-smart phone • Limit friends to those known personally • Go through friend list to make sure child knows the people on the list personally • Set posting-photo standards - kids are impulsive about what they write on social networking sites – the results last forever
  64. 64. Nielson Reports Parental Controls & Restrictions • 59% are not allowed to download anything that adds to monthly charges • 42% are not allowed to bring the phone to the dinner table • 40% have to maintain a certain grade • 36% can only dial-receive calls from people parent knows • 35% are not allowed to make calls until homework is done • 33% are allowed a limited number of voice minutes per month • 31% are not allowed to take phone to school Source: Nielsen Mobile Kids Insights Q1 2009
  65. 65. Nielson Reports Parental Controls Restrictions • 26% are allowed a limited number of text messages per month • 26% have to keep phone on at all times to use location services • 20% are limited spending on voice service each month • 16% have to do chores to help pay for bill • 13% are limited to emergencies uses only • 13% are other types of restrictions • 5% no restrictions Source: Nielsen Mobile Kids Insights Q1 2009
  66. 66. Types of Parental Controls • Independent “Client-side” Filters and Monitoring Tools-block access to adult content, impose time constraints on computer and Internet usage with options: – View web sites, email, IM, to exact key strokes • ISP –Integrated Controls and Filtering Tools- suite of onlinesecurity tools collect information: – Web sites, social networking, photo-hosting sites, blogs and message boards • Digital Footprint Searches-online services that keep track of children‟s whereabouts and provide Internet reports: – Keeps tabs on View web sites, email, IM, social networking, photo-hosting sites, blogs and message boards • Operating System and Web Browser Controls-companies such as Microsoft and Apple are integrating controls in their web browsers. Online Safety and Technology Working Group June 2010 Report
  67. 67. Types of Parental Controls • “Safe Search” Engine Filters-search engines and video-sharing providers i.e. YouTube “offer safe search” filters • Web Portals for Kids- “Walled Gardens”-restricts web content which prevents children from stumbling onto inappropriate content • Device Box Embedded Controls-consumer electronics add in parent controls to their hardware: – Video game consoles, DVD players, wireless routers, mobile media devices, phones, cable and satellite boxes • Ratings and Labeling Schemes- technologies listed above refer to a rating and label system: – Motion Picture Association of America (MPAA) – Entertainment Software Rating Board (ESRB) – Recording Industry Association of America (RIAA) Online Safety and Technology Working Group June 2010 Report
  68. 68. Parental Role and Responsibility • Minors require parental/guardian supervision in their online activities – Monitoring – Filtering – Blocking – Combination • Time restrictions create expectation and boundaries • Digital training wheels for children • Define core digital values – Security – Privacy – Confidentiality – Social Media branding and profile Online Safety and Technology Working Group June 2010 Report
  69. 69. Parental Restriction Effectiveness • Complicated marketplace technology and parental needs (content, parental demand and concern) are always changing • Measure effectiveness beyond collecting and tallying data • New measurements: – Ease by which parents can find products and services – Efficacy of each tool to do what it claims – Likelihood parents will use it for its intended use – Ability of parents to understand the product and to use it – Flexibility of the product to deal with the child‟s age and skill Online Safety and Technology Working Group June 2010 Report
  70. 70. Parents on Parental Controls • What are your attitudes toward technology? • What concerns do you have about your children‟s technology use? • What type of public awareness, education and training do you wish you and your children had access to? • How do you think attitude affects use of parental empowerment tools? • What tools would you like created to address these concerns? • What values are core to a digital world? Dan Snowden, CTIA Online Safety and Technology Working Group June 2010 Report
  71. 71. A Values-based Approach to Social Media Chapter Six Promoting cyber core values- safety practices digital citizenship –Social Media literacy
  72. 72. Social Media Voicing Values • Assumption most people want to voice and act on their values 1 • Social Media provides a voice • People flock to be heard • Many are unclear about their core values or what conflicts with them • Social networking is a vehicle to act on values and react to conflict • Less about right from wrong-ethical dilemma • Voice and act on values appropriately on Social Media sites 1 Gentile, Mary C. “Giving Voice to Values, How to Speak Your Mind When you Know What‟s Right”, Yale Press, 2010.
  73. 73. Building Social Media Critical Thinking • Posting inappropriate, incriminating content and videos on social networking sites impacts present and future: – Personal and professional relationships – College acceptance – Employer approval and job opportunities • Develop skills on: – Posted, shared, produced, consumed and uploaded content – Protection from cyber-predatory behavior, bullying and phishing scams – Privacy, security and confidentiality – Identity theft and stalking Online Safety and Technology Working Group June 2010 Report
  74. 74. Children Internet Privacy Balance • What is the right balance between invasion of privacy and the evolving challenges presented by the Internet? • Do you agree posting on a social networking page is akin to a diary? • Do you agree not installing spyware is similar to negligence? • What are your values around online privacy, confidentiality, security? After reading “The Undercover Parent”: What did the author mean not to confuse government with family? What does that mean? Do you agree? Do you think installing spyware is being over protective or intrusive? Do you agree that parental blocks are not enough? What is the primary motivation for monitoring kids activities online?
  75. 75. Parental Recommendations 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Regular face to face communication time with your kids Create mutually agreed upon rules -time and usage Friend your kids face book page Friend the parents of your kids‟ friends PC and cell phones to be used in common family area Monitor tweets, YouTube, Facebook posting & videos Monitor cell phone bill Random cell phone checks Check the browser history Shut it down completely one day a week for family time
  76. 76. A Values-based Social Media Profile Social Media profile elements: – Describe your values, interests and hobbies. Do not include personal information or family history – Discuss your passions and character. Do not discuss private individual and family matters? This includes personal private relationships of friends and family – Characterize your strengths and influences. Do not provide confidential information to anyone you do not know personally and trust
  77. 77. Social Media Branding Personal Profile 1. Core Values: what we stand for and all we do 2. Pillars: the foundation to sustain and fortify the brand 3. Promise: paves the way to brand meaning and direction 4. Aspirations: how we compete for the future 5. Brand Characteristics: our actions, words, and overall behavior 6. Opportunities: embrace a path to greater relevance 7. Culture: we are all in this together 8. Personality: how would others describe you?
  78. 78. Unify Core-Cyber Values • Determine personal and professional core strengths and values – What do you value most? – What do you value in relationships? – What motivates and drives your passion? • Define cyber core values – What qualities define good cyber-citizenship? – Why is it important to know friends personally before accepting a friend‟s request? – What are the requirements for acceptance into your network? • Find people who share your values – What stories do you share? – What do you want people to know about you? – What motivates you to join groups?
  79. 79. Cyber-Core Values • Discuss on and offline core values and their importance: – Privacy (do not share personal data elements: home town, address, ssn, dob, mother‟s maiden name ) – Confidentiality (keep personal and private matters off social networking sites) – Security and safety (control site login, password, account security settings) – “Friending”(define off and online-friendship, acquaintance) • Talk about consequences when values are compromised on and off line- Donny Claxton message
  80. 80. Social Media Core Values • Identify personal values: friendship, safety, security, confidentiality, bullying, word of mouth, branding and reputation, agreement on photo and video release • Generate a positive values-based social networking profile • Recognize and respect individual and family core cyber-values and limits • Blend off and online experiences and relationships • Foster authentic, positive connections and productive relationships online and off • Generate clear boundaries and expectations
  81. 81. Social Media Safety Values  Do not post personal information, such as cell phone number, address, or the name of school or school team  Never give out password to anyone  Never meet in person with anyone you first “met” on a social networking site. Some people may not be whom they say they are  Reconsider posting your photos  Never respond to harassing or rude comments posted on your profile
  82. 82. Social Media Safety Values  Check the privacy settings on sites that you use:   Set privacy so that people can only be added as your friend if you approve it Set privacy so that people can only view your profile if you have approved them as a friend  Protect your friends do not post names, passwords, ages, phone numbers, school names, or locations  Do not post plans, travel and activities on your site  Online posts are not private  If you don‟t have anything good to say..don‟t post!
  83. 83. Social Media Literacy • Learn about Social Media and Internet use policies at school and at work • Become skilled at – Social networking policies and privacy settings – Types of posted, shared, produced and uploaded content – Protection from predatory behavior and phishing scams – Shield from identity theft – Report abusive and bullying behavior to service providers • Digital citizenship + social media literacy = online safety 2.0? Online Safety and Technology Working Group June 2010 Report
  84. 84. Nine Elements of Digital Citizenship Participate in a self assessment on appropriate, responsible digital behavior with regard to technology use: • Literacy: process of teaching and learning about technology and the use of technology • Access: full electronic participation in society • Commerce: electronic buying and selling of goods • Law: electronic responsibility for actions and deeds • Rights & Responsibilities: those freedoms extended to everyone in a digital world • Health & Wellness: physical and psychological well-being in a digital technology world • Security (self-protection): electronic precautions to guarantee safety
  85. 85. Digital Citizenship License Digital Manners (Etiquette) 1. Having your cell phone turned on during school hours is: • a. a bad idea because it might disturb others • b. a good idea for keeping in touch with parents • c. no “big deal” because everyone else does it • d. your choice if it doesn‟t affect anyone else Digital Messages (Communication) 2. When writing on a blog, should I share my secrets? • a. sure, a blog is like a diary, so this is where I should put them • b. it doesn‟t matter, only my friends read my blog • c. no, the blog is open to anyone who has access to the Internet • d. as long as no one knows my true identity
  86. 86. Digital Citizenship License Digital Learning (Literacy) 3. When learning about technology in school, it is important for you to know: • a. the rules for using technology • b. how to work with others when using the technology • c. how the different technologies are used • d. all the above Digital Inclusion (Access) 4. Students with disabilities (those who aren‟t able to see, hear, or walk): • a. can‟t use technology • b. should have the same opportunities as others to use technology • c. are not able to understand and learn about technology • d. have no reason to use technology
  87. 87. Digital Citizenship License Digital Business (Commerce) 5. If you buy things on the Internet, you should: • a. think twice about buying online, because all sites are dangerous • b. follow what your friends say about where to buy • c. find the first site with what you want and buy it • d. first check to see if the site is safe and secure when buying something Digital Trust (Law) 6. When looking at graphics and text from the Internet: • a. take whatever you want because the purpose of the Internet • b. ask your friends for places to find material you can copy • c. ask for permission to use the information before using them • d. avoid it because all the information on the Internet is false
  88. 88. Digital Citizenship License Digital Privileges (Rights & Responsibilities) 7. When using a new technology in class, you should: • a. do what ever you want because no one ever checks • b. ask teachers and parents about what can be done • c. figure out ways that you can have fun with it • d. ask your friends because they know about technology Digital Protection (Health/Wellness) 8. How I work with technology (i.e., sitting, laying, stooping at the desk, floor, or sofa): • a. doesn‟t matter as long as I am comfortable • b. depends on where I am • c. isn‟t something that I need to be concerned about • d. shouldn‟t be ignored
  89. 89. Digital Citizenship License Digital Precaution (Security) 9. When dealing with people online, giving personal information is: • a. okay as long these people live far away • b. never a good idea, no matter the reason • c. fine as long as the people are nice • d. nothing to worry about
  90. 90. Digital License Answer Sheet Are you eligible for a digital license? • #1 -A Many schools are allowing students to have cell phones in schools for safety, but are requiring that they be turned off or silenced during the school day. This keeps students focused on doing the right things in school • #2 -C Blogs are open to anyone on the Internet. Many users think that they are like diaries (and used as such) that students should share their thoughts on the blog. Blogs can be useful tools to share information, but users need to be careful what they share • #3 -D Technology affords many opportunities for students to learn beyond the classroom. But there must be an understanding of how to use the technologies first
  91. 91. Digital License Answer Sheet • #4 -B Students with disabilities should have opportunities to work and learn with technology. Some students may need special technology tools to provide this opportunity (e.g., screen readers, special input devices, speech to text converters) • #5 -D Purchasing goods and services online needs to be taken seriously. Make sure the site is secure by checking it over (e.g., does it have secure access only, ask only questions that are appropriate for the purchase, have alternate ways to contact the company) • #6 -C Students need to realize that when “borrowing” anything from the Internet that its use is restricted by the owner (unless stated otherwise). All content taken from the web should be cited appropriately
  92. 92. Digital License Answer Sheet • #7 - B Users have certain rights and responsibilities when using technology. It is important to know what is appropriate and what is not appropriate before using technology • #8 - D Users often don‟t think about safety physical habits until they hurt themselves. How you use technology today can have a big impact on how you are going to be able to use it in the future • #9 -B It is easy to act differently online than face-to-face. Students need to make sure that private information remains private To learn more about digital citizenship, review exams and participate in activities visit:
  93. 93. Digital Citizenship Compass Download digital compass activity at site below • What are your concerns respect to technology usage? • Do kids think about their technology use differently than adults? • How do we begin the discussion with our children on what should be considered appropriate or not with regard to technology? • What is the age to learn about appropriate technology use? • What basic information should we know about the appropriate use of technology?
  94. 94. 21st Literacy Social Media Skills With one billion people on the Internet four billion on cell phones most important skills to have: • Multi-tasking and focused attention know the difference and when to use them • Participation-blogging, networking, connecting and engaging • Collaboration-taking engagement to the next level with action and making things happen • Network savvy-ability to connect and foster connection • Critical consumption- search, sift, identify sites and tweets for accuracy and quality of content
  95. 95. Final Thoughts “ Online safety is a journey not a destination…” “A holistic approach must be taken in order for us to have significant impact on the online safety of our nation‟s youth..” “Youth can benefit from adults being more open to forms of experimentation with digital technology…” “Parents and teachers report they don‟t understand digital technology, much less teach digital literacy…” Hemanshu Nigam, Co-Chair Online Safety and Technology Group June, 2010
  96. 96. Support for Parents Common Sense Guidelines Safe Kids New Social Networking Site Worrying Parents, Educators Social Rupture Chatroullete Facebook Security
  97. 97. Social Media Web Resources uth-safety-on-a-living-internet-report-of-the-online-safetyand-technology-working-group/!/help/?safety=teens
  98. 98. Social Media Web Resources -in-kind/
  99. 99. References and Web Resources Chapter One James, Carrie, Our Space: Being a Responsible Citizen of the Digital World. Harvard University School of Education. Rosen, Larry, D. Rewired, Understanding the I-generation and the Way They Learn
  100. 100. References and Web Resources Chapter Two all_peter_chapman_lori_getz.php all_peter_chapman_lori_getz.php
  101. 101. References and Web Resources Chapter Three Amanda Lenhart, Pew Internet and American Life Project, February 4, 2010 Chapter Four
  102. 102. References and Web Resources Chapter Five Watkins, Craig, S. The Young & Digital, What the Migration to Social-Network sites, Games, and Anytime, Anywhere Media Means for Our Future, Beacon Press, 2009 Chapter Six Gentile, Mary C. “Giving Voice to Values, How to Speak Your Mind When you Know What‟s Right”, Yale Press, 2010 Giovagnoli, Melissa, Carter-Miller. Jocelyn, Networlding, Building Relationships and Opportunities for Success.
  103. 103. Continue the conversation.. Let’s create a values-based approach to Social Media Join me on 1. Facebook 2. Sign up to my news letter 3. Send me comments