An Acceptable Use Policy Power Point

1. ACCEPTABLE USE POLICY
for EDUCATIONAL TECHNOLOGY
EIT 710 w201
DAUKANTAS,2011

2. Module Activity
Culp, K.M., Honey, M., and Mandinach, E.
(2003). A retrospective on twenty years of
education technology policy. Washington,
DC: U.S. Department of Education.
Available at:
http://www.nationaledtechplan.org/participate/20years.pd
This activity describes how to develop
an acceptable use policy, suggestions for
getting community support for this
policy, and references to other resources
available on the development and
implementation of these policies.
A sample form:
http://www.cybercrime.gov/rules/acceptableUsePolicy.htm

3. Community AUP
While each community must decide for itself what it feels is
appropriate use of technology, there are many helpful
resources available on the Internet that can guide the creation
and implementation of an acceptable use policy for schools.
In addition to the resources in the Internet Resources section
below, school personnel may wish to consider the following
issues when developing an acceptable use policy:
Get broad support for any acceptable use policy. Ideally, a
school board should be directly involved in establishing any
acceptable use policy adopted by a school district. Since the
issues around restrictions to resources are often controversial,
school board members (who are elected officials) will be
held accountable for whatever policy restrictions are
implemented.
Supportive AUP’S should be drafted by
teams involving board members, teachers,
parents, and others in the community

4. A TEACHER’S INVISIBLE
GUIDE IN THE CLASSROOM
Bringing technology into the classroom can be a powerful, If not frightening,
process. Along with all the wonderful resources available on the Internet there are
some things parents and teachers may not want their children and students to
experience..
Many communities are implementing policies that guide student, teacher, and
staff use of technological resources so as to limit liability and restrict access to those
resources that are deemed "appropriate" for educational use. Restricting access to
resources brings up concerns of censorship. School districts need to address these
concerns by thinking carefully about what they want their students to have access to,
how they want to restrict access (assuming they do), and what they will do when
students gain access to materials deemed inappropriate
Here is a sample : Just click on and view:
http://www.edu-cyberpg.com/Teachers/pic_release.html
http://www.ncrel.org/sdrs/areas/issues/meth
ods/technlg(http://www.ncrel.org/sdrs/areas
/issues/methods/technlgy/te800.htm
y/te800.htm

5. A TEACHERS AUP
DIAGRAM
Reflect on the impact of an AUP
on the school system and student
learning:
Module Terminology
What restriction of Filtering and Monitoring
might be infringements
on individual free speech?
Is monitoring school e-mail messages
a violation of personal privacy?
Who is ultimately responsible for
student behavior in the school?
What legal obligations do school systems
have for the behavior of their students?

6. STUDENT CONTRACT  A Hypothetical Community Meeting
 Narrative: A form letter sent to the parents of the Community of Learners
is as follows:
 “Dear Parents, your child --------- -------- is a student at the Richard J.
Murphy Elementary school, I have invited you to attend a Community
Discussion concerning your children. We are designing a Digital
Citizenship course at the R.J. Murphy Elementary school. The learning
designs and the role of technology within the city wide standards and
frameworks are being created for Course on digital Citizenship . I want to
discuss with you, the opportunity of having your child participate in their
digital citizenship, earn a certificate and engage in wholesome activities
on the Internet .
 We would like the meeting to be held at the Leahy-Holloran Community
Resource Center on April 15th, 2010. Refreshments will be served and a
Parent/ Community Forum will hear the speakers introduce the topic of
Digital Citizenship: http://www.digitalcitizenshiped.com
A form letter sent to the parents of the
Community of Learners is included .
Introducing the Informational Technology policy
request students to sign an agreement form.
The School will recognize that the students
understand Internet policy.

7. AUP POLICY Students sending or receiving explicit sexual messages.
Students accessing explicit content in an unsupervised
situation.
Restricting access to objectionable materials by means of
software used by teachers, students, and staff.
Student contact with questionable people.
Objectionable student behavior.
Destructive student behavior.
School’s generally have an AUP
posted at key locations including a
Teacher’s Classroom . The posted AUP
should make clear the School’s rules
and implementation of acceptable use
with digital technology. Violations of
AUP policy include :

8. AUP impact on the School system and student
learning:
What restrictions might be infringements on
individual free speech?
Is monitoring school e-mail messages a violation
of personal privacy?
Who is ultimately responsible for student
behavior in the school?
What legal obligations do school systems have
for the behavior of their students?
AUP IMPACT
By informing the parents and interested parties that
technology, the practice of scaffolding instruction
can be appropriately achieved by being informed
about the nine elements of digital citizenship.

9. Digital Access
.
Digital Access: full electronic
participation in society. Technology
users need to be aware of and support
electronic access for all to create a
foundation for Digital Citizenship.
Digital exclusion of any kind does not
enhance the growth of users in an
electronic society.
All people should have fair access to technology no matter
who they are. Places or organizations with limited
connectivity need to be addressed as well. To become
productive citizens, we need to be committed to equal digital
access, http://www.digitalcitizenship.net/ November, A.
(2006), p.23

10. Digital Commerce
Digital Commerce: electronic buying
and selling of goods. Technology users need
to understand that a large share of market
economy is being done electronically.
Legitimate and legal exchanges are
occurring, but the buyer or seller need to be
aware of the issues associated with it. The
mainstream availability of Internet
purchases of toys, clothing, cars, food, etc.
has become commonplace to many users.
At the same time, an equal amount of illegal/immoral goods
and services are surfacing such as pornography and gambling.
Users need to learn about how to be effective consumers in a
new digital economy. Digital Commerce,
http://www.digitalcitizenship.net/ November, A. (2006),
p.23

11. Digital
Communication
The expanding digital communication options have
changed everything because people are able to keep in
constant communication with anyone else. Now everyone
has the opportunity to communicate and collaborate with
anyone from anywhere and anytime. Unfortunately, many
users have not been taught how to make appropriate
decisions when faced with so many different digital
communication options. http://www.digitalcitizenship.net/
November, A. (2006), p.23
Digital Communication: electronic exchange of
information. One of the significant changes within the
digital revolution is a person’s ability to communicate with
other people. In the 19th century, forms of communication
were limited. In the 21st century, communication options
have exploded to offer a wide variety of choices (e.g., e-
mail, cellular phones, instant messaging)..

12. Digital Literacy: Digital Literacy: process of teaching and learning about
technology and the use of technology.
While schools have made great progress in the area of technology
infusion, much remains to be done. A renewed focus must be
made on what technologies must be taught as well as how it
should be used. New technologies are finding their way into the
work place that are not being used in schools (e.g.,
videoconferencing, online sharing spaces such as wikis).
http://www.digitalcitizenship.net/ November, A. (2006), p.23
Digital Citizenship involves educating
people in a new way— these individuals
need a high degree of information
literacy skills , many users have not been
taught how to make appropriate decisions
when faced with so many different digital
communication options.

13. Digital Etiquette
Digital Etiquette: electronic standards of
conduct or procedure.
Technology users often see this area as one of
the most pressing problems when dealing with
Digital Citizenship. We recognize inappropriate
behavior when we see it, but before people use
technology they do not learn digital etiquette
(i.e., appropriate conduct). Many people feel
uncomfortable talking to others about their
digital etiquette. Often rules and regulations are
created or the technology is simply banned to
stop inappropriate use. It is not enough to create
rules and policy, we must teach everyone to
become responsible digital citizens in this new
society.
Often rules and regulations are created or the technology is
simply banned to stop inappropriate use. It is not enough to create
rules and policy, we must teach everyone to become responsible
digital citizens in this new society.
http://www.digitalcitizenship.net/ November, A. (2006), p.23

14. Digital Law
There are certain rules of society that users need to be aware in
a ethical society. These laws apply to anyone who works or plays
online. Hacking into others information, downloading illegal
music, plagiarizing, creating destructive worms, viruses or
creating Trojan Horses, sending spam, or stealing anyone’s
identify or property is unethical.
http://www.digitalcitizenship.net/ November, A. (2006), p.23
Digital Law: electronic responsibility
for actions and deeds
Digital law deals with the ethics of
technology within a society. Unethical
use manifests itself in form of theft
and/or crime. Ethical use manifests
itself in the form of abiding by the laws
of society. Users need to understand
that stealing or causing damage to
other people’s work, identity, or
property

15. Digital Rights &
Responsibilities
Digital Rights & Responsibilities: those
freedoms extended to everyone in a digital
world.
Just as in the American Constitution where there
is a Bill of Rights, there is a basic set of rights
extended to every digital citizen. Digital citizens
have the right to privacy, free speech, etc. Basic
digital rights must be addressed, discussed, and
understood in the digital world. With these
rights also come responsibilities as well. Users
must help define how the technology is to be
used in an appropriate manner. In a digital
society these two areas must work together for
everyone to be productive.
Basic digital rights must be addressed, discussed, and
understood in the digital world. With these rights also come
responsibilities as well. Users must help define how the technology
is to be used in an appropriate manner. In a digital society these two
areas must work together for everyone to be productive.
http://ww.digitalcitizenship.net/ ,November, A. (2006), p.23

16. Digital Health &
Wellness
Digital Health & Wellness: physical and
psychological well-being in a digital technology
world.
Eye safety, repetitive stress syndrome, and
sound ergonomic practices are issues that need
to be addressed in a new technological world..
Beyond the physical issues are those of the psychological issues that are
becoming more prevalent such as Internet addiction. Users need to be taught
that there inherent dangers of technology. Digital Citizenship includes a culture
where technology users are taught how to protect themselves through education
and training. http://www.digitalcitizenship.net/, November, A .(2008)

17. Digital Security
The same must be true for the digital security. We need to have
virus protection, backups of data, and surge control of our
equipment. As responsible citizens, we must protect our
information from outside forces that might cause disruption
or harm. http://www.digitalcitizenship.net/ November, A.
(2006), p.23
Digital Security (self-protection):
electronic precautions to guarantee safety.
In any society, there are individuals who
steal, deface, or disrupt other people. The
same is true for the digital community. It is
not enough to trust other members in the
community for our own safety. In our own
homes, we put locks on our doors and fire
alarms in our houses to provide some level
of protection. harm.

18. Internet Resources
 Internet Resources
 Armadillo's acceptable use policies
 [http://www.rice.edu/armadillo/Rice/Resources/acceptable.html
 An extensive set of resources on acceptable use policies at Rice University.
 ERIC's list of acceptable use resources
 [gopher://ericir.syr.edu:70/11/Guides/Agreements]
 A list of acceptable use resources.
 GSN acceptable use policies
 [http://www.gsn.org/web/tutorial/issues/aupsampl.htm#begin
 Another list of actual acceptable use policies at the Global SchoolNet Foundation.
 K-12 acceptable use policies
 httphttp://www.gsn.org/web/tutorial/issues/aupsampl.htm#beginwww.erehwon.com/k12aup/]
 An excellent starting point by Nancy Willard at Internet Marketing Services for learning about
acceptable use policies, including templates for students, employees, guests, etc.
 MO DESE Technology Network Project
 [http://services.dese.state.mo.us/projconnect.html
 The project CONNECT Website, which contains acceptable use policies (AUP's) from a variety of
school systems.
 Merced County Office of Education, acceptable use policy information
 [http://www.merced.k12.ca.us/accept.txt
 An acceptable use policy at Merced County Office of Education.
 Rice acceptable use policy resources
 gopher://riceinfo.rice.edu:8002/7?acceptable]
 More resources at Rice University (Gopher) on acceptable use policies
Writing with Resources: A guide for
Harvard students. Retrieved January,
29th, 2010 from [PDF] Writing with
Internet Sources. Expository Writing
Program Harvard College 8 Prescott
Street Cambridge, MA 02138
http://www.fas.harvard.edu/~expos