This document discusses challenges and best practices for teaching elementary students about internet privacy and social media use. It provides guidance on focusing teaching on developing positive values and decision making, informing students about privacy settings, and using tools like the "THINK" rule to promote thoughtful online expression. The document also recommends guiding students to navigate the expanding social media landscape and notes that banning these platforms is not an option, as they can extend learning beyond the classroom when used appropriately.

1. Elementary Teacher Applications
Follow school board policies while engaging in online activities
and be an advocate for change in policy.

2. There continues to be a lot of difficult conversations taking place
in schools surrounding social media. While I understand the
default solution for individuals who have any formal legal
training is to deny access to these resources and/or to create
policies that prohibit students and teachers from interacting on
these platforms, I disagree strongly with these decisions
because they inhibit learning.
Larkin (2013)
http://edtechteacher.org/blog/2013/06/the-social-media-dilemma-facing-schools-from-patrick/
Elementary Applications

3. "As elementary level teachers, we are charged not just with
teaching academics, but teaching social skills as well."
Hertz (2011)
http://www.edutopia.org/blog/digital-citizenship-mary-beth-hertz
"Youth need guidance in online as much as offline expression
and sociality."
Collier (2010)
http://www.netfamilynews.org/ostwg-report-why-a-living-internet
Elementary

4. • Elementary students are developing emotional maturity
which is why Internet privacy can be difficult.
• Students use the Internet in seclusion, however when they
post their information it goes out to everybody.
• Elementary students might not understand that technology is
continually changing.
• The Golden Rule: Digital activity is public and permanent
DeFranco, J.F., (2011, May). Teaching internet security, safety in our classrooms. Techniques. Retrieved from www.acteonline.org
Guerry, R. (2012). Building a Digital Consciousness: Make" Public and Permanent" the Golden Rule. Education Digest: Essential Readings Condensed for Quick Review, 77(7), 57-59.
Obstacles in Understanding

5. • Focus on teaching appropriate values, beliefs, attitudes and
positive decision making
• Teach privacy awareness and not just prevention
• Inform students of privacy settings, but focus on teaching
students to think before they post
• Use the Think rule:
T: is it True
H: is it Helpful
I: does it Inspire confidence
N: is it Necessary
K: is it Kind
What Should We Do First?
DeFranco, J.F., (2011, May). Teaching internet security, safety in our classrooms. Techniques. Retrieved from www.acteonline.org
Guerry, R. (2012). Building a Digital Consciousness: Make" Public and Permanent" the Golden Rule. Education Digest: Essential Readings Condensed for Quick Review, 77(7), 57-
59

6. • Social media is continually expanding
• Guide students in navigating their way through this new
and challenging environment.
• Banning social media from classrooms is not an option
• Holland (2013) gives three key reasons for the
importance of social media in elementary classrooms in
which the students
o extend beyond the four walls of the classroom
o connected, empowered learners
o start to develop their online voice
o http://www.edutopia.org/blog/introducing-social-media-lower-elementary-beth-holland
Why We Need to Teach

7. As elementary teachers it can be difficult to understand and
follow all the privacy rules and guidelines. In the link
below you will find Web 2.0 tools that can be used for
students under the age of 13.
Web 2.0 for the Under 13s crowd
Web 2.0 Tools for the Classroom

8. Division 2: Foundational Operational, Knowledge and Concept
Alberta ICT Learning
Outcomes Continued
General Outcomes Specific Outcomes
Students will demonstrate a moral and ethical
approach to the use of technology
•recognize and acknowledge the ownership of
electronic material
•use appropriate communication etiquette
Division 1: Foundational Operational, Knowledge and Concept
General Outcomes Specific Outcomes
Students will understand the role of technology as it
applies to self, work and society.
•identify how technological developments influence
one's life
•asses the personal significance of having limitless
access to information provided by communication
networks, such as the internet
Students will demonstrate a moral and ethical approach to the
use of technology.
• comply with the acceptable use policy of the school
and school authority for Internet and networked
services, including software licensing agreements
• use appropriate communication language and etiquette
• respect the privacy and products of other
• use electronic networks in an ethical manner