The document summarizes and critiques an Acceptable Use Policy (AUP) from the ***** County School System. It finds that the AUP has several strengths, including clearly stating that internet access is for educational purposes only, acknowledging the risk of inappropriate content online, providing detailed lists of acceptable and unacceptable uses, and requiring signature pages. However, it notes that the AUP is missing a definition section to clarify key terms, as recommended by experts. Overall, the document analyzes the components and effectiveness of the ***** County AUP based on industry standards for AUP policies.
Students in a Teacher College of Education Develop Educational Programs and A...oritzeichner
Students in a teacher training college in Israel have developed and taught curricula on the intelligent use of the Web. The educational programs were based on activities thematically related to the world of digital citizenship, such as the rights of the child and the Internet, identity theft, copyrights, freedom of expression and its limitations, etc. This study examines the characteristics, advantages and shortcomings of the educational approaches used by 180 students.
Most of the students chose balanced approaches for developing and teaching curricula on the subject, relating both to the benefits and dangers of using the Web. Quite a few chose a negative critical approach focusing on the dangers and harmful effects of the Internet. A marginal minority chose a positive approach stressing only on the beneficial uses of the Web. In light of the analysis of the students' reflection questionnaires, it is able to identify those factors that assist and those that inhibit the teaching of the subject based on each of the approaches. In addition, recommendations were made for optimally adapting an approach for developing and teaching sub-topics of the curricula, which enhance the advantages and reduce the disadvantages of using web.
The document summarizes the history and requirements of the Children's Internet Protection Act (CIPA). CIPA requires schools and libraries to use internet filters to block access to visual depictions that are obscene, child pornography, or harmful to minors. It was challenged in court but ultimately upheld by the Supreme Court in 2003. The act also requires libraries to adopt an internet safety policy and conduct a public meeting on the policy. Federal agencies provide guidance and funding to support compliance with CIPA requirements.
Use of information Systems in Yemeni Universities Future Vision EECJOURNAL
This document summarizes a research study examining the use of information systems in Yemeni universities. The study used a questionnaire to collect data from 224 respondents across four universities. Statistical analysis found an incomplete mediation relationship, indicating the information systems structure has an indirect impact on the relationship between information technology and performance of information systems. The study aims to highlight the need to use variable mediation analysis and disclose the indirect role of organizational information structure on the relationship between information technology and system performance.
This document discusses the digital divide hindering e-learning in Zambia. It finds that a lack of adequate investment in ICT infrastructure has led to high costs of internet services, impacting the expansion of e-learning programs in Zambia. The quality of internet is also poor, making online learning delivery challenging. Additionally, attitudes and cultural issues present barriers to e-learning. Africa has received little investment in ICT compared to other regions, negatively impacting the integration of e-learning. The paper concludes more must be done to improve investment in ICT infrastructure in Zambia to enhance the growth of e-learning.
The document discusses how learning technologies present opportunities to better meet students' expectations and learning styles. Today's students grew up with ubiquitous technology and expect to use their own devices and social media in their education. The document cites statistics showing high ownership and usage of mobile phones, social networks, and uploading images online among students. It suggests that leveraging technology requires institutions to critically reflect and work across teams to implement new systems that motivate staff and students.
How will killing Net Neutrality impact education?Jacklin Berry
Last month, the FCC voted on a plan to throw out rules against blocking or discriminating against lawful content. Republicans outnumber Democrats 3 to 2 on the commission, so barring a last-minute change of heart, the plan will likely pass. Learn how killing net neutrality will impact the education system.
This document summarizes the results of a survey on internet usage conducted at Maharshi Dayanand College Library. The survey found that most students access the internet at college or at home to work on projects, communicate via email, and update their knowledge. Faculty members primarily use the internet for knowledge updating and accessing latest journals. While respondents were generally satisfied with their ability to find information online, some noted issues like slow speeds and outdated websites. The document concludes that internet literacy training could help users access information more effectively.
This document discusses using student cell phones to support classroom instruction. It notes that a large percentage of students have cell phones and outlines some ways teachers have integrated them, including reviewing class material via text messaging, documenting assignments by taking photos or recording audio, and communicating with teachers. However, it also acknowledges challenges like cheating and inappropriate use. It suggests addressing these by setting clear rules, discussing digital safety, and gaining parent permission. The goal is to better engage and prepare students for 21st century skills by leveraging technology they already use daily.
Students in a Teacher College of Education Develop Educational Programs and A...oritzeichner
Students in a teacher training college in Israel have developed and taught curricula on the intelligent use of the Web. The educational programs were based on activities thematically related to the world of digital citizenship, such as the rights of the child and the Internet, identity theft, copyrights, freedom of expression and its limitations, etc. This study examines the characteristics, advantages and shortcomings of the educational approaches used by 180 students.
Most of the students chose balanced approaches for developing and teaching curricula on the subject, relating both to the benefits and dangers of using the Web. Quite a few chose a negative critical approach focusing on the dangers and harmful effects of the Internet. A marginal minority chose a positive approach stressing only on the beneficial uses of the Web. In light of the analysis of the students' reflection questionnaires, it is able to identify those factors that assist and those that inhibit the teaching of the subject based on each of the approaches. In addition, recommendations were made for optimally adapting an approach for developing and teaching sub-topics of the curricula, which enhance the advantages and reduce the disadvantages of using web.
The document summarizes the history and requirements of the Children's Internet Protection Act (CIPA). CIPA requires schools and libraries to use internet filters to block access to visual depictions that are obscene, child pornography, or harmful to minors. It was challenged in court but ultimately upheld by the Supreme Court in 2003. The act also requires libraries to adopt an internet safety policy and conduct a public meeting on the policy. Federal agencies provide guidance and funding to support compliance with CIPA requirements.
Use of information Systems in Yemeni Universities Future Vision EECJOURNAL
This document summarizes a research study examining the use of information systems in Yemeni universities. The study used a questionnaire to collect data from 224 respondents across four universities. Statistical analysis found an incomplete mediation relationship, indicating the information systems structure has an indirect impact on the relationship between information technology and performance of information systems. The study aims to highlight the need to use variable mediation analysis and disclose the indirect role of organizational information structure on the relationship between information technology and system performance.
This document discusses the digital divide hindering e-learning in Zambia. It finds that a lack of adequate investment in ICT infrastructure has led to high costs of internet services, impacting the expansion of e-learning programs in Zambia. The quality of internet is also poor, making online learning delivery challenging. Additionally, attitudes and cultural issues present barriers to e-learning. Africa has received little investment in ICT compared to other regions, negatively impacting the integration of e-learning. The paper concludes more must be done to improve investment in ICT infrastructure in Zambia to enhance the growth of e-learning.
The document discusses how learning technologies present opportunities to better meet students' expectations and learning styles. Today's students grew up with ubiquitous technology and expect to use their own devices and social media in their education. The document cites statistics showing high ownership and usage of mobile phones, social networks, and uploading images online among students. It suggests that leveraging technology requires institutions to critically reflect and work across teams to implement new systems that motivate staff and students.
How will killing Net Neutrality impact education?Jacklin Berry
Last month, the FCC voted on a plan to throw out rules against blocking or discriminating against lawful content. Republicans outnumber Democrats 3 to 2 on the commission, so barring a last-minute change of heart, the plan will likely pass. Learn how killing net neutrality will impact the education system.
This document summarizes the results of a survey on internet usage conducted at Maharshi Dayanand College Library. The survey found that most students access the internet at college or at home to work on projects, communicate via email, and update their knowledge. Faculty members primarily use the internet for knowledge updating and accessing latest journals. While respondents were generally satisfied with their ability to find information online, some noted issues like slow speeds and outdated websites. The document concludes that internet literacy training could help users access information more effectively.
This document discusses using student cell phones to support classroom instruction. It notes that a large percentage of students have cell phones and outlines some ways teachers have integrated them, including reviewing class material via text messaging, documenting assignments by taking photos or recording audio, and communicating with teachers. However, it also acknowledges challenges like cheating and inappropriate use. It suggests addressing these by setting clear rules, discussing digital safety, and gaining parent permission. The goal is to better engage and prepare students for 21st century skills by leveraging technology they already use daily.
The usage of internet by youngsters of gujrat city (pakistan)Alexander Decker
This document summarizes a research study on internet usage among youth in Gujrat City, Pakistan. The study used surveys and focus groups to collect data from 250 college students between ages 16-25. The results showed that most students used the internet for entertainment purposes like chatting rather than education. Male students were more likely to use internet cafes while females used email more. The study found signs that excessive internet use was causing addiction for some students, negatively impacting their studies and social lives. In conclusion, the internet was found to influence youth behavior in the city with both benefits and risks requiring awareness.
Internet usage by the teachers working in higher secondaryAlexander Decker
This document discusses a study on internet usage by teachers working in higher secondary schools and colleges in Kashmir Valley, India. The study surveyed 200 teachers across government and private higher secondary schools and colleges. It found that there were no significant differences between teachers at different types of institutions in their use of the internet for email, preparing lessons, and recreational activities. However, it did find significant differences in internet usage for seminar presentations between some groups of teachers.
Miriam College in the Philippines uses e-learning in several ways:
1) For college students, it uses platforms like Moodle and Edu2.0 to provide online content and discussion forums to supplement in-person classes.
2) It offers an open learning program for working adults, though enrollment is still low.
3) Through a partnership, it provides an online "Hope Cybrary" to teach children ages 7-12 through virtual tutoring and mentoring.
4) Its Asian University Digital Resource Network preserves and shares local knowledge across Asia through online documentation and training.
The document discusses several federal education laws that Ebenezer Elementary must comply with, including the Individuals with Disabilities Education Act (IDEA), the Children's Internet Protection Act (CIPA), and the USA Patriot Act. IDEA requires schools to meet the needs of students with disabilities through Individualized Education Programs. CIPA mandates that schools protect students online through internet filters to receive E-Rate funding. The Patriot Act allows government monitoring of library records for security purposes, which impacts student privacy at Ebenezer Elementary.
Adoption of Online Courses Teaching in Tanzania's Universities after World He...eraser Juan José Calderón
Adoption of Online Courses Teaching in Tanzania's Universities after World Health Organization Declares the COVID-19 a Pandemic Disease: Opportunities and Barriers.
Mackfallen Anasel
Mzumbe University - Department of Health Systems Management
Idda Swai
School of Public Administration and Management, Department of Local Government Management, Mzumbe University
Analysis of internet access and use by studentsKishor Satpathy
This document analyzes internet access and use among students of science and technology departments at Assam University in Silchar, India. It finds that the majority of students access the internet from home using mobile data or GPRS rather than on campus. Most students use the internet daily for purposes like email and research. However, many students face issues like slow internet speeds. The researchers suggest that the university increase internet infrastructure and provide training to help students better utilize internet resources.
Abilene Christian University (ACU) has implemented a comprehensive mobile learning initiative that provides mobile devices like iPhones and iPads to students and explores their educational benefits through research projects. ACU aims to understand how mobile technologies can enhance learning and has committed resources to empirically study their impact on student outcomes. The university supports faculty mobile learning projects and hosts an annual conference on mobile education topics. ACU's initiative has expanded with funding from AT&T to develop new research and teaching facilities.
The document summarizes research on gender inequality in access to and use of ICT in teaching and learning in Ugandan schools. The research found that while both male and female educators and students had limited overall access to computers and the internet, access tended to be even more constrained for females due to socioeconomic and cultural barriers. Barriers cited included lack of time, cost, and safety issues for females accessing ICT resources from home or internet cafes. The research concluded there is a need for gender-sensitive ICT policies and training to promote more equitable access to and use of technology in education.
1. The study found a slight gender difference in access to and use of ICTs among educators and learners in selected schools in Cameroon, with male educators and learners using ICTs more frequently.
2. Qualitative data revealed that female learners perceive ICTs as boring and for boys, and female educators feel uncomfortable in cyber cafes.
3. The study recommends training more female teachers in ICTs, increasing computer availability in schools, and allocating more time for ICT classes to improve access and use for girls and women.
Education systems and its actors are generally responding to quarantine and large-scale shutdown (partial) of cities with a sudden shift to Web-Based Learning. However, given that a pandemic of this nature and scale is novel, there is a knowledge gap as to how teachers and learners should respond to the shift, and what the likely impact and the key considerations should be. This study aims to extrapolate and theorize from the existing knowledgebase about the use of Web-Based Learning, as well as from an expert and practitioner wisdom and experience, to offer high-level guidance for policymakers and education system actors that are forced to make decisions in fast-moving and very challenging circumstances with little guidance or relevant experience. It is an early attempt at theorizing the impact of the pandemic on two key actors (Learners and Teachers) and one interface (Content), all across eight dimensions of learning. The analysis is based on Khan’s (2001) dimension of Web-Based Learning and Anderson’s (2011) Model of Online Learning. Overall, we posit based on experience and practice, that the pandemic has delivered severe shocks to both the demand and supply side of Web-Based Learning, with Leaners, Teachers, and Content all significantly affected. While we hypothesize a general drop in the quality of teaching and learning in the short run, we expect the opposite to be the case in the long run, when the demand and supply side self-correct, albeit guided by strong government and market institutions.
International Journal of Engineering Research and Applications (IJERA) is an open access online peer reviewed international journal that publishes research and review articles in the fields of Computer Science, Neural Networks, Electrical Engineering, Software Engineering, Information Technology, Mechanical Engineering, Chemical Engineering, Plastic Engineering, Food Technology, Textile Engineering, Nano Technology & science, Power Electronics, Electronics & Communication Engineering, Computational mathematics, Image processing, Civil Engineering, Structural Engineering, Environmental Engineering, VLSI Testing & Low Power VLSI Design etc.
A school is an educational institution for imparting knowledge to children. In an age where information acquisition about a school is assuming astronomical heights, the need for cost-effective and efficient information transmission methods cannot be overemphasized; hence the use of the website of a school to disseminate information is advised. This study examines the process of disseminating information on a school website using a college in the Northcentral of the six-geopolitical zone in Nigeria as a case study. A prior study of manually or locally dissemination of information in a school was carried out and its limitations are highlighted. A website that is able to handle processes like admission, comment, and newsletter has been analyzed and developed using hyper-text language, cascading style sheet, hypertext preprocessor. The study results in solving the information dissemination problem in the college with the development of an educational interactive website.
This annotated bibliography summarizes 10 research articles on collaboration between media specialists and secondary teachers to implement technology and information literacy in schools. The articles discuss the benefits of collaboration, provide models and strategies for effective collaboration, and emphasize the media specialist's role in teaching information literacy skills. Several articles highlight increased student achievement outcomes from collaboration between teachers and media specialists.
This document outlines the English department policies and guidelines for Wayne County High School. It provides details on:
1. Grading protocols and categories for tests, quizzes, homework, and exams across 9th-12th grade English classes.
2. Requirements for syllabi, textbooks, novels, and supplementary materials. Summer reading is also required for accelerated and AP classes.
3. Resources for GHSGT/EOCT test preparation, SAT prep courses, and scope and sequence outlines.
4. Pacing guides, research guidelines, and curriculum notebooks for each grade are available to teachers. Accelerated and AP course information is also included.
The document provides information and instructions for Nicole Wingate to apply for a Dollar General Back to School Grant. It outlines the application process, including sections on contact information, school details, project overview and goals, budget, and compliance. It notes a maximum request of $5,000 and that impact reports will be required if funding is received.
This unit was designed for kindergarten students to learn about rhyming words through reading the book "I'm a Duck!" over multiple lessons. Students will identify rhyming words in the story, create rhymes of their own, and write a narrative paragraph imagining what their named duckling did the next day. Formative assessments include identifying rhyming words, matching rhyming word cards, and pre-writing a cluster diagram. The summative assessment has students illustrate their duckling, write a sentence with its name and rhyme, and create 3 rhyming word pairs from their paragraph scored on a rubric.
Our Vision is to create a platform connecting students and organizations to build mutually beneficial relationships. We have facilitated over 500 internships since 2004 and expanded our domestic network to over 100 colleges. Our flagship LetsIntern program offers internships, guest lectures from senior management, mentorship programs, and company visits to help students and employers. We design customized internship modules and recruit interns for clients across various sectors.
This document proposes implementing a copyright policy for the ***** County School System. It acknowledges that while the school system's Acceptable Use Policy mentions copyright, a full policy is needed. The proposed policy would define copyright, include sections on internet, print, software and educational use guidelines, and disclaim liability. It would cite relevant copyright laws and include sample permission forms to help teachers and students navigate permissions.
This document outlines an acceptable use policy for ICT resources in ACT public schools. It defines parameters for appropriate student and parent use of technologies like computers, networks, and online services both on and off school grounds. The policy addresses issues like filtering inappropriate content, monitoring usage, and reporting misuse. Schools are responsible for informing their communities about the policy and ensuring ethical and safe technology use.
The document provides an overview of acceptable use policies (AUPs) in schools. It defines an AUP as a legal document that sets standards for responsible computer use. AUPs outline access privileges, rules of online behavior, and consequences for violations. They are designed to educate students on appropriate and inappropriate Internet use, encourage ethical behavior, and protect school networks. AUPs should be clearly written with defined terms and consequences. Montgomery County Public Schools has a county-wide AUP to ensure appropriate and secure use of its computer systems, technology, and electronic information.
The usage of internet by youngsters of gujrat city (pakistan)Alexander Decker
This document summarizes a research study on internet usage among youth in Gujrat City, Pakistan. The study used surveys and focus groups to collect data from 250 college students between ages 16-25. The results showed that most students used the internet for entertainment purposes like chatting rather than education. Male students were more likely to use internet cafes while females used email more. The study found signs that excessive internet use was causing addiction for some students, negatively impacting their studies and social lives. In conclusion, the internet was found to influence youth behavior in the city with both benefits and risks requiring awareness.
Internet usage by the teachers working in higher secondaryAlexander Decker
This document discusses a study on internet usage by teachers working in higher secondary schools and colleges in Kashmir Valley, India. The study surveyed 200 teachers across government and private higher secondary schools and colleges. It found that there were no significant differences between teachers at different types of institutions in their use of the internet for email, preparing lessons, and recreational activities. However, it did find significant differences in internet usage for seminar presentations between some groups of teachers.
Miriam College in the Philippines uses e-learning in several ways:
1) For college students, it uses platforms like Moodle and Edu2.0 to provide online content and discussion forums to supplement in-person classes.
2) It offers an open learning program for working adults, though enrollment is still low.
3) Through a partnership, it provides an online "Hope Cybrary" to teach children ages 7-12 through virtual tutoring and mentoring.
4) Its Asian University Digital Resource Network preserves and shares local knowledge across Asia through online documentation and training.
The document discusses several federal education laws that Ebenezer Elementary must comply with, including the Individuals with Disabilities Education Act (IDEA), the Children's Internet Protection Act (CIPA), and the USA Patriot Act. IDEA requires schools to meet the needs of students with disabilities through Individualized Education Programs. CIPA mandates that schools protect students online through internet filters to receive E-Rate funding. The Patriot Act allows government monitoring of library records for security purposes, which impacts student privacy at Ebenezer Elementary.
Adoption of Online Courses Teaching in Tanzania's Universities after World He...eraser Juan José Calderón
Adoption of Online Courses Teaching in Tanzania's Universities after World Health Organization Declares the COVID-19 a Pandemic Disease: Opportunities and Barriers.
Mackfallen Anasel
Mzumbe University - Department of Health Systems Management
Idda Swai
School of Public Administration and Management, Department of Local Government Management, Mzumbe University
Analysis of internet access and use by studentsKishor Satpathy
This document analyzes internet access and use among students of science and technology departments at Assam University in Silchar, India. It finds that the majority of students access the internet from home using mobile data or GPRS rather than on campus. Most students use the internet daily for purposes like email and research. However, many students face issues like slow internet speeds. The researchers suggest that the university increase internet infrastructure and provide training to help students better utilize internet resources.
Abilene Christian University (ACU) has implemented a comprehensive mobile learning initiative that provides mobile devices like iPhones and iPads to students and explores their educational benefits through research projects. ACU aims to understand how mobile technologies can enhance learning and has committed resources to empirically study their impact on student outcomes. The university supports faculty mobile learning projects and hosts an annual conference on mobile education topics. ACU's initiative has expanded with funding from AT&T to develop new research and teaching facilities.
The document summarizes research on gender inequality in access to and use of ICT in teaching and learning in Ugandan schools. The research found that while both male and female educators and students had limited overall access to computers and the internet, access tended to be even more constrained for females due to socioeconomic and cultural barriers. Barriers cited included lack of time, cost, and safety issues for females accessing ICT resources from home or internet cafes. The research concluded there is a need for gender-sensitive ICT policies and training to promote more equitable access to and use of technology in education.
1. The study found a slight gender difference in access to and use of ICTs among educators and learners in selected schools in Cameroon, with male educators and learners using ICTs more frequently.
2. Qualitative data revealed that female learners perceive ICTs as boring and for boys, and female educators feel uncomfortable in cyber cafes.
3. The study recommends training more female teachers in ICTs, increasing computer availability in schools, and allocating more time for ICT classes to improve access and use for girls and women.
Education systems and its actors are generally responding to quarantine and large-scale shutdown (partial) of cities with a sudden shift to Web-Based Learning. However, given that a pandemic of this nature and scale is novel, there is a knowledge gap as to how teachers and learners should respond to the shift, and what the likely impact and the key considerations should be. This study aims to extrapolate and theorize from the existing knowledgebase about the use of Web-Based Learning, as well as from an expert and practitioner wisdom and experience, to offer high-level guidance for policymakers and education system actors that are forced to make decisions in fast-moving and very challenging circumstances with little guidance or relevant experience. It is an early attempt at theorizing the impact of the pandemic on two key actors (Learners and Teachers) and one interface (Content), all across eight dimensions of learning. The analysis is based on Khan’s (2001) dimension of Web-Based Learning and Anderson’s (2011) Model of Online Learning. Overall, we posit based on experience and practice, that the pandemic has delivered severe shocks to both the demand and supply side of Web-Based Learning, with Leaners, Teachers, and Content all significantly affected. While we hypothesize a general drop in the quality of teaching and learning in the short run, we expect the opposite to be the case in the long run, when the demand and supply side self-correct, albeit guided by strong government and market institutions.
International Journal of Engineering Research and Applications (IJERA) is an open access online peer reviewed international journal that publishes research and review articles in the fields of Computer Science, Neural Networks, Electrical Engineering, Software Engineering, Information Technology, Mechanical Engineering, Chemical Engineering, Plastic Engineering, Food Technology, Textile Engineering, Nano Technology & science, Power Electronics, Electronics & Communication Engineering, Computational mathematics, Image processing, Civil Engineering, Structural Engineering, Environmental Engineering, VLSI Testing & Low Power VLSI Design etc.
A school is an educational institution for imparting knowledge to children. In an age where information acquisition about a school is assuming astronomical heights, the need for cost-effective and efficient information transmission methods cannot be overemphasized; hence the use of the website of a school to disseminate information is advised. This study examines the process of disseminating information on a school website using a college in the Northcentral of the six-geopolitical zone in Nigeria as a case study. A prior study of manually or locally dissemination of information in a school was carried out and its limitations are highlighted. A website that is able to handle processes like admission, comment, and newsletter has been analyzed and developed using hyper-text language, cascading style sheet, hypertext preprocessor. The study results in solving the information dissemination problem in the college with the development of an educational interactive website.
This annotated bibliography summarizes 10 research articles on collaboration between media specialists and secondary teachers to implement technology and information literacy in schools. The articles discuss the benefits of collaboration, provide models and strategies for effective collaboration, and emphasize the media specialist's role in teaching information literacy skills. Several articles highlight increased student achievement outcomes from collaboration between teachers and media specialists.
This document outlines the English department policies and guidelines for Wayne County High School. It provides details on:
1. Grading protocols and categories for tests, quizzes, homework, and exams across 9th-12th grade English classes.
2. Requirements for syllabi, textbooks, novels, and supplementary materials. Summer reading is also required for accelerated and AP classes.
3. Resources for GHSGT/EOCT test preparation, SAT prep courses, and scope and sequence outlines.
4. Pacing guides, research guidelines, and curriculum notebooks for each grade are available to teachers. Accelerated and AP course information is also included.
The document provides information and instructions for Nicole Wingate to apply for a Dollar General Back to School Grant. It outlines the application process, including sections on contact information, school details, project overview and goals, budget, and compliance. It notes a maximum request of $5,000 and that impact reports will be required if funding is received.
This unit was designed for kindergarten students to learn about rhyming words through reading the book "I'm a Duck!" over multiple lessons. Students will identify rhyming words in the story, create rhymes of their own, and write a narrative paragraph imagining what their named duckling did the next day. Formative assessments include identifying rhyming words, matching rhyming word cards, and pre-writing a cluster diagram. The summative assessment has students illustrate their duckling, write a sentence with its name and rhyme, and create 3 rhyming word pairs from their paragraph scored on a rubric.
Our Vision is to create a platform connecting students and organizations to build mutually beneficial relationships. We have facilitated over 500 internships since 2004 and expanded our domestic network to over 100 colleges. Our flagship LetsIntern program offers internships, guest lectures from senior management, mentorship programs, and company visits to help students and employers. We design customized internship modules and recruit interns for clients across various sectors.
This document proposes implementing a copyright policy for the ***** County School System. It acknowledges that while the school system's Acceptable Use Policy mentions copyright, a full policy is needed. The proposed policy would define copyright, include sections on internet, print, software and educational use guidelines, and disclaim liability. It would cite relevant copyright laws and include sample permission forms to help teachers and students navigate permissions.
This document outlines an acceptable use policy for ICT resources in ACT public schools. It defines parameters for appropriate student and parent use of technologies like computers, networks, and online services both on and off school grounds. The policy addresses issues like filtering inappropriate content, monitoring usage, and reporting misuse. Schools are responsible for informing their communities about the policy and ensuring ethical and safe technology use.
The document provides an overview of acceptable use policies (AUPs) in schools. It defines an AUP as a legal document that sets standards for responsible computer use. AUPs outline access privileges, rules of online behavior, and consequences for violations. They are designed to educate students on appropriate and inappropriate Internet use, encourage ethical behavior, and protect school networks. AUPs should be clearly written with defined terms and consequences. Montgomery County Public Schools has a county-wide AUP to ensure appropriate and secure use of its computer systems, technology, and electronic information.
A critique of the Upper Dublin district-level Internet Usage/ Acceptable Use Policy. The paper includes a copy of the policy itself and references to relevant
literature on this issue.
This paper discusses the challenges of internet usage in schools in the Web 2.0 world. It addresses issues with internet filters and acceptable use policies that can hinder students' access to educational resources and opportunities online. The paper suggests that schools embrace new technologies by using less restrictive filters with close teacher monitoring, updated acceptable use policies, and providing school email access to students. This balanced approach can help schools provide students a safe and productive internet environment that enhances learning.
The document discusses acceptable internet use policies (AUPs) in schools. It notes that while the internet provides educational resources, it also contains unacceptable materials. As such, schools implement AUPs to define appropriate internet access and use. AUPs outline access rules, behavioral guidelines, and consequences for violations. They aim to educate students on responsible online behavior through signed agreements rather than restrictive blocking software. The document provides details on components that should be included in effective AUPs.
The document discusses acceptable internet use policies (AUPs) in schools. It notes that while the internet provides educational resources, it also presents dangers like inappropriate content and online predators. As a result, schools implement AUPs to outline rules for internet access and consequences for violations. Proper AUPs respect student rights while protecting them, and emphasize education over censorship or banning websites. The document provides guidelines for elements that should be included in effective AUPs.
The document provides resources for administrators to develop an Acceptable Use Policy (AUP) for technology in schools. It recommends looking at templates from organizations like ISTE, federal guidelines from the FCC and CIPA, and considering an open approach that emphasizes training and supervision over restrictive firewalls. An effective AUP focuses on responsible learning, gains support from all stakeholders, and prioritizes preventative training over consequences.
Mark Perlman is a technology integration specialist and lead of the Instructional Technology Filtering Committee in the School District of Philadelphia. The document discusses Philadelphia's process for filtering internet content in schools, including the formation of the ITFC committee to review filtering requests and make recommendations. It also addresses issues like CIPA compliance, BYOD access, filtering certain content like social media, and educating students on cyberbullying. Links to additional resources on internet filtering in schools are provided.
The document discusses different perspectives on filtering content in schools and libraries. It outlines various filter types and their limitations, and considers alternatives to filtering like education and monitoring. Concerns raised include filters blocking educational content, not being able to catch all inappropriate sites, and privacy issues with lack of transparency in how filters work. Alternatives proposed emphasize teaching digital citizenship and safety over reliance on imperfect filtering technologies.
The document discusses different types of internet filters used in schools and their limitations. It also discusses the debate around filtering in schools and libraries. The main points are:
1) There are three main types of filters used in schools - blacklists that block banned sites, whitelists that only allow approved sites, and keyword filters that block sites containing banned words. However, none can block all inappropriate content and they often overblock educational sites.
2) Filters in schools prevent students from accessing research sites and interrupt teachers' lessons when useful sites are blocked. They also give a false sense of security while tech-savvy students find ways around them.
3) The debate around filtering in libraries centers on balancing access
The document discusses the rewards and risks schools face when adopting cloud-based data storage and analytics solutions. It notes that while these technologies can provide educational benefits, they also carry significant legal and privacy risks if student data is not properly protected. Schools must comply with various federal and state student privacy laws like FERPA, COPPA, and California-specific regulations. Selecting technology providers that can meet the requirements of these laws is important. Overall, the landscape of education technology and data privacy is complex, so schools should work with legal experts to help navigate these issues.
Scale Development To Evaluate Students’ Intention To Use Technology and E-lea...IRJET Journal
This document describes the development of an instrument to assess student intention to use technology and e-learning in Libyan Higher Education. Four factors were examined as independent variables that could influence intention: computer-internet experience, computer self-efficacy, technology-internet quality, and attitudes toward use. A 29-item instrument was developed and tested on a sample of 273 students. The findings provide guidelines for further statistical analysis to validate the relationships between the four factors and intention to use technology and e-learning.
CHEPTER The Internet and ClientServer, Intranet & Cloud Computin.docxchristinemaritza
CHEPTER: The Internet and Client/Server, Intranet & Cloud Computing
Requirements
Please read Case Study 1 and write a paper to address ALL of the following discussion points:
1. Do your own research, define cloud computing and its use in American public education system.
2. List and comment on some of the uses of cloud solutions at New York State Education Department. Explain the aim of using cloud solutions in those use cases.
3. Describe and analyze the problems encountered by the New York State Education Department when implementing the cloud solution to centralize students' personally identifiable information (PII).
4. Identify the lesson learned from this case study for the educational institution and the cloud computing industry.
5. Provide TWO suggestions based on your own research, experience and understanding to address some of the challenges/issues related to the adoption of cloud solutions in education.
Format your paper
1. Be sure to reference all resources cited
2. Use APA formatting (see a guide here: http://www.bibme.org/citation-guide/apa/)
3. State the discussion point (1-5) clearly in your answer.
Do not plagiarize
1. This assignment is monitored by Turnitin, a software to check of a work is similar to internet resources and other students' works.
2. You can view Turnitin report a while after submitting your paper. If the similarity index is too high, consider rewrite your paper. The best is you write in your own words because we want to understand your own view.
3. All plagiarism cases will be penalized heavily without any excuse.
Submission:
· Deadline: Friday, July 21, 23:59PM (mid-night)
Late submission: -20% per day.
Page 2 of 19
Bennett and Weber. QScience Connect 2015:2
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Bennett and Weber. QScience Connect 2015:2
Cloud computing in New York State education: Case study of failed technology adoption of a statewide longitudinal database for student data
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IRJET- Content Analysis of Websites of Health Ministries in ECOWAS English Sp...IRJET Journal
This document evaluates the websites of the Ministries of Health of five English-speaking countries in the Economic Community of West African States (ECOWAS) using the Website Attribute Evaluation System (WAES). The evaluation found that the websites were at a similar basic level of development, focusing primarily on information dissemination. Content analysis was conducted on attributes such as information provided, page layout, multimedia elements, and rate of updates. The results showed minor variations across countries but overall consistency in the basic level of development of the health ministry websites.
The media center received an exemplary rating for staffing, access, and resources as it is adequately staffed and resources are easily accessible. It received proficient ratings in areas like student instruction, facilities, administrative support, and staff development. There is room for improvement in displays, student assessments, and involvement of school/system media committees. The summary suggests increasing collaboration between the media specialist and teachers to help move more areas to an exemplary rating.
The document provides a rubric for evaluating library media programs at four levels of proficiency: basic, proficient, and exemplary. It includes 16 target indicators across four categories: 1) student achievement and instruction, 2) staffing, 3) facilities, access, and resources, and 4) administrative support. Each indicator lists criteria for programs at the basic, proficient and exemplary levels of meeting state rules, guidelines, and standards for library media programs.
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This document contains titles of books related to the Great Depression and 1920s eras. There are over 50 titles listed from various publishers including Enslow, Delacorte Press, Scholastic, and Compass Point Books. The books cover topics such as the stock market crash of 1929, Franklin D. Roosevelt, the Dust Bowl, and life during the 1920s. Many of the books are recommended for grade levels between 5-8 but some are aimed at young adult and adult readers.
This document provides information about Wayne County High School and outlines a collection development plan focused on standards about the Roaring Twenties and Great Depression taught in 11th grade US History and Language Arts classes. It describes the student population and resources at Wayne County High School. The plan analyzes standards and instructional approaches used to teach about the causes and consequences of the Great Depression, Franklin Roosevelt's New Deal programs, and relates literary works to the time periods. The goal is to build the media center collection to support teaching and learning about these eras.
This document is a reference materials order form for the Jesup Elementary School reference section. It lists 14 reference titles being ordered, including biographies, almanacs, dictionaries, atlases and a book on writing research papers. Details provided include title, publisher, publication date, recommended grade level, review sources, price and source for each item, as well as totals. The order contains reference books on various topics for grades K-6.
The document is a reference materials order form for Jesup Elementary School's reference section. It lists 17 reference books from various sources such as TitleWave/Follet, Amazon, and individual publishers. The books cover topics like biographies, dictionaries, almanacs, and atlases. It provides details on each book such as title, publisher, publication date, grade level, review sources, price, and number needed. The total cost of all the reference books on the order is $566.86.
Evaluation of the reference collection at jesup elementary schoolNicole Wingate
The assistant evaluated the reference collection at a local elementary school library. They observed that the reference section was very small compared to other sections of the library and was extremely dusty, showing it was seldom used. Most of the reference materials were over 10 years old on average and desperately needed updating to better serve the broader range of grade levels the school now contains from Pre-K to 5th grade.
This document provides a list of literary works that have been referenced on the Advanced Placement (AP) Literature exams from 1971 to 2009. It is organized alphabetically and includes the title of the work, author, and specific years it appeared on exams. There are over 250 entries spanning various genres, time periods, and countries of origin. The list serves as a guide for students and teachers of works commonly assessed on the AP Literature exams.
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This document provides a summary of a paper analyzing three 19th century farming handbooks in historical context. It begins by introducing the paper's goal of examining the handbooks and connecting them to important events in 19th century agricultural history. It then outlines the paper's organization into sections on historical context, analyses of the three handbooks, research questions, and importance of the project. The document provides context on population growth and technological advances impacting 19th century farming before discussing how new agricultural knowledge was distributed through periodicals and handbooks. It notes the influence of printed information on education and the rise of agricultural colleges.
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The document discusses a survey conducted at Wayne County High School to identify technology needs. Based on teacher and student surveys, a prioritized list of needed technology items was created: [1] Classroom response systems to enhance instruction, [2] Read aloud software for students who require material to be read aloud, and [3] MP3 players with headsets so students can listen to read aloud material without interrupting class. Several product options are provided for each identified need.
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1. Acceptable Use Policy 1
Running Head: ACCEPTABLE USE POLICY – ***** COUNTY SCHOOL SYSTEM
Acceptable Use Policy – ***** County School System
Mary “Nicole” Bennett Wingate
Georgia Southern University
FRIT 8530
2. Acceptable Use Policy 2
Abstract
The focus of this paper is to critique the ***** County School System’s Acceptable Use Policy.
The policy is being evaluated based on the components identified by Sharon Cromwell in
Education World and the Virginia Department of Education. The county’s AUP’s strengths and
weaknesses are identified, along with suggestions for improving the AUP as a whole. It is
suggested that detail is the key component in an AUP.
3. Acceptable Use Policy 3
Remember when the library was a place where one only had access to books, all papers
were handwritten in pen, and communication with someone across the world was a complicated
endeavor? Well, those days are gone, and the Internet is here! The Internet has opened several
doors for education and expanded possibilities for assignments and gaining knowledge. While
these new opportunities are a great improvement, certain guidelines and protocol for the use of
these resources must be established. That is where a school system’s Acceptable Use Policy
(AUP) comes in. Just what is an AUP? According to the Virginia Department of Education
(n.d.), an AUP “…outlines the terms and conditions for using technology-based devices
maintained by schools and personal technology-based devices used during school hours on
school property” (par. 2). Every school must have an AUP, and it should be signed by parents,
teachers, and students to ensure that they understand and agree to abide by the regulations within
it. The ***** County School System is no different. Its current AUP was adopted in April of
2005 and explicitly states the guidelines for Internet use in the school system.
Overall, the ***** County School System’s AUP does an excellent job of stating exactly
what the Internet is to be used for on school grounds. This statement of use, which is referred to
by Sharon Cromwell as being part of an AUP’s (1998)“acceptable uses section,” is one of “…six
key elements” in AUPs (par. 1 & 5). ***** County’s AUP doesn’t just meet the criteria of
Sharon Cromwell, though. There are several of the AUP components mentioned by the Virginia
Department of Education that ***** County’s AUP masters. For example, the AUP clearly
states that Internet access is (***** County BOE 2005) “…for limited educational and
instructional purposes…” (p. 1). This statement of the Internet’s purpose is one of the major
strengths of ***** County’s AUP. On several instances, the reader is reminded that the Internet
is to be used only for educational reasons. And while the ***** County BOE does not overlook
4. Acceptable Use Policy 4
the fact that the Internet does present students access to information that is inappropriate and
unethical, they state that (2005) “…the benefit of utilizing the valuable information and
interaction available on this worldwide network far outweighs the possibility that users may
procure material that is not consistent with the school system’s educational goals” (p. 1). This
acknowledgement of un-educational and inappropriate information on the Internet strengthens
the AUP because it shows that the advantages are so great that they outweigh these potential
problems. It’s extremely important that readers of the AUP understand the Internet’s educational
benefits. However, because inappropriate material is available online, the BOE includes a
statement disclaiming them from all responsibility when the Internet is used inappropriately.
They state the Internet is accessible (2005) “…at the user’s own risk” (p. 1). The inclusion of
this disclaimer is another strong point in ***** County’s AUP. Therefore, this rural town’s
AUP makes clear, on several instances, the purpose and advantages of Internet usage in the
schools, and denies responsibility for any damage when the Internet is not used according to the
guidelines and criteria set forth in the school system’s AUP. By doing this, the school system
provides students with the widest array of information available, while simultaneously placing
the responsibility of appropriate use on the students themselves. The first two pages of *****
County’s AUP, which include the information in this paragraph, could be referred to as Sharon
Cromwell’s (1998) “preamble” (par. 2). This crucial element of an AUP sets the stage for the
remainder of the policy.
However, the statement of intent and disclaimer of school responsibility are not the only
strengths in ***** County’s AUP. Instead, they are simply the first of many. Since the *****
County BOE already acknowledged the inappropriate capability of the Internet, they further
outline those actions and uses of school Internet that are deemed unacceptable. On the third,
5. Acceptable Use Policy 5
fourth, and fifth page of the school system’s AUP, the BOE provides a detailed list of several
inappropriate uses that will be addressed with disciplinary actions. The detailed list gives great
guidance to the Internet users about exactly what will not be tolerated on school computers. The
detail in this section is very important because you don’t want to leave readers wondering if a
certain action or online use is acceptable. This section would be what Sharon Cromwell refers to
as the (1998) “unacceptable uses section” (par. 5). These “unacceptable” uses include, (*****
County BOE 2005) “Accessing materials or communications that are…abusive, obscene, [or]
sexually oriented” (p. 3). Also included in this list of unacceptable uses is the violation of
copyright laws, which is another key AUP component according to the Virginia Department of
Education. While the school system lists many behaviors that are “unacceptable,” they also state
that the list is not all-inclusive, leaving them room to discipline users who partake in other
actions that they know are inappropriate, but were inadvertently left off of the list. A description
of how users will be punished for unacceptable use is also included. This list of punishments is
important so that users understand the severity of their trespasses, and it ensures all punishment
is consistent. This detailed list of inappropriate uses, along with the punishment for these uses, is
a major strength of ***** County’s AUP.
Also dispersed throughout the AUP are mentions of safety measures that are
implemented within the network by the school system. For example, Internet filters are used to
block unwanted or inappropriate sites, and system administrators have access to all mail accessed
on school grounds to guarantee it is of an appropriate nature. Both of these measures are
implemented to ensure that the school system is doing everything in their power to ensure that
school Internet users are abiding by the AUP, and that the Internet is used only for educational
purposes. The AUP then goes on to address how network security is ensured, and states that no
6. Acceptable Use Policy 6
“risk” users are allowed to access the network. And finally, in regards to security, the AUP
addresses the ways that security breaches are addressed and lists the appropriate means of
reporting any inappropriate Internet behavior. The inclusion of the policy for reporting
violations is an important element of an AUP referred to by Sharon Cromwell as the (1998)
“violations/sanctions section” (par. 8). After all, even if the violation is noticed, nothing can be
done unless it is reported. All of these above mentioned components strengthen ***** County’s
AUP.
The final strength to be mentioned of this county’s AUP is the inclusion of signature
pages. At the end of the AUP, there are pages provided for teachers, parents, and students to
sign. Each of the above mentioned groups must sign the signature page to be allowed access to
the Internet on school grounds. The signature form, which is a page long for each of the three
groups (parents, teachers, and students), reminds each group of their responsibilities and roles
concerning school Internet use. Without the inclusion of a signature page, the reader is not held
accountable for the procedures and regulations presented in the AUP. These signature pages act
as Cromwell’s key AUP element, the (1998) “policy statement” (par.4). The policy statement
gives the circumstances that allow one to use the Internet on school grounds, which in this case,
is the signing of these forms. The inclusion of these signature pages, along with all of the other
above mentioned components makes ***** County’s AUP a well-written policy.
Even though ***** County’s AUP has many strong points and is an overall well-written
policy, there are a few areas where the policy is weak. For example, Sharon Cromwell suggests
that all effective AUPs have six essential elements, among which is a “definition section.” The
definition section (Cromwell 1998) “…defines key words used in the policy…such as Internet,
computer network, [etc.]…” (par. 3). This element is completely missing in ***** County’s
7. Acceptable Use Policy 7
AUP. While there aren’t many words in the AUP that would need defining, the inclusion of this
section would help readers, especially those who are less educated, better understand what
exactly is included in the policy. The inclusion of this element could also strengthen another
weakness of the county’s AUP, the fact that it does not make clear that the AUP applies not only
to school computers, but any personal device used on school grounds and during school hours.
The AUP mentions policies that pertain to the network on several occasions, but some readers
may not understand that the “network” encompasses any personal computer hooked up to the
network. This lack of clarity was a gap I noticed in the policy, and the inclusion of a definition
section could help bridge this gap.
According to the Virginia Department of Education, ***** County was also missing a
few other components of a successful AUP, namely addressing (n.d.) “… ongoing professional
development opportunities for each stakeholder group…” and “Description of community
outreach activities and associated needs assessments and evaluations” (par. 6). Though these are
two components that may be minor in comparison with describing acceptable and inacceptable
use of the school Internet capabilities, their inclusion would none the less strengthen the policy
as a whole. One bigger component missing from the AUP is the explanation of how the AUP
was written and any procedure for revising and evaluating it. Evaluating the AUP is extremely
important. After all, if it’s not evaluated, the school board cannot determine its effectiveness. If
the AUP did prove to be ineffective upon evaluation, it would be extremely important that it is
revised and a new version implemented. However, no procedure for this is addressed in *****
County’s AUP. This is one of the biggest flaws with the ***** County School System’s AUP.
Upon review of ***** County’s Acceptable Use Policy, I found it to be good, with the
potential to be great. To be great, the policy would first off need to work on its weak points.
8. Acceptable Use Policy 8
This could be done by including a definition section where important terms, such as “network,”
are defined for readers. It also needs to have a section that addresses routine evaluations and
revisions of the policy. At the rate that technology is advancing and changing, the policy should
be evaluated and revised at least once every two to three years. This would ensure that the
policy stays up to date and accurate. After all, an out-dated AUP would be almost worthless.
Other ways to make the AUP great would be to build on the strengths the policy already
has. For example, a better definition should be given to “acceptable use.” Though it is specified
that the Internet should only be used for educational purposes, that phrase “educational
purposes” could be interpreted differently by different people. One way to avoid these different
interpretations would be to include a detailed list of “acceptable uses,” just like the detailed list
of “unacceptable uses” that is a part of the policy. Though it is impractical to think that all of the
possible acceptable uses could, or even should, be outlined and addressed, a list would help
readers better understand some examples of what is acceptable. Another strong point that could
be enhanced is the inclusion of the punishments for unacceptable use of the Internet. Though the
policy states some of the possible punishments that can occur from using the Internet
inappropriately, such as revoking Internet privileges, suspension, or expulsion, the plan does not
go into detail about which offenses lead to such punishments. A detailed account of the Internet
offenses and what punishment they lead to would make punishments more consistent and “real”
to students.
Ultimately, the key to a good Acceptable Use Policy is detail. The more detail that is
given, the clearer it is about what is expected from the Internet users. While ***** County’s
AUP is detailed on many instances, it is lacking in other areas. However, minor details included
in key places could make this policy great.
9. Acceptable Use Policy 9
References
Cromwell, Sharon. (1998). Getting Started on the Internet: Developing an Acceptable Use
Policy (AUP). Retrieved February 5, 2009, from http://www.educationworld.com/
***** County Board of Education. (April 11, 2005). ***** County Schools Acceptable Use
Guidelines/Procedures. Retrieved February 3, 2009, from
http://www.*****countyps.com/
Virginia Department of Education. (n.d.). Acceptable Use Policies: A Handbook. Retrieved
February 5, 2009, from http://www.doe.virginia.gov/