Reflection

My school district has an AUP in place, but it is a broad, paint with one brush for all grade level, type document.  After reading the Ribble and Bailey book, the module lessons, and searching through many websites, I think our AUP is sorely lacking in definitive guidelines for specific grades and ages.  I would like to use our district AUP, but revise it slightly to be more age appropriate for our young students.  Generally, a second grader is not exposed to the same online experiences as a high school student.  Why then, do we have a one-size-fits-all AUP?

I would like to utilize our Parent Volunteer, as well as my principal, and a teacher from each grade level to be on a Digital Citizenship Committee.  I will revise the digital citizenship survey slightly, in order to accommodate our Primary campus.  Because our students are very young, not all of the questions apply to them. 

After forming a committee I would use the five steps from Ribble and Bailey (2007) :  
Take the Digital Citizenship Audit

2.       Analyze the results

3.       Identify any problems

4.       Provide resources to better understand technology usage

5.       Create a program for appropriate technology use

I will ask about using our faculty meetings to introduce and broaden the scope of information.  After completing this class I have an arsenal of information, including websites, videos and handouts.

Pre-K  through second grade is an excellent time to teach and model the correct use of technology.  Ribble and Bailey said it best, “We must help our students understand that digital technology makes them, in a very real sense, citizens of the world” (p 12).

Ribble, M., & Bailey, G. (2007). Digital citizenship in schools. Eugene, Oregon:

     International Society for Technology in Education. (Original work published

     2007)

Digital Security

How do we make students aware of the consequences of making posts or videos on their Facebook or MySpace page?  How do we make them aware of those predators.

In a word:  Education.

But who will educate them?  Who will tell them that their past or their post might come back to haunt them?  We have a “captured” audience every day at school and I believe we should use a portion of that day to inform students about digital security.  The YouTube video, “Everyone knows your name,” is a great way to enlighten students about how postings can spread and never seem to go away.  This clip uses young people who can relate to students as they navigate online.

Identity thieves and scammers are also a major concern for young (and older) online consumers.  Students need to know the signs of an unsecure website and realize they should quickly leave sites if they suspect they are unsecured.  The OnGuardOnline website provides a basic seven point advice list for online consumers:

• ·         Protect your personal information. It’s valuable.

• ·         Know who you’re dealing with.

• ·         Use security software that updates automatically.

• ·         Keep your operating system and Web browser up-to-date and learn about their security features.

• ·         Keep your passwords safe, secure, and strong.

• ·         Back up important files.

• ·         Learn what to do in an e-mergency.

Whether we are dealing with hacking, stalking, phishing, online scamming, harassment, violation of privacy, hate dissemination, or any number of computer security issues, education and awareness are keys as we teach our students to be and stay aware of where they are going and what they are posting online.

Think before you post. (n.d.). Everyone knows your name (YouTube). Retrieved May

     27, 2011, from http://www.youtube.com/watch?v=hOwpGF1SOQM

Topics. (n.d.). 7 practices for computer security. Retrieved May 27, 2011, from

     OnGuardOnline website: http://www.onguardonline.gov/topics/

     computer-security.aspx

Digital Law

Our students are very savvy in regards to digital communication.  They can download, text, blog, copy, paste, file, and on and on.  But do they cross the line when it comes to sharing, pirating, hacking, or even stealing someone’s identity?  Well, according to Ribble and Bailey, “there will always be people who do not follow the rules of society and who engage in activities that run counter to the ideas of society as a whole.”  (2007)  Whether we want to admit it or not, some of our students will not use digital technology in the correct way.

Just as the end result of a shoplifter’s crime is higher prices at the store, the end result for piracy is the same.  The bottom line is money and companies that make movies, music, videos or other information must be compensated for their labor. 

The website B4UCopy (http://www.b4ucopy.com/risks.html) exposes the various ways students and adults can get in trouble with piracy, as well as information on how to protect themselves from crossing the line into illegal behavior.  This site can aid educators as they prepare students for our cyber world. 

Another valuable site is Respect Copyrights (http://www.respectcopyrights.org/).  This site is geared towards students who have gotten into trouble with various forms of piracy and gives surfers tips and advice on how to obtain data legally and what to do if you are notified about an offense.  Respect Copyrights have the following tabs for searchers:

·         Why me?

·         What do I do now?

·         Where can I get movies and TV show legally?

·         How can I avoid digital piracy?

·         Digital Hollywood

Education is the best remedy for illegal acts committed by those using digital technologies.  Ignorance is not an excuse. Just ask those students prosecuted for hacking.

 B4UCopy. (2007). Retrieved May 25, 2011, from Business Software Alliance
     website: http://www.b4ucopy.com/
Respect Copyrights. (2008). Retrieved May 25, 2011, from MPAA website:
     http://www.respectcopyrights.org/
Ribble, M., & Bailey, G. (2007). Digital citizenship in schools. Eugene, Oregon:
     International Society for Technology in Education. (Original work published
     2007) 

Digital Etiquette

Young students today sometimes know more about technology than their teachers.  That is an understatement according to my acquaintances in the school system.  Are students aware of others when they use technology?  In a sense, they are more aware than educators in that they know how to use technologies such as wikis, geotagging, podcasting, audio posting, texting, and many other digital tools.   But, with familiarity, sometimes comes an ease and lapse of good judgment.  As we teach our students, (or as they teach us), how to navigate the multitude of digital tools we must model digital etiquette.

The fact that cyberbullying has become an issue reveals that many students (and some adults) are having a hard time with the realization that their use of technology does affect and sometimes hurt others.  Recently a mother was on trial for cyberbullying a young girl who was a fellow student of her daughter.  The young victim of this bullying committed suicide.  As an educator it is hard for me to assume students understand the depth of their digital words and images, when some adults seem to have missed the message. 

Ribble and Bailey (2007) tell all digital users: “As members of a digital society, we are asked to do what is best for the larger group.  To do this, we must think about how our technology use affects others. Good digital citizens respect others and learn ways to use technology courteously and effectively. “

Ribble, M., & Bailey, G. (2007). Digital citizenship in schools. Eugene, Oregon:
     International Society for Technology in Education. (Original work published
     2007) 

Digital Literacy

Wow!  What a big technical world we are living in.  As I read about digital literacy I see an overwhelming world that I know very little about.  Having said that, as an educator, it is my job to be a lifelong learner.  I cannot ignore technology any more than I can ignore all the historical events that have happened since I began teaching.  I remember driving to class on September 11, 2001 and hearing about the horrific attack in New York.  But history did not stop on that day—historical events (good and bad) are happening every day.  How then, can I stop trying to learn and teach about evolving technology?  I can’t.  I have to try to keep up and teach students how to move around and communicate in many digital areas. 

When trying to “keep up” in this digital world Lindsay and Davis state that an educator must continue, “transforming yourself into a professional who can effectively research technology trends, monitor the uses of technology in your school or district, avoid the fear factor that can easily paralyze you, and empower student centered learning to create vibrant, exciting learning projects” (2010).  For some educators, such as myself, “keeping up” is indeed a huge task.  But I am learning and I am so eager to learn more.  The only thing stopping me, is me!  Young students are excited about technology and I need to build upon that excitement. Just as some learners are visual and some are tactile, many students feel comfortable learning online.  There are many ways to incorporate technology into our lessons and make those lessons exciting. 

Lindsay and Davis use several points to aid in introducing technology lessons such as their Flat Classroom Project.  Their guidelines include:

• ·         Have a plan

• ·         Overcome the fear factor

• ·         Deal with objections

• ·         Straying off topic (it’s really ok sometimes)

• ·         Put the learning in the hand of the students

Really, couldn’t these points be used in dealing with any lesson unfamiliar to us?  Instead of being afraid, let’s embrace this new way to learn. 

Lindsay, J., & Davis, V. (2010). Navigate the Digital Rapids. Learning & Leading with Technology, 37(6), 12-15. Retrieved from EBSCOhost.

Digital Communication

There I am.  Sitting on the pew at church.  We have just finished singing and in the middle of a prayer—when, I hear chimes.  Not church chimes.  Ringtone chimes. Without looking up, I make a visual note of the general direction of the ring.  Is it on the right side of the auditorium, where the teens sit?  No.  Once again, one of my peers has failed to turn their cell phone on vibrate or silent during church services.  This has happened more often than I want to remember.  And I hate to admit it, but not once has the offender been a young person. 

I think we all need to be reminded of digital correctness.  Because students today have grown up in the digital age, they sometimes need to hear the guidelines.   According to Clark (2009), when sending an email we should:

1.      Use courteous language and punctuation

2.      Avoid abbreviations, slang expression and emoticons

3.      Use proper punctuation

4.      Proofread

5.      Use spellcheck

Another matter regarding digital communication addresses the use of cell phones and the guidelines that should prevail.  Clark’s views on leaving phone messages are as follows:

1.      Identify yourself

2.      Plan you message

3.      Be concise

4.      Show respect

Further, the website LetsTalk.com suggests:

1.      When in doubt, mute

2.      Choose ringtones you won’t regret

3.      Yak, don’t yell          

4.      When in earshot, keep it short

5.      Don’t text and drive

6.      Excuse yourself before taking the call

7.      Say please before they say cheese

8.      If it’s an emergency, take the call

Basically, good digital communication skills can be condensed into a few words:

           Be considerate.

And, as I tell my Pre-K children:

           Be kind.

Clark, T. (2009). Hello? Are Your Students Communicating Appropriately?. Learning &               Leading with Technology, 37(3), 34. Retrieved from EBSCOhost.

GetNetWise. (1999-2008). Retrieved May 21, 2011, from Internet Education

 Foundation website: http://www.getnetwise.org/

Digital Commerce

Today so much is bought and sold online.  From music to textbooks, being a safe, informed consumer is important, whether we go to the store to purchase, or go online to do so.  If we walked up to the check-out register and the clerk began asking our address, phone number, social security number, etc., we would be appalled.  Why then, do we feel free to release our secure information online? 

My only personal experience from online problems are from my daughter-in-law, who had her purse with wallet stolen while at a Dallas restaurant two years ago.  Although this event did not happen online, it has affected her credit, both online and offline.  As Ribble states, “Students need to understand that their actions online can follow them throughout their life” (2007). 

There is a certain amount of either ignorance or naivete in young consumers.  They either do not think anyone would try to steal their identity or falsely think they are protected against such things.  The website, GetNetWise.com, provides information and answers to many matters regarding online consumerism. This site also has information on keeping children safe online, preventing hacking and viruses, how to keep computers safe, and much more valuable information for consumers.  

Educators, especially those in secondary grades would do well to prepare lessons for students as they begin to surf the net for products to purchase.  As time goes on, because of convenience and availability, future students will purchase more and more products and services online.  This area of education may be new, but we must prepare students as they begin to make online purchases. 

GetNetWise. (1999-2008). Retrieved May 21, 2011, from Internet Education
     Foundation website: http://www.getnetwise.org/ 

  Ribble, M., & Bailey, G. (2007). Digital citizenship in schools. Eugene, Oregon:
     International Society for Technology in Education. (Original work published
     2007)