Mantra: Using internet access with respect, responsibility, safety and ethical decisions
Digital citizenship should reflect norms of appropriate, responsible behaviors with technology. I was not aware of the relation of being a good citizen vs. a digital citizen. The morals and concepts are very similar. The biggest confusion I had that ended up as my biggest accomplishment was the copyright laws and policies. I was completely aware of them but lacked the understanding of certain scenarios and the importance of protection. I now feel more educated and equipped to handle a copyright issue and know that it is ok to ask for guidance. A challenged I faced was cyberbullying and the right course of actions. I want to educate younger students about cyberbullying but need to find the right tools to use. I felt my best work was through my animated video covering social media. This communication topic is important to educate students to use those sources effectively and know when to report abuse. I enjoy creating presentations and videos. In my personal classroom, I create videos, quizzes, reading assignments, assessments and lessons digitally. My students are able to connect quicker and more meaningful through technology. I have noted that I will implement more of a rigorous digital citizenship lesson at the start of the school year. As part of my final presentation project, I focused it on my younger audience. I wanted to be able to use the Prezi to educate elementary students on being good digital citizens. I think it could be altered some and fit the audience for a professional development too.
The knowledge I took away from this course that will continue to help me grow was that of what makes a good digital citizen. It made me aware that not only students need to stay educated and continue to research but educators as well. Also, taking away a better understanding of copyright and the relationships that can be made through seeking permission. My favorite part of this course was the additional pieces that we were adding to our blogs. I like to add to my blog but sometimes draw a blank what to post and through this course, I was able to include some interesting topics and concepts. If I could change the way, I answered some of the cyberbullying scenarios. I would do more research to find the best solutions and include those as my references. The best aspect of this course was the provided rubrics, which helped tremendously with the culminating project. I would suggest a student really applies themselves to all the topics throughout the 5 weeks and it will benefit them when working on the final project. Reading through all the resources and taking note of the valuable information will add up and make the project smoother. I am a visual person and enjoyed the video sources. I even used a few of the videos to post to my blog and used as references in my assignments. Telling a friend or other students that this course went through beneficial leadership practices but also some seriousness of topics.Cyberbullying. The definition that I found for cyberbullying that I agree most with is from Essex 2016, “involves the of electronic devices to send or post harmful, embarrassing text or images intended to create anxiety, intimidation or emotional distress in another person.” The most common places that it takes place are social media, short message services, texting, instant messaging and email. Cyberbullying could include posting, sending, and sharing negative, false or mean content about someone else. Sharing someone’s personal or private information can be harmful or embarrassing. Cyberbullying can hurt all parties’ online reputations.
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| Check Your States Laws!!!!!!!! |
The impacts and effects of cyberbullying can lead to serious long-term damage. According to Ybarra and Mitchell (2004) in some cases, there might be youth depression, Anxiety, low self-esteem, and mental health problems. Hindua and Patchin (2015) state, “cyberbullying amongst young people is more likely to occur outside of school hours however, the behaviors carry over from home to school and vice versa and can escalate quickly.” As of 2015, Hindua and Patchin state implications for school policy should require six primary elements that make up a school polices. Including the following;
1. Specific definitions of harassment, intimidation, and bullying
2. Graduated consequences and remedial actions
3. Procedures for reporting
4. Procedures for investigating
5. Language specifying that is a student’s off-campus speech or behavior results in “substantial disruption of the learning environment,” or infringes on the rights of other students, the student can be disciplined.
6. Procedures for preventing cyberbullying
This list of elements defends the idea of “I didn’t know what to do?” The procedures will act as guidance on how to handle a situation and make students comfortable asking for help. In many cases, students do not report bullying because they are afraid of issues getting worse or from past situations not address effectively.
Resources
H.B. No. 1942 (2011). Retrieved from https://capitol.texas.gov/tlodocs/85R/billtext/pdf/SB00179F.pdf
Ybarra, M. L., & Mitchell. J. K. (2004). Online aggressor/targets, aggressors and targets: A comparison of associated youth characteristics. Journal of Chid Psychology and Psychiatry, 45, 1308-1316. Ybarra_Onlineaggressors_targets_2004.pdf
Hinduja, S., & Patchin, J. W. (2015). Cyberbullying legislation and case law: Implications for school policy and practice. Cyberbullying Research Center. Cyberbullying Legislation and Case Law.pdf
The law and policy of copyright is the protection of the owners’ rights. It is something that is independently created and not copied from other works. There is no level of creativity for ones work. I think the reason for having no level of creativity is due to judges and lawyers lack creative knowledge and judgment. Works of authorship that fall into one of the eight categories listed in the copyright act. Literacy Works, Musical Works (notations), Sound Recordings, Dramatic Works, Pantomimes and Choreographic Works, Pictorial Graphic and Sculptural Work, Motion Picture, and Architectural Works. Within this, list the copyright that would protect the expression and not the idea. Facts, fables, and works created by the federal government and cannot be copyrighted; they are sources we can use. To obtain a copyright the ownership goes to the initial author or authors of an original work. The rule that follows getting something copyrighted is the author has to be a human being. The authors do not have to register their works to be protected. The benefit that does come with registering a work is taking a case to federal court to defend their copyright. Under the United States Law, reproduction relates only to copying that produces copies or phonorecords. “To distribute copies or phonorecords of the copyrighted work to the public by sale or other transfer to ownership, or by rental, lease or lending (2015).” The laws are struggling to keep up with the new emerging technology. A Copyright owner also can use nonexclusive licenses, which only grants permission. “Someone can buy the software but because it is nonexclusive, they cannot exclude others from using it (lecture 2018).”
The author has the authority to reproduce, display, modify and or transform any work they have created. It is illegal for someone to violate the rights provided by the Copyright Law. The concept of Copyright Law and Fair Use share the common idea of digital citizenship. The Fair Use Doctrine is the concept that allows the use of copyrighted material without permission of the original owner. The conditional rights must meet guidelines for teachers and students to use the works for supplementing education. The certain instances that Fair Use is applied are for schoolwork and education, news reporting, criticizing or commenting, and comedy or parody. In the U.S. Copyright law Section 107, Limitations on Exclusive Rights: Fair Use, states “the fair use of copyrighted work, for the purpose such as teaching (including multiple copies for classroom use), is not an infringement of copyright.” Four factors take place when Fair Use is applied for educational use (2010).
1. Purpose and Character of the Use – educational and nonprofit
2. Nature is the Copyrighted Work- mostly facts do not apply to consumables
3. Amount and sustainability of the portion used- there is no numerical limit but money cannot be taken away from that product's market
4. The Effect of the value- likely to become widespread, would negatively effect there market, then this would weigh against fair use.
Resources
Understanding the Impact of Technology – The digital footprint/tattoo we leave behind.
The main question I asked myself this week was,” What mark and reputation have I made for myself online?” The difference between an intentional and unintentional footprint is being aware and in control of your online identity. Students have the advantage of learning from a young age to build themselves a positive profile. During one of this week’s assignments, I googled my name and found some positive and negative things. My Instagram revealed my settings were private the only image you could see was my profile picture and quick one-line description of me “Education is the key to success”. After opening it directly, I noted a few images that I posted a few years with adult beverages in the background or in hand. There was nothing inappropriate or offensive, but I thought for future leadership reasons I would delete those few images that have no value. I rated myself a 2 developing because of the lack of leadership identity. I wasn’t uncomfortable with what I found but with some work on my part, I hope to increase my professional footprint.
Technology is becoming more accessible and students are introduced at younger ages.
Perrins (2015) article it states, “Those ages 18-29 have always been the most likely users of social media by a considerable margin. Today 90% of young adults use social media, compared with 12% in 2005, a 78-percentage increase.” The importance of educating them on the effect their online usages can have is important. We have to be transparent about the damages inappropriate actions could have on their future. When we search something or post those actions are like real tattoos –permanent. Students have to be aware the same character traits they build face to face reflect the same as our online identity.
The second portion of this weeks lecture focused on closed and or open internet. The principal of a net neutrality is that the internet should be a free and open platform. Users should be able to use their bandwidth as they chose and everyone should be treated the same. In the article by Long (2015), “believes network neutrality is essential to ensuring a fair and equal online experience. If you pay for internet access you should be the one to choose the content, websites, and applications you want to access – not your ISP.” The idea is if you pay for one service provider, they might distribute bandwidth depending on their service. Making one internet site slower or blocked. According to the article Marshall Data (2014), “It’s all about the control the user has over their internet.” In February 2015, the FCC approved the policy to keep the internet open and free. In education, Net Neutrality affects lessons for educators, student creativity, and free speech. There is a possibility that web tools and content would load slowly because of the schools ISP.
Getting involved:
Submit an Informal Complaint
Submit a Formal Complaint
Spread the Word
https://www.freepress.net/issues/free-open-internet/net-neutralityThe introduction to digital citizenship and the nine elements. Before digging into the resources and videos assigned for this week’s lessons I was not fully aware of the importance and impact digital citizenship can have on teachers, students, and parents. My initial definition of digital citizenship was that of having good character when using technology. After this week, my definition of digital citizenship is the appropriate norms that reflect integrity when using technology. Much of our thinking and researching was about the difference and or similarities of citizenship and digital citizenship. I believe that a person’s character can be reflected the same via face-to-face or online. We have to teach our students the appropriate use of digital learning and communicating. We want them to reflect respect and sympathy for others no matter if they agree or disagree with the other person.
The best resource I found that helped me refine my digital citizenship understanding was that of Ribble (2015). He states the nine areas of practical perspective: digital access, digital commerce, digital communication, digit literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and wellness and digital security. The nine elements are grouped into three categories directly affect student learning and academic performance, affect the overall school environment and student behavior and affect student life outside the school environment (2015). The three principles that follow these categories are REP, which represents respect, educate and protect. The concept of REP is a great way to explain and teach the themes of digital citizenship. Each area includes the three topics, which should be taught beginning at the kindergarten level (2015). Here is what the three principles look like.
Respect Your Self/Respect Others
- Etiquette
- Access
- Law
Educate Your Self/Connect with Others
- Communication
- Literacy
- Commerce
Protect Your Self/Protect Others
- Rights and Responsibility
- Safety (Security)
- Health and Welfare
Technology is becoming more and more common and accessible starting at young ages. As educators, we have to continue to implement the priorities of digital citizenship. The goal is to set them up for successful digital use before having to fix an unwanted situation. A large piece of educating students about digital citizenship is the community and all stakeholders. Parents seem to be the most frustrated when it comes to the appropriate tech use. One lesson we have learned is that we can increase the level of understanding amongst stakeholders by doing a better job communicating that value of digital citizenship with more approachable language (Polgar, & Curran, 2015).
Digital citizens are entitled to freedom of speech, religion, privacy etc. These digital rights have to be addressed and discussed with students. Modeling the responsible actions and demonstrating non-examples talking through different scenarios and ensuring students are using technology in the appropriate manner. I want students to know how to react and or respond to something they agree or disagree with. This relates back to someone’s rights, we can post and read about anything we want, but it is our responsibility to respond with respectable digital citizenship.
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