Tag Archives: Ethics

Acceptable Use Policy

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Artifact Introduction: During our sixth week in Integrating Technology into the Classroom Curriculum, we were to read chapter six in Integrating Educational Technology into Teaching and other articles, as well as analyze our own & other school district’s Acceptable Use Policies to develop a complete understanding of them.  We were then to demonstrate our understanding by describing Acceptable Use Policies and their specifications.

Artifact: 

With the increased use of technology in education comes Acceptable Use Policies (AUP’s) in order to ensure students are safe online and accessing appropriate materials. An Acceptable Use Policy is a management plan in guideline format to ensure the appropriate use of technology in education, business, and other organizations. AUP’s are contract agreements made between staff, students, and parents indicating their cooperation to ensure the internet is being used ethically and educationally.

Robyler (2016) defines AUP’s as “an agreement created by a school or other educational organization that describes the risks involved in Internet use; outlines appropriate, safe student behavior on the Internet, asks students if they agree to use the Internet under these conditions; and asks what information about themselves, if any, may be posted on the school’s website.” and as as a document “that outlines appropriate use of school technologies for students and educators.” That being said, no two AUP’s are identical, each organization can create their own that is personalized to their needs. According to Roblyer, (2016) the biggest reason AUP’s are necessary is because of “the increasing likelihood of students being contacted by online predators, or student accessing inappropriate material”.

To combat these problems, and protect both the students and themselves, AUP’s frequently include the following information.

  • What is allowed for students to do with technology
  • What needs to be avoided by students when using technology
  • Guidelines for teachers monitoring student technology use
  • Consent signature/agreement from parents for students to utilize technology
  • Consent signature/agreement from students agreeing to terms
  • Disciplinary measures if contract is broken

As previously stated, AUP’s can vary in information, depth, and guidelines but all must adhere to the  provisions set forth in 2000 by The Children’s Internet Protection Act (CIPA). According to an article in Education World, the NEA (National Education Association) makes the case for an acceptable AUP to include the following

  • Preamble (AUP purpose)
  • Definition (term clarification)
  • Policy Statement (AUP coverage explanation)
  • Acceptable Uses (encouraged behavior)
  • Unacceptable Uses (unaccepatble behavior)
  • Violations (reporting & consequences)

The AUP for the Boise School District is a document that is hard to find embedded on page 73 of the 277 page document that outlines all guidelines students must abide by while in the District. It does include all of the sections listed above. The most extensive portion of the Boise School District’s AUP is the unacceptable uses of technology section. It is not written in student-friendly terms which is unfortunate but it does clearly identify the reasons technology is used. The Charlotesville City Schools’ AUP is very similar to the Boise School District’s. However, their definition section is much clearer than the short section BSD had. Another thing I noticed about Charlotesville’s is that the terminology was also not written in student friendly terms but instead use a lot of technology jargon. The San Francisco Unified School District’s AUP (p. 78) had sections of classroom use that explained the purpose and use of technology in the classroom as well as a section on electronic communication which went over netiquette. I think those componets are valuable for an AUP in a school setting. Campbell Hall has a great AUP that outlines their guidelines in a easy-to-read, student friendly format, this was by far my favorite, as I see it being much easier to explain, implement and follow.

Common Sense Media (a wonderful resource for parents and educators on technology use) clearly outlines the importance of  internet safety using guidelines such as AUP’s.

Internet safety goes way beyond protecting kids from strangers or blocking inappropriate content. It’s about helping your kids use the Internet productively and practice safe, responsible online behavior — especially when you’re not there to answer their questions or check in on where they’ve ventured (Common Sense Media, n.d.).

Acceptable Use Policies help ensure all stakeholders are on the same page and adhere to a set of guidelines to ensure students success with technology in education. These are just the first step in helping schools implment technology effectively in classrooms.

References:

 

Common Sense Media: An overall guide to all digital media and safety.

Federal Communications Commission (2015) Consumer guide: Children’s internet protection act. Retrieved from https://transition.fcc.gov/cgb/consumerfacts/cipa.pdf

Getting started on the internet: Developing an acceptable use policy (aup). (2011). Retrieved from http://www.educationworld.com/a_curr/curr093.shtml.

Roblyer, M.D. (2016). Integrating educational technology into teaching (7th Ed.) Upper Saddle River, New Jersey: Pearson Education Inc.

Reflection of Learning/Standard Connection:  This assignment required me to explore Acceptable Use Policies and consider the connection they have with technology integration.  I got the experience to really become familiar with various AUP’s and analyze the similarities and differences between them.

  • AECT Standard 1.3 Assessing/Evaluating: For this analysis  I had to assess and evaluate Acceptable Use Policies and their role in effective technology implementation.
  • AECT Standard 5.3 Ethics: For this reflection I had to conduct research and analyze  accepted professional (p. 296) and institutional (p. 297) guidelines and procedures.
  • AECT Standard 4.3  Reflection on Practice: – I had to analyze, interpret and reflect upon effectiveness of the design, development and implementation of Acceptable Use Policies to enhance their professional growth.
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Digital Divide/Digital Inequality

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Artifact Introduction: During our third week in Introduction to Educational Technology class, we were to research the digital divide and digital inequality. Then we needed to identify some of these within our school and reflect on possible solutions to these issues. We demonstrated what we learned in a narrated presentation applying multimedia principles using Haiku Deck.

Reflection of Learning: Upon researching the digital divide and digital inequality, the first thing I learned is the difference and correlation between these two concepts and how interconnected they are. Digital divide is the separation between those who have access to technology and those who don’t while digital inequality goes further to explain the disparity in how people are using the technology they have. Throughout my research, I came to the realization that diminishing the digital divide will increase the inequality therefore both concepts need to be tackled simultaneously. I believe this is vital for educators at the elementary level where students are introduced to technology. At the school where I work, I will be an advocate for technology. I will use technology in my classroom, in ways that help diminish digital inequality by teaching students the true benefits of technology. For example, when having students create presentations I will make them aware of the multimedia principles below, that I learned during this project, so they can also learn to communicate effectively. If I had more time and school was in session, I would develop a questionnaire to assess my student’s understanding of the application and benefits of technology in their society. I would then use the projects (that we currently do) but have them continuously reflect on the purpose and benefit of using technology in their work.

  • The Signaling Principle which describes how individuals learn better when headlines are used.
  • The Segmenting Principle which explains how individuals learn better when receiving small amounts of information.
  • The Modality Principle which describes how an individual’s understanding increases when presentation text is narrated instead of displayed on the screen.
  • The Multimedia Principle which explains how individuals learn better from both text and words than from words alone (ensuring individuals are leveraging dual channels)
  • The Coherence Principle, which describes how individuals have limited cognitive processing, therefore, less is more.
  • The Contiguity Principle which explains how individuals benefit from graphics being close to one another, again, because of limited cognitive processing. (Atkinson & Mayer, 2004)

Giving students a vast tool, such as access to the internet (ridding them of the digital divide) is not enough. We also need to provide proper knowledge of how to use this tool, in an efficient and beneficial way (diminishing digital inequality). I believe it is our ethical responsibility to ensure students become well-prepared adults who have the knowledge of how to use technology around them.

Artifact: Digital Divide-Digital Inequality Haiku Deck

Atkinson, Cliff & Mayer, Richard E. Five Ways to Reduce PowerPoint Overload. (2004) Retrieved from http://www.indezine.com/stuff/atkinsonmaye.pdf

Code of Professional Ethics in Educational Technology

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Artifact Introduction: During our second week in Introduction to Educational Technology class, we were to research a real-life scenario about professional ethics in Educational Technology and compose a paper about the scenario, it’s applicability to certain Codes of Professional Ethics, and a reflection on how we would resolve the scenario to ensure it complies. I chose to write about a scenario that I was involved in during the last academic school year.

Reflection of Learning: I learned that it is not possible to truly teach or facilitate Educational Technology within a classroom without following the standards written in the AECT Code of Professional Ethics. Therefore, in order to teach technology to students, there is a direct moral responsibility to comply with these standards. I also reflected upon the large role that the institution for which educators teach plays in the ability to abide by these standards. How, it is necessary for all educational institutions to develop an awareness and furthermore, begin putting the AECT Code of Professional Ethics into play when making overarching decisions for an educational population. This assignment provided the opportunity for me to truly delve into and become familiar with the Code Professional of Ethics and find their applicability and importance of their role in my life as an educator.This was a great opportunity to read, reflect, and apply the Code of Professional Ethics.

Project: Educational Technology-The Ethics of Materials