weaving internet safety educationitrt.amherst.k12.va.us/sites/default/files/teacher... ·...
TRANSCRIPT
Amherst County’s Internet Safety Education Program
Gloria Preston
Amherst County ITRTs
WISE Weaving Internet Safety Education
Extra Extra, The World Is Different!
The
Workplace
Farmers are checking soil moisture from their hand-held
computers, and factory workers are guiding robots.
Health Care More efficient systems are linking together county, state,
and federal facilities, accelerating the study, diagnosis,
and treatment of diseases through networked applications
and medical databases.
Public Safety Officials are gaining access to instantaneous emergency-
response information and inter-operation of critical
equipment regardless of jurisdiction.
Government Free and universal access to information is increasing for
all citizens, whose informed opinions are in turn shaping
policy and fostering greater global democracy.
Ethics Ethical issues are no longer just about right and wrong but
also about informed choices between two rights-such as
respect for other’s beliefs and protecting our country.
Education Teachers are serving as facilitators, exploring with their
students the vast world of ideas and information.
Technology Benefits Student Achievement
• Students, especially those with few advantages in life, learn basic skills—reading, writing, and arithmetic—better and faster if they have a chance to practice those skills using technology.
• Technology engages students, and as a result they spend more time on basic learning tasks than students who use a more traditional approach.
• Technology offers educators a way to individualize curriculum and customize it to the needs of individual students so all children can achieve their potential.
• Students who have the opportunity to use technology to acquire and organize information show a higher level of comprehension and a greater likelihood of using what they learn later in their lives.
• By giving students access to a broader range of
resources and technologies, students can use a variety
of communication media to express their ideas more
clearly and powerfully.
• Technology can decrease absenteeism, lower dropout
rates, and motivate more students to continue on to
college.
• Students who regularly use technology take more pride
in their work, have greater confidence in their abilities,
and develop higher levels of self-esteem.
There is a Down Side
While no one contests the benefits of
technology, the truth is that whenever
something good is invented, there are
those who will take the good and warp it to
cause trouble. This is true for the internet
as well.
What are the risks?
In 1999, the National Center for Missing &
Exploited Children (NCMEC) provided
funding to Dr. David Finkelhor, Director of
the Crimes Against Children Research
Center at the University of New Hampshire,
to conduct a research survey on Internet
victimization of youth. His research provides
the best profile of this problem to date.
• One in 5 youth received a sexual approach or solicitation over the Internet in the past year.
• One in 33 youth received an aggressive sexual solicitation in the past year. This means a predator asked a young person to meet somewhere, called a young person on the phone, and/or sent the young person correspondence, money, or gifts through the
U.S. Postal Service.
• One in 4 youth had an unwanted exposure in the past year to pictures of naked people or people
having sex.
• One in 17 youth was threatened or harassed in
the past year.
• Most young people who reported these incidents were not very disturbed about them, but a few found them distressing.
• Only a fraction of all episodes was reported to authorities such as the police, an Internet service provider, or a hotline.
• About 25 percent of the youth who encountered a sexual approach or solicitation told a parent. Almost 40 percent of those reporting an unwanted exposure to sexual material told a parent.
• Only 17 percent of youth and 11 percent of parents could name a specific authority, such as the Federal Bureau of Investigation (FBI), CyberTipline, or an Internet service provider, to which they could report an Internet crime, although more indicated they were vaguely aware of such authorities.
Adults do not have the market cornered on
committing Internet crimes
• 72% of teens between the ages of 12 and
16 have committed acts which could be
labeled as an Internet crime.
• Of these, 53% did not realize that what
they did was in fact illegal
• Most of the crimes committed by teens
take the form of threats or harassment.
Isn’t it obvious that more education in this area is
much needed?
We have blocking and filtering
software; we are safe.
• In households with home Internet access,
one-third of parents said they had filtering
or blocking software on their computers
and their child was still a victim.
The best filter is education!
Legislation
All Virginia school division are mandated to
have Internet Acceptable Use Policies and
employ filtering software. But these alone
cannot prevent all risks to our students.
House Bill 58
• House Bill 58, introduced by Delegate
William H. Fralin, Jr., and passed by the
2006 General Assembly, requires that
school divisions’ acceptable use polices
“include a component on Internet safety
for students that is integrated in a
division’s instructional program.”
Current state laws related to Internet safety
• Acceptable Use Policies (AUP) for Public and Private Schools (Code of VA 22.1-70.2). This law reflects the circumstances unique to the school or division and the electronic system used. It clearly defines the responsible use of information networks.
• Family Involvement in Technology (FIT) Program (Code of VA 22.1-212.2:3). This program promotes parental and family involvement in children’s education, including increased and appropriate supervision of children using the Internet.
Current federal laws related to Internet
safety
• Children’s Internet Protection Act (CIPA).
Congress enacted this law in December 2000 to
address offensive Internet content on school and
library computers. It imposes specific
requirements on any school or library that
receives funding support for Internet access or
internal connections from the E-Rate Program.
What do we need to do?
• Each VA division must examine its resources and requirements and devise a plan that includes the following:
• Integrate Internet safety and ethics into the K-12 curriculum and instruction.
• Define the roles and responsibilities for the school board, administrators, teachers, counselors, instructional technology resource teachers, library media specialists, building resource officers, technology coordinators, students, parents, community stakeholders, caregivers, public library staff, after-school and off campus program instructors, day treatment providers, and local law officials.
• Safety measures, including any that already
cost.
• Data and network security plan
• Procedures to address breaches of Internet
safety and protect students’ safety.
• Process for annually reviewing, evaluating, and
revising the program.
• Professional development opportunities for staff
across the division
• Outreach programs for community stakeholders.
This sound like a lot of work!
• We already have to teach the Virginia
Standards of Learning. This is what our
accreditation is based on. We cannot add
one more thing to our instructional day!
There is not a choice.
This is now a law!
• We could find ourselves involved in a liability case if we fail to comply. Tort Liability Laws are those that protect individuals and provide restitution if the consequences of another’s actions or failing to act causes harm. This means that if a student is either a victim or perpetrator of an Internet based crime and we as a school have failed to meet the requirements of House Bill 58, we are liable for harm to the student. EVEN IF THE CRIME WAS INITIATED ON A HOME COMPUTER!
What is Amherst doing?
• The following slides provide a brief
overview of a grant the instructional
technology group has been awarded to
help in meeting the state’s mandate.
Be WISE
Weaving Internet Safety
Education
Project Description
• Develop an Internet Safety Curriculum
which will span all grade levels and all
content areas
• Collaborate with all stakeholders: parents,
students, community leaders, law
enforcement, teachers, administrators
Goal
• Protect young people from online dangers
Timeline
• February 2007 – Select, develop, and organize Internet safety lessons by grade level and content area for four specific areas:
– Personal Safety (Grades K-12)
– Cyber Bullying (Grades 4-12)
– Copyright (Grades 3-12)
– Internet Source Evaluation (Grades 3-12)
http://guest.portaportal.com/internet.safety
Timeline
• March 2007 – Teacher review of lessons
• April 2007 – Stakeholders review of
lessons
• July 2007 – Develop Internet safety
component for division AUP
Timeline
• August 2007
– Present plan to school board
– Present plan at administrators’ conference
– Present plan at faculty meetings
• Ongoing – Present to community forums
– Collaboration with law enforcement
Deliverables
• Portaportal - http://guest.portaportal.com/internet.safety
• PowerPoint – presentation that explains our Internet Safety plan that will be suitable for administrators, teachers, and community stakeholders
• Kiosk – display demonstrations of what students
have learned about Internet safety
Alignment with P21 Framework
• Core Subjects – across all grade levels and subjects
• 21st Century Content
– Global awareness: social studies, science classes
– Financial, economic, business, entrepreneurial literacy: math, business classes
– Civic literacy: social studies classes
– Health and wellness: health and P.E. classes
– Skills will be addressed in other core areas as well
Alignment with P21 Framework
• Learning and Thinking Skills
– Collaboration skills: work in groups
– Contextual skills: address situations in video
clips
– Critical thinking/problem solving: reach
collaborative decisions
– Creativity and innovation skills: design posters
and offer solutions for situations
– Communication skills: share responses with
class
Alignment with P21 Framework
• Information and Communications Technology (ICT) Literacy – Use technology safely
– Source evaluation and literacy
• Life Skills – Personal responsibility: personal safety
– Social responsibility: interacting in social networks and responding to cyber bullying
– Ethics, accountability, personal productivity: learning about fair use and copyright
Alignment with P21 Framework
• 21st Century Assessments
– Formal content area assessments
– Informal 21st century skill assessments:
rubrics to be developed
Plan for Evaluating Project
• K-12 Insight will be used to develop
surveys for various stakeholders
• K-12 Insight is a specialized survey
platform designed to develop effective
surveys and analyze the data these
surveys provide
Disseminating Project Results
• Portaportal
• PowerPoint Presentation
• Kiosk
• Community Forums – invite the media
We are at the point in our timeline where
we need the input of our county’s
instruction professionals.
• We will break into two groups to review
lessons.
• Please refer to your questionnaire as you
review the lessons.
• Thank you for your valuable input~~you
are the ones who will be at the front of the
implementation
Questions?
Remember, you will need to explain this
process to your school faculty. Please
let us know if we can help in any way.
References
• Computer Systems Policy Project. (2000). Building the foundation of
the networked world (p. 8). Washington, DC: Author.
• Cornish, E. (Ed.). (1996). Exploring your future: Living, learning, and
working in the Information Age (pp. 7-11). Bethesda, MA: World
Future Society.
• Raising Student Achievement with Technology. Apple. Date of
Access: February 11, 2007.
http://www.apple.com/education/research/
Acknowledgement
• This project is supported in part by the
JMU/Microsoft Partnership for 21st Century
Skills