1. Overload
1.1. What to or not to explore
1.2. Pruning for useful information
2. Digital Citizenship
2.1. Respect yourself
2.2. Respect intellectual property
2.3. Respect others
2.4. Navigate internet safely
2.5. Think more deeply about technology use
2.5.1. "Think before you click"
2.5.2. What you do online matters
2.5.3. Not just consumers of technology - 'creators'
2.6. What looks like
2.6.1. Digital communities have balance of member rights and responsibilities
2.6.2. Balance personal empowerment with community well-being
2.6.3. Modelled by school leaders and educators
2.7. The norms of responsible technology use
2.8. Nine Themes
2.8.1. Digital Access
2.8.1.1. Not all people have the same opportunities
2.8.1.2. Equal Digital Rights
2.8.1.3. Digital exclusion is BAD
2.8.1.4. We should expand and provide technology
2.8.2. Digital Commerce
2.8.2.1. Large share of market economy
2.8.2.2. Law conflicts when buying & selling online
2.8.2.2.1. Illegal down loading
2.8.2.2.2. Pornography
2.8.2.2.3. Gambling
2.8.2.3. Learn to be effective consumers in digital economy
2.8.3. Digital Communication
2.8.3.1. Variety of choices
2.8.3.1.1. E-mail
2.8.3.1.2. Cellphones
2.8.3.1.3. IM (Instant Messaging)
2.8.3.2. Constant Communication
2.8.3.3. Collaborate with anyone
2.8.4. Digital Literacy
2.8.4.1. Taught about what tech. and how it's used
2.8.4.2. Workplace requires technology
2.8.4.3. Occupations require "just-in-time" information
2.8.4.4. Searching and processing skills required
2.8.5. Digital Etiquette
2.8.5.1. Don't recognize inappropriate conduct online
2.8.5.2. Should be responsible digital citizens
2.8.6. Digital Law
2.8.6.1. Ethics of technology in society
2.8.6.2. Thefts and crime
2.8.6.3. "Still a crime even online" - Lucy
2.8.7. Digital Rights & Responsibilities
2.8.7.1. Rights to every digital citizen
2.8.7.1.1. Privacy
2.8.7.1.2. Freedom of Speech
2.8.7.2. Should be addressed, discussed, and understood
2.8.8. Digital Health and Wellness
2.8.8.1. Physical Issues
2.8.8.1.1. Eye safety
2.8.8.1.2. Repetitive stress syndrome
2.8.8.1.3. Sound ergonomic practices
2.8.8.2. Psychological Issues
2.8.8.2.1. Internet Addiction
2.8.9. Digital Security
2.8.9.1. Don't trust others
2.8.9.2. Virus protection
2.8.9.3. Back up data
2.8.9.4. Surge control
3. Avoid
3.1. Identity theft
3.2. Sexting
3.3. Cyberbullying
3.3.1. How to deal with it
3.3.2. Frighten
3.3.3. Harass
3.3.4. Embarrass
3.3.5. Often unknown to parents
3.3.6. 4 Types
3.3.6.1. Vengeful Angel
3.3.6.2. Power-Hungry
3.3.6.2.1. Revenge of the Nerds
3.3.6.3. Mean Girls
3.3.6.4. Inadvertent
3.3.7. Can feel inescapable
3.3.8. Educators often the first to know it's occurring
3.3.9. Teens often don't know consequences of sending naked pictures or sexual content of themselves
3.3.9.1. Help them research the sexting laws
3.3.10. Bullying.org
3.3.10.1. Has many resources and activities to do with students
3.3.10.1.1. Cyberbullying activities
3.3.11. Snapchat
3.3.11.1. Think it is more private because only lasts a few seconds
3.3.11.1.1. Can be screenshotted and made public
3.3.11.1.2. Often don't consider consequences involved
3.3.11.1.3. Teachers may be 'snapped' or recorded
3.3.12. Steps to take:
3.3.12.1. Make copies and document material that is doing the bullying
3.3.12.2. Demand that the bully stop and take down the content that is inappropriate
3.3.12.2.1. Stop talking to them after so situation isn't escalated
3.3.12.3. Advise administration of the situation
3.3.12.4. Access support through the school board
3.3.12.5. Request that admin. contacts parents of those involved
3.3.12.6. Involve board occupational health and safety (if it involves you)
3.3.12.7. Contact ATA if need more support or advice
3.4. Plagiarism
3.5. Predators
3.5.1. Can track from pictures uploaded exact locations!
4. Necessary Because...
4.1. Unfamiliar territory
4.2. Many risks
4.3. Consequences
4.4. Many students don't have skills to protect themselves on social media
4.5. Many students aren't aware of dangers online
4.5.1. Often not supervised by adults online
5. Ethical
5.1. Identity
5.1.1. Look at future (10 years from now)
5.1.2. Impacts (job interviews)
5.1.3. UNDERSTAND what doing online
5.2. Privacy
5.2.1. Impact of digital footprint
5.3. Ownership
5.3.1. Harm and Intentionality that could be caused
5.4. Trustworthiness
5.5. Participation
5.6. Takes practice
5.6.1. "Fakebook"
6. Technological Literacy
6.1. Becoming a basic skill we need for life
6.2. Think there's a disconnect between basic respect skills and technology
6.3. More relevant now vs. in the past
6.3.1. Technology is more available
6.3.2. So much information at our fingertips
6.3.3. 9-16 year olds spend on average 88min./day online
6.3.4. 95% 12-17 year olds use Internet
6.4. Digital citizenship prepares students for success in learning and life
7. BYOD (Bring Your Own Devices) 1:1
8. REPs
8.1. Respect
8.1.1. Etiquette
8.1.2. Access
8.1.3. Law
8.2. Educate
8.2.1. Literacy
8.2.2. Communication
8.2.3. Commerce
8.3. Protect
8.3.1. Rights and Responsibilities
8.3.2. Safety and Security
8.3.3. Health and Welfare
9. Netiquette
9.1. Social code or conventions
9.2. Internet code of conduct
9.3. The Golden Rule
9.4. What is socially acceptable online or digitally
9.5. Differs from etiquette in other modes of communication
9.5.1. Face and body language can't be observed
9.5.2. Tone of voice isn't heard
9.6. Differs depending on digital community
9.6.1. English vs. Unabbreviated English
9.6.2. Long comments vs. Short comments
9.6.3. Hijacking posts
9.6.4. Cross-posting or off topic
9.7. Email
9.7.1. Avoid spam
9.7.2. Avoid flamewars
9.7.3. AVOID ALL CAPS
9.7.4. Posts are easily made public
9.7.5. Primary recipient vs. Carbon copy recipients
9.8. Cell-Phone
9.8.1. Prohibited in classroom
9.8.1.1. Cheating
9.8.1.2. Disruption
9.8.2. Banned in schools - NY
9.8.3. Used alone
9.8.4. Used in a group
9.8.4.1. Barrier to face-to-face socialization
9.8.5. Used in public
9.8.5.1. Less acceptable
9.8.5.1.1. Restaurants
9.8.5.1.2. Public transportation
9.8.5.2. Stop Phubbing
9.8.5.2.1. How cell phones should be used in public
9.8.5.3. Signal Jamming
9.8.5.3.1. Prevents use
9.8.5.3.2. Faraday cage
9.8.5.4. Unacceptable
9.8.5.4.1. Weddings
9.8.5.4.2. Funerals
9.8.5.4.3. Churches
9.8.5.4.4. Doctor offices
9.8.5.5. Shouldn't discuss personal or sensitive subjects
9.8.6. Tolerance varies in different regions
9.8.7. Use with family
9.8.7.1. Negotiate spatial boundaries as long as in contact with parent
9.8.7.2. Can create disconnect within families
9.8.7.3. Teenage empowerment from cellphones
9.8.7.4. Less social control because can just text friends even if can't see them
10. Media Representation
10.1. Thin is beautiful
10.1.1. Media so available
10.1.1.1. Teens acquire negative body image
10.1.1.1.1. Lowe self-esteem
10.1.1.1.2. Eating disorders
10.1.1.1.3. Self-harm
10.1.1.1.4. Boys less likely to talk about negative body image
10.1.1.1.5. Affecting more ethnicities than before
10.1.1.1.6. Those that are insecure may share more photos than those who aren't
10.1.2. Music influence
10.1.2.1. Music videos have thin sexualized performers
10.1.2.1.1. Girls should be thin, attractive, and sexual
10.1.2.1.2. Boys should be muscular
10.1.3. Video Game influence
10.1.3.1. Virtual worlds are very popular at very young age
10.1.3.2. Avatar creating can be just as judged
10.1.3.2.1. Usually make them fit mainstream standards rather than reflect their own looks
10.1.3.2.2. Unrealistic body types
10.1.4. Photoshop gives us unrealistic goals
10.1.4.1. Youth turn to photomanipulation tools to fit the mould
10.1.4.2. Computer generated models
10.1.4.2.1. Not even humanistic goals
10.1.4.3. Pushes everyone to one standard
11. Intellectual Property
11.1. Anything that is created or invented
11.2. Public Domain
11.2.1. Intellectual property with no copyright
11.3. Copyright
11.3.1. Right of owner of intellectual property to control it being copied, altered, etc.
11.4. Fair Dealing
11.4.1. How to use copyrighted material without permission
11.4.2. Claus in the Copyright Act
11.4.3. Two Part Test
11.4.3.1. 1. Falls Under an Exemption
11.4.3.1.1. Private Study
11.4.3.1.2. Research
11.4.3.1.3. Criticism/Review
11.4.3.1.4. News Reporting
11.4.3.1.5. Satire
11.4.3.1.6. Education
11.4.3.1.7. Parody
11.4.3.2. Six Factors
11.4.3.2.1. What is the purpose of the dealing?
11.4.3.2.2. What is the character of the dealing?
11.4.3.2.3. What is the amount of the dealing?
11.4.3.2.4. What alternatives to the dealing are available?
11.4.3.2.5. What is the nature of the work?
11.4.3.2.6. What is the effect of the dealing on the work?
12. Common Sense Education
12.1. Digital Citizenship Curriculum
12.1.1. Privacy and Security
12.1.2. Digital Footprint and Reputation
12.1.3. Self-Image and Identity
12.1.4. Creative Credit & Copyright
12.1.5. Relationships and Communication
12.1.6. Information Literacy
13. Sexual Content Availability
13.1. Exposed to it accidentally
13.1.1. Can stay in heads longer than expected - may cause stress
13.1.2. Prematurely sexualize children
13.2. Exposed to it intentionally (curiosity)
13.2.1. Not censored
13.2.1.1. May be exposed to inappropriate material that can shape beliefs and values as they develop
13.2.1.2. Violent and false ideas about sex
13.2.1.2.1. Give adolescents the wrong idea about sex - affect their lives
14. Teaching Internet Safety
14.1. 1. Through Gaming
14.1.1. Safety before can move on in the game
14.1.2. Interactive games on Mediasmarts
14.1.2.1. Students can independently explore and learn internet safety and awareness
14.2. 2. Analogies and Student Generated Projects
14.2.1. Little red riding hood - things aren't always what they seem
14.3. 3. Investigative Role Playing
14.3.1. Students are detectives and figure out which website is a hoax
14.4. 4. Guest Speakers
14.4.1. Kids use technology to talk about what speakers said and engage
14.5. 5. Students be the Teachers
14.5.1. Keynote presentations after research digital citizenship and safety
14.6. 6. Third Party Resources
14.6.1. Cybersmart site and other resources already put together
14.7. 7. Self-Created Curriculum
14.7.1. If tech-savy, collect resources and have a better idea of what students should know about digital safety and awareness
14.8. 8. Department Citizenship Program
14.8.1. A lot like another resource
14.9. 9. Part of a Research Lesson
14.9.1. When researching need to know how to do it safely and find reliable sources
14.10. 10. School Wide Program
14.10.1. Reinforced in all classes by all teachers
15. Teacher Professionalism
15.1. Be careful!
15.2. Don't add students as friends on social media
15.3. Speak professionally through text and email
15.4. Don't post inappropriate pictures
15.4.1. Could end up public
15.5. Keep copies of emails
15.6. Don't use personal email to contact parents or students
15.7. Be careful on school server
15.8. Don't leave computer unattended around students
15.9. Know privacy settings of social media you use
15.10. Keep professional boundaries
15.11. Don't have 24 hour conversations - set up 'office hours'
15.12. Don't that could result in disciplinary action
15.12.1. Visiting inappropriate websites
15.12.2. Sending inappropriate emails
15.12.3. Online gambling on school server or using school equipment
15.12.4. Violating copyright laws
15.12.5. Using school equipment to work on second job tasks
15.12.6. Texting, IMing, or Emailing too much during school time
15.12.7. Web browsing sites that aren't connected to curriculum
15.12.8. Posting suggestive or inappropriate pictures of yourself
15.12.9. Posting about students, colleagues, or admin.
15.12.10. Personal email exchange with students
15.12.11. Inappropriate exchanges with colleagues
15.12.12. Criticizing colleagues or school board online
15.12.13. Sharing confidential information
16. Validity of Website or information found
16.1. http://www.lib.vt.edu/instruct/evaluate/
16.1.1. Gives checklists on what to look for and where to look for evidence of a valid site
16.1.1.1. Authority
16.1.1.2. Coverage
16.1.1.3. Objectivity
16.1.1.4. Accuracy
16.1.1.5. Currency
17. Marketing Directed at Children
17.1. Children influence parents' decisions
17.2. Family dynamics changing
17.2.1. Older parents, smaller families
17.2.2. Parents spend less time with kids, so feel guilty and buy them materialistic gifts
17.3. Pester power
17.3.1. Nag parents to purchase something they wouldn't usually
17.3.2. Persistence nagging
17.3.2.1. Repeated asking
17.3.3. Important nagging
17.3.3.1. Plays on guilt and the need the child has
17.4. Psychologists and researches have insight on how to appeal to children
17.5. Brand name loyalty is being geared to younger children
17.5.1. They stay loyal throughout their lives to the brand
17.6. Buzz marketing
17.6.1. Use influential kids to advertise products
17.6.1.1. Social media
17.7. Advertising in schools!
17.8. Market through the internet
17.8.1. Super available for kids
17.8.2. Kids have several hours of screen time a day
17.9. Marketing adult entertainment to kids
17.9.1. Superbowl