Web Awareness

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Web Awareness by Mind Map: Web Awareness

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