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Creating a Cyber-Etiquette and Cyber-Safety Course for an Elementary School

Shari Wickline EDT-817 March 14, 2012

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Contents

Timeline Standards / Rationales Skills Mastered through Course Description of Plan Review of Literature Bibliography Online Resources / Self-Generated Resources

Page 3 Page 7 Page 12 Page 14 Page 16 Page 21 Page 22

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Timeline September Present a plan of study to the Districts Academic Review Council with a request that a new class, focusing on Cyber-Etiquette and Cyber-Safety, be added to the current curriculum. The plan will include a rationale for how this class will enhance student learning and success in and out of school, as well as how the Ohio Standards support such as need. October Meet with the districts Academic Council to answer any questions they may have about the plan. During this meeting follow-up on any stipulations the district has for the approval and implementation of the plan. Submit a title and synopsis of the course to be added to the districts Handbook. November Confirm the rotation of the class schedule with the building principle and curriculum coach. Will the class be taught as a: Nine week unit, with follow-up sessions throughout the remainder of the year. On a rotation with each teachers regular library period, with time spent teaching class triweekly throughout the year. As a support class during the schools break-out sessions.

The class will be taught at:

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The building library The technology lab Directly in the teachers class room

January/February Begin training session, by grade level, for all district elementary teachers. These trainings will provide the teachers with the background and personal level of comfort to support the courses content in their everyday teaching. They will be provided with an overview of the class and ways to assist students with learning these life skills. March/April Follow-up with the teachers to answer any questions they have about the class content and how they can implement the material into their teaching. Use this time to distribute any materials or resources the teachers can use to further their understanding and support their own teaching. March August Prepare lessons for each grade level that scaffold the material as they progress each year. (Eventually this plan will be implemented throughout the district K-12). Develop any electronic or print resources that may be needed during this time (ie: WebQuests, Quias or Moodle account). Have all resources sorted by grade level to provide the best learning opportunities to students at each level.

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July/August Provide a pre-year training that for teachers and for parents interested in obtaining a better understanding of what Cyber-Etiquette and Cyber-Safety is, and how to assist the students in navigating online appropriately. Provide resources to assist after the training session and contact information in case there are any questions or concerns throughout the year. September/May Begin first year implementing the new plan of study. Throughout the year collect evidence that supports or displays areas for improvement with the plan of study by: Collecting data that displays student growth on the content. Half way through the year and at the end of the year give a brief teacher survey to gather data that displays how teachers utilized this content with their students. On the final survey inquire about how resourceful they feel on-going training in this area is for the students, and any suggestions for improving the plan. Reflect on each lesson taught to the students. Collect data that shows what worked, what needed improved upon and changes that could be made or resources that could be added for the next school year. Send home a monthly Library Newsletters (electronically is the best) or use the Library Website to provide information about what the students are focusing on each month and ideas of how to incorporate these new skills into the home online environment.

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January Write a brief newsletter to send to Stakeholders, in which the plan is of importance, which provides information and testimonies on how the plan is progressing as of the mid-point of the school year. Keep the newsletter brief and highlight success with the implementation of the plan. May/June Write a Summary of the data that has been collected and submit the findings to the districts Academic Council, School Board, Administrators, and Building personnel. Each summary should be geared specifically towards that particular audience. Include an over view of the success of the plan for the entire year and specific points that directly relate to the needs of the audience. Lastly, include what changes or additions will be made to the plan for the upcoming school year. June After the implementation of the plan the first year submit a proposal to the districts Academic Council for the development of a permanent Cyber-Etiquette and Cyber-Safety plan of study, that will be used on a district wide level. Provide evidence to support the need for the continuation of the plan as students move into higher grades and how this can be accomplished.

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Ohio Academic Content, Common Core, AASL and ISTE Standards with Rationales

Library - Ohio Academic Content Standards: Standard 3: Media Literacy Effective school library media programs support the learning of media literacy skills in collaboration with classroom teachers, technology integration specialists and technology education. Rationale The student can effectively communicate and send messages using a variety of technological devices in a safe and appropriate manner. Grades K-2 - Benchmark A. Explore the intended effect of media communications and messages when delivered and received by various audiences for various purposes. Grades 3-5 - Benchmark A. Explain the intended effect of media communications and messages when delivered and received for personal and various other purposes.

Technology Ohio Academic content Standards: Standard 2: Technology and Society Interaction Students recognize interactions among society, the environment and technology, and understand technologys relationship with history. Consideration of these concepts forms a foundation for engaging in responsible and ethical use of technology.

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Rationale The students can recognize the differences between ethical (appropriate / inappropriate) forms of communicating using a variety of technological devices. Grades K-2 - Benchmark A. Identify responsible citizenship relative to technology and its use. C. Describe and demonstrate how technology has had an influence on our world. Grades 3-5 - Benchmark A. Define responsible citizenship relative to technology and its use. C. Explain and demonstrate how technology has had an influence on our world. D. Practice responsible use of technology, understand school district guidelines for technology use, and explore technology ownership.

Standard 4: Technology and Communication Applications Students use an array of technologies and apply design concepts to communicate with multiple audiences, acquire and disseminate information and enhance learning. Rationale The students can successfully communicate through e-mail using a variety of technological devices in an appropriate manner. Grades K-2 - Benchmark C. Participate in group projects and learning activities using technology communications. Grades 3-5 - Benchmark C. Use technology communications to participate in online group collaborative interactive projects and learning activities using technology communications.

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Common Core Standards: Writing Production and Distribution of Writing Rationale The students can write using appropriate measures when using a variety of technological devices. Grade K-2 6. With the guidance and support from adults, explore a variety of digital tools to produce and publish writing including collaboration with peers. Grade 3 6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) a wall as to interact and collaborate with peers. Grade 4 6. With some guidance and support from adults use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Grade 5 6. With some guidance and support from adults use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

AASL Standards: Standard 1: Inquire, think critically and gain knowledge Rationale The students can access, gather and respond to information in online learning community setting in a responsible manner.

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1.3 Responsibility 1.3.4 Contribute to the exchange of ideas within the learning community. 1.3.5 Use information technology responsibly.

Standard 3: Share knowledge and participate ethically and productively as members of our democratic society Rationale The students can appropriately navigate online networks that require communication in an ethical and responsible way. 3.1 Skills 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 3.1.6 Use information and technology ethically and responsibly.

3.3 Responsibilities 3.3.3 Respect the differing interest and experiences of others, and seek a variety of viewpoints.

Standard 4: Pursue personal and aesthetic growth Rationale The students can appropriately communicate and interact using a variety of technological devices in an online setting. 4.1 Skills 4.1.7 Use social networks and information tools to gather and share information. 4.3 Responsibilities 4.3.1 Participate in the social exchange of ideas, both electronically and in person. 4.3.4 Practice safe and ethical behaviors in personal electronic and communication interaction.

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ISTE Nets Standards: Standard 2: Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Rationale The students can successfully communicate in a variety of online environments using a variety of technological devices in a safe and appropriate manner. A. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. B. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

Standard 5: Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Rationale The students can demonstrate their ability to successfully communicate using a variety of technological devices by distinguishing between what is an appropriate and in-appropriate form of interaction in a variety of online settings. A. Advocate and practice safe, legal, and responsible use of information and technology. B. Exhibit positive attitudes toward using technology that supports collaboration, learning and productivity. D. Exhibit leadership for digital citizenship.

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Skills Mastered Through Course

Students Successful navigation of online resources in a safe manner Recognize inappropriate online sources and report to adult immediately Learn not to share personal information and why Learn how to access sites for appropriate content Learn how to communicate online in an ethical manner Learn about cyber- bullying and its effects on individuals Learn how to safely and discreetly report cyber-bullying Learn cyber-etiquette rules to appropriately communicate online Learn about how to safely utilize online networks Communicate using a variety of technological devices Communicate online using a variety of forms Send and receive message in a safe and respectful manner

Teachers Gain an understanding of cyber-etiquette and cyber-safety Learn techniques to use with students to assist in building these online skills Gain access to resources that can be used during class time to enhance these skills Learn how to monitor and evaluate what students are doing online in a more efficient manner

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Gain a comfort level in communicating about online appropriate and in-appropriate behaviors

Parents Gain a foundation for monitoring and evaluating online use in the home setting Learn about the variety of technological ways children communicate Learn how to discuss these topics with children in an open and positive way Gain access to resources to assist with keeping children safe in the online world outside of school

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Description of Plan

The plan is for the development and implementation of a course that focuses on CyberEtiquette and Cyber-Safety for elementary students in grades K-5. The first step is to submit a detailed plan in September to the districts Academic Council for review and approval to begin proceedings to develop the class. The plan also outlines various professional development opportunities during January and February that will be provided for teachers and staff in regard to the focus of the class. Parent sessions will be offered during the months of July and August, prior to the start of the school year. A course that focuses on these types of cyber training will lay the foundation and develop skills students will need in order to successfully utilize technology in and out of the school setting. The skills will be preparation for entering secondary schools or the workforce upon graduation. The content covered in the class adheres to the Ohio Academic, Common Core, AASL and ISTE Nets Standards for communication in all forms using any type of technological devices. The classes will begin at the kindergarten level as a basic introduction into the etiquette and safety of cyber navigation. The information taught at each grade level will build on the previous years focus, getting more detailed and involved as the students progress. This scaffolding method is to ensure that students are receiving gradeappropriate training that meets their current technology needs.

Throughout the year, various surveys will be administered to teachers, staff, and students to gather data on the strengths and weaknesses of the classes. This data will be reviewed and reports will be written and distributed to each Stakeholder sometime in May or June. Each report will be tailored to offer the Stakeholders specifications about the classes that are of

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importance to their particular needs and concerns. In June, a formal proposal will be written and distributed to the districts Academic Council that will reflect the successes of the classes, and address any changes that need to be made for the upcoming school year. This proposal will also contain a plan for implementing this class in grades K-12.

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Review of Literature Article 1 (From Class) In an article titled U.S. Schools not preparing kids for digital age, which was published in Computer Security Update, in June, 2011, the study by the National Cyber Security Alliance (NCSA), reveals that schools are unprepared to teach students the fundamentals of online safety. The article focuses on data gathered from previous surveys regarding whether teachers, administrators, and technology staff believe online safety, security, and ethics should be taught as part of a districts curriculum. The statistics show a divide between whether or not it is a districts responsibility to teach these online strategies and, if so, then who within the district is responsible for teaching these skills. Michael Kiser, the director of the NCSA, also states that teachers are not receiving the training needed to approach these topics with students in a comprehensive way. He begins to show through evidence gathered by the surveys that the majority of school staff, at all levels, feel inadequately prepared when teaching cyber safety, cyber bully prevention, cyber etiquette, and cyber security. The findings show a need to prepare both school personnel and parents to ensure students are getting the training that is needed to become cyber smart users. The article provided statistics that will be useful when developing a plan of action for integrating cyber ethics into a districts curriculum. The data shows that not only students need adequate training but adults as well. It further stresses the importance of instituting professional development sessions and parent support trainings that focus on these topics. The full report can be obtained at the NCSAs Stay Safe Online site, as well as the 2008 baseline survey. These

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surveys can be used to show how the focus of cyber training for students has been unchanged, although the use of technology in schools and among students rises. After reading the article I was able to see the importance of this focus for a districts curriculum. I will use this data when developing my plan for the final project. Utilizing the findings in this study is a way to prove the need for such a focus for students, school personnel, parents, and community members. Article 2 (From Class) In an article titled Teaching the Rules of the Road Online, which was published in School Library Monthly, in April, 2010, the author, Kathy Fredrick, addresses the importance of teaching cyber ethics, safety and security to students at all ages. The article focuses on the role librarians play in teaching cyber ethics to students and how these areas need to be focused on regularly, beginning in kindergarten. According to the article, districts have taken measures to ensure students have limited access to undesirable sites by using filters. This is a step to assist in restricting what websites they can visit during school hours, but what happens once they leave the safety of the school? Schools usually offer a session at the beginning of the school year to speak with older students about online communication. These sessions are forgotten as soon as the students leave the room. There is no ongoing training and a chance to practice what is being preached, as a result waiting until they are older, defeats the importance of cyber ethic literacy. The article provides great resources that have been designed by the National Cyber Security Alliance to teach the 3 Cs (Cyber Security, Cyber Safety & Cyber Ethics). Finding someone comfortable with teaching cyber ethics and best practices for communicating via any device is proving to be difficult. With lack of funding and teachers being less comfortable with the realm

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of technology they find themselves in, the key seems to be turning to librarians who have a background in technology literacy. The article provided very useful information regarding the importance of cyber ethics literacy. After reading the article, I viewed the various websites mentioned and the curriculum that they each offer. I found them to be wonderful resources that all schools should be utilizing. I liked how it compared the difference between schools filtering online sites and schools training students how to properly communicate and safely navigate using technology devices. I thought an important point was that students are using technology in a protected setting while in school, but once they leave, they are exposed to everything. It seems like school may be the best starting point for teaching students how to navigate in safe ways and troubleshoot when they find themselves in undesirable situations. There was not anything I did not like about this particular article. I found the information to be practical and will be using the suggestions to develop a school based curriculum for cyber literacy education in all grades. After reading the article I began to see how a curriculum focusing on cyber literacy education could be developed and utilized in both school and non-school settings. Besides teaching students of the importance of ethical cyber communication, I think target audiences of teachers and parents need to be included as well. Providing regular education to students, teachers and parents would, over time, eliminate the growing issues of cyber bullying, inappropriate online relations and cyber predators being able to prey on children. The trainings would begin to develop a stronger awareness of how serious and permanent online postings and content can actually become. A simple annual assembly to address these issues has proven to be ineffective for not only students, but all those who use any form of technology.

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Article 3 (New) In an article titled Sexting, Texting, Cyberbulling and Keeping Youth Safe Online, which was published in the Journal of Social Sciences, in 2010, the authors describe the rise in unsupervised technology use among younger and younger students and the resulting impact on cyber-safety. The article focuses on data that was gathered through various surveys about students personal use of technology in communication. The article emphasizes both the opportunities and risks todays students face by having unlimited access to technology. According to the authors, there are five areas that adults need to be aware in order to keep children safe while interacting online. The areas are: technology use in children and youth, prevalence and impact of cyberbullying, sexting, texting and online reputation, the social and emotional side of bullying, and ways for preventing cyberbullying. The study provides information that shows the rise in younger aged students owning and using technological devices as forms of communication, without receiving any formal training in online safety. The American Academy of Pediatrics recommends that students are taught at young ages about the negative effects of sexting and cyberbullying, especially if they have regular access to online devices. Educating parents about the negative effects cyber communication can have on children is one of the first steps in altering this growing concern. Regular monitoring and maintaining an open line of communication about the five areas of concern are the foundations for helping students become successful users of online communication. The article provides statistically-backed data that supports the need for education programs that teach Cyber-Etiquette and Cyber-Safety. The article emphasizes that having ongoing formal training for students of all ages will, over time, decrease this rapidly increasing public concern. I liked the articles straight forward approach to addressing the five areas of

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concern. I also liked the suggestion of the AAP to begin communicating these issues with students at a young age, using simple explanations and building on content as they mature. Children need to be guided and made to understand that the implications of their actions now may ultimately limit their opportunities in the future. Article 4 (New) In the article titled Schools Add Lessons in Internet Etiquette and Safety, which was published in the USA Today, December 2011, Greg Toppo discusses the various approaches that schools across the country are taking to keep students safe from online dangers. He addresses how schools are moving away from the brief lectures of being safe online at the beginning of the school year and instead providing on-going classes. Schools are still inconsistent with their approaches, but there is an increase in the number of districts offering Cyber-Etiquette and Cyber-Safety instruction as a stand-alone class. The author quotes a principal from a school in Austin, Texas as saying Throwing a kid a computer is just like handing them car keys without first training them to drive (Toppo, 2011). This is a great analogy, and the sad truth is that this is exactly what we are doing to the youth of today. The harsh reality is that students are receiving access at younger and younger ages and there still is not adequate training being provided. I liked this article although it was brief. I felt it gave insight into the variety of steps schools are taking to ensure students receive a foundation in Cyber-Safety. The article provides information that can be used to support a proposal for the development of on-going classes that teach students the necessary skills for using online forms of communication in a safe and appropriate manner.

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Bibliography

DAntona, R., Kevorkian, M. & Russom, A. (2010). Sexting, texting, cyberbullying and keeping youth safe online. Journal of Social Sciences. 6(4): 521-526. Retrieved from Academic Search Complete Database. Fredrick, K. (2010). Teaching the rules of the road. School Library Monthly, 26(8), 35-36. Retrieved from Education Research Complete. National Cyber Security Alliance. (2011). U.S. schools not preparing kids for digital age. Computer Security Update. 12(6) Boynton Beach, Florida. Retrieved from Academic Search Complete. Toppo, G. (2011, December 1). Schools add lessons in internet etiquette and safety. USA Today. pp. 5. Retrieved from Academic Search Complete Database.

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Online Resources

Cyberethics for Kids The site provides an interactive lesson on Cyber ethics and safety. http://www.cybercrime.gov/rules/kidinternet.htm

Netiquette The site provides detailed information on what online etiquette is and how to ensure you are staying appropriate while online. http://www.albion.com/netiquette/

Network Netiquette This site provides information a various cyber areas of concern. http://networketiquette.net/

On Guard Online The site provides a variety of resources for educators and parents for every type of technological communication device. http://onguardonline.gov/

United States department of Justice The site provides information and lessons for educators, parents and kids on cyber ethics. http://www.cybercrime.gov/cyberethics.htm

Zunal The site can be searched for WebQuests that can be used with students grades K12 to enhance their learning of online etiquette and safety. http://zunal.com/

Self-Generated Resources Cyber-Etiquette WebQuest The WebQuest provides students with interactive resources that enhance understanding of online etiquette and safety. The WebQuest is for students grades 3-5. www.zunal.com/webquest.php?w=140012 Cyber-Etiquette Quia The Quia provides students with activites and quizzes that complement the class content. Students will be given access to the librarians Quia page so they may complete the work. http://www.quia.com/profiles/swickline16