Of course these resources conform to Washington State laws, but might be a helpful starting point for any district looking for guidance in these matters. OSPI has recently updated these resources to reflect the latest legal advice for schools and a balanced view of bullying, cyber and otherwise, without scare tactics. Their approach is a cycle of “prevention, preparedness, response, recovery” rather than waiting for a crisis to strike. Good advice!
This link is courtesy of Mike Donlin, a program supervisor with the OSPI School Safety Center focusing on bullying & cyberbullying prevention and intervention. Previously, Mike was a consultant to the Seattle Public Schools’ prevention-intervention services, and spearheaded creation of a new cyberbullying curriculum for Seattle teachers.
It’s great that Washington’s OSPI is acknowledging that student’s digital lives are important and schools need policies that teach and inform, not ban and vilify.
81% of school administrators, including principals and superintendents, said they believe their districts are adequately preparing students in online safety, security, and ethics
51% of teachers agree
33% of teachers said they believe their school or district requires a cyber safety curriculum be taught in the classroom setting
68% administrators said they believe the same thing
I think what this shows is that the devil is in the details. Blanket policies about teaching online safety, security, and ethics get lost by the time these policies get to the classroom level. Now stir in the fact that 36% of teachers in this survey say they have received zero hours of district-provided training in cyber security, cyber safety, and cyber ethics with an additional 40% receiving between one and three hours of training in their school districts. Add a dollop of confusion about laws, policies, and the ethics of situations that didn’t even exist a year or two ago. Sift in parents who believe all sorts of different things about what school should allow kids to do online, and bake in an oven of stress about standardized testing in core subjects with no time for “extras” like citizenship, digital or others.
This is a recipe for confusion and confusion leads to paralysis.
I think the answer is evolving towards shared decision-making at all levels (including students), accepting that this is a rapidly changing situation and can’t be “finished”, and moving towards including these lessons into larger programs that address ethics, safety, civics, and community norms of behavior. The more we ghettoize “cyber” safety and ethics, the more likely it is to be misunderstood and dropped for lack of time.
Is the internet really an amplifier for youth deviance, bad behavior, and risk? Or is it just the opposite? Are we simply applying age-old paranoia about youth (juvenoia) to the newest technology and coming to all the wrong conclusions? Could the Internet be in fact promoting better, healthier culture, identity exploration with less risk, and increased accountability for personal actions? Dr. David Finkelhor takes on these questions with research, facts, historical perspectives — and connections with the fields of child development, human behavior, and psychology.
This talk is well worth watching – especially if you are dealing with parents or colleagues who take it on face value that the Internet is making children stupid, cheapening culture, and is the onramp to deviant behavior and predators.
Anne Collier and Larry Magid of Connect Safely.org have released a timely new booklet, A Parents’ Guide to Facebook. This link will take you to a site where you can not only freely download the PDF booklet, but also an interactive at-a-glance chart with recommendations for how teens should configure their privacy settings with links to the pages on Facebook where they can actually change those settings.
It’s designed to help you understand what Facebook is and how to use it safely. With it, you will be better informed and able to communicate with young Facebook users in your life more effectively. That’s important because 1) if something goes wrong, we want our children to come to us and 2) as the Internet becomes increasingly social and mobile, a parent’s guidance and support are ever more key to young people’s well-being in social media and technology.
If you are a teacher teaching Internet Safety, it’s important to get parents on your side – the side of safe and knowledgeable use. Sharing this kind of information proactively with parents BEFORE a crisis is crucial.
Besides this new Parents’ Guide to Facebook, Connect Safely provides other excellent information about youth, social media, and how to stay safe using (not banning) the Internet in homes and schools.
The Eisenhower School Internet Safety Project began with Tech Team teachers, Angelo Bonavitacola, Marc DeBlock and Harold Olejarz, joining forces to develop a sixth-grade Internet course to address these issues and to encourage students to be active learners by using the latest technology to learn about the latest technologies. To produce the videos, the students view online videos, visit web sites and discuss Internet safety topics. The students begin by developing a storyboard in ComicLife, a MAC OS program designed to create comics. Students then use digital cameras to capture images that are added to their comics. When the comics are completed the pages are exported to iMovie. In iMovie the students add voice-overs, sound effects, titles and transitions to complete the Internet Safety project.
Many of the student videos have been or will be shown on ETV, Eisenhower’s morning TV show. ETV is broadcast to the entire school and the town of Wyckoff, NJ. In addition, the videos are posted on a resource web page that includes links to sites with information and other videos on Internet safety. This Internet Safety web site was also used in a presentation to seventh-grade parents. During the presentation it was suggested that parents watch the videos with their students and use the experience to begin a dialog on the issues raised in the videos. (via LearniT-TeachiT)
This is a great example of the “technology ecology” that I’ve been talking about. Sure the students could have learned to make cartoons in Comic Life or how to use iMovie. They could have gotten lessons on Internet Safety. Parents could have been invited in to hear a lecture from an expert on cybersafety.
But instead, all these came together in a way that is greater than sum of the individual parts. They used an authentic problem to build internal capacity and learn how to learn.
In this school, students learned about Internet Safety AND how to communicate it to others, reinforcing the lessons and making them more relevant. They learned to use a technology tool for an authentic purpose – to teach others and engage the whole community in the complex issues of Internet safety. They learned that they have the power to learn new things and transform their community. They learned that their voice is important and that their parents and community will listen to them if they know their stuff.
“Managed” systems are systems that have fewer inaccessible sites than “locked” systems and so require pupils to take more responsibility for their own safety. “Locked” systems make many websites inaccessible and although this ensures pupils’ safety in school it does not encourage the pupils to take responsibility for their actions or prepare them for dealing with systems that are not locked.
Is there a US equivalent to the terms “managed” vs. “locked” – are those terms used in the US?
The online-safety messages most Americans are getting are still pretty much one-size-fits-all and focused largely on adult-to-child crime, rather than on what the growing bodies of both Net-safety and social-media research have found.
… still focuses on technology not behavior as the primary risk and characterizes youth almost without exception as potential victims.
… fails to recognize youth agency: young people as participants, stakeholders, and leaders in an increasingly participatory environment online and offline.
… is still negative, lacks context, and is largely irrelevant to youth.
To be relevant to young people, its intended beneficiaries, Net safety needs to respect youth agency, embrace the technologies they love, use social media in the instruction process, and address the positive reasons for safe use of social technology.
On ConnectSafely.org, co-directors Larry Magid and Anne Collier offer insightful (and sane!) resources for educators and parents about being safe in the digital world.