As classrooms around the country move beyond blackboard and chalk and into technology, a different burden of responsibility falls upon the shoulders of educators and students. While the proper use of school resources and secured access to personal information has always been a priority in a school system, such material is not secured with a lock and key in cyberspace. It is easily violated, easily exploited, and easily used unethically with disastrous results. According to data collected in 2000 by the National Center for Education Statistics (NCES), 98% of public schools in the United States were connected to the Internet. Of those schools, the NCES reports that between 95 to 100% of them used Acceptable Use Agreements (AUA) and some type of filter to control student access to inappropriate sites. However, cases of irresponsible use arise among students and staff.
E-safety in school begins with a policy outlining the use of its technology facilities and having participants sign an Acceptable Use Agreement which states ways in which staff, students, and the community, including parents, can and cannot use the information and communication technology (ICT) facilities. For example, Wellesley College’s policy clearly states that it owns its technology resources which cannot be used “in the furtherance of illegal activities”…and that “individuals accept full responsibility for their actions.” While it says it “strives to provide a reliable and secure technology environment,” it also states that because it doesn’t subject users’ files to prior review, it cannot be aware of every item that is posted. It agrees to take appropriate action when notified of a violation.
Like many other schools, its responsible use policy identifies seven areas of individual responsibilities:
1) Security – Wellesley tries to protect users’ accounts, but warns users not to share passwords and to logout when leaving the network
2) Identity – The College doesn’t allow anonymous messages. All transactions must use legitimate identification and username. Users must register their computer and other electronic devices.
3) Privacy – The College agrees not to disclose personal information that is provided by the students, alumnae, faculty, staff or visitors of the institution’s website. However, privacy becomes the responsibility of an email recipient who uses his/her discretion about letting others read the e-mail or forwarding it to others.
4) Sexual Harassment and Hateful Incidents – The College prohibits any form of sexual harassment or hateful incident.
5) Resource Consumption – Since Wellesley College shares it information technology to the entire community, it prohibits users from “consuming an unreasonable amount of these resources” such as chain mail, spam e-mail, or downloading large files.
6) Intellectual Property – The College warns against anyone infringing copyright laws and licenses of any kind on the computer. If it is informed of a violation, it will disable a user’s network connection. If violations continue, the College will carry out discipline actions and identify the culprit if questioned by government authorities.
7) Commercial Use – Since the college’s resources are solely to support its academic purpose, no one may use them for commercial benefit or financial gain. Even the college logos and seal are only to be used for official college business.
As comprehensive as policies such as these may be, violations occur. Educators and technology specialists seem to agree that responsible use of computers must be part of a curriculum beginning in elementary school, enforced at home, and continuing throughout a child’s education. Many organizations and foundations support this effort. The U.S. Cable industry formed a national educational foundation called Cable in the Classroom which offers free online initiatives that teach digital safety. (Moore, 2007) To foster this commitment, the U.S. Department of Justice and the Department of Education, in conjunction with the Computer Learning Foundation, also offer free lessons and resources on teaching digital etiquette to children. They can be found at www.usdoj.gov/criminal/cybercrime/rules/lessonplan1.htm. As Sally Bowman Alden, executive director of the Computer Learning Foundation stated in an article, “We teach our children not to vandalize property or to tamper with or damage things that belong to others. We need to expand our definition of property to include things we cannot physically hold; i.e., to include electronic information.” She challenged adults, both teachers and parents, to service as role models. (Alden, 2000)
Another valuable resource for educators is “Nine Themes of Digital Citizenship” developed by educator and author, Mike Ribble. He defines digital citizenship as “the norms of appropriate, responsible behavior with regard to technology use.” (Ribble, 2007). In his books and articles he stresses that schools and families must integrate lessons on the ethical use of computers along with the technology, not in isolation. His themes focus on electronic standards of conduct, exchange of information, technology literacy, access to technology for all, buying and selling electronically, responsibility for one’s actions using technology, digital rights, maintaining healthy wellness using technology, and keeping safe.
A key objective of all these programs is to grow a generation of responsible users of technology who make the right decisions when there are no filters or an adult looking over their shoulders. As an urban educator, my question after looking into this aspect of technology ethics is this: If we as educators have all the safeguards in place, how can we get parents on board, especially those who lack any proficiency in technology and who frequently confront the English language barrier as well?
Resources:
http://www.wellesley.edu/acceptuse.html
http://www.olc.spsd.sk.ca/de/computerscience30/Resources/resp_tech.pdf
http://www.ciconline.org/cicnews-archives?p_p_id=62_INSTANCE_cR2x&p_p_action=
http://www.digitalcitizenship.net/Nine_Elements.html
http:://www2.scholastic.com/browse/article.jsp?id=3748912&print=1