A Hitchhiker’s Guide
To Using The Internet
Anthony A. Luscre
v.11.01.18
A Hitchhiker's Guide To Using The Internet © 2011 by Anthony A. Luscre, All Rights Reserved.
For information on this publication and/or companion lecture series or online course please
e-mail aluscre@neo.rr.com or k8zt@arrl.net
...And all the secrets in the Universe,
whisper in our ears
And all the years will come and go...
We may never pass this way again...*
So I need to cram as much into this talk as possible
*( Lyrics by James Seals & Dash Croft, 1973) from the album “Diamond Girl”
Objectives
Participants will...
1. discover ways to become more effective and efficient users of the Internet and other online
resources.
2. learn basics of the infrastructure of the Internet and web pages.
3. investigate how web links work and how they can become compromised.
4. learn skills to become better searchers and evaluators of information on the web.
5. practice critical evaluation skills of materials found on the web and increase information
literacy.
6. inculcate these methods to their students with goal of increasing effective research, media and
information literacy which can contribute to student's critical thinking, problem solving skill,
persuasive writing and overall performance across a wide range of course and grade levels.
7. discuss practical ways to use Internet and online resources and activities in their delivery of
instruction.
8. use skills learned to find better resources for student instruction, resulting in more dynamic
lesson plans, online student resources, etc...
9. become aware of proper uses of copyrighted materials.
10. share results of their online searching with their fellow participants, including both exercises in
finding specific information, and resources found that are appropriate for inclusion in lesson
plans for their classes.
11. become aware of wide variety of Internet dangers and helpful safety measures.
12. develop understanding of proper and safer usage of e-mail, including file attachments.
13. engage in small group discussion to help to clarify concepts of Technology Ethics and
emphasize the role of classroom teacher and school administrators in helping students
understand right from wrong in a digital age.
14. learn strategies for developing assignments with “Low Possibility of Plagiarism”.
15. explorer use of online applications and course management systems to enhance student
instruction and participation
16. work with instructor and peers to practice and reinforce techniques learned in the course
17. be encouraged to keep a reflective journal of the included learning processes.
18. provide feedback to your classmates and instructor using the online class survey (the link to
the survey will presented to class during final session).
A Hitchhiker's Guide To Using The Internet © 2011 by Anthony A. Luscre, All Rights Reserved.
For information on this publication and/or companion lecture series or online course please
e-mail aluscre@neo.rr.com or k8zt@arrl.net
Step one-Don’t Panic!!
Blank Page- Please do not delete
Chapter 1- Understanding the Web
Domains, Routers, URLs, Browsers, Oh My!
I. Understanding Web Architecture
basics of how the Internet works
4. MAC address is “hard coded” into
network devices by manufacturer
a. Cannot be changed by user
b. Are all unique
c. Contain info on manufacturer, plus
unique suffix.
5. Computers are only able to find another
computer by number (IP or MAC) not by
name
6. DNS- (Domain Name Servers)
a. Are used to “translate” the names
that are easy for humans to
remember into number that
computers understanding how
information is routed
b. Are sort of a dynamic Telephone Book
of web addresses
c. If one DNS does not no how to get to
a specific computer, it can “ask”
another DNS for the info
7. Routers direct flow of information (in the
form of packets) across networks to
desired computer destination using DNS
information
A. How does one computer find another
computer in the Wide, Wide, World ?
1. Three Addresses
a. Computer’s Domain Name (URL)
b. Computer’s IP Address
c. Computer’s MAC Address
2. URL/Domain Name- Made up of Three
Parts (see later section on who owns
them and how they are assigned)
a. Protocol used to connect, i.e. http,
https, ftp (file transfer), SMTP
(e-mail), etc...
b. Registered domain name (i.e.
google, apple, osu, etc...)
c. Domain Suffix- grouping of domains by
users, the “DOT” part (i.e. .com,
.org, .edu, .net, .gov, .uk,
.za, etc...
3. TCP/IP Address series of numbers with
format of ###.###.###.###
a. “Real” IPs are visible by other
computers on the net, so all must be
unques
b. “Fake” IPs are
addresses behind
a firewall and need
only be unique
amongst other
addresses behind
same firewall
Exercise #1 - Watch Video --
Warriors of the Net
www.warriorsofthe.net
1
II. How Web Sites Work
A. A Web site needs four things:
1. A registered domain or sub domain
address (URL)
2. A connection to the Internet and
recognition by at least one DNS
3. A Web Server with Web Server
Software
4. Content
B. Accessing a web site by:
1. User entering the domain name into
their browser’s address bar
2. User finds a link to a site through a
Search Engine
3. User clicks on an HTML Link (see later
section for more information on how
links work)
a. On a web page
b. In an e-mail
c. Within an electronic document
such as a word processing, PDF,
Presentation, etc...
C. Web Server/Software
1. Your computer uses a network, as
describe in previous page, to contact
the web sites server.
2. The host web server responds by
sending an HTML page to the inquiring
computer.
3. The inquiring computer uses its
browser to “read” the HTML coded file
and display a “web page”
4. The process is then repeated for each
new page
III. Who is in Charge ?
A. There are no Internet Police
B. ITU / National Laws
C. The Internet Corporation for Assigned
Names and Numbers ("ICANN") see below
D. Domains
1. What are they ?
a. A name registered by one of a
number of Accredited Internet
Name Registrars
b. Names must follow specific rules:
i. No duplicates
ii. Must not contain certain
characters including space,
colon, @, etc..
2. Who owns them ?
a. Individual or organization that
registers the name & pays a fee
b. Owners can be found by doing a
WhoIs Search
3. How are they administrated
a. A number of Accredited Internet
Name Registrars are responsible
for registering them
b. The Internet Corporation for
Assigned Names and Numbers
(ICANN) is responsible for
“managing and coordinating the
Domain Name System (DNS) to
ensure that every address is
unique and that all users of the
Internet can find all valid
addresses. It does this by
overseeing the distribution of
unique IP addresses and domain
names. It also ensures that each
domain name maps to the correct
IP address”
Exercise # 2 - WhoIs Search-
WHOIS Search provides domain name
registration information - registrant
information, contact information, DNS,
expiration dates and more
Exercise # 3 - ICANN Visit--
www.icann.org/en/about
2
Because They Could
c. ICANN is responsible for
“accrediting the domain name
registrars. Identifying and setting
minimum standards for the
performance of registration
functions and sets forth rules and
procedures applicable to the
provision of Registrar Services.”
d. But... “ICANN's role is very limited,
and it is not responsible for many
issues associated with the
Internet, such as financial
transactions, Internet content
control, spam (unsolicited
commercial e-mail), Internet
gambling, or data protection and
privacy..”
E. What can go wrong with Domain
Addresses (URLs)
1. Changes have not propagated
throughout DNS system
2. Outdated Web Servers can cause
conflicts with new servers with the
same address
3. Human error
a. Misspellings when entering URL
b. Typing URL into Search bar
instead of Address bar or
visa-versa
c. Bad HTML links
d. Outdated links
4. Illegal
a. Unscrupulous person can spoof
Domain Names and manipulate
DNS records to redirect users to
another (fake) site
b. Non-matching Link Text and actual
Link Address
c. Cybersquatting
d. Phishing
y First, there were the initial computer viruses and
they made the creators proud of their work
because they COULD.
y Next, came the copycats and it made them feel
good because they wanted others to know that
they COULD ALSO,
y Next, came the crusaders and they created
viruses targeted against their favorite targetssoftware companies, big corporations, national
and international groups and it made them feel
POWERFUL & INFAMOUS.
y Soon, others discovered that they could extort
money from potential virus attack victims and it
made them GREEDY.
y Next, came the creators of Trojans and they felt
good because they could remotely GAIN
CONTROL of other’s computers networks.
y Next, came the creators of SAM (Spyware,
Adware & Malware) and it made them proud of
their work because they could force others to
view their pop-ups and Home pages by
HIJACKING user’s browsers and TEASE and
EMBARRASS them with pop-ups & porn.
y Soon, they realized that less than scrupulous
companies would pay them to advertise via their
SAM tools and it made them feel that they were
ENTREPRENEURS.
y Next, those that wanted to steal, cheat and lie
discovered the power of SAM and they made us
feel VULNERABLE because now our Internet
connection could lie, cheat and steal from us.”
Exercise # 4 -Cybersquatters ? Visit-www.betterwhois.com/cybersquatters.htm
Exercise # 5 Phishing- Visit- www.onguardonline.gov/topics/phishing.aspx and
www.microsoft.com/protect/yourself/phishing/identify.mspx
3
IV. Web Browsers
C. Mozilla’s FireFox
1. Positives
a. Add-Ons
b. Original Tabbed Browsing
c. More features, ahead of IE
(competition is good!)
d. Open Source
2. Negatives
a. Slower Loading, but fine on Browsing
speed
b. Somewhat large RAM footprint
(depending on tabs and Add-Ons)
c. Less users
d. Not backed by multi-billion dollar
company
e. Like all browsers has security issuesso keep up-to-date
f. Should no longer user older
versions, Mozilla Suite or
SeaMonkey
1. Browser Selection- There are alternatives to
Internet Explorer
2. Add-Ons- The Good, the Bad & the Ugly
a. Good- Well “built” applications that add
features to your browser, without
interfering with other programs or
providing a spyware conduit
b. Bad- poorly written, interfere with other
functions
c. Ugly- Spyware, Keystroke Logger,
Redirects, etc...
3. Always keep your browser updated-Outdated, Obsolete or non-patched browser
can be “lethal” to your online activities
4. Learn how to use your browser’s features
(don’t be afraid to read the help pages!)
V. List of Browsers
A. Microsoft’s Internet Explorer
1. Positives
a. Largest user base
b. Backed by multi-billion dollar company
c. Many sites are designed specifically
for IE
d. Some sites require its Active-X
capability
2. Negatives
a. Most targeted by the bad guys
b. Active-X dangerous in wrong hands
c. Slow to develop/release new features
D. Apple’s Safari
1. Positives
a. Comes Pre loaded on Macs
b. Backed by large company
c. Now also available for
Windows
2. Negatives
a. Does not play well with
many online Applications
b. Slower development
c. Very small user base
B. Google’s Chrome
E. Opera Software’s Opera
1. Positives
a. Loads fast!
b. Smaller RAM footprint
c. New features
2. Negatives
a. Very small user base
b. Somewhat Beta-ish
Browsers
Web Site
Microsoft Internet Explorer
www.microsoft.com/
Mozilla FireFox
www.mozilla.or
Google Chrome
www.google.com/
chrome
Apple Safari
www.apple.com/ safari
Opera
www.opera.com
1. Positives
a. Speed
b. Unique features, such as
Instantly reopen recently
closed tabs
c. Alternative forms of
navigating to sites
2. Negatives
a. Small user base
b. “Quirky” functions
F. Netscape- All versions are now
obsolete and no longer supported !
4
Chapter 2- Overview of Effective, Efficient &
Safer Internet Use
I. Be a More Effective & Efficient
Internet User
A. Bookmarking / Saving Favorites
1. Online / Social Bookmarking
2. Build a “Personal Portal”
a. An HTML start page with links
to your frequently visit sites
i. Local
ii. Web Based
b. Use multiple tabs
c. Understand why typical web
searching often does not
return the information that
they really wanted to find.
B. Learn how to use History
C. Use Ctrl-F to find information with in
a web page
D. Use Add-Ons
1. Google Preview- shows first page
2. Dictionary Search- Define,
Pronounce, Usage, Thesaurus,
Synonyms, etc.
3. Extended Copy Menu
a. Copy as plain text
b. Copy as HTML
c. Copy a Whole Table
4. Table Tools- Custom Sorts
5. Image Zoom- Make images bigger
6. InterClue-Preview where/what link
goes
7. FireShot- Screen Shots of Pages
E. Learn how to “Glean” to move
information from page to other
formats
1. Copying Special
2. Pasting Special
3. Transfer to Spreadsheet
a. special paste
b. parsing (text to columns)
c. Concatenating
4. Save Image As
5. Zotero- Add-on to collect, manage,
and cite your research source
II. Avoiding Internet Dangers
A. If it looks too be good to be true it
probably is
B. Reading links before you click
C. Never type web addresses into you
search bar instead of address bar
D. Turn-on Phsihing warnings on your
browser
E. Use at least one anti-malware
program with real-time protection
F. Use a firewall
1. Don’t answer yes unless you know
where you are going
2. Keep it up-to-date
G. Telltale signs of Internet fraud
1. Phisihing- e-mails that look like
they are official & warn of problem
with your account, bill, etc... then
take you to fake sites
2. Unsolicited offers
3. Generic Salutations
4. Misspelling or grammar errors
5. Sound-like words
6. Request for password or other
personal information
7. Invalid or no Security Certificates
8. Offshore or inaccurately described
server locations
9. Page Redirects
III. Become a better e-mail user
A. Know your CC: & BCC:
B. Etiquette of Good
e-mailer
C. Be careful of what is
actually going out in
e-mail attachments
5
Blank Page- Please do not delete
6
Chapter 3- Beyond Searching -- Guerrilla Tactics to
Get The Information You Want & Know What you
B. Set User Preferences for your SEs that
I. Search Engine (SE)
A. Choosing
you use
1. Best Match for Search Type
1. “Safe Searching Mode”
2. General- Google, Ask, Answers, Bing,
2. Filtering Levels
Yahoo, etc....
3. Language(s).
3. Meta Search Tools- bring together
Exercise # 6 Search Engines (SE)
Multiple SEs
4. Specialized Search Tools
http://www.searchfindknow.com/100-web-seraching-sites.html
B. Understanding how various SE work
How They Work -www.howstuffworks.com/search-engine.htm
(underlying technology, placement
III. Wording
policies, etc....)
A. Choose the wording of your query carefully
C. Alternatives to Search Engines B. Know which words are ignored by your SE.
Indexes & Databases
Known as "stop words" or "trivial text",
II. Advanced Search Page
they include word such as-- the, a, I, what,
A. Use the "Advanced Searching" page
where, how, I, II, III, etc....
(ASP) of Search Engines
1. You can force a SE to use these words
1. ASP automatically incorporates
a. by adding a + sign before the word.
Boolean Logic in the search by
b. Place “ “ around word
entering words in a variety of text
C. Know how to exclude word(s)
boxes (No knowledge of Boolean Logic
D. Try a variety of words & a variety of word
required.)
orders
2. ASP greatly increases successful
E. Use words that are unique to the item you
searching
are searching for-- author's name, specific
3. If you are district web master, place
state or city, dates, phone numbers or
specialized terms
links on your web site so students go
F.
Use words that experts in that field would
directly to advanced search pages.
use.
Exercise # 7 Advanced Search Pages
G. Use Advanced Operators
Exercise #8 Advanced Operators- Syntax is [operator:www.site_xyz.com]
(For more examples & information visit- www.google.com/help/operators.html
[link:] will list webpages that have links
to the specified webpage
[site:] in your query, Google will restrict
the results to those web sites in the given
domain
[related:] will list web pages that are
"similar" to a specified web page
[allintitle:] will restrict the results to
those with all of the query words in the title
[allinurl:] will restrict the results to
[define:] will provide a definition of the
those with all of the query words in the URL
words you enter after it
7
Start Here
Select Best
Use SE’s
Search
Engine(s)
Advanced
Search Option
for search type
Additional
Words
“Stop”
Words
Exclude
Unrelated
Part of
Found URL
Technical
Terms
[Operators]
Exact
Phrase
Unique
Text
Read URLs of
Found Sites
Choose Best
Words
Read
Descriptions
for Search
of Found Sites
“Search
Preview”
Add-On
Preview
Pages
Found
Phone #
Zip Code
SS #
License #
Call Letters
ISBN #
SKU #
Serial #
UID / GUID
Find New
Words to
Add or
Exclude
Hierarchy of
Reliability
Evaluate
Page
Site Owner
Who Links
To/From
Author /
Publisher
Use Ctrl-F to
Search Within
a Page
No
Is Info
There?
Type of
Document
Yes
Facts / “Red
Herrings”
Narrow
or
Widen
Where
You
Look
No
Pass
Tests?
Yes
No
Look in Specific
Domains
Climbing
Down
The Tree
Climbing
Up The
Tree
Evaluate
Quality
Current ?
“Smell” Test
New
Page
Pattern
Matching
Pattern
Matching
File
Listings
Alternative
Ending
Subdirectories
Found
What You Wanted
& Know What You
Found
?
Use Online
Databases)
Yes
Exclude / Include
Specific Sites
Success!
date
year
number
alpha
Different
Document
Formats
.html
.pdf
.doc
Close
Tweak
URL
IV. Recursive Web Searching™ (RWS)
5. Web sites are a collection of files &
directories that are inter-linked
D. Climbing the Tree allows you to
maneuver through a web site to other
pages that might be relevant.
E. Climbing Up the Tree is
accomplished by removing sections of a
URL (web address) from the right of "/”
which divided the sub directories.. (also
know as Truncation)
1. This process can be repeated for each
directory ("/") until you reach the top
directory know as the root directory.
(The "/" character is also referred to
as a slash, forward slash, or slant bar
and is the keyboard key that is
shared by the "?").
F. Climb Down the Tree by either
adding or changing characters to the end
(right) of the existing URL. (also know as
Extension)
1. Changing endings of URL (.pdf, .html,
.doc) can often provide the same
information in different document
formats
2. Changing or substituting characters
that match a pattern (i.e.
/list2003.html in place of
/list2002.html) can often provide
different pages with desired
information. This is most commonly
used with individual pages for specific
years, days, months, categories, etc.
3. # Occasionally when Climbing Up the
Tree you will encounter not a typical
web page but instead a simple listing
of files. This is known as a Viewable
Directory
From Webster’s definition of recursion "…the
determination of a succession of elements… by
operation on one or more preceding elements…"
A. Technique of RWS Involves:
1. Using info already found
2. A bit of guessing
3. A little knowledge of file directory
structure & URLs
4. Observations of the habits of web
designers/authors
5. Repeating your search with info you
have already found in previous
search(es)
6. Plenty of time to try a variety of
possibilities
B. RWS allows you to find related pages,
more info from the same source or
different formats of the same document.
C. Directories / Trees
1. Just as with files on our computers
hard drive, if we have all of our files in
one place, it is very difficult to sort
through them to find the desired files.
2. To organize our files we create folders
or directories in which we save related
files.
a. In many case we will "nest" sub
directories in side of folders to
further sort stored files.
b. Web site designers use this same
type of directory structure to
store related web page files and/or
images.
3. The directory structure, with it
folders and subfloors, is often
referred to as a directory tree. (This
is similar to a genealogy family tree.)
4. When we maneuver through the
different directories this can be
referred to as climbing the tree
9
10
V. More Recursive Web Searching
(RWS)
A. Using portions of a URL in your search
B. Finding Information Inside the Pages You
Have Found
1. Use Ctrl-F to find word(s) within the
page you are currently viewing (Ctrl-G
to repeat)
2. Utilize built-in searching tools and
site maps to find information within
web sites.
C. Find an authoritative site on a subject
(national organization, trade group,
governmental entity, etc....) then use the
information, links, indexes, etc.... within
their site to find more information
D. Previous Versions or Deleted Sites can
often be found at
the web site
Internet Archive:
Wayback Machine
www.archive.org
a. This occurs when a directory or
sub directory does not have index
or default file (index.html,
index.htm, default.html or
default.htm) and the builder has
set the user access attribute to
viewable for that folder on the web
server.
b. Viewable Directories are useful for
listing a large number of items
without having to create a web
page listing them all. This is
especially useful when the files
contained change often.
c. This is often used for lists of
photos or downloadable files
Exercise # 9
Recursive Web
SearchingClimbing Up &
Down the Tree
Exercise # 10
More Recursive
Web Searching
11
VI. Preview Pages Found
Exercise # 11 A. A quick preview of your SE results
Ending Sure Make a Difference
B. Browser Add-Ons provides “thumbnails”
of first page of each site found (Google
VII. Ranking of Listings on the Results
Preview for FireFox or Google Preview for
Pages
IE)
A. Just because an item is listed first does
C. Read the URL
not mean it is the best resource!
1. What is the domain typeB. Know what factors influence site ranking
a. .com - commercial, default,
C. Know how to recognize paid placement &
and/or generic
advertisements & vs. pages found on
b. .org - Nonprofit and other
their own merit (see How Much ? below)
non-gov/non-commercial
D. Develop a strategy for reading listed
organizations
pages' descriptions to choose the best
candidates
c. .edu - higher education
E. Learn how to recognize:
d. .net - often associated with
1. paid placements
Internet Service Providers, mailing
2. how each search engine treats paid
list or other online “communities”
placement and/or advertising links
e. .gov -US or US State
3. “repackaging sites” - sites that
Governmental Agencies
gather information from other search
f. .uk or gov.uk one of the many
engines & provide no original content
domains linked to a specific
4. May involve listing fees, membership
country (here the United Kingdom),
fees, required memberships
.ca = Canada, etc...)
a. Often found when searching for-2. Remember that many sites may have
i. Restaurants
a URL that does not follow the typical
ii. Tourist Attractions
allocations, so must be taken with a
iii. Items for sale
grain of salt (see also “Danger Signs”
VIII. Trim # of Pages Found
later below)
A. Use key words found in the listings of
D. Read the Search Engine result’s
your search results to refine your search.
“description”
1. If many of the sites contain a word
E. To find a word within the pages you have
you do not want, go back and exclude
found use Ctrl-F
that word and then repeat the search
2. If many of the sites found are "too
Exercise # 12 RWS Practice searching using
these recursive web searching techniques-generic" choose additional word(s) to
narrow your search
1. Climbing Up & Down the Trees
2. Changing file type endings
3. If the sites found have all the right
3. Substituting characters
words but in the wrong order, go back
4. Using portion of URL in search
and enter them in the "exact phrase"
5. Ctrl- F to find a word within a page
box, then repeat the search
6. Site Map- www.time.com/sitemap
7. Find an authoritative site on a subject, then
search within site or using terms found on the
12
IX. Quality of Pages Found
C. ~ = Personal– addresses with a ~
A. Visit a few of the sites on your result's
(tilde) usually indicate that it is a
page that show promise based on their
privately maintained page even if the
descriptions, URL, dates, etc....
address denotes a larger institution
B. Evaluate if you have found valid
(.com corporation, .edu university or .gov
information that you were searching for
government) and thus usually contain
C. Decide if you need to refine your search
personal opinions
D. Check pages for links to other pages that
D. # = Named Anchor-- allows page
might provide more relevant information
designer to direct you to specific spots
X. Advertising
within a page. Addresses of secure sites
A. Distinguish between valid search results
will start with https instead of http.
and advertisements ("pay to place",
Secure sites should also display a small
"pay-to-click", "click revenue").
“padlock” icon in your web browser’s
Understand how vendors bid on key words
status bar (usually at the bottom of
1. Pay per Click-- each time you click on
page).
a link from the search engine to the
XII. Bad Destinations- Phishing, Hijacking,
high bidding company, that company
Scams, SAM, etc....
pays the search engine that amount
A. Typical computer users know about the
of money!
risk from e-mail attachments
2. Remember that most search sites are
B. Most users of the Internet are unaware
for-profit businesses, Because of this
or only partially aware of the other
there has to be some way they are
dangers lurking in e-mail or web pages
making money. So try to not let their
C. Phishing- an attempt to collect
money making methods overly affect
information about you and/or your family.
your search results
D. Reasons
1. Identity Fraud
Exercise # 13
2. Credit Card Info
How Much Does That Word Cost ?
3. Online Payment Services- PayPal
4. Passwords to sites with banking or
XI. URL’s (Special Characters)
financial accounts and/or information
A. Caution Signs- Specific characters (@,
5. Passwords to e-commerce sites such
~, # & others) can cause an address to
as E-bay, Amazon, etc...
not be what it appears to be !
E. How
B. @ = DANGER!– web browsers ignore all
1. Fake e-mail from banks, credit cards,
etc.... Asking you to give information
characters proceeding an @ in an
to “fix a problem”
address. (often used in a scam technique
2. Fake web sites mimicking e-commerce
called web site phishing*). This problem
or banking sites allow you to enter
was fixed in early 2005 in FireFox & more
account information then capture it
recently in IE, but old versions of
for the Phisher
browsers are still vulnerable. Do not use old
and/or un-patched browsers!
13
F.
G.
H.
I.
J.
K.
3. Links on pages or in an e-mail that
a. Can include DNS, Proxy, Fake Web
say one thing, but actually have a
Page Hosts, Denial of Service
different link
Attacks, etc....
4. Software downloads- especially
4. Often the machines being used as the
prevalent in music sharing, hacking,
“servers” are actually the computers
browser add-ons, etc...
of victims of SAM
Scams- usually an electronic spin on age
L. Prevention/Avoidanceold schemes-- Get Rich Quick, “Nigerian
1. Run at least one anti-SAM software
Fortune”, Pyramid, Stock Tips, Realwith real time protection (Ad-aware,
estate, Lotteries, Fake Money Orders,
SpyBot, Pest Patrol, etc....)
etc....
2. Beware of unsolicited offers of
Disinformation
spyware cleaners as many are
Web sites that seem to provide
actually SAM themselves !
authoritative information on subject but
3. Keep up-to-date with latest browser
are actually fronts for hate groups,
& OS software updates.
political parties, etc....
4. Always check links to make sure they
1. Personal opinion pages on a reputable
are really what is written out.
web site (see ~)
2. Photo Retouching
Exercise # 14
Hoax, Parody and/or Urban Legend sites
Danger Signs, Scams & Fake Sites
SAM (Spyware, Adware & Malware) Can-Allow 3rd party to control your computer
XIII. Current?
remotely (for nefarious purposes)
A. When was the page created/modified
1. Install Keystroke Capturing software
1. Ctrl-I provides information on the
then surreptitious mail result back to
page being viewed
planter
2. Why the date shown may not reflect
2. Provide annoying and/or obscene
the last time someone updated the
pop-ups or multiple browser windows
page:
3. Monitor your browsing habits (often
a. The page contains scripts to
via a spying cookie) then send
automatically import data at
information to planter
scheduled time intervals
Hijacking & Redirection
b. The page is a dynamic database
1. SAM can change your browser
page (php, asp, sql, etc....) and it
settings- home page, bookmarks
creates the page from stored
and/or the default search engine
data. Common examples are online
(used when searching from browser)
catalogs.
2. SAM that can change your computers
B. Many SEs allow you to specify limiting
“Hosts” file (sort of a local version of
dates for search result from their
DNS)
advanced search pages.
3. Renegade Servers
Exercise # 15 - Is it Current?
14
XIV. Know Who & Why
A. Who owns the site and why do they want
you to read it?
B. Why is a web page there ? Know the Who
& Why
1. Who?- Finding owner of site/page
a. Read the URL
b. Who owns the URL? Do a "whois"
search at Network Solutions *
c. Which other sites link to the site
be investigated? Using
altavista.com typelink:http://www.xyz.com
C. Why Is the Site There ?- (Information
Literacy)
1. What is the site's purpose
a. Governmental
b. Institutional
c. Commercial
d. Advertising
e. Oppositional
f. Private
g. Unknown
D. What kind of document?
b.
c.
d.
e.
What is their “Day Job”
Employer’s Reputation
Relevance to subject being covered
Professional Association
Memberships
f. Licensing
g. Publication in Associations Prof.
Journal(s)
h. Offices held in Association
i. Personal Association Memberships
j. Hobbies
k. Lobbies
4. Red Herrings
a. What else have they done / written
b. No author identified
c. Common in media publications
such as TV/Radio stories
d. Work is a compilation of number of
other works
e. Web site designer inadvertently
omits it
f. Author chooses to hide Identity
H. Investigating Publisher
1. Who is the Publisher
a. Publisher’s name is often part of
web address, i.e. www.cnn.com
b. Addition of ~ in address often
indicates that it is actually a
private page not under the
complete control of publisher
c. Possible sources of publisher name
i. About Us or
ii. Contact information
iii. Copyright Notices
iv. Who is Search
d. In Web 2.0 applications (blogging,
twittering, etc... the publisher and
author are usually the same
person
1. Type of document
2. Author's credentials
3. References,
4. Citations, etc....
E. Problems
1. Inaccuracy
2. Bias
3. Out of context statements
4. Wrong audience/age group
5. “Doctored” images
F. "Hierarchy of Reliability"- rating the
contents of a page as measured by
ownership, author, type of doc, etc....
G. Investigating the Author
1. Find who is the Author
2. Who are they
3. Qualifications to write on this subject
a. Education background
15
XV. Other Clues to Accuracy
A. Is it Outdated Information see Current?
2. Publishers Reputation / Motivation
a. Determine if publisher is part of or
an arm of another organization,
examples-i. Media Conglomerate
ii. University
iii. Trade Group / Lobbying Org.
iv. Government Agency
b. Publisher’s Role
a) Complete control, or author is
also publisher Read About Us
or Mission Statement
b) Paid / Contracted Writers
c) Public Forum with reader
responses
d) Merely a Conduit (My Space,
Facebook, GeoCities, etc...
3. Reputation of Publisher‘s Work
i. What else do they publish
a. Other media formats published
b. Objectivity
c. Links to and from
a) What (content)
4. History
5. How long have they been publishing
6. How long have they had web site
7. What have they published previously
a. On-site Index or Search
b. Reviews by outside sites
(especially respected reviewers) of
the material they have published
8. Spectrum of readership
a. International - you can often find
multiple language versions
b. National- you can often find
coverage in variety of newspaper,
magazines and other web sites
c. Local- very few if any links from
outside
above
B. Overall Feel of Accuracy
1. Does the quality of presentation look
lacking
a. Spell / Grammar Mistakes
b. Poor Graphics or highly edited
graphics
c. Web page sloppy
i. Poor Layout
ii. Dead links
iii. Poor Color Combos
iv. Poor Navigation
2. Do other subjects covered appear
factual
3. Are advertisements on the site of
questionable character
C. Are the Facts Correct
1. Embedded Evidence
a. Facts
b. Claims
c. Illustrations & Objects- photos,
drawings, tables or diagrams, etc...
2. Check random facts on other sites
a. Interpret results of these
searches
b. Are the facts found on other sites
or are result very slim
c. If they are not found on many
sites they still may be accurate
because:
i. There are very recent
ii. Extremely Esoteric subject or
branch of subject
iii. So widely known that they are
not often written about
iv. Secret or Taboo
d. Can they be Independently verified
Exercise # 16 - Author/ Publisher/ Owner ?
& Who Links To & From the Site ?
16
3. If above exceptions are not true, why is
there limited material on the web?
InfOhio Core Collection
D. Do the Authors Conclusions appear to
follow the Facts presented
The ART Collection. Online image
collection of paintings, sculptures,
drawings, photographs, textiles,
costumes, jewelry and more, from
earliest times to the present.
1. Presenting excerpts from reputable
sites/ sources, but they are out of
context
2. Is line of reasoning valid
3. Does the sight contain significant
amounts of “psycho facts”?
4. Does author claim that he is the only
knower of the truth?
Biography Reference Bank. Articles
about more than a half-million people,
most in full text, from around the
world, both living and dead.
The Ohio Area Instructional Media
Centers Digital Video Collection
includes hundreds of digital videos
that have been made available at no
cost to Ohio K-12 districts.
XVI. Indexes & Databases (I&D)
A. “Deep Web Content”- many items are
not found by SEs because they are
contained in dynamic or sequestered
web pages.
1. Dynamic pages are actually created
on the fly from a database of
information (php, asp, sql, etc....)
when the user selects specific
information (i.e. AnyWho.com)
2. Sequestered pages / Behind a
firewall
3. Requires password access
4. HTML coding in a page to cause
search robots & spiders to ignore
pages on that site (robots.txt)
B. I & D- often have more human
involvement in compiling, maintaining,
sorting and annotating
C. I & D- may require a subscription,
registration or user fee
D. Examples of I & D include Lexus/Nexus,
SIRS and NARA (National Archives &
Records Administration.)
E. Your friendly local librarian, always a
great resource when searching for
information, can point you to many
excellent online I & Ds
F. Many web sites contain internal indexes
and directories, topic listings or
“search this site” tools
EBSCOhost. Articles from more than
6,000 magazines and newspapers are
indexed, most in full text, from
children's magazines to professional
research.
Enciclopedia Estudiantil Hallazgos.
Online Spanish language
encyclopedia that is appropriate for
younger Spanish-speaking students
and students just learning the Spanish
language.
Gran Enciclopedia Hispánica.
Comprehensive Spanish-language
encyclopedia from World Book Inc.
and Hispánica Saber. It is written from
a Latin American perspective and the
content updated monthly.
LearningExpress Library. More than
100 programs to learn, practice and
prepare for tests on a variety of
subjects in elementary, middle and
high school.
Literature Online From
Chadwyck-Healey. Full-text,
searchable works available online to
supplement your library's print
collections. Poetry, drama and fiction
are included.
NewsBank Newspapers. A collection
of five full-text Ohio daily newspapers
available online.
Oxford Reference Online: Premium
Collection. More than 175 complete
reference titles, fully indexed and
cross-searchable, from a wide range
of disciplines.
SchoolRooms. Thousands of K-12
Web sites to explore! Links to
magazine and newspaper articles,
encyclopedia articles and more from
the Core Collection. Soon, INFOhio
automated schools can search their
catalogs.
Science Online. Thousands of essays
on major topics and issues in science,
math and technology, along with
illustrations, experiments, activities
and biographies.
Exercise # 17 - Indexes & Directories
17
XVII. Deciphering Physically Hard to
Read Sites
XVIII. Gleaning- Techniques for gathering only
the specific material (text and/or graphics) you
need from a web page
A. Gleaning (Printing)
1. Print Preview, print only desired pages
2. Printing unprintable pages- Press “Print
Screen” key, Then paste into Image
editing software
B. Bookmarks/FavoritesOften the best
way to save information from a web site is to
instead save a link to that page.
C. Gleaning (Saving)
1. Save Image- right click mouse on image,
menu appears, choose "save image as"
2. Save an entire page or site
3. "Save as" function in IE
4. Opening a web page in a graphical web
editor (Composer), then saving
5. “Web Whacking” Software
6. Alternative- Use screen recording
software to capture “screen movies” while
you view the pages and their links
(Camtasia -Win, Snapz -Mac)
D. Gleaning (Getting Text)
1. Copy & Paste to word processor (WP)
Often needs reformatting to remove
paragraph returns at the end of each line
(use find & replace feature of WP)
2. Text vs. Graphics- not everything that
looks like text is really text. Many titles,
headers, selection "buttons", logos, etc....
are actually graphics. (Note- this can be
a big problem for visually impaired users)
3. Spreadsheets, Tables, Lists & dBases
a. Copy & then use "Paste Special" when
bringing data into spreadsheets
b. Often data will be in one cell per row.
To separate into multiple columns use
parsing or "text to table" functions
c.
If data is separated improperly, not in
Exercise # 18 Pros & Cons of
the needed format, use concatenation
Bookmarks vs. Gleaninghttp://www.searchfindknow.com/gleaning.html
function to combine data cells from
multiple
A. Problems:
1. Too much text to wade through-a. Ctrl-F
b. Search Tool within site?
c. Site Map?
2. Difficult text/background color
combinations (white on yellow, black on
blue, etc.)
a. Use mouse to highlight text, usually
provides reverse colors or higher
contrast
b. Copy and paste text into word
process or with data heavy sites
spreadsheet (see section later on
“Gleaning”)
3. Text too small
a. Use Zoom function
i. Under “View” menu at top of
browser
ii. Mouse Zooming1) Hold down Ctrl key and use
the wheel on mouse to zoom in
and out
iii. Special add-ons
iv. Set default view size under “View”
menu
4. Graphics too small
a. First just try clicking on images,
many times larger view built into page.
b. Mouse Zoom (see above)
c. Right click and choose “View Image”
5. Too much scrolling to right
a. Re-size your browser’s window
b. Change your monitor’s resolution
B. Copy text and paste into another document
Exercise # 19 - Gleaning
18
XIX. Observe Copyright
A. “Copyright Information Links” from Stanford
University-- http://fairuse.stanford.edu/
B. Electronic formats lend themselves to very
easy duplication and distribution. This can
result in copyright violations and/or
plagiarism
C. Citations for web research
D. Digital Millennium Copyright ActE. Plagiarism- Web can encourage plagiarism by
individuals or as a business (“Internet paper
mills”). It can also detect and deter
plagiarism with sites such as Turn It In .com
XX. Using Search Engines to Do Other
Things & More
A. Searching archives of a mailing list
B. Doing calculations- simply enter numbers and
operators followed be a “=” into Google
C. For finding places, maps, landmarks & more
with Google Maps or Google Earth
D. Visit www.googlelittrips.com for a
combination Google Earth and Literature to
explore locations in great work of literature
E. Try the online applications on Google &
Yahoo. Such as Google Docs & Spreadsheets
F. Use one of the many sites that allow users
to share bookmarks of interest
such as
Exercise 20 -- Copyright Visit-9 “The Copyright Web Site” - www.benedict.com
http://del.icio.us
9 Ten Myths About CopyrightG. Evaluate the effectiveness of
www.templetons.com/brad/copymyths.html
your searches by trying
9 Stanford- Copyright & Fair Use- http://fairuse.stanford.edu
alternative Search Engines and
9 Crash Course in Copyright from the University of Texas
recursive web searching
www.utsystem.edu/ogc/intellectualproperty/cprtindx.htm
techniques
9 Copyright Clearing Center- www.copyright.com
H. Visit the pages behind each
search engine’s main page to find
specialized
features
Exercise # 21 - What Others are
Reading & Writing About on Web?
Portals, Blogs & Social Bookmarking 1.
2.
3.
4.
5.
6.
7.
8.
Technorati
Google Zeitgeist
www.alexa.com
Dogpile SearchSpy
Ask IQ
http://twitter.com
http://searchenginewatch.com/2156041
Top 20 social web sites- www.pandia.com
/sew/1298-top-20-social-web-sites.html
Exercise # 22 Information Literacy
Visit--
http://www.searchfindknow.com/earching-info.html#i
Explore the links to the sites listed and get a
general idea of the variety of resources that are
available for use in teaching Information Literacy
Exercise # 24 -Try Unique Search Engines
y Clusty.com (previously Vivisimo) with its
“clusters” of results
y WebBrain.Com with its “Visual Mapping” of
results
y WolframAlpha- Computational knowledge engine
that draws on multiple sources to answer user
queries directly. Try typing in variety of
questions. Also try typing your first name.
Exercise # 25 Bonuses- Find 3 items--
1. at least one Photo of your Instructor
2. at least one photo of another member of our
class today (School Web Pages not Allowed)
3. The answer to life, the universe and everything
Exercise # 23 - Deep Web Content / Teaching with Primary Source Materials- Take a
trip through the Library of Congress. A wealth of links courtesy of Hall Davidsonwww.halldavidson.net/EdTEchLibraryOfCongress.doc
19
22
Keyboard Shortcuts for Web Browsers
Ctrl-X
Ctrl-C
Ctrl-V
Ctrl-A
Ctrl-B
Ctrl-D
Ctrl-F
Ctrl-G
Ctrl-H
Ctrl-I
Ctrl-T
Ctrl-U
Alt-F4
Alt-Home
Alt-
Alt-
F-1
F-5
F-11
Esc
Cut
Copy
Paste
Select All (Highlight)
Organize or Manage Favorites/Bookmarks
Create Favorite or Bookmark
Find Word(s) Within Current Page
Find Again *
History of Browsing
Shows Page Information *
Opens New Tabbed Browsing Window(s) *
Show HTML Source Code *
Close a Window (including Pop-Ups)
Return to your Home Page
Go Back one page
Go Forward one page
Help
Force Refresh
Full Screen Mode
Stop Loading of a page
Mouse Right Click Menu
Back or Forward
Move to previous or next page
Open Link in New
Window
Opens the link in a new browser window
Save Target As
Used to download and save a file associated with a link
as opposed to opening the file within the browser
Save Picture As
Saves a copy of the graphic on your computer
View Picture
Shows just the graphic in the browser window *
Print Picture
Prints a copy of only the graphic (IE only)
Create a Shortcut
Creates icon on your desktop with a shortcut that starts
the browser and goes directly to that page (IE only)
Set as Background/
Wallpaper
Uses the graphic that you right click on as desktop
wallpaper/background
23
Example of information included in
"header" of a Word Document
24
Chapter 4- Effective and Safer e-mail
Know What You Are Sending &
Who You Are Sending It To
I. Who Are You Sending It To- Be sure you- know
II. Be sure you really know what you are sending
who are really sending mail toA. Know how to:, cc: and BC: work and which to
use when.
1. Use bcc: to prevent address harvesting
B. Reply vs. Reply All
C. Double check message & address before
hitting send. There is no way to get it back!
1. Misspellings of user/address
2. Similar looking addressees
3. Other addresses included in cc: & bcc:
D. Replying to unsolicited-- beware of Phising
schemes and Spoofed addresses.
A. Header information- Domains, servers, time
stamp, smps, etc.
B. Secondary information in attached
documents
1. Spreadsheets
a. additional worksheets
b. hidden cells of a spreadsheet
c. Links to other docs
C. Embed information in documents &
graphics
1. Undo information
2. Redacted PDF
3. Masked graphics
D. Bad Taste / Annoying
1. Out of Office Replies
2. Fancy formatting of e-mail
3. Novels instead of notes
4. Proprietary attachments (i.e. Office
2007, Visio diagrams, etc.)
25
Blank Page
26
Chapter 5- Technology Ethics:
Recognizing Right From Wrong in a Digital Age
I.
The graphics- depict the four “P” of ethicsPlagiarism (the old way)
Property (Copy & Paste, the new Plagiarism)
Privacy
aPpropriate Use
27
I.
Technology Ethics
A. Categories- although the scope of
b.
c.
d.
information technology ethics is very
broad, we can categorize most issues
into three general groups:
1. Privacy- ”Does my use of the
technology violate the privacy of
others or am I giving information to
others that I should not?”
2. Property- ”Do my actions respect
the property of others and am I
taking the correct steps to keep my
property safe?”
3. Appropriate Use- “Does this use of
the technology have educational value
and is it in keeping with the rules of
my family, my church, my school and
my government?.”
II.
e.
#1 Examples of Privacy1
A. John fills out a survey form on a computer game
web page. In the following weeks, he receives several
advertisements in the mail as well as dozens of email
messages about new computer games- Children need
to understand that businesses and organizations use
information to market products. Information given to
one organization may be sold to others. An
interesting discussion can revolve around how much
a person would like a company to know about him or
her. Will a company who knows a lot about me use it
to customize products for me or only to manipulate
me?
Nature of Technology Ethics
A.
B.
C.
B. Adele "meets" Frank, who shares her interest in
figure skating, in an Internet chat room. After several
conversations in the following weeks, Frank asks
Adele for her home telephone number and addressAll individuals need to know that a stranger is a
stranger, whether on the playground or on the
Internet. The same rules we teach children about
physical strangers apply to virtual strangers as well.
Differences between real and virtual
worlds
1. Different perception based on digital
natives vs. Non-natives
2. Different perceptions of property
a. Creators
b. Owners
c. Users
Previous laws/rules are not always
written in language that descr ibes
rapidly changing current state of
technology
Enforcement of Rules
1. Non-School world
a. Use of current laws to enforce
b. New laws to reflect new tech.
c. Use of new technologies to
prevent
2. School World- most effective method
is- disciplinary actions deal with
virtual world offenses in a manner
consistent with corresponding real
world offenses
a. Theft
.
Vandalism
Privacy
Inappropriate material
Banned devices / substances
C. The principal suspects Paul of using his school
email account to send offensive messages to other
students. He asks the network manager to give him
copies of Paul's email.- Schools (and businesses)
have the right to search student and employee files
that are created and stored on school owned computer
hardware. Ask students if they know the school's
search policy on lockers and book bags, and whether
the same policy should be extended to computer
storage devices.
D. Helen is using the word processor on the
classroom computer to keep her journal, but Mike
keeps looking over her shoulder as she types.- As one
librarian puts it, just because information appears on
a computer screen doesn't make it public. Students
who are accustomed to the public viewing of
television monitors need to realize that student
created work on a computer screens should be treated
as privately as work created in a paper journal.
28
#2 Examples of Property1
A. Jerry borrows Ben's game disks for Monster Truck Rally-II and installs them on his home computer. He says he
will erase the game if he does not like it, or will buy the game for himself if he likes it. Students need to know that
computer software is protected by copyright law. It is unlawful, as well as unethical, to make copies of computer
programs without permission or payment of the producer of those programs. It also needs to be understood that when
purchasing software, one is usually only purchasing the right to use the software. The ownership of the code that
comprises the program stays with the producer. The vast majority of software licenses require that one copy of a
program be purchased for each computer on which it is to be run. And no, the inability to pay for software is not a
justification for illegal copying anymore than the inability to pay for a book is any justification for shoplifting it from
a bookstore.
B. Betty downloads a solitaire game from the Internet that is "shareware." It can be legally used for 30 days and then
Betty must either delete it from her computer or send its author a fee. Betty has been using the game for 30 days.Software falls into three main types: freeware (that which can be used without payment indefinitely); shareware (that
which can be use for a trial period and then must either be erased or purchased); and commercial software (that which
must be purchased before use). Understanding the concept of shareware is a good way of helping students understand
why purchasing software benefits them. The profits that software producers make are partially used to fund the
development of more software.
C. Frank is upset with his friend George. He finds the data disk on which George has been storing his essays and
erases it.- Does deleting a file or erasing a disk constitute the destruction of property? After all the magnetic medium
of the hard drive or the plastic case of the computer disk is left intact. All that has changed is the polarization of some
magnetic particles bonded to a circle of plastic. Students need to learn to treat intellectual property, existing only in
virtual spaces, the same way they would treat physical property and that the theft or destruction of such property is
unethical (and unlawful).
D. With her teacher's permission, Lucy uses the classroom computer to download a program from the Internet that
has instructions on how to make paper airplanes. After using the program, the computer does not seem to work very
well, running slowly, crashing often and randomly destroying files. Lucy thinks she might have downloaded a virus or
spyware along with the program - Students need to know about the unethical practices of others and how protect
themselves from those practices. They need to be aware that seemingly innocent looking computer files, programs,
web sites and/or e-mails can be harmful to the computer and the data stored on it.
E. Henry's older friend Hank has discovered the password to the school's student information system. Because Hank
feels a teacher has unfairly given him a poor grade, he plans to create a "bomb" which will erase all the information
on the office computer.- Citizens (including students) have the ethical responsibility for reporting wrongdoing,
including destruction of property. And while there are lots of reasons why students are reluctant to do so, as adults we
need to express our beliefs that reporting unethical or criminal behavior serves a social purpose. Younger students
often believe that school property is owned by the teachers and administrators, and are surprised to learn that it is
their parents' taxes or fees that must be used to pay for vandalized or stolen school resources
F. Cindy finds some good information about plants for her science fair project on a CD-ROM reference title. She uses
the copy function of the computer to take an entire paragraph from the CD-ROM article and paste it directly into her
report. She also forgets to write down the title of the article and the CD-ROM from which it was taken. When she
writes her report, she does not cite the source in her bibliography.- Plagiarism is easier than ever, thanks to the
computer. Students need to understand when and how to cite sources in both print and electronic formats.
G. Albert finds a site on the Internet that is a repository of old term papers. He downloads one on ancient Greece,
changes the title, and submits it as his own. Academic work is increasingly becoming available for sale or
downloading from the Internet. On-line services now offer help in writing "personal" essays requested for college
admissions offices. How are such services alike or unlike ghostwritten biographies and speeches of celebrities and
politicians?
29
III.
The Internet & AUPs
A.
B.
C.
D.
Monitoring by school staff (and at
home, parents)
b. Education of users in the safe use
of the web
c. Meaningful discussions with
students about tech. ethics
d. Modeling appropriate behavior by
adults
There is a fine-line between school,
personal, home, family and/or community
appropriate behaviors
1. Advising
2. Regulating
3. Student discipline
4. Legal Actions
a. By School
b. Against School
5. Usually wiser to deal with problems
as student discipline issues & avoid
legal actions
District Tech Regulations
1. Policies/Admin. Guidelines
a. Board Approved
b. Legally binding, with all the
inherent “legalese”
c. Meet CIPA requirements
2. AUP- created from Board Policies
Guidelines & District/ Building
“Computer Rules”
a. For both Students & Staff
b. Contains a “Signed User
Agreement”- document. Requires
users to read AUP regulations
and sign, signifying their
agreement to follow all
regulations.
3. AUP should also include
a. Scope of Coverage, clearly defining
what devices are included under
AUP
b. Disclaimers of Liability & Notice of
User’s Privacy Expectations
(usually none)
c. Computer “Rules”
a.
Internet Safety- five areas1. Objectionable materials
2. Fraud or illegal activities
3. Identity theft
4. Stalking/Molestation
5. Harassment, cyber-bulliying, slander
and/or libel
Objectionable Materials
1. What is included
a. Obscene, pornographic, sexual
depiction
b. Age inappropriate- Sexually
oriented stories, narratives, etc.
c. Gross, disgusting, inflammatory,
“poor taste” etc.
d. Hate messages, revisionist
history, false infromation, racism,
sexism, etc.
2. Methods used to prevent
a. Filtering to block objectionable
materials
b. Restriction/mointoring of access
CIPA1. What is it?- Federal government
requires that districts or libraries
that accept e-rate funds must
“include protection measures to block
or filter Internet access to pictures
that: are obscene, are child pornography or are harmful to minors, for
computers that are accessed by
minors.” 2
2. CIPA does not cover
a. Text (speech)
b. Other objectionable materials
c. CIPA does not require the tracking
of Internet use by minors or
adults
True Web Safety ?
1. Electronic Filtering, alone, cannot be
depended on to be 100% effective.
2. Most effective filtering mechanisms
30
E.
F.
A.
B.
Building / Classroom Level rules
for computer use
Should be
1. Easier to change to meet
the computer use challenge
31
du jour (does not require
2.
3.
lengthy B.O.E. action)
Written to match age level
of covered students
Comprehensive enough to
cover the “gray areas”
#3- Examples of Acceptable Use Policy1
A. Jack's class has been using the digital camera to take pictures for the school year book. Jack has found
that he can use a computer program to change the photographs. So far he has made himself look like the
tallest boy in the class, to blacken out the front tooth of a girl he doesn't like, and to give his teacher
slightly crossed eyes.- While this example may seem frivolous or even like "good fun," journalistic
integrity is a serious issue which even young writers and photographers need to be aware of. Deliberate
distortion of events whether through words or pictures may harm both those involved in the event as well
as the reputation of the reporter.
B. Just for fun, thirteen year old Alice tells the other people on her electronic mailing list that she is 19
and a nursing student. Others on the list have begun e-mailing her health-related questions. Disguise,
impersonation, and other forms of "trying on" new personalities are common childhood and adolescent
behaviors. The anonymity of the Internet limits such impersonation only to the degree that a lack of a
student's writing skills or sophistication of thought allows discovery. Role-playing in a physical context is
often seen as both healthy and educational. We need to help students ask when such activities are
productive and when they might be harmful.
C. Penelope has found a Web site that has "gross jokes" on it. She prints the pages out and shares them
with her friends.- A good deal of Internet content, if not obscene, is certainly tasteless, offensive, and
lacking in educational value. Schools should define and teachers should help students understand the
qualities and conditions under which an item becomes inappropriate for school use. Students need to
understand the concepts of pornography, racism, and sexism. Students may be exposed to information
produced by hate groups and political extremists. Such experiences may be springboards to meaningful
discussions about propaganda and free speech issues.
D. Steven sends an e-mail message to his sister who attends a school across town. In this e-mail he uses
profanities and racial slurs.- Most schools have harassment policies. Students need to understand that
such behavior is wrong regardless of its medium or relationship to the intended recipient.
E. Otis tells the librarian he is working on a research project, but actually uses the computer to access the
latest ball scores posted on the Internet.- Most schools allow students to use free time in school to
complete personal tasks -to read a book or magazine for enjoyment, to write a letter to a friend, or to draw
for pleasure. Technology, too, should be available for student to use to pursue individual interests –search
for Internet information of personal value, use edu-tainment programs on the computer, etc.. The ethical
issue here becomes that of an allocation of resources. For most schools, the demand for technology has
outpaced its acquisition. Computers and Internet access are usually in short supply, and priority needs to
be given to students who have an academic task to complete. Under no circumstances should students
have access to computers without staff supervision (ideally with staff having a direct view of the monitor
screen).
F. Just for fun, Nellie sets the print command on her computer to print 50 copies of an article she's been
reading, and then walks away.- Deliberate waste of school materials is not uncommon, and students again
need to understand that it is wrong to waste finite resources. As with the vandalism questions, students
need to understand that everyone is affected by such activities.
32
#4- Examples of Internet Use1
A. Bill, a sophomore, is disenchanted with his school and a number of his teachers. Bill decides to air his
opinions about his school by setting up a blog on a popular web site orientated to adolescents. On the site
Bill describes his math teacher as a “tyrant, who cannot teach his way out of a paper bag”. Bill’s blog
allows other students to also air their opinions on his school. Many of the other students’ responses make
references to sexual habits of other teachers, use obscene language and/or racial epithets. Mr. Smith finds
out about Bill’s Blog. He immediately reports it to the principal and demands that the school take
disciplinary action against Bill. The principal agrees and suspends Bill for three days and has him
removed from the basketball team. Has the teacher and/or principal taken the appropriate action? What
do you think the outcome will be?
B. Patty, a senior, is attending a party over the weekend. There is alcohol being consumed, but Patty is
not partaking. Another student, Jim, is taking photos with his cell phone. He takes a picture with Patty
and her friends. A number of the friends are holding beer bottles. On Monday, Jim is showing other
students the photos using his cell phone. The next day Jim posts copies of the pictures to his personal
web site. What can Patty do? What can the school do? What are the possible long-term ramifications?
Which if any of Jim’s actions should be punished and how?
C. Paul, a seventh grader, sitting at the computer in the back of his classroom, finds a web site with
pornographic photos, that is not blocked by the district’s filtering software. He then shows the site to a
few of male friends. They all snicker and congratulate Paul on his find. One of the other students then
calls over a group of female students and asks them to view the monitor. The girls are not sure how they
should react, fortunately for them, the bell rings and they hurry off to their next class. Later that day, one
of the girls visits the guidance counselor to say that she was very disturbed and felt harassed by being
shown the photos. Is the girl’s action appropriate? Should the guidance counselor pass this information
on, and if so, to whom? Who, if anyone should be punished? If disciplined, what should be the
punishment? How could the chance of this problem been reduced?
D. Carl, a junior, is a computer whiz. The school blocks access to Hot Mail accounts. He wants to read
his e-mail during study hall and feels the school is being unfair. He sets up a Proxy Server on his home
computer that allows him to completely bypass the district’s filtering system. He only uses the proxy to
read his Hot Mail. A very religious person, he would never even consider visiting inappropriate web
sites. One day a teacher sees Carl accessing Hot Mail, which he knows is blocked. The teacher tells the
principal. What should be done? Would it make a difference if Carl was viewing pornographic web
sites? What if Carl was sharing his secret way of bypassing the filter with other students? What if he was
sharing it only with a trusted teacher?
NOTES:_____________________________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
33
D. Types of Plagiarism - Anyone who has
IV. What is Plagiarism?
A. Not always “Black & White” often
written or graded a paper knows that
plagiarism is not always a black and
white issue. The boundary between
plagiarism and research is often unclear.
Learning to recognize the various forms
of plagiarism, especially the more
ambiguous ones, is an important step
towards effective prevention. Many people
think of plagiarism as copying another's
work, or borrowing someone else's original
ideas. But terms like "copying" and
"borrowing" can disguise the seriousness
of the offense:
E. Sources Not Cited
extremely “Gray & Fuzzy”
B. Definitions of Plagiarize
1. From the Free Dictionary ("The Free
Dictionary." The Free Dictionary.
Farlex, Inc., Web. 1 Jan 2010.
<http://www.tfd.com/plagiarize>.)
a. To use and pass off (the ideas or
writings of another) as one's own.
b. To appropriate for use as one's
own passages or ideas from
(another).
c. To put forth as original to oneself
the ideas or words of another.
2. From the Merriam-Webster Online
Dictionary, to "plagiarize" means-a. to steal and pass off (the ideas or
words of another) as one's own
b. to use (another's production)
without crediting the source
c. to commit literary theft
d. to present as new and original an
idea or product derived from an
existing source.
C. Common categories of Plagiarism in
Student Work from Plagiarism.org ("Types
of Plagiarism." Plagiarism.org : Learning
Center : Plagiarism Definitions, Tips on
avoiding Plagiarism, Guidelines for proper
citation, & Help Identifying Plagiarism:.
iParadigms, LLC, Web. 4 Jan 2010.
<http://www.plagiarism.org/
plag_article_types_of_plagiarism.html>.)
1. The Ghost Writer- The writer turns in
another's work, word-for-word, as his or
her own.
2. The Photocopy - The writer copies
significant portions of text straight from
a single source, without alteration.
3. The Potluck Paper- The writer tries to
disguise plagiarism by copying from several
different sources, tweaking sentences to
make them fit together while retaining most
of the original phrasing.
4. The Poor Disguise- Although the writer
has retained the essential content of the
source, he or she has altered the paper's
appearance slightly by changing key
words and phrases.
5. The Labor of Laziness- The writer takes
the time to paraphrase most of the
paper from other sources and make it all
fit together, instead of spending the
same effort on original work.
6. The Self-Stealer- The writer borrows
generously from his or her previous work,
violating policies concerning the
expectation of originality adopted by
most academic institutions.
34
V. Plagiarism & the InternetA. Makes it both easier to commit and catch
B. Has given students mixed messages on what
is property
C. Has lot of plagiarism present and poor
citation practices even on commercial and
academics sites
1. Citation of Internet resources is still
“murky”
a. Confusing
b. Multiple ways with minimal
standardization
c. Often does not take into count the
very nature of information on the
Internet
i. Different writing style
ii. Fast and ever changing
iii. Multiple authors
iv. Hard to determine qualifications
of presenters of information and
validity of information presented
v. Takes very little money to
“publish” which can contribute to
questionable authority of authors
vi. Often more “visual” than
“textual”-- Videos, Sounds,
Speech, Animation's, Hyperlinks
etc.
F. Sources Cited (But Still Plagiarized)
1. The Forgotten Footnote- The writer
mentions an author's name for a source,
but neglects to include specific
information on the location of the
material referenced. This often masks
other forms of plagiarism by obscuring
source locations.
2. The Misinformer- Writer provides
inaccurate information regarding their
sources, making them impossible to find.
3. The Too-Perfect Paraphrase- The writer
properly cites a source, but neglects to
put in quotation marks text that has
been copied word-for-word, or close to it.
Although attributing the basic ideas to
the source, the writer is falsely claiming
original presentation and interpretation
of the information.
4. The Resourceful Citer- The writer properly
cites all sources, paraphrasing and using
quotations appropriately. The catch? The
paper contains almost no original work! It
is sometimes difficult to spot this form
of plagiarism because it looks like any
other well-researched document.
5. The Perfect Crime- Well, we all know it
doesn't exist. In this case, the writer
properly quotes and cites sources in
some places, but goes on to paraphrase
other arguments from those sources
without citation. This way, the writer
tries to pass off the paraphrased
material as his or her own analysis of the
cited material.”
35
VI. Catching and/or Preventing Plagiarism
Strategies
A. All strategies should include instruction of
the student in:
1. What is plagiarism
2. Why they should not do it
3. How to properly use resource materials
and provide citations
B. Ignore it and it will go away (you are just
kidding yourself and doing your students a
disservice)
C. Threaten Severe Punishment with Zero
Tolerance (you often paint yourself into a
corner)
1. Remember you need to teach students
what it is and what you will not tolerate
(often they want black & white
definitions)
D. Catch It
1. You recognize phrases from other
sources or you do not feel it is possible
for “that student” to write this way
a. Chance for errors
b. Prejudice
c. Student was good at finding obscure
sources
2. Use a Web Search
a. No cost
b. Easy to do
i. Select unique phrases and enter
into your favorite search engine
ii. View the found sites and compare
with body of the students work
c. Often will not find the “Ghost Writer”
or “Paper Mill” paper plagiarism
3. Use a commercial service (Turn-It,
iThenticate Plagiarism Checker, etc.)
a. Requires paper be submitted
electronically
b. You can require electronic copy from
your student
c. You can type it all in yourself!
d. Not free
e. Gray Area- Are companies violating
student’s copyright by storing
multiple submissions to compare
future submissions
4. Best practices in dealing with students
who plagiarize
a. Educate on what is plagiarism and
why should not do it
b. Warnings (preferably during writing
phases)
c. Have multiple assessment phases in
projects to catch it in beginning
phases and redirect student by giving
them opportunity to edit their work
d. What do you do if you catch a
student still plagiarizing?
i. Age appropriate
ii. Education
iii. Dangers of “Zero-Tolerance”
1) No chance to use it as an
educational opportunity
2) “Branding” students for future
3) At what age can students be
held responsible?
4) Legal- If it there is litigation
a) Can you prove it was
plagiarism and that you
made it clear what was
acceptable practice
b) Costs of legal defense
E. Prevent It- It is usually much more effective
to prevent than catch plagiarism and as an
added bonus, the resulting student work is
often of a much higher caliber
1. Can help teach student for future
2. Free
3. Does not set up “sticky situations”failure of course, expulsion, future
stigmatization of student, etc.
4. Encourages much higher order
thinking/learning by student
5. Takes focus away from product and
places it on process
6. Works well with any grade level
36
F. Characteristics of Assignments with a
High Probability of Plagiarism (HPP)*
1. Stress lower level thinking
2. Require only facts not analysis
3. Often starts with “tell about…”
4. Are generic and lack relevance
5. Do not include a number and variety of
assessments through out the process,
only a single final grade
G. Characteristics of Assignments with a
Low Probability of Plagiarism (LPP)*
1. Stress higher level thinking skills and
creativity
2. Involve a variety of information finding
activities
3. Tend to be hands-on
4. Answer real questions
5. Use terms such as- Compare, Contrast,
Evaluate, Effects of, Interpret, Document,
etc.
6. Have clarity of purpose and expectations
7. Gives students choices & are relevant to
student's life
8. Ask students to write in narrative rather
than expository
9. Use technology to spur creativity,
analyze & compare
10. Allows students to utilize formats that
use multiple senses and match students’
Multiple Intelligences
11. Can be complex, but are broken into
manageable steps
12. Are often collaborative
13. Have results that are shared with people
who care & respond
14. Are authentically assessed
15. Allow learners to reflect, revisit, revise
and improve their final projects
16. Use technology to spur creativity
17. Utilize formats that use multiple senses
(intelligences)
18. Can be complex, but are broken into
manageable steps
19. Are often collaborative
20. Have results that are shared with people
who care & respond
21. Are authentically assessed
22. Allow learners to reflect, revisit, revise
and improve their final projects
23. Provide students with a rubric detailing
performance and assessment
The Cliff and the FenceRead and Discuss this Fable at
www.mogadore.net/ethics/fable.html
37
* Many of these are from the book Learning Right from Wrong in the Digital Age: An Ethics Guide for
Parents, Teachers, Librarians, and Others Who Care About Computer-Using Young People (Managing
the 21st Century Library Media Center) Doug Johnson, Linworth, January 1, 2003, ISBN-10:
1586831313, the web site of Doug Johnson (http://www.doug-johnson.com) and suggestions from
attendees at many of my presentations.
A rubric for Evaluating Probability of Plagiarism in a Project
Level
I
Description
Examples
y My research is about a broad topic.
y My research is about an assigned animal.
y I can complete the assignment by using a general reference
y My research is about an assigned state.
source, such as an encyclopedia.
y My research is about any subject of my
y I have no personal questions about the topic.
y I can probably copy and paste most of it from the Internet
choosing, I do not need to accomplish a
specific task with my report.
or buy a pre-written paper on the subject online
II y My research answers a question that helps me narrow the
focus of my search.
y This question may mean that I need to go to various
sources to gather enough information to get a reliable
answer.
y The conclusion of the research will ask me to give a
supported answer to the question.
y Because I have to draw conclusions it is more difficult to
merely copy & paste information from a resource.
III y My research answers a question of personal relevance.
y To answer the question I may need to consult not just
secondary sources such as magazines, newspapers,
books or the Internet, but use primary sources of
information such as original surveys, interviews or
primary source documents.
y I may need to analyze information and create hypotheses
y What mechanisms has my animal
developed to help it survive.
y What role has manufacturing had in my
assigned state’s economic development.
y My research is on any subject of my
choosing, I need to accomplish a
specific task with my report
(persuasive, comparsion/contrast, prove or
disprove a hypothesis, etc.)
y What animal would be best for my family to
adopt as a pet
y How can one best prepare for a career in
manufacturing in my area.
y My report draws a conclusion based on
information from a historical period.
and then prove or disprove them.
y My information may often include experimental or survey
results.
IV y My research answers a personal question about the topic
and contains information that may be of use to the general
public and/or government or commercial decision makers as
they make policy, spend money or allocate resources.
y The result of my research is a well-supported
conclusion that contains a call for action.
y There will be a plan to distribute/publish the
information to intended audience.
y How can our school stop growth in
unwanted and abandoned pets in our
community
y How might high schools change or enhance
their curricula to meet needs of students
desiring jobs in manufacturing in our
region.
y My report draws conclusions, weighs
possible solutions and describes potential
actions.
y I may need to analyze information and synthesize
conclusions
38
A compilation of Johnson's Laws of Research Projects & Presentations 1
Š
A project not worth doing, is not worth doing well.
Š
You'll only get what you want if you can describe what you want.
Š
It's called research because you have to search for the answers. They will not leap off
the page or screen and announce themselves to you
Š
If the assignment includes the word “about” you can expect plagiarism
Š
There is an inverse relationship between the taxonomy level of Cognitive Objectives and
the amount of plagiarism: The more higher order thinking required, the less plagiarism.
The lower the taxonomy level of the question(s), the higher the percentage of copy &
paste versus original thought.
Š
PowerPoint Presentations don't bore people. People bore people.
Š
Audiences would rather see your face than your backside.
Š
A misspelling in 48 point type is more noticeable than a misspelling in 12 pt type.
Š
You can put all the pretty clothes on your dog you want, but he's still a dog.
VII. Integration & Implementation
A.
Technology Use Implementation
1. Prepare our students to use technology
responsibly in their future endeavors.
2. Remove in-place barriers to technology
use from existing student
assignments/projects
4
3. Provides clear rubrics for evaluation,
free of technology limitations
4. Utilizes LPP concept
5. Integration of technology in lessons vs.
stand-alone technology instruction
6. Must incorporate Ohio Technology
Standards
a. Integrate appropriate standards into
the class work in core standards
areas (Math, LA, Social Studies,
Provide guidance in
use of and help
refine techniques
Create assignments
that require
challenging use of
technology
B.
Science) to assure adequate
opportunities for all 7th to 12th
grade students
b. Include tech standards in all areas of
classroom work K-6
c. Utilize other standard areas (Fine
Arts, Foreign Language, etc.) to
provide coverage for specifically
defined tech standards.
Provide students with fundamentals of
technology to enable them to use it
effectively in assignments.
1. Provide guidance in use of and help refine
techniques (i.e. Web Searching,
Spreadsheets, Video Production)
2. Create assignments that require
challenging use of technology.
Require students do a
portion of the learning
of tech skills through
self-discovery,
39
Page- 8
Avoid “introductions
to” specific
technology tools &
cookbook lessons
Include as part of
larger lesson within a
content area
3.
4.
5.
6.
Require students do a portion of the
learning of tech skills through
self-discovery, online tutorials or classes,
streaming video, etc.
Avoid “introductions to” specific
technology tools & “cookbook” lessons
(i.e. “Here is how you use PowerPoint”) in
isolated format, instead include as part
of larger lesson within a content area
a. Just-in-time training
b. Peer training
c. Pre-made templates
d. Online tutorials
e. Online Instruct/Collaboration
f. Multimedia Training
materialsStudents are Digital
Natives
Little fear of new technologies
But, they often more adept in
manipulating specific technologies than
in the productive use of many
technologies
C.
D.
E.
40
Need instruction on how to integrate
technology tools into completing
assignments
8. Many of us, as non-natives, must
experiment with using technology tools
to gain proficiency to assist them
Require Rigor
1. Don’t let the presentation blind you to
quality of the product, especially the
underlying research and writing
2. Design assignments with periodic “check
points” instead of a single due by date
3. Allow time after critique to revise and
improve “product”
4. Provide well defined goals/objectives that
require higher level taxonomy
(Application, Analysis, Synthesis and
Evaluation)
Utilize rubrics to better convey the
requirements of the assignment
1. What is needed to reach a specific level
of accomplishment
2. Students could create self evaluation
rubrics
3. Emphasize process not just product in
grading scheme
Provide opportunity after assessment for
student to “improve” their work
1. How to Grade for Learning by Ken
O’Connor - 1999
2. Make the final production phase-publishing or distributing to larger
audiences (class level, grade level, school
level, community, region, state, national
or international).
7.
IX. Effective and Safer e-mail Use
A.
B.
C.
D.
E.
F.
Know how to:, cc: (carbon copy) and bcc:
(blind carbon copy) work & when to use each
Use bcc: to prevent address harvesting
Be sure you know who are really sending mail
to1. Reply vs. Reply All
2. Double check message & address before
hitting send. There is no way to get it
back!
3. Misspellings address or similar looking
addressees
4. Other addresses included
a. included in cc: & bcc:
Replying to unsolicited -1. beware of Phishing schemes and Spoofed
addresses.
Be sure you really know what you are
sending
1. Header information2. Domains, servers, time stamps, etc.
3. Secondary information in attached
documents
a. Spreadsheets
i. Additional worksheets
ii. hidden cells of a spreadsheet
b. Links to other docs
c. Embed information in documents &
graphics
i. Undo information
ii. Redacted PDF
iii. Masked graphics
Bad Taste / Annoying e-mail Habits
1. Out of Office Replies to Mailing Lists
2. Fancy formatting of e-mail
3. Novels instead of notes
4. Forwarding portions of other’s e-mails
out of context
5. Forwarding offensive or inappropriate
e-mails or attachments
6. Proprietary attachments (i.e. Office
2007 (.docx), Visio diagrams, other
proprietary file types, etc.)
X. Growing Cyber Threats
A. Cyber
Crime
1. Between 2 and 10 billion dollars a year
& growing
2. DDoS Attacks (Distributed
Denial-of-Service)
3. Identify Theft
a. Phishing / Fraud / Theft
b.
Increasing attacks on Wireless Networks
B. Cyber
1.
41
Bullying
Social Networking Sites
A. Defame others character falsified
postings/ photos
B. Extortion
C. Threats of violence
D. Escalation to real violence
E. Suicide and/or self mutilation
F. Role of School when it Cyber Bullying
place off site ?
Top 20 Most Popular Social Networking
Websites | February 2010
XI. Social Networking
A. Biggest Issue
1. Most sites (especially FaceBook) were
originally designed for a specific
population or age group
2. Mixing a Wide Range of Ages or Groups
are often causes of many problems
B. Safer Social Networking Use by Schools
1. Closed Systems- Allow access to only
enrolled students in a specific class or
group of classes
2. Sites designed and limited to specific age
groups
3. Moodle and other LMSs
4. Google Apps for Education
5. WordPress & other school hosted
blogging packages
6. ePals
7. www.classroom20.com
8. Ning created site
Exercise- Social Networking in
Education
Visit sites-Š Digital Youth Reporthttp://digitalyouth.ischool.berkeley.edu/report
Š Classroom 2.0
www.classroom20.com
Š The Journal- Social Networking in Schools:
Incentives for Participation
http://thejournal.com/ Articles/
2009/09/16/Social-Networking-in-Schools-Incen
tives-for-Participation.aspx
42
XII. Cell Phones in SchoolsA. Changing nature of Cell Phones- now ECDs
1. Is your district prepared for the
convergence of Cell Phone, Computer and
Internet technologies?
2. Cell phones are no longer just phones
a. Texting
b. Camera
c. Send and Receive Photos
d. Wireless connection to the Internet
via two troublesome methods
i. Direct to Internet via their cell
provider, bypassing your district’s
filtering policies completely
ii. Or hitching a free ride on your
district’s wireless network
3. A personal computing device with wide
variety of Applications
a. To do many things you would never
want your students doing on your
districts computers
b. Your school has no ability to block
use of these apps
4. Storage Devices
a. MP-3 Storage/player
b. Data files (with possibility of virus
infections)
5. Device of choice for “passing notes” or
answers to quizzes.
B. Potential Benefits
1. Personal Safety of
Students
2. Educational Use
a. Research and
writing
b. Student Response
Systems
C. Cell Phone Policies, AUP
and Student Conduct
Codes
1. Rules need to be in all
three policies
2. Very important sections
your current AUP is
probably missing
3. Rules need to address all potential uses
4. What do federal laws have to say about
jamming cell use in your buildings
D. Enforcement of Policies
1. Best practices
2. Potential Legal Pitfalls
3. Protecting you and your staff from
negative consequences
4. When cell phones are involved in activities
that violate student code of conduct
5. When cell phones are involved in illegal
activities
E. Community, Parents and Students / Public
Relations
1. Use of Cell Phones on Social Networking
sites
2. Sexting
3. Cyberbullying
4. Parent reactions to policies, enforcement
and consequences
5. Confiscating Phones, some important
things you need to know
6. When to get your local law enforcement
agencies involved
F. Bringing all aspects together in a
comprehensive plan with workable policies,
rules and education on safety and
appropriate use
43
Blank Page- Please do not delete
Footnotes, Resources & Contact Information
1
3
2
4
Doug Johnson’s Web Site
Learning Right From Wrong in the
Digital Age
Doug Johnson’s The Blue Skunk Blog
FCC’s Children's Internet Protect Act
Page
For the complete text of the CIPA
Purdue OWL (Online Writing Lab) on
Plagiarism
Mogadore Local Schools-Technology
Regulations- AUP, Guidelines, Computer
Use Rules, Disclaimers, etc
Mogadore Local Schools Web Portal“Research & Writing” Page
Rubistar- Free Online Rubric Creation
Tool
www.doug-johnson.com
Doug Johnson, Linworth Publishing ©2003
http://doug-johnson.squarespace.com/
www.fcc.gov/cgb/consumerfacts/cipa.html
www.fcc.gov/Bureaus/Common_Carrier/
Orders/2001/fcc01120.txt
http://owl.english.purdue.edu/handouts/
research/r_plagiar.html
www.mogadore.net/aup
www.mogadore.net/research
http://rubistar.4teachers.org/
Anthony A. Luscre,
Director of Technology, Mogadore Local Schools
mo_ luscre@0mogadore.net
www.mogadore.net/tech
My Personal e-mail addresses & web sites-anthony@clearsummit.org , aluscre@neo.rr.com or k8zt@arrl.net
www.clearsummit.org &
www.k8zt.com/tech
Anthony A. Luscre,
5441 Park Vista Court
Stow, OH 44224-1663
330-650-1110
Copyright 2011 ©- Anthony A. Luscre -All Rights Reserved. v11-01-18
Please contact the author for permission to use any materials in this booklet
Much of the Ethics material in this book is used through the generous permission of Mr. Doug Johnson.
Materials used in this booklet are from the Book: Learning Right From Wrong in the Digital Age, Doug Johnson- ©
2003 Linworth Publishing and the Seminar Handouts for the presentation of the same name as found on the web site:
“Doug Johnson- Writing, Speaking and Consulting on School Technology and Library Issues” found at
www.doug-johnson.com. (accessed April 13, 2006). Mr. Johnson and Linworth Publishing retain all rights to their
materials and therefore permission is expressly denied to copy in whole or part the material in this booklet without the
expressed permission of Doug Johnson and Anthony A. Luscre.
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