MTTS 1, 2, & 3 Synthesis of Information & Multimedia
Facts Sheet
Alianna Walbert
Salisbury University
Facts Sheet
1.) Ethical Issues for Safety and Security
Social Networking:
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Some local schools have implemented Edmodo, which has a layout similar to Facebook, but is more educationally
friendly.
Students are becoming more familiar with different types of social networks, like Facebook or Twitter.
Teachers may be able to use this to their advantage with networks like Docsity, StudyBlue, Chegg, Lynda, and
Sophia (James, 2014).
Acceptable Use Policies “Rules applied by many transit networks which restrict the use to which the network may be
put. Enforcement of AUPs varies with the network.”
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Acceptable use policies help protect school resources, limit liability, and clarify the expectations of students and
staff members (“Acceptable use policies,” n.d.)
Components include clear specific language, detailed behavior standards, enforcement guidelines, internet policy
statement, list of acceptable uses compared to unacceptable uses, online etiquette descriptions, parent consent
forms, privacy statement, disclaimer of liability (“Acceptable use policies,” n.d.)
Netiquette: “The rules of etiquette that apply when communicating over computer networks, especially the Internet”
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Netiquette guidelines are to be polite, use appropriate language, do not reveal or request personal information, do
not use systems in a way that would disrupt network use by others, and respect the intellectual property of other
users and information providers. (“Acceptable use policies,” n.d.)
Students should be taught about netiquette and how to act appropriately on the internet to avoid issues like
cyberbullying
Cyberbullying: “When a child is tormented, harassed, humiliated, embarrassed or otherwise targeted by another child,
preteen, or teen using the internet, interactive and digital technologies or mobile phones.” (www.stopcyberbullying.org).
Cyberbullying may cause mental harm to students that are bullied. It may also cause them to feel alone or helpless or
deter them from internet or technology use.
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Teachers should encourage students to respect one another, especially when using the internet or other interactive
sources.
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Teachers need to teach students to use methods like “Think before you post,” or “Take 5!” which will help students
think about what they post and what they respond too.
Teachers need to make themselves available and trustworthy to students experiencing cyberbullying in order to
help them with any issues they may be facing.
Teachers should provide examples of cyberbullying, as many students don’t realize the things they post could be
hurtful to those who read it.
Student Data:
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Student data should never be posted online or in online gradebooks with their name. Teachers should use a
number system in order to protect student’s privacy even if the system is hacked or passwords are forgotten.
Student information should never be disclosed via e-mail or other internet communication sources (Willard, 2002).
Student work or examples of teacher’s work should never be posted on any social network by the teacher, parents,
or students.
Internet Privacy
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Students should be taught about internet privacy in order to protect both themselves and their peers.
Students should never disclose personal information over the internet
Students should never disclose information about other students over the internet.
Teachers should encourage students to protect their own information and respect their peers enough to keep any
personal information of others private as well.
Teachers need to explain to students the consequences and dangers of revealing private information over the
internet.
2.) Digital Divide: “The socioeconomic and other disparities between those people who have opportunities and skills
enabling them to benefit from digital resources, especially the Internet, and those who do not have these opportunities or
skills.” (“Digital divide,” n.d.).
Statistics
Gender
Socio-Economics
Racial
- Women have 35% fewer opportunities and benefits than men with regard to ICT (Hafkin
& Huyer, 2007).
- Out of the 52% of women who use technology regularly, only 50% use the internet
regularly, in the United States (Hafkin & Huyer, 2007).
- The proportion of female internet users in most countries is below 50% (Hafkin & Huyer,
2007).
-Men tend to like accessing technology more and use technology for mostly online games
and other recreational activities, while women don’t necessarily like accessing technology
and tend to use it more for communication (Bain and Rice, 2006).
- 66% of people in urban areas have internet access, while only 51% of people in rural
areas have internet access. This gap is closing (“Socio-Economic Factors,” 2010).
- 94% of households with annual income of over $100,000 have internet access, while only
36% of households with an annual income of under $25,000 have internet access. (“SocioEconomic Factors,” 2010).
- 77.3% of Asian households have broadband access; 47.9% of Hispanic households have
broadband access; 68% of white households have broadband access, 49.4% of African
American households have broadband access; 48.3% of Native American households
have broadband access (“Socio-Economic Factors,” 2010).
- Races with less internet access use the internet for social media and networking more
than research and exploration, like races with more internet access (“Getting Past the
‘Digital Divide,’” 2011).
Effects of Digital Divide on Students:
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Students don’t have access to out of school learning activities or opportunities
Leads to learning gaps and disadvantages.
Women tend to have discomfort using the internet due to all the dangers that lie on the internet.
Resource Equity:
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Use whatever technology is made available to students – such as cell phones (“Getting past the ‘digital divide,’”
2011)
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Offer students high quality internet resources that are pertinent to their ethnical, gender, and social interests
(Cavin, n.d.)
Provide students with take home technologies (Green, 2000).
Teacher Bias:
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Teachers should consider that not all students have the same amount of access that they do in their own homes;
some may have more, some may have less.
Teachers need to provide equal opportunities in terms of technology and realize that not all students have a firm
understanding of technology and how to utilize it.
3.) Copyright, Fair Use, and Creative Commons
Copyright: “Protects works from unauthorized copying, performance, or display.” (“Copyright and Education,” n.d.)
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The Copyright Act can help teachers use works protected by copyright for educational instances (“Copyright and
Education,” n.d.).
Allows teachers and students to use and reproduce portions of copyrighted material without having to purchase a
license (“Copyright and Education,” n.d.).
Teachers must realize, and teach students, what constitutes “fair” when using other’s work.
Fair Use: Section 107 of the Copyright Law explains factors that determine whether resources are being used fairly:
1.) The purpose and character of the use, including whether such use is of commercial nature or is for nonprofit
educational purposes.
2.) The nature of the copyrighted work.
3.) The amount and substantiality of the portion used in relation to the copyrighted work as a whole.
4.) The effect of the use upon the potential market for, or value of, the copyrighted work. (Library of Congress, 2012).
 If use does not seem fair, it is important to obtain permission from the copyright owner before reproducing (Library
of Congress, 2012).
Creative Commons: Publishing under a Creative Commons gives others the opportunity to share, use and build on your
original work (creativecommons.org).
About. (n.d.) Creative Commons. Retrieved from http://creativecommons.org/about
Acceptable use policy. (n.d.) Education Service Center, Region 2. Retrieved from http://www.esc2.net/links/aup.htm
Acceptable use policy. (n.d.). The free on-line dictionary of computing. Retrieved from
http://dictionary.reference.com/browse/acceptable use policy
Bain, C. D., & Rice, M. L. (2006). The influence of gender on attitudes, perceptions, and uses of technology. Journal of
Research on Technology in Education, 39, 119-132. Retrieved from http://files.eric.ed.gov/fulltext/EJ768873.pdf
Carvin, A. (n.d.). Mending the breach: Overcoming the digital divide. Retrieved from http://www.edutopia.org/mendingbreach-overcoming-digital-divide
Copyright and education. (n.d.). FindLaw. Retrieved from http://smallbusiness.findlaw.com/intellectual-property/copyrightand-education.html?DCMP=ADC-BUS_CopyrightBoardModifier-Classroom
Cyber bullying statistics. (2013). Bullying statistics. Retrieved from http://www.bullyingstatistics .org/ content/cyberbullying-statistics.html
Digital divide. (n.d.). Dictionary.com unabridged. Retrieved from http://dictionary.reference.com/browse/digital divide
Evidence of an online digital divide in the U.S., January-February 2011. [Chart]. (2011). Retrieved from
http://healthpopuli.com/2011/04/14/the-online-digital-health- divide-persists-for-african-americans-and-hispanicsimplications-for-health-reform/
Getting past the ‘digital divide.’ (2011). Teaching tolerance. Retrieved from
http://www.tolerance.org/magazine/number-39-spring-2011/feature/getting-past- digital-divide
Green, L. C. (2000). Bridging the digital divide in our schools – Achieving technology for all students. Retrieved from
http://www.idra.org/IDRA_Newsletter/May_2000 _Equity_and_Excellence/Bridging_the_Digital_Divide_in_Our_
Schools/
Hafkin, N. J., & Huyer, S. (2007). Women and gender in ICT statistics and indicators for development. The MIT Press, 4,
25-41. Retrieved from http://itidjournal.org/itid/article/viewFile/254/124
Hilbert, M. (2011). Digital gender divide or technologically empowered women in developing countries? A typical case of
lies, damned lies, and statistics. Women’s Studies International Forum, 34, 479-489. Retrieved from
http://dx.doi.org/10.1016/j.wsif.2011.07.001
James, C. (2014, January 6). 5 social networks for students to get academic help. Retrieved from
http://www.edudemic.com/social-networks-for-students/
Johns, J. (2011). Eggo learns a lesson on cyber safety. [Audio file]. Retrieved from
http://www.teachertube.com/music.php?music_id=4960
Johns, J. (2012). The Autumn and Logan show. [Audio file]. Retrieved from
http://www.teachertube.com/music.php?music_id=7762
Johns, J. (2012). The G.R.E.H. radio show. [Audio file]. Retrieved from
http://www.teachertube.com/music.php?music_id=7763
Johns, J. (2011). The KSJ radio show on internet safety. [Audio file]. Retrieved from
http://www.teachertube.com/music.php?music_id=4961
Library of Congress. (n.d.). Copyright and primary sources. Retrieved from
http://www.loc.gov/teachers/usingprimarysources/copyright.html
Library of Congress. (2012). Fair Use. Washington DC: U.S. Copyright Office. Retrieved from
http://www.copyright.gov/fls/fl102.html
Library of Congress. (2010). Help: Registration tips. Washington DC: U.S. Copyright Office. Retrieved from
http://www.copyright.gov/eco/help-registration-steps.html
Netiquette. (n.d.). Dictionary.com Unabridged. Retrieved from http://dictionary.reference.com/browse/Netiquette
Peterson, J. (n.d.). Acceptable use policies. Retrieved from http://education.illinois.edu
/wp/www.sjfschool.net/whitepages/acceptableusepolic y.htm
Socio-Economic factors continue to impact digital divide in the US – new report. (2010, November 12). Information
policy. Retrieved from http://www.i-policy.org/2010/11/socio-economic-factors-continue-to-impact-digital-divide-inthe-us-new-report.html
Willard, N. (2002). Ensuring student privacy on the internet. Retrieved from
http://www.educationworld.com/a_tech/tech120.shtml
Video Magazine. (2012). Creative commons & copyright info [Video file]. Retrieved from
http://www.youtube.com/watch?v=8YkbeycRa2A