Where do we go from here? Reflections on digital citizenship, AUPs, communication, & instruction

As far as I can tell, the district AUP is provided only as part of the student handbook and is not clearly addressed with students and families.  I would like to see the technology AUP receive specific attention and have students and parents sign the AUP.   The wording currently in the student handbook could be made more accessible (less legal-sounding), but the true AUP, the one that truly addresses use, needs to be clear and concise regarding expectations of behavior for technology use.   The AUP also needs to more comprehensively address (however briefly) all aspects of digital citizenship.

When addressing faculty about digital citizenship, it’s important to acknowledge what they are already doing well.   I think it will be important to emphasize that I’m not a part of the district CTE (Career & Technical Education) department, and that modeling (if not straight-out teaching) digital citizenship is everyone’s responsibility.  I would briefly touch on each of the nine aspects of digital citizenship and emphasize the importance of knowledge/fluency of each. 

Communicating with faculty and staff can be accomplished in several ways.  One is to work with technology teachers to present to faculty, providing a voice from outside that department.  That is the easiest and most direct way.   E-mails can also be efficacious for communicating with the group, but they don’t require taking everyone’s time in a group meeting.   While you can’t guarantee that all faculty members will read e-mails, they can be easily saved and referred to as needed. 

I’ve enjoyed this course.  I had not previously considered all that digital citizenship encompasses.  Recognizing all nine aspects, I feel I can better assist students and faculty in learning about and effectively and safely using technology. 

A little precaution goes a long way - digital security

Digital protection starts with use of passwords. Students must learn through direct instruction that passwords are meant to be used by only one person and that sharing passwords allows others access to accounts and information. Passcodes on phones are a great place to start. An unprotected phone is no different from one for which the owner provides a passcodes to others. Simple pranks can turn more malicious through changed passwords, unauthorized purchases, and texts/e-mails/media posts executed by someone else. Practices that apply to phones easily transfer to other devices such as tablets or laptops.

Students should also protect usernames and passwords for campus computer use and accounts. Again, friends often prank one another, and some students can behave maliciously toward others. To protect one’s work, students should keep log-in information confidential. In the event of group projects, students are better off storing work on flash drives rather than relying on a single student to save work. Anyone can access files from a flash drive, whereas if one student is saving work only to his or her account, the files are inaccessible if that student is not present. At present, a flash drive should be a required supply for all secondary students.

Students need to learn via video (such as the “Think Before You Post” Youtube video) as well as direct instruction the dangers that they might encounter when they fail to protect not only their device but also their reputation. Devices are often easier to protect through updates; reputation – and even physical security – is more easily placed at risk through ill-advised or poorly-thought-out posts (both text and photos) and/or communications. Hearing about these unfortunate experiences first-hand is a good learning opportunity, as are videos and sites that target and feature teens.

Cross your t's and dot your i's - digital law

Digital law is one of the areas that requires more direct instruction than many of the other elements.  While ethical use of software and information should seem fairly straightforward, the ease of sharing software and “borrowing” information – along with the perceived notion that no one is being harmed (“harmed” typically denoting physical damage) – tends to dull one’s perception of morality.   Admittedly, there are gray areas when it comes to digital law.  What exactly does copyright protect, and to what extent?  What constitutes “fair use”?  And even when a matter might be obviously unethical, how likely is it that a person will be caught?

I am currently working with 11^th grade Advance Placement ELAR classes on research papers.   We have spent a significant amount of time explaining the importance of source citation and helping students document sources and information.   Many students are still developing research skills and this style of writing, so we have the perfect opportunity to stress the importance of academic integrity and the ethical use of information.   The importance of citing information, of giving credit where it is due, is hardly a new concept for our students, but as they begin to look toward the next stage in their academic careers, it takes on a new relevance.   This would be a good time to broach other related topics, making the jump from using others’ ideas to discussing the general idea of copyrights and finally to how it relates to them specifically – not just ideas, but software and other products. 

Also, it’s easy to tell students what they should not do.  We don’t want to focus only on the “don’ts” of digital law.  We need to provide plenty of examples of appropriate and responsible use, including “fair use”.