By Tori Gordon

 Protecting Students and Technology Resources  Outlets  Dust  Air circulation  Wireless technologies  Smaller, lighter, more portable hardware  Computer placement – monitoring students use without being distracting

 Technology-Related Health Practices  Ergonomics: the study of and development of furniture, tools, and systems that promote productivity in a safe and healthy way. ▪ Monitor placement, chair adjustment, desk height, keyboard and mouse placement  Repetitive Strain Injuries: occur during computer use due to the sensitive nature of tissues, tendons, muscles, and nerves of the hand that are subject to repeated motions, awkward positions, or force. ▪ Tendonitis, Carpal Tunnel Syndrome  Visual concerns: ▪ Text presented with dots of light, constantly being redrawn, lower resolution that printed material ▪ Computer Vision Syndrome: inability of eyes to maintain focus on items on screen. Computer glasses or glare screens may help.

 A document that clearly outlines what is and is not acceptable behavior, as well the consequences of unacceptable behaviors.  Can cover use of all resources available for teaching and learning in school setting.  Common elements  Overview, glossary, purpose, rights and responsibilities, examples, consequences, copyright, issues of academic integrity, Internet use

 Law that governs the right to use information  Most current: Copyright Law 1976  If material does not explicitly state that is in the public domain, you may be violating copyright law when you use it  Digital Millennium Copyright Act 1998  Placed strict restrictions on materials that could be used online for instructions.  Technology, Education, and Copyright Harmonization Act 2002 (TEACH Act)  Clarified use of copyright protected materials and outlined required actions on part of school.

 As a teacher you must ensure copyright- protected material is:  Directly related to and is an integral part of instruction  Available only to registered students  Available during a time limited to instructional needs  Used in digital format, if available  Nondramatic, in nature, or a limited portion of a dramatic work

 Fair use refers to the part of US copyright law that allows limited use of a copyrighted material without requiring permission from the copyright holder  The purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit educational purposes  The nature of the copyrighted work  The amount and substantially of the portion used in relation to the copyrighted work as a whole  the effect of the use upon the potential market for, or value of, the copyrighted work  Public domain materials may be freely used and distributed.  Copyright has expired or work created by the US government

 To stay within the guidelines for amount of work, do not use more than  10 percent or three minutes of a video, whichever is less.  10 percent or 1,000 words of text, whichever is less.  10 percent or 30 seconds of a musical work  Five images from an artist or photographer  10 percent or 15 images from a collection, whichever is less  Two copies of a multimedia project

 Prevention of Plagiarism  Help students understand how to correctly use and cite source material  Design activities in ways that avoid the need for heavy reliance on material that easily can be appropriated from other sources  Develop skills related to finding, analyzing, synthesizing, and reporting information  Prevention of Cheating  Simple observation  Design assessments that encourage high-order and critical thinking  Keeping Data Secure  Family Educational Rights and Privacy Act (FERPA)  Directory information may be disclosed without consent ▪ Name, address, telephone, date and place of birth, major field of study, weight and height  Password Security  Change passwords frequently  Use a mnemonic device such as an acronym  Use 8 characters  Mix upper and lower case, numbers, and special characters

 Children’s Online Privacy Protection Act 1998  Websites that target children under 13 must follow specific guidelines regarding the collection of personal information  Children’s Internet Protection Act 2000  (Filtering Mandate) Blocks access to obscene, pornographic, or harmful to minors ▪ Schools must prove they comply with CIPA ▪ By installing a technology-based solution to block material deemed objectionable as outlined in the act ▪ By adopting policies to monitor Internet use by students (minors)  Access to inappropriate matter on the Internet  Safety and security when using forms of direct communications  Unauthorized access  Unauthorized disclosure, use, and dissemination of personal information  Restricting minors’ access to materials harmful to them

 Malicious software  Spam: unwanted messages across many technologies ▪ Phishing, carding, or spoofing asks for sensitive personal information ▪ Malware can cause significant harm to one or more computers as well as a computer network. ▪ Virus- software program that can attach itself to another program, replicate itself, and cause damage to software or data. ▪ Worm – replicate themselves and can more easily spread themselves across a network and can install a backdoor. ▪ Trojan horse – can delete all of the data stored on the computer or can cause the computer to turn itself off immediately after booting up.

 Malware  Spyware – may record your usage patterns or collect sensitive information you transmit using your computer  Adware – incorporates that presentation of advertisements as a condition for operating the software  Steganography – malware that is hidden in text files or pictures

 Firewall – hardware and/or software that can prevent unwanted persons, messages, or software from entering a network or computer  Virus-protection software – scans files introduced to a computer or for periodic scanning of all files on a computer

 Cyberbullying – the use of technologies to harass, defame, or intentionally harm another student or group of students  Messaging; creating a website; pictures, videos, and other recordings; impersonation  Cyberstalking – the inappropriate online interactions involve adults, engaging with a predator

 Be yourself  Say hello  Describe your message  Be polite  Is it important?  It’s not that funny  Make sure you mean it  To attach or not to attach  Say goodbye  Clean up after yourself

 Trusted Digital Resources  Acceptable and valid materials on the Internet: subscription services, web-based textbooks, long-standing print or media websites  Filtering Software  Designed to help prevent students from coming into contact with inappropriate material when using the Internet  Proxy Servers  Software applications that perform several functions, including filtering and storing Internet content  Portable Web Pages  You and your students can visit websites and store them on a local computer for future use

 Develop short lessons on the appropriate and inappropriate uses of different digital resources.  Involve parents in training sessions.  Organize classroom so that students are guided to use Internet resources appropriately.  Demonstrate successful search strategies and review responsible use practices.  Incorporate appropriate citation strategies.