1. Chapter 6: Legal and Social Issues in Technology
EDUCATIONAL LEADERSHIP IN TECHNOLOGY: PREPARING SCHOOL ADMINISTRATORS FOR A DIGITAL AGE BY VIRGINIA E. GARLAND AND CHESTER TADEJA
Chapter 6: Legal and Social Issues in Technology

2. CHAPTER 6: SYNOPSIS Appropriate Internet uses for students
NETS.A Standard 5: “Digital Citizenship”
Appropriate Internet uses for students
Laws relating to copyright and Internet access
Ethical and environmentally sound technology practices
Leader survey for Chapter 6 skill sets
Discussion questions

3. CHAPTER 5: LEADER REFLECTION
Key points in this reflection come from an instructional technology coordinator in Illinois:
Block inappropriate content on the web 
Educate students on appropriate uses of social networking tools
Inform parents and students on Internet acceptable use policies (AUPs)
Educate students and teachers on all grade levels about cyber-bullying
Electronic Communication Guidelines for the Naperville District 203
Students are "our future" as digital citizens

4. CHAPTER 6: INTRODUCTION
Explanation of NETS.A Standard 5
Laws and guidelines for student safety online
Ethical and environmental concerns regarding technology use in schools
Global issues regarding digital citizenship

5. ISTE NETS.A STANDARD 5: “DIGITAL CITIZENSHIP”
Leadership roles for superintendents in leveraging technology use in their school districts
Social networking tools for school leaders
School administrators and technology coordinators should address the factors causing a “digital divide”: 
Scio-economic status
Disability
Ethnicity 
Race 
Language
Gender 

6. ISTE NETS.A STANDARD 5: “DIGITAL CITIZENSHIP”
Children’s Internet Protection Act (CIPA); the need for safe Internet use policies in all public schools or loss of federal funding under the No Child Left Behind Act (NCLB) and low E-Rates
 Fair use of the Copyright Act should be enforced:
Copyrighted text, graphics, music, and images from the web may only be used in the classroom 
Student multimedia projects may not be copied to school websites or social media sites

7. ISTE NETS.A STANDARD 5: “DIGITAL CITIZENSHIP”
Cell phone policies and no cameras from Smartphones in schools
Cyber-bullying policies and social networking tools
Environmentally appropriate technology waste removal
Tools for global communication and collaboration

8. CHAPTER 6: TECHNOLOGY LEADERSHIP SELF-ASSESSMENT SURVEY
Self-scoring survey
Based on National Educational Technology Standards and Performance Indicators for Administrators (NETS.A) Standard 5 (NETS.A 5.a, 5.b, 5.c, 5.d)
Ratings of 1 or 2 indicate areas of needed professional growth
Assessment can also be used to create an individualized e-portfolio

9. CHAPTER 6: TIPS FOR LEADERS
1. Here are some important questions to ask before developing a cyber-bullying policy for your school or district:
What issues prompt the updating or creation of an anti-cyber-bullying policy?
What does the district or school website currently define as cyber bullying?
What are my top concerns as a superintendent or principal about cyber bullying?
What staff development training will I provide to address this topic?
What resources, including experts, do I have to initiate or sustain an effective anti- cyber-bullying policy?
2. Make sure that your school district is in full compliance with the Children’s Internet Protection Act (CIPA), which requires that students are blocked access to such content as pornography, gambling, or obscenity.
3. Provide clear guidelines on the appropriate and inappropriate use of social networking tools for educational purposes, particularly the social networking communication tools of text messaging, filming, ing, and posting information on Internet-based sites.

10. CHAPTER 6: TIPS FOR LEADERS
4. Have strong anti-cyber-bullying policies by educating not only teachers but also students and their parents on the forms of cyber bullying that can occur at all grade levels.
5. Discuss and review appropriate Internet safety and digital citizenship with school resource officers throughout the school year.
6. Encourage teachers and students to explore and collaborate with the global world of Internet users by safely and securely using Web 2.0 social networking tools.
7. Overcome the socio-economic, disability, ethnic, racial, language, and gender factors that can cause a digital divide in your school or district by providing equitable access to appropriate technology resources for all learners.

11. CHAPTER 6: TIPS FOR LEADERS
8. Ensure simplicity and clarity as you design an acceptable use policy (AUP) in your school or district by using student-friendly language which includes the purpose, the penalties for misuse, and a place for all stakeholders to sign an agreement with the guidelines.
9. Enforce fair use of the Copyright Act by not allowing students and teachers to use copyrighted text, graphics, music, and images from the web outside of the classroom without written consent.
10. Use only “green” companies in order to safely remove and destroy or recycle old computers or other obsolete hardware, such as FAX machines and copiers.
11. Provide your students with opportunities to collaborate with other students around the world for enriching cross-cultural experiences.

12. CHAPTER 6: DISCUSSION QUESTIONS
1. Does your school or school district block content? What do you know about this process? Who determines what information is to be blocked? Using a diagram, draw a representation of the kinds of information your school or school district blocks (or can block) and the positive or negative impact this can create for student learning. Be sure to include the benefits and possible consequences of this kind of blocking. Be prepared to share findings with the rest of the group.
2. Discuss with a small group (or draft a paper on) what content should be included in establishing, monitoring, and enforcing an acceptable use policy (AUP) for your organization. Discuss the need to protect intellectual property as it relates to an AUP.
3. Identify several scenarios in which cyber bullying could take place between students and other students and/or employees and other employees. Be prepared to discuss these scenarios, as well as their possible solutions with other individuals and/or groups.

13. CHAPTER 6: DISCUSSION QUESTIONS
4. With what other professional organizations could you partner? How would you promote and foster cross-cultural collaboration? How would you engage in multinational collaboration? What could you do to sustain such a relationship?
5. In the leader reflection for this chapter, John David Son states: “The Children’s Internet Protection Act (CIPA) requires school districts to block access to such content as pornography, gambling, or obscenity. Every school district is required by law to block such content, and we do that fairly well; but what about the other content? What about the social media/networking sites? YouTube? Twitter? Facebook? Many school districts today block access to those sites because they don’t want to deal with potential distractions, or incidents that might occur from their use. School districts spend hours each day searching log files, blocking new sites, and disciplining students according to acceptable use policies. Wouldn’t a better use of our time, energy, and resources be educating our students [on] how to appropriately utilize these tools to enhance their educational experience?” Discuss concerns you might have with enforcing CIPA and your agreement or disagreement with Son’s ideas on student access and appropriate educational uses of Internet-based social networking tools.

14. CHAPTER 6: DISCUSSION QUESTIONS
6. Based on your responses to the self-assessment for Chapter 6, what are the next steps you might take in becoming a more effective leader in the educational use of social networking tools in your school or district? What is the district lacking or proud of in terms of safe Internet access or cyber-bullying policies or environmentally sound practices? What technology resources would you need in your own professional e-portfolio in order to assist you in achieving your goals?