JCSS Internet Safety

Education 422

April 6th, 2010

1. IDENTITY SAFETY - Emily Eaton

2. CYBERBULLYING - Meagan Witowich

3. CYBER PREDATORS - Forrest Tandberg

4. PIRACY AND PLAGIARISM - Daniel Mencias

5. INAPPROPRIATE CONTENT - Jeremy Krefft

6. SOCIAL NETWORKING - Amanda Ackerman

6. SOCIAL NETWORKING - Christine Goss

1. IDENTITY SAFETY

By Emily Eaton

A: Define Identity Safety

Identity Safety deals with how to keep our personal privacy when working with technology. It's about controlling
personal information and making it difficult for others to use or share such information without permission.
Personal information includes obvious things such as name, age, gender, telephone number and street
address, but it also includes hobbies, photographs, and online group memberships which can be used in
scamming, spamming, and phishing.

B: Identity Safety Week 2

C: Student Assignment -Week 2

Nothing to hide? It's just as well...from the time we get up in the morning until we climb into bed at night we leave
a trail of data behind us for others to collect, merge, analyze, massage and even sell, often without our
knowledge or consent.

Check your e-mail - even after you delete an e-mail, it leaves a digital “print” – even
7:30 after you empty your trash the hard drive “prints” are still accessible and could be
tracked down.
Download a song to your iPod - online technologies take note of information like your
8:15
e-mail address and what kind of songs you like.
Late for doctor’s appointment - call medical center to let them know — cellular phone
8:42 calls can be easily intercepted; new personal telephones signal your whereabouts to
satellites to deliver calls.
9:17 Enter doctor’s office - cameras monitor you and record the time you come in.
 Doctor’s appointment - health cards will soon contain small computer chips to record
your complete medical history on the card, blood samples contain DNA which could
9:20 be tested for wide variety of conditions, doctor’s diagnosis may need to be disclosed
to insurance company when you buy life or disability insurance one day and details
sent to centralized registry run by insurance companies.
Send personal e-mail to older sister at work - this can be read by sister’s employer;
9:29
simple deletion does not erase it from the computer's hard drive.
Drive car to school - your geo-positioning device plots your route to school and
records your vehicle location at all times; radar cams along the way record your
10:30
speed and will have a speeding ticket sent to your home address if you drive above
the legal limit.
11:00 Enter school - cameras record your entry into the building.
Use bank machine at school - system records details of transactions, cameras
12:05
overhead or in machine record your behavior.
Return a book you bought yesterday. For the return you are required to fill out a form
12:20
that asks for your phone number and the number on your driver’s license.
Buy birthday gift for friend - credit card records details of purchase, retailer's loyalty
12:30 card profiles purchase for points and directed discounts; banks may use spending
patterns to help assemble complete customer profile.
Pick up prescription - some states have on-line drug networks which share your drug
12:35 history with pharmacies across the state and may be disclosed to police tracking drug
abuse.
1:00 Return to school - card records your return.
Log onto Internet from a computer at school - your choice of chat groups and your
2:15 messages can be monitored and a profile assembled by anyone, including police;
some Web sites monitor your visits.
Provide urine sample for competitive sports program - reveals use of targeted drugs
3:00 but not impairment, sample may also reveal use of legal drugs such as birth control
pills, insulin and anti-depressants.
Buy a fast-food meal - debit card purchase recorded, loyalty card tracks selections for
6:15
marketing and targeted discounts.
Pick up video - computer records viewing preferences, Social Insurance Number;
6:30
store may also sell your viewing preferences to other companies.
Listen to phone messages - your phone has recorded callers’ phone numbers,
7:05 displays your number when you call others, unless you enter code to block the
display.
Complete first draft of an essay for school - computer records content, can also store
7:45
keyboard speed, error rate, length of pauses and absences.
Order clothing from catalog - company records personal details and credit card
8:20
number and may sell the information to database-list-marketers.
Log onto Internet - you visit your favorite social networking site and post information
9:10 about what you did that day and some photos from the party last weekend. Pictures
and comments you post can be accessed by future college and job interviewers.

On the list of events, how many might apply to you?

Almost all of them
Of the events on that list, which seem like justifiable losses of privacy, and which do not seem justified? For
example, are the advantages of photo radar (10:30 AM) worth the loss of privacy it involves?
Displaying my phone number when I call another party is a justifiable loss of privacy, as is some authorized
retailer recording of data when I make purchases. Losses of privacy of which I am uninformed seem
unjustifiable (such as a cell phone call being intercepted). If knowledge is power, losing one's privacy could
eventually mean losing control of decisions about one's own life.

Give two examples of personal information that may be collected automatically when you visit a Web site.

1) Preferences/Purchases
2) Location

Read the list of ways in which we choose to give up personal information online.

• Fill out a registration form to join an online community

• Create a personal profile to meet other kids with similar interests
• Take an online personality test or I.Q. quiz
• Fill out an online marketing survey that promises points for participating
• Fill out an entry form for an online contest
• Fill out a registration form for downloading programs, games or plug-ins
• Send an e-card
• Subscribe to a newsletter
• Take advantage of “free stuff” being offered – such as audio clips, discount coupons from online stores
or promotional screen-savers

How many of these have you responded to? About 4

How important is privacy to you? If privacy is a concern, what are some specific aspects of your privacy that
you’re worried about? Privacy is quite important to me. I think privacy regarding my finances is one of the most
important, also, of course, regarding medical records.

D: Why is this important to teach to students? It is important to teach students the risks associated with
technology and privacy, as well as how to maintain as much privacy as possible if they choose to use these
various mediums. Knowledge of personal information by the wrong people could lead to harm or identity theft.

2. CYBERBULLYING

By: Meagan Witowich

A. Cyberbullying: Is the use of electronic means such as email, chat rooms, instant messages, text messages
and other avenues of the Internet to torment, harass, exclude, humiliate, embarrass or otherwise target an
individual or group.

B. Cyberbullying - Week 3

C. Student Assignment - Cyberbullying Case Study

General Questions:

1. Who is the perpetrator in this case? Who is the target?

 Both Scott and Colin have instances where they are both the perpetrator and the target. First, Colin is the
perpetrator and Scott is the target. However, the situation changes and Scott becomes the perpetrator when
trying to seek revenge on Colin, causing Colin to become the target.

2. What acts of cyberbullying have happened in this case? How serious would you rank each one as being?

There are two instances of cyberbullying that have happened in this case. First, Colin used the
cyberbullying technique of exclusion on Facebook so that Scott would lose "friends" and feel left out and
unpopular. When Scott became angry, he used the cyberbullying technique of humiliation and embarrassment
by creating an "Why I Hate Colin" group page on Facebook where members could post cruel accusations and
degrading information about Colin. I think that at first glance, most people would see Colin's actions as less
serious and Scott's actions as more serious and harmful. However, I feel that both boys engaged in
cyberbullying to a very serious degree. When Colin chose to use the internet as a way to exclude Scott, with the
intentions of making him feel hurt and confused, he created a cyberbullying situation that would have serious
repercussions. When Scott decided to take the same avenue in response to Colin's actions, he too engaged in
cyberbullying to a very serious degree. However, I believe that Scott took cyberbullying to a more serious degree
when physical threats surfaced.

Group Questions:

1. Scott: How can you defend your actions?

I was angry and upset when Colin told others to delete me as their friends because he thought I was
talking to Linda. I wanted to make him feel the way that he made me feel and that is why I decided to make this
group. I understand that my actions were wrong and that I should have disregarded what Colin was doing and
not followed his example.

2. Colin: Was what you did cyberbullying as well? If so, how can you accuse Scott? If not, why not?

I do believe that what I did was cyberbullying. I wanted to make Scott feel excluded and think that he had
no friends. I was mad that he was talking to Linda and wanted to upset him. I think that Scott's use of
cyberbullying was more serious than mine because he created a forum that allowed people to make false and
hurtful accusations about me and my relationship with Linda. When people started suggesting ways to physically
harm me, my emotions changed from feeling upset and hurt to feeling scared I would be physically hurt by other
students.

3. Colin’s parents: What should school and civil authorities do about this case? Why?

I think that both boys need to understand the impact of their actions and the events that have taken
place. Their situation needs to be used as a teaching and learning tool for other students, showing how simple
acts of anger and revenge can quickly lead to intense and harmful situations. I think that the school should
punish both boys and make them work together to research cyberbullying and use them to peer teach to the
other students.

4. Other members of Scott’s Facebook group: What can you do, and should you have done, in this case? Why?

We should not have become part of the group, regardless of our feelings towards either Scott or Colin.
We could have confronted Scott or Colin privately to discuss what was going on regarding our negative feelings.
If we chose to discuss our problems or concerns in a one-to-one setting, the group mentality would not have
been a driving force which lead to the intense and harmful outcomes of this type of cyberbullying. It is easier to
post hateful and degrading information online compared to openly admitting it or saying it in person when others
are around to listen. We need to remember that what we post on the Internet is just the same as saying things
out loud to others in person, resulting in the same damaging outcomes.
5. Teacher: What can you do, and should you have done, in this case? Why?

I need to be more involved with my students about cyberbullying, the ways in which it can manifest, and
the damaging results that will follow when students partake in this type of bullying. I need to make sure that
students feel that they can come to me when they are being excluded or bullied. I want them to know that
revenge and engaging in the same actions will not only intensify the problem, but will cause them to become the
perpetrator and not just the target.

6. Police: Should criminal charges be laid in this case? If so, which ones and why? If not, prepare an explanation
for the target’s parents as to why not.

I do not believe that criminal charges should be laid in this case, but I do feel that both boys and the
other students at the school need to understand that if the cyberbullying continued and was not stopped, serious
results such as physical harm would have been the outcome, leading to criminal punishment. The students need
to understand that cyberbullying will never result in a benign situation and that the engagement of such actions
quickly spiral into outcomes that one loses control over. I believe that both boys have engaged in cyberbullying
activities that have harmed and degraded the other. Criminal charges will not be laid in this case, leaving the
situation to be a teaching and learning tool for the boys and the other students regarding cyberbullying.

D. Why this is Important to Teach Students

Teaching students about cyberbullying is extremely important because of how harmful and serious the outcomes
are when students engage in these types of activities. Many students see that the majority of cyberbullying
activities are harmless and entertaining, without being shown the devastating effects that most likely will take
place. It is important to discuss this topic because a large number of students will most likely never be the target
or main perpetrator of cyberbullying, but they will be witnesses and may even take place in the bullying without
thinking they are doing anything wrong. It is important to show students how cyberbullying cases spiral out of
control and how many students unknowingly become involved.

3. CYBER PREDATORS

By: Forrest Tandberg

A. Definition of Cyber Predators:

A cyber predator is someone who “uses the Internet to hunt for victims to take advantage of in ANY way,
including sexually, emotionally, psychologically or financially. Cyber predators know how to manipulate kids,
creating trust and friendship where none should exist.”

B. Cyber Predators WEEK 1

C. Student Assignment

1.Why did Amy start talking to the man online?

She felt like she didn't have anyone to talk to. She felt alone. She learned after that some of her friends felt the
same way.
2. Where did Amy first “meet” the man?
In an online private chat room on the Internet.
3. How long did Amy talk to the man online before meeting him in person?
She said it was about a month.
4. Amy knew how old the man was. Why did she keep talking to him?
He was someone to talk to, and he said reassuring things to her. He paid attention to her. He gave her the
validation that she needed and said things to boost her self-image.
5. Had the man ever talked other girls into meeting with him in person?
Yes, but he'd never been caught. And we don’t know how many other girls there are.
6. Why is Amy still worried?
The man still knows where she lives and could call or try to visit her after getting out of jail. Also, he may still
have her phone number.
7. Why does Amy encourage other teens to talk to their parents about what's going on even though they might
get in trouble?
You never know what a person you are talking to online may be capable of doing. It is always good to get help
from a trusted adult.

Collaborative Questions

1.Why aren't many teens concerned about giving out personal information online?

I would say many teens are not concerned about giving out their personal information online because they don’t
think about the consequences. At that age many are innocent and don’t realize how dangerous the world can be
because they haven’t had bad experiences that can come with age. Also, there is something removed about
computers, a lack of humanity in them, where you don’t realize that you are giving out personal information to
another person. Where in real face-to-face interactions you can do things online that you would never do in
person.
2. At what point do you think Amy regretted sharing her personal information?

I would say that Amy regretted sharing her personal information with him when he showed up at her house. At
that point the impersonal became personal. The harmless became possibly harmful and a bad situation could
have ensued. Prior to that, when everything was online, I don’t think she regretted it.
3. What were the consequences of sharing her personal information online?

The consequences were that an older man who Amy only knew from an online chat room showed up at her
house. She drove across state lines with him, which he was later charged with (transporting a minor across state
lines). By and large things could have been worse. As it turns out she got a painful lesson in cyber predators.
To paraphrase Amy, I was very lucky things could have been worse; I’m lucky I’m not 6 feet under.
4. If your friend confides in you that he or she is thinking about meeting in person with anyone he or she first
“met” online, what would you tell him or her?

Well, since I am not a minor, I would say “go for it dude, hope she’s cute.” That being said, I’m going to change
the question to fit me, and ask what if it was my teenage daughter. In that case, I would find out who the person
is. If it were an older man, I would have serious questions about what his agenda is, and why he would be
interested in meeting my daughter. In that case NO WAY. If it were another teenage girl who shared similar
interests I would not forbid it. But I would tell her to meet in a public place and to be careful.

D. Discussion about why teaching about cyber predators is important for our students.

There is a saying that the world is becoming smaller. What is helping to facilitate this increased
interconnectedness is the internet. It is a new means for predators to hurt people. It is a new technology,
neither positive or negative, entirely neutral. It is how it is used which makes it good or bad. With new
technologies come new problems. One of those problems are cyber predators (people who take advantage in
ANY way, sexually, monetarily, etc.). It is unrealistic to not allow children online, it’s a tool just like a phone. To
do so would be to bury your head in the sand. The key to easing the problem of cyber predators is education.
Telling students what information to give out, what not give out. When a person turns 16, they don’t just get a
car and drive. They have to take classes and get trained. Letting them lose on the roads would be too
dangerous. Well, I would argue that this is why teaching about cyber predators is important to our students. It is
an issue of safety.
 4. PIRACY AND PLAGIARISM

By: Daniel Mencias

A. Piracy and Plagiarism

B. Piracy and Plagiarism week 2

C. Student Assignment

1. Answer the following questions...

Imagine that a film you produced for a class assignment was copied and shared by other students. How would
you react?

I would feel like a loser and very angry at the person that used my work and claimed it was there’s. How dare
they take my ideas and say it is their own work when clearly your time and effort was spent an all they had to do
is copy and print.

Imagine the film you produced and submitted for a class assignment was copied by another student, who also
submitted the film and received a passing grade even though this other student did none of the work. Would you
react any differently?

I would be angry and emailing my professor and the dean of students or the principal. I take my work very
personal and if someone did not take the time to do their work and would steal my material I would have to tell a
higher official about the incident.

2. Use the glossary to help you define the following terms IN YOUR OWN WORDS...

• Copyright: Gives legal right to the owner to do whatever they want with it.

• copyright infringement: Using information without the consent of the owner.

• fair use: Being able to use a small amount of the product

• film piracy: Making illegal copies of material for free or for sale

• intellectual property: Legal monopolies, copyrights, patents, symbols.

• licensing: Having paid money for a finished product

• P2P network: file sharing of a product or collaborative work such as Napster, Google docs.

• public domain: not controlled by anyone, anyone can use it, clipart.

• residual: The amount left over or what you are able to use of a product.

Questions to ask students and give answers in Part 3

Situation A: If a movie is posted on the Internet, does this mean the movie is automatically in the public domain?
Explain your answer.
No. Just because information is posted online does not mean it is free for use by all. On the other hand, if the
author states, “This work is in the public domain” or “You may download this file for free,” then it is legal to
download the file.

Situation B: A teacher rents a DVD copy of the movie Romeo and Juliet to show in the classroom. Has this
teacher broken any copyright law? Explain

your answer.

No. Renting a DVD is a legitimate way of securing a movie for viewing. Also, using the film for educational
purposes is considered fair use.

Situation C: An Internet user uploads a copy of the movie Romeo and Juliet so that his or her friends can
download their own copy for private viewing in their homes. The Internet user does not charge his or her friends
to download the file. Has this person broken any copyright law? Explain your answer.

Yes. Uploading or downloading copyrighted movies violates the owner’s right to control who copies and
distributes his or her material.

Situation D. An Internet user uploads a copy of the movie Romeo and Juliet so that his or her friends can
download their own copy for private viewing in their homes. However, the Internet user charges his or her friends
to download the file. Has this person broken any copyright law? Explain your answer.

Yes. Whether the person charges or not, if the Internet user does not have permission to copy the film in the first
place, that is copyright infringement.

Part D: Why is video Piracy important?

Students need to know their rights and how individuals feel when they use their material as their own. Video
piracy is a big deal especially since we are moving toward having more online portfolios and projects. The
information is out their and we need to make students accountable whenever they think it is okay to cheat or
take someone else’s material. They need to also know the importance of what rights they have when they create
a presentation. I feel that this topic is important to all students because many projects will have some type of
media incorporation.

5. INAPPROPRIATE CONTENT

By: Jeremy Krefft

A. Inappropriate content has been defined in the Children's Internet Protection Act as visual depictions that
are obscene, child pornography, or material "harmful to minors" Categories include pornography, hate groups,
violence, illegal activity, extremist groups, online advertising.

B. Inappropriate Content Week 3

C. Student Questions:
• Do I recognize when there is an issue of inappropriate use of technology? Why or why not?
Yes. When I am surfing the internet I am well aware of what is deemed obscene and what is deeming benign. If
I have any sort of shock reaction to what I am viewing, then that is probably an indicator that what I am viewing
is inappropriate.

• Have I considered the appropriateness of my actions? Why or why not?

Yes. When I am using search engines, I am aware that any words which insinuate sex, violence, bigotry, crime
or online advertising will often result in inappropriate websites. Considering this, I will avoid visiting these sites.

• Can I differentiate which of my actions are considered misuse or abuse? Why or why not?

Yes. Searching reputable websites for classroom content is acceptable. However, sometimes I may
accidentally stumble upon an inappropriate website that the classroom filter failed to block. For instance, if I am
studying the civil war and I type in “confederate flag”, I may come across hate groups like the Ku Klux Klan.
Even though I didn’t intentionally go to the hate group’s website, there is a risk of accidentally clicking on a link
that may take me there. This is not misuse as long as I inform the teacher of the accident and immediately leave
the site. It would have been misuse had I intentionally went to the site.

• Am I aware of the implications of my actions when using technology? Why or why not?

Yes. I am aware that inappropriate am technology use compromises my privilege to use it in the classroom.
There are rights and responsibilities that must be respected while engaging in digital citizenship. Some sites
may be offensive to myself, my peers and the teacher and so it is important to avoid such websites.

Through:

Have students discuss what is considered technology misuse in school or district by examining the JCCS
Acceptable Use Policies (AUP). Have students debate the question: “What types of technology use are
considered appropriate or inappropriate in school?” “Why?”

Any technology that may be offensive is considered to be inappropriate in school. An exception would be a
study of a historical event if it is relevant to what the student is studying. The classroom is supposed to be a
safe haven for learning to take place and therefore any online advertising is unacceptable in the classroom.
Capitalism should not present itself unless it is what the students are learning about. It is also necessary to
mention any form of pornography, violence, hate groups, or illegal activities which are deemed to be harmful to
minors are strictly prohibited.

Student Questions:
• Am I violating laws, policies, or moral codes by using technology in this way? Why or why not?

This is a good question that students should ask themselves before conducting any digital behavior which may
be questionable.

• Have I seen, read, or heard of similar situations? What was the outcome?

If I have seen, read or heard about similar situations in which peers have faced serious repercussions for the
same action that I am engaging in, then it is probably inappropriate and I should cease what I’m doing and leave
the site immediately.
• Does Digital Citizenship provide direction for determining the appropriateness of my actions? How?

Yes. If I am abiding by the “Golden Rule” then I am most likely a respectable digital citizen. It is important to
treat other people with the same respect that we want from them. Therefore to be a good digital citizen is to
abide by only performing in appropriate digital acts.

Beyond:

Have students create scenarios where some one uses technology after they have moved through the first two
steps (Awareness and Understanding) before they act (e.g., excusing themselves and moving off to a more
private area to take a cell phone call) and times when it is obvious when students react to technology without
thinking (e.g., “cutting off” a face -to-face conversation to answer a cell phone).

Scenario

Before sending a derogatory sext message or creating a superficial Facebook page for someone, I must first ask
myself, “Is this acceptable, legal, appropriate and non-offensive?” If I answer no to any of these questions, then
I have answered the question for myself of the appropriateness of my actions. To respond yes to these
questions means that you are a good digital citizen and may carry on with your actions.

D. Discuss why this is important to teach your students

If students don’t receive training on appropriate content in the digital world, then they could find themselves
emotionally hurt or troubled from the viewing of disturbing content. Digital communication and the internet are
great resources but they can be used to demean and belittle people, so it is important to be proactive to prevent
these problems from occurring. If teachers are negligent to inform their students on appropriate technology use,
then students could become victims to sexual predators and teachers and school districts may find themselves
being sued in a courtroom. This is a very serious issue and as long as teachers are careful to cover their tracks
by informing their students on appropriate technology use, then they shouldn’t ever have to worry about having
their credential revoked from a case of student misuse.

6. SOCIAL NETWORKS

By: Amanda Ackerman

A. Definition: Social Networking-According to dictionary.com, Social Networking is the use of a

website to connect with people who share personal or professional interests, place of origin, education
at a particular school, etc. I retrieved this definition from dictionary.com on April 3, 2010 at 9:19pm.

B. Social Networking, Week 3

C. Student Assignment - Social Networks Week 3 Student Assignment

1. Watch "Tracking Teresa", where even though Teresa has tried not to reveal personal information online, she's
left enough clues that she could find herself in danger.

2. Answer the following questions...

1. Concerns about Internet safety have caused schools to restrict access to certain types of Web sites, such as
social networking sites like Facebook and MySpace. Why do you think people are so concerned about staying
“safe” online?

I think people are so concerned about staying “safe” online because of dangerous predators targeting innocent
children as well as keeping sensitive information confidential. Schools and parents are concerned about young
people using the Internet in ways that could be harmful or dangerous to them.

2. You are cautioned to never post your full name, age, picture, or location online. Why is that? Are there other
pieces of personal information that shouldn’t be shared, or other things that you should or should not do, in order
to stay safe online?

One is cautioned to never post their full name, age, picture, or location online because based on that information
people can learn a great deal of personal information. The “Tracking Teresa” video revealed that based on the
information Teresa made available online people could also learn her phone number and her home address.
This personal information could be obtained by an online predator and then be used to harm the person.

Some other pieces of personal information that one should not post include valid email addresses, valid phone
numbers, and names of family members. In order to stay safe online one should not share personal information
with strangers online. One never knows if an online stranger is who s/he says they are. It is best to keep
personal information confidential online.

3. Do you have an adult that you trust and can talk to about online situations that make you feel scared,
uncomfortable, or confused? This can be a parent, your teacher, or another adult that you would feel comfortable
talking to.

I am currently not a middle-school age student using the Internet but when I was in middle school and high
school I was very comfortable talking to my mom and step-dad about my Internet use. I did not ever participate
in online chat rooms though so I never experienced “talking to strangers” online. I did use Instant Messenger and
occasionally I would receive messages from people I did not know. I would ignore the messages unless it was a
friend who had a new screen name and they posted something that let me know they were someone I already
knew and was friends with.
4. If you found out that one of your friends was making up stories about someone and posting them online, or
sending nasty email messages to somebody, what do you think you should do? Stay out of it, because it’s not
your problem, or tell someone who could talk to your friend about his or her behavior?

If I were in middle school and I found out that one of my friends was making up stories about someone and
posting them online I would talk to my friend about it. I would ask my friend why s/he was doing this. I would
most likely also tell my friend that this sort of behavior is inappropriate. If my friend was not receptive to what I
had to say I would talk to my parents or a teacher so that one of these adults could help my friend learn better
online behavior.

5. What should you do if you get a “friend” request on a social network from someone that you don’t know face-
to-face?

If I were in middle school and I received a “friend request” on a social network from someone I did not know
face-to-face I would not accept it. As an adult, with a Facebook, I do not accept “friend requests” from people I
have never met. I think it’s odd to have random strangers as friends who have access to my personal photos and
information.

6. What social networking sites, if any, do you currently belong to? How would you characterize the differences
between the sites? Have you read the “Terms of Use” for sites that you belong to?

I currently belong to Facebook. For this current class, Ed 422, I also have a Twitter account but I rarely use it so I
cannot comment on how it functions. I had a MySpace account in high school but deleted when I graduated from
college. I belong to Facebook and joined while I was in college to keep in touch with college friends. Originally I
saw Facebook as a way to keep in touch with friends from college after graduation. I now see Facebook as a
way to keep in touch with basically everyone I know. I cannot comment much on the differences between
Facebook and Twitter because I am not familiar enough with Twitter. I have not read the “Terms of Use” for
either site…shame on me L

7. Consider the following scenario: Susan posted some pictures of herself on a social network. She set the
preferences for her photo album so that only network members who were her “friends” could see the pictures,
but later she discovers that people who aren’t on her friend list had also seen the pictures. How is it possible for
this to happen? What implications does this have for the types of content you should post online?

I have no idea how Susan’s pictures were viewed by people other than her friends. I am not super computer
savvy but I think once something is online it can be viewed by pretty much anyone. I generally think to myself
when I put things on Facebook, that pretty much anyone can access them regardless of whether or not my page
is private. I think people should be cautious about what they post online. People should really consider if the
pictures and information that they post would be something they would share with their families and with their
employers. If someone is not comfortable with their families or employers viewing the pictures or information
then it is probably not appropriate to post online.
8. How might you use social networking tools to collaborate with students in other classrooms? Can you think of
a topic or subject that would be especially interesting to explore in this type of online environment?

I might use social networking tools to collaborate with students in other classrooms by posting on their classroom
blogs and they could access and post on my blog. I could instant message with students from other classrooms
about ideas for projects or questions about homework assignments. The possibility exists that a friend of mine
has the same teacher I do but for a different class period. Our homework assignment would most likely be the
same and we could instant message one another to check our answers or ask questions about the assignment.

I think it would be fun to post on blogs of students from other classrooms because in this type of environment
with are like online pen pals. I think instant messaging would be a great tool to check Math homework
assignments. Math is a subject that always has a right answer. I could instant message with a classmate to
check our answers. If we get the same answer we are probably correct but if we get different answers we would
both want to re-check our assignment. I think the online instant messenger environment could provide a great
tool for myself and a classmate to check our Math homework. I think we would both feel a lot more confident
about our assignment.

9. Discussion forums are online conversations that allow network members to contribute to the conversation any
time and from anywhere that they have access to the networking site. Why is it important for members to feel like
they can freely share their own opinions, even if their ideas or comments are different from those of other
members? How can a sense of acceptance be developed?

I think it is important for members of discussion forums to feel like they can freely share their own opinions, even
if their ideas or comments differ from other members because in a face-to-face conversation people would be
able to freely express their opinions with a friend or group of friends, even if the ideas and opinions are different.
There is no reason to stop freedom of expression if it is online and not in a face-to-face conversation. The people
who respond to a member’s post on a discussion forum can develop a sense of acceptance based on their
replies. If people are freely contributing to the discussion forum and receiving feedback then a sense of
acceptance is being established. If the people who reply to the discussion only reply negatively then a sense of
acceptance is not likely to be developed. If there are some negative and some positive replies then a sense of
acceptance is likely to occur. If the feedback is all positive to a discussion post then a sense of acceptance is
highly likely.

10. Under what conditions do you think a member should be banned from taking part in a social network? What
could a banned member do to be allowed to rejoin the network community?

I think a member should be banned from taking part in a social network if s/he is harassing others, being rude to
others, or making inappropriate or offensive comments to others. People do not want to communicate with
people on social networks who behave inappropriately. If someone is a threat to other then s/he should also be
banned. Based on the banned member’s offenses s/he may or may not be allowed to rejoin the network
community. Unfortunately, I think it is very difficult to police online networks. I think when someone joins a social
network they join at their own risk.

D. Discuss why this is important to teach your students.

I think it is important to teach students the dangers of social networking so that they can be more aware when
they join social networks. I think teachers and parents need to educate students on different situations they could
experience online. If students have more knowledge of social networks and online predators they are less likely
to be affected by online predators. I think it is very important to let students know that they can come to their
teachers or parents if they are having a problem on a social network. I think students need to feel safe when
using the Internet and they also need to make good choices when using the Internet. Students may not know
what it means to make a “good choice” when it comes to using the internet but these questions allow students to
think about what is a good choice and what might be a poor choice online.

6. SOCIAL NETWORKING

By: Christine Goss

A. Define Social Networking

Online social networking is the use of websites in order to communicate with friends or contacts via photos,
forums, blogs, microblogging, email, groups, and other media. Any or all of these elements may be present on a
given website. When a user signs up for a social networking site, they submit information about themselves that
is used in a "profile," or page that shows information about the user. User profiles are shared with other
members, creating a network. Some social networking sites are free and others collect a fee.

B. Social Networking Week 4

C. Student Assignment:

1. Review the material on paraphrasing from the University of Purdue's OWL online writing lab

2. Paraphrase the following excerpts...

• The twenties were the years when drinking was against the law, and the law was a bad joke because
everyone knew of a local bar where liquor could be had. They were the years when organized crime
ruled the cities, and the police seemed powerless to do anything against it. Classical music was
forgotten while jazz spread throughout the land, and men like Bix Beiderbecke, Louis Armstrong, and
Count Basie became the heroes of the young. The flapper was born in the twenties, and with her
bobbed hair and short skirts, she symbolized, perhaps more than anyone or anything else, America's
break with the past. From Kathleen Yancey, English 102 Supplemental Guide (1989): 2
• In the 1920's, alcohol was illegal, speakeasies and underground bars abounded, organized crime was
more powerful than the police, jazz replaced Classical music, and the free spirited, short-skirted and
haired flapper came into being. The culture of the 1920's, from the attire of women to what was moral
and immoral, showed a distinct and abrupt separation from previous decades.

3. Read the web article, "12 tips for safe social networking" ...

4. Paraphrase each of the 12 tips...

TIP 1 – Beware of TMI: the five things you should never share
You should never share your social security number, home address, home phone number, birth date,
passwords, pin numbers, and bank account or credit card information. Furthermore, you should not share your
state of birth. By keeping this information private, you make it harder for people to find your social security
number and limit your exposure to identity theft and physical harm from online predators. If a website does not
allow you to hide your state and city of birth (or hometown), do not share the information with the website.

TIP 2 – Customize privacy options

Privacy Settings change over time, and the default settings are not necessarily the best settings for you. When
you first set up your account, and periodically thereafter, check the available settings and limit who can see your
information. You can often set individual settings for photos, personal info, friends and postings, and basic info.
Many sites are now allowing users to customize what information about them shows up in search results as
well.

TIP 3 – Limit work history details on LinkedIn

Work history information posted on LinkedIn can be used for identity theft, password theft and to gain access to
your company. To limit your exposure to these, remove unnecessary information from your profile. You can add
information if you are looking for a job and then remove extra details when you are not actively seeking
employment. Don't forget to check the security settings, you may be able to block access to your contacts as
well.

TIP 4 - Don't trust, just verify

People can fake the identities of others online. Most often, faking someone else's identity is done with malicious
intent. If a page does not seem in line with the character of the person it supposedly represents, stay away from
it. Also, confirm with your friends that the page is actually associated with them by emailing them or calling them.
Finally, if identity fraud is a possibility, make sure to let the person know that their identity might be being faked
by someone online.

TIP 5 – Control comments

People can impersonate others in online comments too! If a site moderator is contacted about suspected identity
fraud, they should remove the comments. There are settings that moderate comments, including requiring logins
for authentication of identity.

TIP 6 – Avoid accidentally sharing personal details

Status Updates and Tweets might give away more information than you want to. These tools are often used to
share travel information, plans for the night or weekend, and your current location. All of these can leave you or
your belongings in danger. If you wouldn't tell every friend or follower what your update or tweet says, don't
share it online either!

TIP 7 – Search yourself

Using a websearch like Google periodically allows you to see what information others can find about you online.
You can use this to see what your profiles might look like to others and can change your security settings based
on what you find. Furthermore, if you find yourself linked to sites you do not frequent, you might be a victim of
identity theft.

TIP 8 – Don't violate your company's social networking policies

Your company probably has an Acceptable Use Policy (AUP) governing your use of social networking sites. The
AUP is likely to cover information like whether it is ok to use social networking sites on company time, whether
you can mention the company by name, and what information can be shared. You need to be careful that your
updates do not share sensitive or proprietary company information. Find your AUP and become familiar with it so
that you can be sure you do not violate it!
TIP 9 – Learn how sites can use your information
When you sign up for an account on a social networking site, you share your information with them. In order to
protect that information, find out what their privacy policy is. The privacy policy will tell you if the site shares your
information with outside companies, if applications can access your information, and if advertisers can, amongst
other things. When companies are bought and sold, privacy policies may change. Make sure you stay up to date
with the companies privacy policies.

TIP 10 – Forget the popularity contest

Unless you are in a field where it is important for a lot of people to see your posts, it is best to keep your friends
list to people who you actually know and trust. By doing this, you limit the people with access to your information
and protect yourself.

TIP 11 – Create a smaller social network

If you are looking to form a community around a very specific topic, consider sites like MeetUp or Ning. These
websites offer more support and appropriate tools for smaller groups than sites like Facebook and MySpace.
They also keep unnecessary exposure and spam to a minimum.

TIP 12 – Setup an OpenID account

OpenID allows you to use one login across many websites. This is useful because it can help reduce identity
theft and fraud and makes it easier for you to manage your own information. You can ask websites to add an
OpenID option if they do not already have one.

D. Why is this important to teach students?

Some of the information in these twelve tips is not common knowledge. For example, many people probably
don't know that if you provide your name and home town, someone might be able to get your social security
number. Each of these tips will help students avoid identity fraud and protect themselves. Students are
undoubtably already using social networking sites like Facebook, and by teaching them these tips, we can help
them stay safe online. Safety should be a concern of schools, parents and students alike.