Morgan Robinson's List: DGL Vocabulary

• What is Digital Literacy?
• • The ability to use digital technology, communication tools or networks to locate, evaluate, use and create information.  ¹ 
   
  •  The ability to understand and use information in multiple formats from a wide range of sources when it is presented via computers.  ² 
   
  •  A person’s ability to perform tasks effectively in a digital environment... Literacy includes the ability to read and interpret media, to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments.  ³

• Digital literacy is more than knowing how to send a text or watch a music video. It means having the knowledge and ability to use a range of technology tools for varied purposes. A digitally literate person can use technology strategically to find and evaluate information, connect and collaborate with others, produce and share original content, and use the Internet and technology tools to achieve many academic, professional, and personal goals.
• digital citizenship, skills and safety
• college and career exploration

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• full electronic participation in society.
   Technology users need to be aware that not everyone has the same opportunities when it comes to technology. 
• Digital exclusion makes it difficult to grow as a society increasingly using these tools.
• Users need to keep in mind that there are some that may have limited access, so other resources may need to be provided.  To become productive citizens, we need to be committed to make sure that no one is denied digital access.
• tronic buying and selling of goods.
   Technology users need to understand that a large share of market economy is being done electronically. Legitimate and legal exchanges are occurring, but the buyer or seller needs to be aware of the issues associated with it.
• hat a large share of market economy is being done electronically. Legitimate and legal exchanges
• an equal amount of goods and services which are in conflict with the laws or morals of some countries are surfacing
• Users need to learn about how to be effective consumers in a new digital economy. 
• electronic exchange of information.
• One of the significant changes within the digital revolution is a person’s ability to communicate with other people.
• In the 21st century, communication options have exploded to offer a wide variety of choices
• people are able to keep in constant communication with anyone else
• communicate and collaborate
• many users have not been taught how to make appropriate decisions
• process of teaching and learning about technology and the use of technology
• A renewed focus must be made on what technologies must be taught as well as how it should be used. New technologies are finding their way into the work place that are not being used in schools
• his process requires sophisticated searching and processing skills
• taught how to learn
• learners must be taught to learn anything, anytime, anywhere.
• learn how to use that technology quickly and appropriately
• electronic standards of conduct or procedur
• but before people use technology they do not learn digital etiquette
• Many people feel uncomfortable talking to others about their digital etiquette.  Often rules and regulations are created or the technology is simply banned to stop inappropriate use
• we must teach everyone to become responsible digital citizens
• electronic responsibility for actions and deed
• deals with the ethics of technology within a society
• Users need to understand that stealing or causing damage to other people’s work, identity, or property online is a crime.
• Hacking into others information, downloading illegal music, plagiarizing, creating destructive worms, viruses or creating Trojan Horses, sending spam, or stealing anyone’s identify or property is unethical.
• those freedoms extended to everyone in a digital world
• there is a basic set of rights extended to every digital citizen. Digital citizens have the right to privacy, free speech, etc. Basic digital rights must be addressed, discussed, and understood in the digital world
• Users must help define how the technology is to be used in an appropriate manner.
• physical and psychological well-being in a digital technology world.
• Beyond the physical issues are those of the psychological issues that are becoming more prevalent such as Internet addiction.  Users need to be taught that there are inherent dangers of technology.
• taught how to protect themselves through education and training
• electronic precautions to guarantee safety.
• It is not enough to trust other members in the community for our own safety. In our own homes, we put locks on our doors and fire alarms in our houses to provide some level of protection. The same must be true for the digital security. We need to have virus protection, backups of data, and surge control of our equipment.

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• As more and more students interact digitally–with content, one another, and various communities–the concept of digital citizenship becomes increasingly important.
• citizenship, which is formally defined as “the quality of an individual’s response to membership in a community.” This makes citizenship far more complex than a simple legal matter, but rather one that consists of self-knowledge, interaction, and intimate knowledge of a place, its people, and its cultural history.
• So digital citizenship is nearly the same thing–”the quality of a response to membership in a digital community” would be a good first crack at the definition.
• Self-monitored participation that reflects conscious interdependence with all (visible and less visible) community members”
•  “The quality of habits, actions, and consumption patterns that impact the ecology of digital content and communities.”
• : “the self-monitored habits that sustain and improve the digital communities you enjoy or depend on.”

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• Digital identities are who we say we are, when weare online.
• a subtype of a public persona, an extension of our ‘true’selves, or they can be completely fabricated and fantastical, to function as a mask to hide the identity of an Internet user from rest of the world
• intricate, interconnected webs utilising creative, social and interactiveplatforms that enable them to share and perform to an open or closed audience
• computer and the
• The computer and the In-ternet are merely the medium, the software on the websites provides a platformor stage for online identities to perform or exist.
• they are the performers who draw in the audience
• inspire the passive audience to become more active, interactive and creative
• web-mediated human interactions
• medium comes new cultures, new
• ways of presenting the self and interacting with others as well as interacting withthe medium itself
• represent ourselves online in narrative form,other times we can use visual images, videos, audio and music.
• What was once integral – our self, our person, our identity – is now split among ourself in the physical world and our many digiSelves, each having an autonomous lifeof its own.
• disconnect from the normal experience of physical and corpo-real time and space when we live vicariously through our digiSelf on the Internet
• disconnection is signi

   

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   cant and profound, as our consciousness becomes discon-nected from our sensorium, extends in a real sense into the world’s electronic nervoussystem and thereby creates the unique experience of separating our identity, or self,from our body.
• An individual can use an online identity to act as an extension of their of 

   

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   ineidentity, or they can use an online identity to mask and alter their of 

   

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   ine identityand become someone or something else
• deciding what informationto share and what information to withhold is a meaningful characteristic that thecreator of a digital identity has online, and not in the real world.
• he mask that the Internet user wears, can oftenbe as simple as a pseudonym or ‘handle’ instead of their real name. This new orhidden identity can act as a mask to protect the privacy of the user or simply bean act of self-expression and entertainment.
• “Changing our personal identitywill become a primary entertainment, like a cosmetic surgery of the psyche”
• Identities that are created online simultaneously

   

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   aunt and hide information,leading to a private and public paradox in their online existence.
• It is possible that this drive to experience informational self determination,by creating a digital identity, is an important aspect of modern life.
• democratic nations have experienced a dramatic shift in how easilyrights regarding privacy can be taken away. Voyeurism has become not only arecurring theme in entertainment but social policy in the information age.
• . The Internethas provided new interactive platforms of communication that were not availablebefore, with traditional forms of media such as television, radio and print-journal-ism
• The termglobal village described a phenomena in which the world would becom
• moreclosely interconnected like a village, and where the movement of informationwould instantaneously transmit from one point of the earth to another
• McLuhan predicted thatthis change in culture and comunication would have far reaching and dangerousrepurcusions, including the shift from literate man and culture to tribal man and aculture in which privacy does not exist
• The need for attention,the need to share and be a contributing part of the online community, must obvi-ously at times outweigh the need for privacy
• interesting paradox in which thedigital iden
• tity may want to be public
• or even seek fame yet has a strong desireto guard its privacy and real life identity at the same time
• Traditional celebrities or‘stars’ were made and marketed by businesses and institutions that had a vested

   

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   nancial or collective interest in making a particular individual well known to thepublic. However in the blogging era, an entire marketing team or appearances ontraditional forms of media such as television, radio and newsprint are not neededto make a person on the Internet well known and famous enough to transcend me-diums, from the virtual to the material.
•   

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   The Digital Turn: User’s Practices and Cultural Transformations

   

   difference between a human and objects when being sold as commodities is that ahuman is able to try to “keep the magic alive and avoid being discarded. This an
• object cannot do
• Transcending mediums is a term that I use to describes the phenomena whena digital identity whose existence was created on the Internet reaches a criticalmass of popularity or potential commercial sucessess on the Internet and is of-fered to continue their work in a more traditional and respected form of media,such as print journalism or television and with the change of medium comes achange of identity
• Though it is arguable how much powerthe digital identity truly has over their personal information on Web 2.0 platformsand how much is done to give the illusion of having control of their own informa-tion. Digital identities are created when users are given the right to decide whatinformation is public and what information is private. This is acknowledged bythe majority of Web 2.0 platforms, which offer a variety of privacy settings
• Though it is arguable how much powerthe digital identity truly has over their personal information on Web 2.0 platformsand how much is done to give the illusion of having control of their own informa-tion. Digital identities are created when users are given the right to decide whatinformation is public and what information is private.
• Informational self-determination can be de

   

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   ned as an individual’s right todecide what information should be communicated to others and under what cir-cumstances (Westin)
• Informational self-determination can be de

   

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   ned as an individual’s right todecide what information should be communicated to others and under what cir-cumstances
• outline a new law structurethat would give people the right to protect their own personal information in reallife
• If media isan extension of man, then digital identities are an extension of the human psycheand other realms of existence, not merely digital copies of our real life selves
• he digital identity, unlike the Internet user, can easily enjoy a state of as-sumed identity or anonymity – in many ways the Internet user has more freedomon the Internet than they do in real life

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• So how far should digital identity come under the aegis of the State, and to what extent should it be seen as a matter for business?
• In 2025, it is estimated that a quarter of the world’s population will have a social network account. And while data garnered from these accounts enables commercial companies to gain valuable insights which help them to come up with new products and services, other practices – such as selling on personal data or gathering highly confidential information via tracking systems without the data owner’s consent – have also come to ligh
• Now that the value of data is recognised in M&A deals, a balance needs to be struck between data whose use requires consent and data obtained as part of general feedback on user experience, which is treated as a commodity,
• ‘Affinity data’, which is garnered when a person browses the web or shares on social networks, is one thing, but highly confidential information such as banking and medical data is quite another.
• “Without a clear policy, digital identity won’t catch on, as it will be subject only to the will of the market,
•   This basically means developing infrastructure capable of handling personal identification on any platform, with full interoperability between countries
• is it necessary to make the management of personal digital identity the sole preserve of the State?  Since Edward Snowden’s revelations about the activities of the US National Security Agency, this thorny question has turned the full glare of the spotlight on to the United States. This affair has also highlighted the special links that exist between the web giants and the State.
• And while the dissemination of both personal and professional data on the Cloud is helping to turn data into a commodity, not everyone will choose to go this route, given the cost of the infrastructure needed in order to make use of these services.
• egitimate concerns have been raised about the idea of all the details of a person’s life whizzing between connected devices and servers, completely out of the hands of the person in question

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• The full definition of Digital Security (self-protection) is: taking necessary precautions to guarantee electronic digital safety
• It is not enough to trust other members in the community for our own safety. In our own homes, we put locks on our doors and fire alarms in our houses to provide some level of protection. The same must be true for the digital security. We need to have virus protection, backups of data, and surge control of our equipment. As responsible citizens, we must protect our information from outside forces that might cause disruption or harm.
• Digital Security is simply about being secure about everthing that is electronic. For example, when you begin to learn about computers and the internet, you are taught to not reveal any personal information, like your full name and contact numbers. Then, on a later stage, you are taught about anti-virus software; and how it works. It basically does it's best to keep your electronical devices free from viruses. But why
• Malware is software designed to infiltrate and damage a computer system without the owner's knowledge. Malware can destroy files on a hard disk, corrupt the file system by writing junk data, send e-mail spam or ping a server, let viruses into the system unchecked, among many, many other things.
• Spyware is software that has been designed to monitor users' web browsing and/or display unwanted advertisements. Spyware can gather information about computer users, showing them numerous, annoying and bogus pop-ups, and install a key logger (which records all of a users' keystrokes, therefore uncovering credit card passwords, and so forth) and alter web browser behaviour, also among other things.
• Finally, we must not forget the precautions we can take besides software, like keeping your password to yourself, using various passwords, not the same one for all purposes, changing them ever now and then, for the average user, every 9 months, also use alphanumeric passwords, which include letters and numbers, and make them long.

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• The convenience of digital technology offers a wide array of benefits and risks. Educators, parents, and students should understand both the positive and negative potential of digital devices in order to take full advantage of the technology.
• , storing important information (e.g. phone numbers, health information, etc.) in a way that allows you to access it at any time provides convenience but will also put users at risk if confidential information is accessed at the wrong time, by the wrong people, or if the device is misplaced
• A security breach is likely when faculty or staff are not fully educated on their important role in maintaining security
• -Secure their digital devices. Keep track of it at all times or place it in secure a location.
• Secure the data. Use good passwords, and do not share them with anyone
• one out of five web users still decides to leave the digital equivalent of a key under the doormat:
• o create a more creative password, mix letters, numbers and even symbols.
• Back up data. Microsoft research showed that nine out of ten owners do not regularly back up their fil

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• Everyone thinks. It is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed, or downright prejudice
• Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded way.
• uality of our thought.
• systematically cultivated.
• Critical thinking is that mode of thinking — about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully analyzing, assessing, and reconstructing it.
• self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use.
• It entails effective communication and problem-solving abilities, as well as a commitment to overcome our native egocentrism and sociocentrism.
• dentify its purpose, and question at issue, as well as its information, inferences(s), assumptions, implications, main concept(s), and point of view.
• clarity, accuracy, precision, relevance, depth, breadth, significance, logic, and fairness.
• core body of research over the last 30 to 50 years but also derived from roots in ancient Greek. The word ’’critical’’ derives etymologically from two Greek roots: "kriticos
• " (meaning discerning judgment) and "kriterion" (meaning standards
• "discerning judgment based on standards."
• Applied to thinking, then, we might provisionally define critical thinking as thinking that
• explicitly aims at well-founded judgment and hence utilizes appropriate evaluative
• standards in the attempt to determine the true worth, merit, or value of something
• The tradition of research into critical thinking reflects the common perception that human thinking left to itself often gravitates toward prejudice, over-generalization, common fallacies, self-deception, rigidity, and narrowness
• The critical thinking tradition seeks ways of understanding the mind and then training the intellect so that such "errors", "blunders", and "distortions" of thought are
• minimized.
• That history allows us to distinguish two contradictory intellectual tendencies: a tendency on the part of the large majority to uncritically accept whatever was presently believed as more or less eternal truth and a conflicting tendency on the part of a small minority — those who thought critically — to systematically question what was commonly accepted and seek, as a result, to establish sounder, more reflective criteria and standards for judging what it does and does not make sense to accept as true.
• All that we do, we do on the basis of some motivations or reasons. But we rarely examine our motivations to see if they make sense.
• We rarely scrutinize our reasons critically to see if they are rationally justified.
• It is quite possible and, unfortunately, quite "natural" to live an unexamined life; to live in a more or less automated, uncritical way.
• It is possible to live, in other words, without really taking charge of the persons we are becoming; without developing or acting upon the skills and insights we are capable of
• It is focused on an ancient Greek ideal of "living an examined life". It is based on the skills, the insights, and the values essential to that end. It is a way of going about living and learning that empowers us and our students in quite practical ways.
• Critical thinking is that mode of thinking — about any subject, content, or problem — in which the thinker improves the quality of his or her thinking by skillfully analyzing, assessing, and reconstructing it. Critical thinking is self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem-solving abilities, as well as a commitment to overcome our native egocentrism and sociocentrism.

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• Every teacher I've worked with over the last five years recalls two kinds of digital experiences with students.
• The first I think of as digital native moments, when a student uses a piece of technology with almost eerie intuitiveness. As digital natives, today's teens have grown up with these tools and have assimilated their logic. Young people just seem to understand when to click and drag or copy and paste, and how to move, merge and mix digital elements.
• The second I call digital naiveté moments, when a student trusts a source of information that is obviously unreliable. Even though they know how easy it is to create and distribute information online, many young people believe -- sometimes passionately -- the most dubious rumors (1), tempting hoaxes (2) (including convincingly staged encounters designed to look raw and unplanned (3)) and implausible theories (4).
• How can students be so technologically savvy while also displaying their lack of basic skills for navigating the digital world
• While it's tempting to blame students themselves for failing to think critically, we should remember that the digital revolution represents one of the most radical changes in human history.
• face a greater challenge in evaluating information than their parents or grandparents did at their age. The cumulative amount of information that exists on the planet, from the beginning of recorded history to the present, is, by realistic estimates (5), doubling every two years. And even though digital natives have grown up in the information age, many of the adults and institutions in their lives are still grappling with its implications. In other words, it's likely that the kind of credulity we see in young people reflects our own collective uncertainty about what we encounter on the digital frontier. Finally, the skills that students need to effectively sort fact from fiction are often missing from school curricula.
• s. Without the classroom time, quality teaching materials and professional development opportunities in the emerging field of news literacy (6), t
• eachers cannot reasonably be expected to guide their students to achieve these new skills
• News literacy is a relatively new field in media studies that focuses on defining and teaching the skills that citizens need to evaluate the credibility of the information they encounter, and on examining the role that credible information plays in a representative democracy.
• • Context
   
  • Quality sourcing (8)
   
  • Verification
   
  • Word choice (9)
   
  • Documentation
   
  • Fairness
   
   

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• Plagiarism has always concerned teachers and administrators, who want students’ work to repre­sent their own efforts and to reflect the outcomes of their learning
• advent of the Internet and easy access to almost limitless written material on every conceivable topic, suspi­cion of student plagiarism has begun to affect teachers at all levels, at times diverting them from the work of developing students’ writing, reading, and critical thinking abilities.
• by defining plagiarism; by suggesting some of the causes of plagiarism; by proposing a set of respon­sibilities (for students, teachers, and administrators) to address the problem of plagiarism; and by recommending a set of practices for teaching and learning that can significantly reduce the likeli­hood of plagiarism.

• In an instructional setting, plagiarism occurs when a writer deliberately uses someone else’s language, ideas, or other original (not common-knowledge) material without acknowledg­ing its source.

   
• • submitting someone else’s text as one’s own or attempting to blur the line between one’s own ideas or words and those borrowed from another source, and
   
  •   carelessly or inadequately citing ideas and words borrowed from another source.
• Such discussions conflate plagiarism with the misuse of sources
• Ethical writers make every effort to acknowledge sources fully and appropriately in accordance with the contexts and genres of their writing.
• identify and credit his or her source, but who misuses a specific citation format or incorrectly uses quota­tion marks or other forms of identifying material taken from other sources, has not plagiarized. Instead, such a student should be considered to have failed to cite and document sources appropri­ately.
• Students who are fully aware that their actions constitute plagiarism—for example, copying pub­lished information into a paper without source attribution for the purpose of claiming the informa­tion as their own, or turning in material written by another student—are guilty of academic mis­conduct.
• Students are not guilty of plagiarism when they try in good faith to acknowledge others’ work but fail to do so accurately or fully. These failures are largely the result of failures in prior teaching and learning: students lack the knowledge of and ability to use the conventions of authorial attri­bution
• College writing is a process of goal setting, writing, giving and using feedback, revising, and ed­iting. Effective assignments construct specific writing situations and build in ample room for re­sponse and revision. There is no guarantee that, if adopted, the strategies listed below will elimi­nate plagiarism; but in supporting students throughout their research process, these strategies make plagiarism both difficult and unnecessary.
• Plagiarism does not simply devalue the institution and the degree it offers; it hurts the inquirer, who has avoided thinking independently and has lost the opportunity to participate in broader social conversations.

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• The boundary between plagiarism and research is often unclear. Learning to recognize the various forms of plagiarism, especially the more ambiguous ones, is an important step towards effective prevention.
• As part of the Plagiarism Spectrum project, a May 2012 survey of nearly 900 secondary and higher education instructors was also conducted to assess the frequency with which these types appear as well as the degree to which each type is problematic for instructors.
• Submitting another’s work, word-for-word, as one’s own
• Combines perfectly cited sources with copied passages without citation
• Contains significant portions of text from a single source without alterations
• Mixes copied material from multiple sources
• Changing key words and phrases but retaining the essential content of the source
• Includes citations to non-existent or inaccurate information about sources
• Includes proper citation to sources but the paper contains almost no original work
• Paraphrases from multiple sources, made to fit together
• Borrows generously from the writer’s previous work without citation
• Includes proper citation, but relies too closely on the text’s original wording and/or structure

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• Communicating with electronic devices and on the Internet –   whether through text message, chat, e-mail, Facebook, blogs, Twitter,   Tumblr, image boards or countless others – raises both new and old   questions about your legal rights.
• and students are responsible for following reasonable school rules so   school remains a safe, welcoming place where all students can lea
• You have the right to express yourself online, whether you are   writing e-mails, posting to a blog, updating a homepage, or   talking in a chat-room. Yet you also are responsible for your   actions as they affect other
• tudents do   not give up their constitutional rights when they walk onto school   grounds. Whether you want to comment on a new school rule, gay   rights, teen pregnancy, or the latest national news, you have the right   to express your ideas, including those that are controversial. But there   are limits.
• speech can be restricted at school, even if it   would be protected in the community outside of school. To restrict   your speech or impose discipline, the school must have a good reason   to believe that your expression will disrupt school or infringe on the   rights of others. Keep in mind that speech on controversial subjects   may sometimes disrupt school if done at the wrong time or place Student Rights and Responsibilities in the Digital Age 9  – such as giving a sexually suggestive speech at a school assembly,   or promoting illegal drug use at a school function. In other cases,   schools can limit controversial subjects if the school is sponsoring   the speech – such as when the school publishes a newspaper. But in   most situations, school administrators and teachers cannot prevent   you from saying something just because it is controversial.
• • A true threat
   
  • A defamatory statement
   
  • Obscene
   
   

• Whether you are in school or not, online or in-person, the right to   free speech does not protect speech that a reasonable person would   interpret as a serious expression of your desire and ability to harm   him/her.

   
• The right to free speech also does not protect false personal attacks   against another person that are untrue, that harm someone's   reputation, and that you knew, or should have known, were untrue   when you said or wrote it.
• The right to free speech does not protect speech that deals with   sex in a manner appealing to purely lustful interests in a patently   offensive manner, and without serious literary, artistic, political, or   scientific value.
• School authorities are understandably   sensitive about provocative   statements or jokes about violence.

• Most schools have written policies on student computing and   technology use. Perhaps you've had to sign a technology use   agreement. These rules and policies might limit what you do on:

   
   
  • School desktop computers and laptops
   
  • School-sponsored e-mail accounts and discussion groups
   
  • Any school Internet connection, including Wi-Fi
   
   

  The rules must be reasonable and have educational purposes. Be   sure to read and understand your school's technology or computing   policies. Ask a teacher if you cannot find a copy.
• If the school provides students with an e-mail address, it can impose   rules on its use
• School officials may not censor   what is said in an e-mail simply   because they disagree with the     thoughts.
• It may also monitor what   you view, send, or receive   on school-provided   computers or e-mail   accounts.
• Schools may place reasonable limits on Internet access in order to   maintain a working educational environment.
• Your school may prohibit all access to the Internet on any computer. Or   your school may prohibit using school computers to access the Internet,

• School computers often are equipped with filtering software that   prevents access to websites considered improper for a school setting   or which contain harmful software, such as viruses or spyware.

   

  Unfortunately, these filters sometimes block more websites than   necessary, such as sites dealing with sexual health, sexual identity,   political groups, or religion.

   
• A school's authority to govern student speech generally does not extend to speech that takes place off campus or outside of a school   activity.
• If your online postings demonstrate that   you broke school rules, the school can   discipline you. For example, you could get   in trouble if you post a video of yourself   and friends skipping school. And if you   post about doing something illegal, law   enforcement may use it as evidence against you.
• Posting   information on   the Internet  can be like   publishing it in   the newspaper.   If the website is   public, anyone   can look at it.
• While it may be lawful to post something on a public website, doing   so may not be wise. Keep in mind that school officials, college   admissions officers, and potential employers are free to look at   it.
• may stay on the   Internet forever.

• Other people could take your posting and copy   it to another website where you can't delete it. If the post includes   your name, anyone "Googling" your name will find it, even many   years down the road. Some people have been denied jobs because   of material they posted on the Internet, so think carefully before you   post.

     
• Bullying, in-person or through   electronic means, is a form of aggression that can cause fear, shame,   or worse, and interferes with another student's right to receive an   education.

•  
   
  • have the effect of substantially interfering with another   student's education; 
   
  • be so severe, persistent, or pervasive that it creates an   intimidating or threatening educational environment; or 
   
  • Have the effect of substantially disrupting the orderly   operation of school; or 
   
  • threaten physical harm to someone at school.
   

  A school's anti-bullying policy must be written carefully so that it   does not punish opinions or beliefs in and of themselves, but instead   punishes impermissible conduct.

• Whether you're recording a conversation or taking pictures with your   cell phone, you have to respect other people's privacy rights.

     

   

• In Washington, it is against the law to record a private conversation   without the permission of all people being recorded. This includes   conversations that you have over the phone or may overhear in the   hall.

   

• Photography, like other art forms,   is considered a type of speech, so   a school cannot punish you for the   message conveyed by your photograph   (presuming that it is not obscene.)

   

  However, your school may have rules   against taking pictures or video without   the consent of the subject. And some     schools simply forbid the use of electronic devices such as cell   phones at school.

   

   

  Make sure   you know your   school's policy for   taking photos or   video at school.

    It may be against   the rules to bring   a recording device,   including a cell   phone, to school. 

   

  If such policies exist, you could get in trouble by breaking the rules   against taking a photo or video. For example, if you use a cell phone   secretly to capture a video of your teacher and post it on YouTube   from home, you could face discipline.

• Surveillance Cameras

   

  Generally, schools are allowed to watch and record students with   video cameras while they are in common areas at school or on the   bus. Schools cannot, however, record the audio of your private   conversation without your consent.

   

  And video cameras   cannot be put   everywhere. Students   have a right to more   privacy in certain   areas of school, such   as a locker room or   nurse's offi ce, where   someone could be   undressing. It is not   okay for a school to   videotape you in such   places.
• The U.S. Constitution and the Washington State Constitution protect   your privacy by prohibiting unreasonable searches and seizures. These   rights extend to personal possessions and the information you store   on items like cell phones, personal computers, and e-mail.

• The rules are different when law enforcement officials search   students. To conduct a search at school, they generally must follow   the same restrictions that apply outside of school – which usually   means getting a warrant. These rules also apply to police officers   working in schools as "School Resource Officers."

   

  Be polite but firm when talking with law enforcement, and never   physically resist an officer.

   

   
• Just as anybody can read   a letter to the editor   that is printed in the   newspaper, anybody can   read what is written on a   public webpage. If you   post information online,   comment on a friend's   public profi le, or post to   YouTube, your comments   are visible to anybody. This includes school officials , future   employers, and law enforcement, who can look at it just as anyone   else can.
• For some web pages or e-mail   accounts, you might be the only person with the password. Other   websites like MySpace and Facebook allow you to change your   privacy settings so that instead of your information being public, the   information is only available to people to whom you give your access   code (and to whomever those people give the info). Some e-mail lists   also work this way, requiring the permission of the list's moderator   before people can join and read messages.

• Even with passwords and a small group of people seeing your   content, your online information is not guaranteed to be "private."

   

• Putting your real name, address, or phone number on a public   website is like putting the information up on a billboard – anybody   can read and use the information for any purpose, without you ever   knowing.

   
• To protect your personal information from being used without your   permission, you should not give out this information when posting   or communicating online. Use a screen name, username, or e-mail   address that does not provide personal info when communicating   online. However, whoever provides your Internet connection   still may be able to identify you through your computer's Internet   Protocol (IP) address.
• All of the content you send, even under a pseudonym (fake name),   will be tagged by an IP address. Plus, to get your anonymous online   account, you probably had to provide an e-mail address or other   personal info that links to your real-world identity.
• While you do not have the right to engage in illegal conduct online,   such as harassing others or downloading copyrighted music without   paying for it, your right to make online comments anonymously is   an important First Amendment right. If you learn that your school   is seeking to force your ISP to disclose your identity because of   anonymous comments you have made online and you believe your   identity should be protected, you should contact the ACLU. We   may help you oppose the school's efforts if we feel that your First   Amendment right to speak anonymously online will be violated if   you are identified.

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• From the first day of the school year, students are instructed to follow the classroom and school rules
• . Just as it is important to establish these rules and expectations for the school and the home, it is imperative that parents and educators establish similar rules and expectations for responsible behavior in the digital world.
• Through effective modeling and teaching, the students can successfully and safely participate in today's digital society.
• As stated within the NETs standard for digital citizenship, students are expected to "advocate and practice safe, legal and responsible use of information and technology" (International Society for Technology in Education, 2007). Digital rights and responsibilities address this component of the standard
• Digital Rights and Responsibilities are the "privileges and freedom extended to all digital technology users, and the behavioral expectations that come with them" (Ribble & Bailey, 2007)
• the rules and consequences accompanying technology use, and the behavioral expectations and etiquette when participating in the digital society
• Using technology responsibly involves an understanding of many issues. Most importantly, parents and educators want students to be safe when using technology. Students must understand the rules for technology use within the school and at home so that they can have safe experiences online.  Students also must learn the consequences that accompany making unsafe and inappropriate choices in digital world.
• Additionally, students must learn how to act ethically and legally. Students should be taught how to use material they find online appropriately. Many students, especially at the young ages, do not know about copyright laws and/or the meaning of plagiarism
• . While at a young age, it may not be developmentally appropriate to teach students how to cite sources, it is necessary to explain that they have to remember to use their words and/or give credit to the author.
• his issue is more frequent at the middle and high school levels, where many students have their cell phones with them at school.
• Cyber bullying and threatening behavior are two other major issues related to this topic of digital rights and responsibilities.
• In order to become digital citizens, our students must understand their rights and responsibilities as participants in the digital world. By following their school's AUP, making appropriate choices when using technology, participating in technology lessons that teach safe and appropriate practices of technology use and reporting cyber bullying and threatening behavior, students will be able to engage in safe, ethical and meaningful experiences with today's technology.

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• Recent technological changes have made much wider social changes possible: Until the end of the twentieth century, only a relatively small and wealthy fraction of the human race could broadcast television programs, publish newspapers, create encyclopedias; by the twenty first century, however, inexpensive digital computers and ubiquitous Internet access made the means of high quality media production and distribution accessible to a substantial portion of the world's population
• These technological changes in accessibility of production tools and distribution media have led to social, cultural, economic, political changes in the ways people communicate, a set of technologies, practices, and skills some call participatory media. Participatory media enable broad participation in the production of culture, power, community, and wealth.
• The ways people use these new media will significantly influence and in some cases transform cultural production, citizenship, economic enterprise, and education.
• As legislative and regulatory battles, business competition, and social institutions fight to put particular stamps on the new regime, one potentially decisive and presently unknown variable is the degree and kind of public participation in this fight for control
• unique power of the new media regime is precisely its participatory potentia
• Many-to-many media now make it possible for every person connected to the network to broadcast and receive text, images, audio, video, software, data, discussions, transactions, computations, tags, or links to and from every other person. The asymmetry between broadcaster and audience that was dictated by the structure of pre-digital technologies has changed radically. This is a technical-structural characteristic.
• • Participatory media are social media whose value and power derives from the active participation of many people. This is a psychological and social characteristic.
   
   
  
   
  • Social networks amplified by information and communication networks enable broader, faster, and lower-cost coordination of activities. This is an economic and political characteristic.
• The technical power of many-to-many communication networks amplifies human social networking capabilities [abstract][pdf]. The cognitive and social components of participatory media are important: Media production differs from other kinds of production because media have the power to persuade, inspire, educate, and direct human activity.
• At this stage, the focus of attention is shifting from the characteristics of the enabling media (digital, networked, etc.) to the ways people are using them -- a matter of literacy, not just technology.

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• t is always an honor to have one's   work reviewed - even (or perhaps, especially) when it is critical in nature.   Ideas, concepts, and theories are sharpened, or dulled, in the space of   dialogue and scrutiny
• Connectivism: A Learning Theory for   a Digital Age." My appreciation exists on two levels: (a) Verhagen's   time in reflecting on and reacting to the article, and (b) the provision   of an opportunity to further dialogue about connectivism's relation to   the process of learning, development of technology, societal trends, and   pedagogy and curriculum.
• "The pipe is more important than the content within the pipe. Our   ability to learn what we need for tomorrow is more important than what   we know today. A real challenge for any learning theory is to actuate   known knowledge at the point of application
• that learning is a network phenomenon, influenced   (aided) by socialization and technology. Two years is a lifetime in the   educational technology space
• Blogs, wikis, and RSSÿfdnow prominent terms at most educational   conferencesÿfdwere still the sandbox of learning technology geeks. Podcasting   was not yet prominent. YouTube didn't exist. Google had not released its   suite of web-based tools. Google Earth was not yet on the desktops of   children and executives alikeÿfdeach thrilled to view their house, school,   or business in satellite images. Learning Management Systems still held   the starting point of most elearning initiatives. Moodle was not yet prominent,   and the term PLEs (personal learning environments) did not exist. In two   years, our small space of educational technology evolvedÿfdperhaps exploded   is a more accurate term.
• Much   has happened since the article was first written, which in no way devalues   connectivism as a concept - rather it validates it. The theory of connectivism   is no less immune to change than the underlying trends it proposes to   address.
• The error made in the review is precisely   the reason why we need to explore connectivism as a learning theory: static,   context-less, content-centric approaches to knowing and understanding   are fraught with likelihood of misunderstanding. To write a review of   the American political system of 2004, and treat it as if it were today's   reality, fails to acknowledge the process to which all content is subject.   This is the danger of product iconization as offered, or explored   by prominent theories of learning, thus failing to acknowledge - explicitly   - that ongoing changes obsolesce current knowledge

• Context shapes the   nature of knowledge and learning, requiring that we consider contextual   factors when engaging in debate, dialogue, or critique. To assess a concept,   in absence of the context of occurrence (why a conversation happened in   the first place, as well as how it has since evolved), is to largely ignore   the process aspect of learning and focus instead only on the product   aspect.

   
• The spirit, or zeitgeist, of   an era influences the structures of society: churches and religious groups,   school, and government. In contrast with the educational ideals of previous   cultures, our current Western world is largely dominated by a spirit of   productivity, utilitarianism, and return on investment (or other metrics   to justify learning and training).
• many educational   structures exist with the primary intent of preparing individuals for   the workforce. Much like previous societies aligned education with the   higher ideals of their era, work and employment - as cornerstones of life   - drive much of today's education
• We may engage in formal learning activities to increase our career prospects,   but for many, the bulk of learning occurs as a desire to make sense, understand,   develop personally, or (for the utopian) become contributors to making   a better world. Our views of learning must account for our strong urge   to make meaning.
• Educators are seeking to create a high-calling of learning that   exceeds vocational needs. The absence of a clear pedagogy, or vision of   how learning ought to be done, further complicates the potential for success
• "There was a time when educators became famous   for providing reasons for learning; now they become famous for inventing   a method" (p. 26). Our educational model today is largely defined   by the desire to achieve and produce in an economic system.
• Many of the nobler   elements of learning, often found in the belief or faith domain, have   yielded to the increased quest for efficiency and
• The development of the industrial era shifted the educational   focus to preparing individuals to function in work environments. Career   preparation, not moral or intellectual development, became the primary   focus of learning. The space of shifting ideals presents challenges for   society as a whole: (a) the erosion of existing structures of knowing   and need for knowing, and (b) the yet to emerge characteristics of the   new space are unknown, or speculative at best (p. 23).
• The current internet era is at a point   of substantial change. The long-established fault lines of philosophical   debate are being reshaped as our means of interpreting life, learning,   and reality are moving into a new dimension - the virtual world.
• The internet functions according to a different sequence of   rules, guidelines, codes of conduct, and points of value than does the   physical world. A necessary reorganization is underway, resulting in new   metaphors of learning and existence as a whole.
• The established notions   of knowledge and learning appear inadequate in a world and space subject   to substantially different pressures than earlier societies. The dichotomy   of qualitative versus quantitative, religion versus science, and such   have been formed through the debates of philosophers, scientists, and   religious people. Educators today face challenges relating to: (a) defining   what learning is, (b) defining the process of learning in a digital age,   (c) aligning curriculum and teaching with learning and higher level development   needs of society (the quest to become better people), and (d) reframing   the discussion to lay the foundation for transformative education - one   where technology is the enabler of new means of learning, thinking, and   being.

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• New technologies are radically advancing our freedoms but they are also enabling unparalleled invasions of privacy.
• Your cell phone helps you keep in touch with friends and families but it also makes it easier for security agencies to track your location.
• sensitive medical information might seem a secret between you and your search engine, but companies like Google are creating a treasure trove of personal information by logging your online activities, and making it potentially available to any party wielding enough cash or a subpoena.
• National and international laws have yet to catch up with the evolving need for privacy that comes with new technology
• Respect for individuals' autonomy, anonymous speech, and the right to free association must be balanced against legitimate concerns like law enforcement

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• Today, private companies are tracking as many of our movements as they can online, selling that information to other companies who in turn share it with law enforcement and the government. The technology they use to do this tracking is advancing rapidly and has become highly sophisticated, and individuals have little chance of keeping abreast of what is taking place when they surf, let alone taking the complex steps necessary to prevent this spying.
• Stand up for user privacy in the courts and in Congress. Most urgently, companies should advocate for an update to the outdated Electronic Communications Privacy Act (ECPA) which was passed in 1986, before the Internet as we know it today even existed.
• Americans shouldn’t have to choose between new technology and keeping their personal information private. Protections for online privacy are justified and necessary, and the government must help draw boundaries to ensure that Americans’ privacy stays intact in the Digital Age.
• The things we do and say online leave behind ever-growing trails of personal information. With every click, we entrust our conversations, emails, photos, location information and much more to companies like Facebook, Google and Yahoo. But what happens when the government asks these companies to hand over their users' private information? As stewards of our digital lives, companies are the first line of defense when it comes to keeping private information private. 

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• Social Skills, Social Cognition, Emotional Intelligence- All these things describe an individual’s ability to connect effectively with those around them.
• to handle information, to express ideas and opinions, to make decisions and solve problems,
• lifelong learners
• deliberately mediate their world
• ‘social skills’ ‘communication skills’ ‘organization skills’. But in today’s fast changing society we must move from a rigid definition of social skills as conversation skills to a broader understanding of Social Literacy: an individual’s ability to successfully and deliberately mediate their world as family members, workers, citizens and lifelong learners.

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• Questions of ethics as complex as these have become a common undercurrent of our public discourse, from news reports to congressional debates. Crucial moral decisions are being made by policymakers as they discuss the ethics of stem-cell research.
• Perhaps it is time to include a fourth literacy alongside the educational basics of reading, writing, and arithmetic. The Rock Ethics Institute, in the College of the Liberal Arts, was established to ensure that Penn State students receive an education that includes moral reasoning.
• But moral literacy requires training and practice throughout our lives. All of us as individuals, as professionals, and as citizens will need to make numerous moral decisions. The ethical situations we face frequently will be complex and often will be unique. What stronger argument is there for making moral literacy a component of our formal educational experience?
• One of the basic components of moral literacy is ensuring that one is knowledgeable.
• Just as a scientist can conduct successful research only by being well-informed about all relevant facts and theories, so too the moral person must be well-informed. Too often, moral debates are fueled by ignorance.
• Often, too, empirical facts are interlocked with values.
• Each of us, to be a moral agent, must take the responsibility to be informed before making moral judgments. But there are also social imperatives.
• A second component of becoming a moral agent involves cultivating moral virtues. Common moral virtues that are shared across cultures include honesty, fairness, respect, responsibility, and caring. Our sense of ourselves, as well as what others think of us, often rests on the extent to which we live up to these virtues.
• A third component of moral literacy is the development of skills of moral reasoning. Moral reasoning is complex, requiring attention to rights and duties, codes of action, the intentions of actors, and the consequences of actions. Along with the critical-reasoning skill of identifying unwarranted assumptions or prejudices, moral reasoning requires identifying the values at play in any moral situation. Moral reasoning also necessitates being open-minded, listening carefully to the views of others, considering the ethical implications of decisions, learning how to evaluate the strengths and weaknesses of our own and others' positions, and taking responsibility for our actions and beliefs. It means being willing to investigate our own values. But investigating values does not mean rejecting them. In fact, the practice of moral reasoning often results in commitments becoming stronger as one comes to appreciate more fully the reasons they are embraced.
• Moral literacy involves a complex set of skills and habits that can be cultivated and enriched through education. Like other forms of literacy, it is best developed in the home and the community as well as in the schools. Still, the best way to ensure that we are part of a moral nation is to commit educational resources to this crucial ability. How can we afford not to?

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