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SOCIAL MEDIA Staying within the Confines of Law With Social Media and Students

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  • Slide 1
  • Slide 2
  • SOCIAL MEDIA Staying within the Confines of Law With Social Media and Students
  • Slide 3
  • THE MOST IMPORTANT THING YOU NEED TO KNOW My presentation contains 51 slides
  • Slide 4
  • GAME TIME!!
  • Slide 5
  • NAME THAT TUNE - 1
  • Slide 6
  • NAME THAT TUNE - 2
  • Slide 7
  • NAME THAT TUNE - 3
  • Slide 8
  • NAME THAT TUNE - 4
  • Slide 9
  • NAME THAT TUNE 5 (YOUR LAST CHANGE TO WIN)
  • Slide 10
  • WHY NOT CONTINUE TO USE THESE TECHNOLOGIES? INSERT AUDIENCE ANSWER HERE AND HERE AND ALSO HERE
  • Slide 11
  • DEATH AND DYINGCOURTESY OF TECHNOLOGY
  • Slide 12
  • SPEAKING OF HANDWRITING From a Principals publication in 1815: Students today depend on paper too much. They dont know how to write on a slate without getting chalk dust all over themselves. What will they do when they run out of paper?
  • Slide 13
  • SPEAKING OF HANDWRITING From the National Teachers Association in 1905: Students today depend too much on ink. They dont know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil.
  • Slide 14
  • THIS IS SLIDE #13
  • Slide 15
  • SPEAKING OF HANDWRITING From Rural American Teacher 1928: Students today depend upon store bought ink. They dont know how to make their own. When they run out of ink they will be unable to write until their next trip to the settlement. This is a sad commentary on modern education.
  • Slide 16
  • SPEAKING OF HANDWRITING From PTA Gazette 1941: Students today depend on those expensive fountain pens. We parents must not allow them to wallow in such luxury and to the detriment of their learning.
  • Slide 17
  • SPEAKING OF HANDWRITING From Federal Teachers 1950: Ballpoint pens will be the ruin of education in our country. Students use these devices then throw them away. The values of thrift and frugality are being discarded. Businesses and banks will never allow such expensive luxuries.
  • Slide 18
  • Slide 19
  • My son Allen 19 years old Full time student Works 40 hrs per week during the summer Has a girlfriend Average texts per day
  • Slide 20
  • My daughter Christina 20 years old Full time student Works 36 hrs per week during the summer NOT Is NOT dating the guy that picks her up every evening after work. :/ Average texts per day
  • Slide 21
  • Name Average texts per day Emily 13 years old Full time middle school student No job Single 7.13 Laura 18 years old Recent high school graduate Works 30+ hrs per week Has boyfriend 21.4 Jodi 19 years old Full time college student Works 30+ hrs per week Has boyfriend 335.9 Melissa 20 years old Full time college student Works 30+ hrs per week Has boyfriend 428.6 Name Average texts per day Price 15 years old Full time high school student No job No girlfriend 511.8 Brian 19 years old Full time college student Volunteers 25+ hrs per week No girlfriend 234.1 Steven 21 years old Full time college student Works 20+ hrs per week Has a girlfriend 78.3
  • Slide 22
  • 63% OF ALL TEENS SAY THEY EXCHANGE TEXT MESSAGES EVERY DAY WITH PEOPLE IN THEIR LIVES This far surpasses the frequency with which they pick other forms of daily communication including phone calling by cell phone (39% do that with others every day); face-to-face socializing outside of school (35%); social network site messaging (29%); instant messaging (22%); talking on landlines (19%); emailing (6%) omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg-omg http://pewinternet.org/Reports/2012/Teens-and-smartphones/Summary-of-findings.aspx
  • Slide 23
  • SO WHY IS THERE SO MUCH TALK ABOUT WHETHER OR NOT SOCIAL NETWORKING SHOULD BE PERMITTED IN SCHOOL?
  • Slide 24
  • http://gotsmile.net/159148/drama-llama
  • Slide 25
  • ACCORDING TO THE URBAN DICTIONARY DRAMA CAN BE DEFINED AS: A way of relating to the world in which a person consistently overreacts to or greatly exaggerates the importance of benign events. Typically "drama" is used by people who are chronically bored or those who seek attention. People who engage in "drama" will usually attempt to drag other people into their dramatic state, as a way of gaining attention or making their own lives more exciting. Common warning signs/ risk factors of drama or a dramatic person are: 1. Having one supposedly serious problem after another. 2. Constantly telling other people about one's problems. 3. Extreme emotionality or frequently shifting, intense emotions. 4. Claiming to have experienced negative events that are highly implausible. 5. A boring job or mundane life. 6. Making claims without sufficient evidence or a lack of detail about supposedly serious events. 7. A pattern of irrational behavior and reactions to everyday problems.
  • Slide 26
  • ALSO ACCORDING TO THE URBAN DICTIONARY, AND BY FAR MY FAVORITE DEFINITION: Started Wednesday when Jessica told Amber that Tasha's shirt is so cute, but Amber hates Tasha so Amber told Vicky that Jessica said that Tasha's shirt was just so ugly that she couldn't stand the sight of it and her. The next day, at the infamous MeanGirl lunch table, Tasha splashes her iced tea on Jessica for calling her a &%^@?)&! as told to her by Greg who was told by Kaylee who was told by Tony who was told by Jessica's Cousin Felicia, who was told by Ashley who was told by Vicky who was told by Amber. That was the day wars begun and a 17-day riot took over the school. Drama never ends, its only a cycle that gets reborn because Amber still won't forgive Tasha for whatever the heck she did.
  • Slide 27
  • THINGS LEARNED ON FACEBOOK BEFORE SEEING IT ON THE NEWS
  • Slide 28
  • THE SOCIAL MEDIA EFFECT
  • Slide 29
  • THIS IS SLIDE #28 REMEMBER THERE ARE 51 TOTAL SLIDES YOU HAVE SURVIVED OVER OF THE PRESENTATION!!
  • Slide 30
  • THE SOCIAL MEDIA EFFECT
  • Slide 31
  • Slide 32
  • Slide 33
  • Slide 34
  • The Arab world has experienced an awakening of free expression that has now entered the body politic of Tunisia and Egypt and has helped break down the stranglehold of state-sponsored media and information monopolies in those countries. Indeed, from Morocco to Bahrain, the Arab world has witnessed the rise of an independent vibrant social media and steadily increasing citizen engagement on the Internet that is expected to attract 100 million Arab users by 2015. These social networks inform, mobilize, entertain, create communities, increase transparency, and seek to hold governments accountable. To peruse the Arab social media sites, blogs, online videos, and other digital platforms is to witness what is arguably the most dramatic and unprecedented improvement in freedom of expression, association, and access to information in contemporary Arab history. Social Media in the Arab World. A Report to the Center for International Media Assistance by Jeffrey Ghannam. Feb. 3, 2011 http:////cima.ned.org/publications Leaders forced from power Tunisia Egypt Libya Yemen
  • Slide 35
  • IN USING SOCIAL MEDIA, WE ENGAGE THE POWER OF MILLIONS OF MINDS AS TEACHERS FOR OUR STUDENTS.
  • Slide 36
  • WHY IS SOCIAL MEDIA SO POPULAR? 1. ITS FREE (WELL SORTA) 2. IT CUTS DOWN ON ISOLATION 3. BUILDING TOLERANCE AND UNDERSTANDING OF CULTURAL DIVERSITY. 4. IT CAN AMPLIFY PASSION. 5. THE WORLD OF EDUCATION IS (AND NEEDS TO BE) MORE OPEN. HTTP://CONNECTEDPRINCIPALS.COM/ARCHIVES/3024 HTTP://CONNECTEDPRINCIPALS.COM/ARCHIVES/3024
  • Slide 37
  • COPPA REQUIREMENTS CHILDRENS ONLINE PROTECTION PRIVACY ACT Child means an individual under the age of 13 When consent IS required It is unlawful for an operator of a website or online service directed to children, or any operator that has actual knowledge that it is collecting personal information from a child, to collect personal information from a child in a manner that violates the regulations prescribed under subsection (b) require the operator of any website or online service directed to children that collects personal information from children or the operator of a website or online service that has actual knowledge that it is collecting personal information from a child to provide notice on the website of what information is collected from children by the operator, how the operator uses such information, and the operator's disclosure practices for such information; and to obtain verifiable parental consent for the collection, use, or disclosure of personal information from children http://www.coppa.org/coppa.htm
  • Slide 38
  • THIS IS SLIDE #37
  • Slide 39
  • When consent is NOT required: online contact information collected from a child that is used only to respond directly on a one-time basis to a specific request from the child and is not used to re-contact the child and is not maintained in retrievable form by the operator; a request for the name or online contact information of a parent or child that is used for the sole purpose of obtaining parental consent or providing notice under this section and where such information is not maintained in retrievable form by the operator if parental consent is not obtained after a reasonable time; online contact information collected from a child that is used only to respond more than once directly to a specific request from the child and is not used to re-contact the child beyond the scope of that request http://www.coppa.org/coppa.htm COPPA REQUIREMENTS CHILDRENS ONLINE PROTECTION PRIVACY ACT
  • Slide 40
  • CIPA REQUIREMENTS CHILDRENS INTERNET PROTECTION ACT Schools and libraries subject to CIPA may not receive the discounts offered by the E-rate program unless they certify that they have an Internet safety policy that includes technology protection measures. The protection measures must block or filter Internet access to pictures that are: (a) obscene; (b) child pornography; or (c) harmful to minors (for computers that are accessed by minors). Before adopting this Internet safety policy, schools and libraries must provide reasonable notice and hold at least one public hearing or meeting to address the proposal. Schools subject to CIPA are required to adopt and enforce a policy to monitor online activities of minors. Schools and libraries subject to CIPA are required to adopt and implement an Internet safety policy addressing: (a) access by minors to inappropriate matter on the Internet; (b) the safety and security of minors when using electronic mail, chat rooms and other forms of direct electronic communications; (c) unauthorized access, including so-called hacking, and other unlawful activities by minors online; (d) unauthorized disclosure, use, and dissemination of personal information regarding minors; and (e) measures restricting minors access to materials harmful to them. http://www.fcc.gov/guides/childrens-internet-protection-act
  • Slide 41
  • WV POLICY 2460 EDUCATIONAL PURPOSE AND ACCEPTABLE USE OF ELECTRONIC RESOURCES, TECHNOLOGIES AND THE INTERNE Addresses Digital Citizenship Digital Security Accountability and Responsibility Use of Electronic Resources, Technology and the Internet Network Filtering Copyright Web pubishing Implementation http://apps.sos.wv.gov/adlaw/csr/readfile.aspx?DocId=23479&Format=PDF
  • Slide 42
  • WHAT SHOULD YOU DO BEFORE ENGAGING IN ANY FORM OF SOCIAL NETWORKING WITH STUDENTS? Check your countys AUP Read the TOS of the site you wish to use Inform parents of the activity, site, duration, expectations, etc. Seek permission from the parents Find sites where parents can be a part of the project (but limits access to their child only) Educate
  • Slide 43
  • FACEBOOK As an adult, set up a separate account. Set up a group. Set your controls Only use with students over 13 Seek parent permission
  • Slide 44
  • FACEBOOK ALTERNATIVES
  • Slide 45
  • FREE TOOLS YOU CAN USE OnGuardOnline.gov/NetCetera techSteps.com Outreach Toolkit FTC.gov/Living Life Online Admongo.gov FTC.gov/YouAreHere netsmartz.org Bullyingacademy.org ConnectSafely.org
  • Slide 46
  • CELL PHONE
  • Slide 47
  • CEL.LY TO JOIN A CELL TEXT THE CELL NAME TO 23559
  • Slide 48
  • CEL.LY I can send texts to my group via my phone or the web.
  • Slide 49
  • CEL.LY I can manage members via the website.
  • Slide 50
  • CEL.LY I can send out a poll to my members via the phone or website..
  • Slide 51
  • THIS IS SLIDE #49
  • Slide 52
  • THANK YOU! Lori Whitt Coordinator, WVDE Office of Instructional Technology [email protected]
  • Slide 53
  • CITATIONS http://www.virtualsalt.com/mla.htm Couros, George. Why Social Media Can and Is Changing Education. Connected Principals. March 25, 2011. April 19, 2012. 1

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