Group items tagged

What needs to be taught is skills, not just information, and certainly not all the inaccurate information so much “Internet safety education” has disseminated over nearly two decades.

“properties” (“persistence,” “searchability,” “replicability,” and “scalability”) and “dynamics” (“invisible audiences,” “collapsed contexts,” and “the blurring of public and private”) – and now some of those, e.g., “persistence,” are changing with the arrival of “ephemeral,” or disappearing, digital media in services

media is both social and digital.

full, healthy participation in participatory media, culture and society.

what protects children online is what protects them offline.

life skills, literacies and safeguards that are both internal – respect for self and others, resilience, empathy, and a strong inner guidance system (sometimes called a moral compass) – and external, such as good modeling, parenting and teaching by caring adults, peer mentoring, instruction in digital and media literacy, social-emotional learning, protective technology used thoughtfully, family and school rules, well-designed digital environments, and well-established laws against discrimination, sexual harassment, bullying, and crime.

teach the skills of today’s very social digital media: digital literacy, media literacy and social literacy, which together address both media-specific risk reduction and proficiency in participatory media use.

ACCESS

ANALYZE

CREATE

REFLECT

“ACT:

These are the competencies that students need to navigate participatory media and culture.

providing access and opportunities to analyze, create, reflect and act as much with digital media as with older media right in core academic classes, schools are affording them the skills, community, and self-actualization that increase safety (resilience) as well as efficacy in and out of media. This is the real “Internet safety [or competency]” that needs to be taught in schools.

most students have unfettered access to these forbidden sites through the phones in their pockets and backpacks, on their home computers and in many public libraries – often with no adult guidance

it has to be learned in context in a supportive environment,”

(a) obscene; (b) child pornography; or (c) harmful to minors.”

defining the three measures is up to each community, creating widely varied implementation from district to district

and their answer to any requests was usually no.

Their view was that if the filter is blocking it, there’s no reason for you to see it,”

Krull implemented a teacher login system that lets staff override some blocked sites. He’s working on a similar system for students that would grant varying degrees of access depending on grade level.

nearly three times as many teachers of low-income students than those with middle- and high-income students said this lack of access was a “major challenge” in their ability “to incorporate more digital tools into their teaching.”

eliminating filters isn’t the answer to debugging the problems with CIPA.

There’s not a right or wrong; it’s a lot about community values

“It’s not if you have a filter or not, it’s really about to what degree do you filter, how do you filter?”