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Safety By Age 14 to about 17: This can be one of the most exciting and challenging periods of a child's (and parent's) life. Your teen is beginning to mature physically, emotionally, and intellectually and is anxious to experience increasing independence from parents. To some extent that means loosening up on the reins, but by no means does it mean abandoning your parenting role. Teens are complicated in that they demand both independence and guidance at the same time. Teens are also more likely to engage in risky behavior both online and offline. While the likelihood of a teen being abducted by someone he meets in a chat room is extremely low, there is always the possibility that he will meet someone online who makes him feel good and makes him want to strike up an in-person relationship. It is extremely important that teens understand that people they meet online are not necessarily who they seem to be. Although it's sometimes difficult to indoctrinate teens with safety information, they can often understand the need to be on guard against those who might exploit them. Teens need to understand that to be in control of themselves means being vigilant, on the alert for people who might hurt them. The greatest danger is that a teen will get together offline with someone she meets online. If she does meet someone she wants to get together with, it's important that she not go alone and that she meet that person in a public place. It's important for parents to remember what it was like when they were teenagers. Set reasonable expectations and don't overreact if and when you find out that your teen has done something online that you don't approve of. That doesn't mean that you shouldn't take it seriously and exercise appropriate control and discipline, but pick your battles and try to look at the bigger picture. If your teen confides in you about something scary or inappropriate that he encountered online, your first response shouldn't be to take away his Internet privileges. Try to be supportive and work with your teen to help prevent this from happening in the future. And remember that your teen will soon be an adult and needs to know not just how to behave but how to exercise judgment, reaching her own conclusions on how to explore the Net and life in general in a safe and productive manner.

This is the electronic responsibility for actions which says if something is ethical or unethical. The responsibility of the digital law deals with the ethics of technology as a whole. Digital Law deals with four main topics: copyright, privacy, ethical issues, and piracy. Unethical use of computers can form into theft or crime like piracy. People that are ethical in the use of their computers may actually be the ones being hurt by those who are not following these protective laws. A student should not be allowed to mess with other peoples work or identity with rules being applied. We have the digital Law to basically protect us; since most people don't follow it, the internet is becoming a very dangerous place.

. There are so many new illegal ways to get what you want and not get caught that it is very hard to find the causes of viruses and other crimes. Some problems with Elementary students are that they can get on sites too mature for their age. The information on these sites may be inappropriate for their age group. Another problem may be that older people may harass them. There are also some problems with Middle/High school aged students. They may get on sites such as MySpace or Facebook and lie about their age, name, or any other aspects of their lives. This is not a very smart act considering that later they may be abused. They may use bad language on the internet or chat rooms. Predators can trick some teens that are unaware of such dangers into meeting up with them. Parents/guardians are unaware of what teens are looking at and/or doing and therefore cannot stop them from seeing and/or doing inappropriate things.

Some teens download illegal music such as Limewire or Bearshare.This affects not only the artist, but record producing companies.

And some districts -- from South Dakota to New Jersey -- are starting to limit what teachers can do on the sites.

"It is the responsibility of all individuals associated with the Foundation to act in a manner that will ensure the public's trust as well as the trust of colleagues and peers.

he has heard that some teachers have "risqué" photos on their accounts, but he hasn't actually seen any.

stranger danger"

How Students Use Technology to Cheat

Academic dishonesty—ahem, cheating—has only gotten easier in the digital age. Students have Wolfram Alpha, Google, and crowdsourced question-and-answer sites like Quora at their fingertips. Students have cameras on their phones that let them take pictures of a test in an instant. Even Microsoft Word has built-in functionality that helps them game the system.

There's an old saying that students who cheat in their academic work are only cheating themselves. Today's professors still largely agree with this statement, with one telling me that it's like weight-training: "I can give them the information and I can coach them through the process, but if they don't put in the work, they will never see results."

"I wanted to team up with a problem or issue that I can contribute and relate to," Guadagnino explained. "I think people will listen to me because of who I am."

This tragedy was inspiration for one of the principal story-lines in MTV's new original movie, "(DIS)CONNECTED," a story of digital drama created to combat the growing issue of cyber-bullying.

Our virtual world will be our interface to the rest of the World Wide Web and people everywhere!  Cyberspace 2020 will likely be even more interconnecting and more social, but it will almost certainly change the way we live, work and play.

What is Global Competence? Help us better define global competence. Send in your students' work. Be a part of a ground-breaking effort to assess student global competence. We are collecting samples of work that demonstrate student global knowledge and skills at various developmental levels. Once the work is published, it will help teachers strengthen instruction and better evaluate student work and provide examples for students to help them strive for greater achievement. With each submission, you will be entered into a regular drawing for $500 Staples gift certificates. Learn more and get involved (PDF download). A globally competent student can Investigate the World Recognize Perspectives Communicate Ideas Take Action Students investigate the world beyond their immediate environment. Students recognize their own and others’ perspective. Students communicate their ideas effectively with diverse audiences. Students translate their ideas and findings into appropriate actions to improve conditions. Students can: Generate and explain the significance of locally, regionally or globally focused researchable questions. Identify, collect and analyze the knowledge and evidence required to answer questions using a variety of international sources, media and languages. Weigh, integrate and synthesize evidence collected to construct coherent responses that is appropriate to the context of issues or problems. Develop an argument based on compelling evidence that considers multiple perspectives and draws defensible conclusions. Students can: Recognize and articulate one’s own perspective on situations, events, issues or phenomena and identify the influences on that perspective. Articulate and explain perspectives of other people, groups or schools of thought and identify the influences on those perspectives. Explain how the interaction of ideas across cultures influences the development of knowledge and situations, events, issues or phenomena. Articulate how the consequences of differential access to knowledge, technology and resources affect the quality of life and influences perspectives. Students can: Recognize that diverse audiences may perceive different meanings from the same information. Use appropriate language, behavior and strategies to effectively communicate, both verbally and non-verbally, with diverse audiences. Explain how effective communication impacts understanding and collaboration in an interdependent world. Select and effectively use appropriate technology and media to communicate with diverse audiences. Students can: Recognize one’s capacity to advocate for and contribute to improvement locally, regionally, or globally. Identify opportunities for personal and collaborative action to address situations, events, issues or phenomena in ways which can make a difference. Assess options for action based on evidence and the potential for impact, taking into account varied perspectives and potential consequences for others. Act creatively and innovatively to contribute to improvement locally, regionally or globally both personally and collaboratively.

UK acts on kids addicted to online porn

Australia was one of the first countries to offer official help for those suffering from video game addiction problems.

Over half of adolescents and teens have been bullied online, and about the same number have engaged in cyber bullying. More than 1 in 3 young people have experienced cyberthreats online. Over 25 percent of adolescents and teens have been bullied repeatedly through their cell phones or the Internet. Well over half of young people do not tell their parents when cyber bullying occurs.

Over 80 percent of teens use a cell phone regularly, making it the most popular form of technology and a common medium for cyber bullying About half of young people have experienced some form of cyber bullying, and 10 to 20 percent experience it regularly Mean, hurtful comments and spreading rumors are the most common type of cyber bullying Girls are at least as likely as boys to be cyber bullies or their victims Boys are more likely to be threatened by cyber bullies than girls Cyber bullying affects all races Cyber bullying victims are more likely to have low self esteem and to consider suicide

Talks to teens about cyber bullying, explaining that it is wrong and can have serious consequences. Make a rule that teens may not send mean or damaging messages, even if someone else started it, or suggestive pictures or messages or they will lose their cell phone and computer privileges for a time. Encourage teens to tell an adult if cyber bullying is occurring. Tell them if they are the victims they will not be punished, and reassure them that being bullied is not their fault. Teens should keep cyber bullying messages as proof that the cyber bullying is occurring. The teens' parents may want to talk to the parents of the cyber bully, to the bully's Internet or cell phone provider, and/or to the police about the messages, especially if they are threatening or sexual in nature. Try blocking the person sending the messages. It may be necessary to get a new phone number or email address and to be more cautious about giving out the new number or address. Teens should never tell their password to anyone except a parent, and should not write it down in a place where it could be found by others. Teens should not share anything through text or instant messaging on their cell phone or the Internet that they would not want to be made public - remind teens that the person they are talking to in messages or online may not be who they think they are, and that things posted electronically may not be secure. Encourage teens never to share personal information online or to meet someone they only know online. Keep the computer in a shared space like the family room, and do not allow teens to have Internet access in their own rooms. Encourage teens to have times when they turn off the technology, such as at family meals or after a certain time at night. Parents may want to wait until high school to allow their teens to have their own email and cell phone accounts, and even then parents should still have access to the accounts.