For our final topic, we will examine some of these issues that come with the possibility of negative consequences. We will also look at some other areas which involve opposing forces that create tensions and which require us to find an acceptable balance.
We have already read about the benefits of using social media and publishing student work online, but these benefits come with potential threats for both children and adults. We all need to take precautions to guard against predators who seek to harm our children and other criminals who seek to empty our bank accounts or even steal our identity. What are the necessary precautions? How do we balance active online participation with personal safety?
We do not have time to examine all such issues in depth so we will have to focus on a selection of these issues. This week's writing will require you to choose one of these issues, so you may wish to choose your Stimulus links with that in mind.
Online Safety: Sharing vs Privacy
Online safety is receiving a lot attention in schools, so it is likely that you will have already seen resources similar to those listed here.
Browse YouTube Videos regarding being "share aware".
O'Neale, R. (n.d.) Keeping Children Safe Online. Retrieved from https://www.kidsmatter.edu.au/families/enewsletter/keeping-children-safe-online
Goodman, J. (2015, February 20). Connected and protected: balancing children's online freedom and safety. Retrieved from https://www.theguardian.com/media-network/2015/feb/20/children-online-freedom-safety-internet-dangers
The next video is a sample from B4UClick for teens. B4UClick has a broad range of resources for keeping children and young people safe online, including a website and YouTube Channel.
B4UClick. (2016, August 9). Online Grooming. [Video file]. Retrieved from https://youtu.be/IUjwHPah72o
The next 4 links are to collections of resources providing Internet safety advice for adults and children. The first and fourth are from Australian Government initiatives, the second is from the US Federal Trade Commission and the third is from Microsoft.
Digital Technologies Hub, (n.d.) Digital Citizenship. Retrieved from http://www.digitaltechnologieshub.edu.au/teachers/topics/digital-citizenship
Federal Trade Commission, (n.d.) Privacy, Identity & Online Security. Retrieved from https://www.consumer.ftc.gov/topics/privacy-identity-online-security
Office of the eSafety Commissioner, (n.d.) Classroom Resources. Retrieved from https://www.esafety.gov.au/education-resources/classroom-resources
Real vs Virtual Experiences
One of the results of children (and adults) spending more time online and in other sedentary pursuits is that they have less time for active, outdoor activities. Some of the implications of this are quite obvious and others may be surprising.
The following talk at TEXxKids@BC was presented by Miranda Anderson who was 13 years old at that time.
Anderson, M. (2013, April 1). Nature Deficit Disorder. [Video file]. Retrieved from https://youtu.be/OVdHgmFacfU
"Children’s play throughout history has been free, spontaneous, and intertwined with work, set in the playgrounds of the fields, streams, and barnyards. Children in cities enjoyed similar forms of play but their playgrounds were the vacant lands and parks. Today, children have become increasingly inactive, abandoning traditional outdoor play for sedentary, indoor cyber play and poor diets. The consequences of play deprivation, the elimination and diminution of recess, and the abandonment of outdoor play are fundamental issues in a growing crisis that threatens the health, development, and welfare of children." Frost, J. (2010) A History of Children's Play and Play Environments. New York: Taylor and Francis. p 4.
"Childhood is shifting inside. Some fear the consequences of sensory deprivation over the long haul with excessive exposure to things digital." McKenzie, J. (2007, November). Digital Nativism, Digital Delusions and Digital Deprivation. From Now On. Volume 17 (2). Retrieved from http://www.fno.org/nov07/nativism.html
The next document shows a more serious side to this issue.
Nelsen, A. (2017, March 22). Access to Nature Reduces Depression and Obesity, finds European Study. Retrieved from https://www.theguardian.com/society/2017/mar/21/access-nature-reduces-depression-obesity-european-report
No doubt you have read about tragic events where young people spent so much time gaming that it became fatal. This rather bizarre website report on 11 cases of people who died playing video games but those incidents were extreme. In the final article for this section, Dr Peter Gray provides some caution about extremes.
Gray, P. (2018, March 11). Sense and Nonsense About Video game Addiction. Psychology Today. Retrieved from https://www.psychologytoday.com/us/blog/freedom-learn/201803/sense-and-nonsense-about-video-game-addiction
The tension between budget restraints and copyright issues is not confined to schools, but of course schools have a responsibility to set the right example to students as well as a responsibility to act within the law. Fortunately, the law in most countries makes special provisions for educational use of copyright materials but there are limits that teachers need to very careful with. In recent years there has been an increasing amount of material made available under the Creative Commons licensing model. This is good news for teachers!
The use of video material in schools is an area where teachers may unknowingly be violating copyright law. This brief article provides come clarification.
Roscorla, T. (2012, May 31). Why Schools Aren't Safe Harbors for Copyright Infringement. Retrieved from http://www.centerdigitaled.com/policy/Why-Schools-Arent-Safe-Harbors-for-Copyright-Infringement.html
Starr, L. (2010, May 25). The Educators Guide to Copyright and Fair Use. Education World. Retrieved from http://www.educationworld.com/a_curr/curr280.shtml
Copyright and Schools, (2015). Retrieved from http://www.copyrightandschools.org
The last 2 resources in this section explain how Creative Commons licensing works.
Creative Commons, (n.d.) What We Do: What is Creative Commons? Retrieved from https://creativecommons.org/about
Creative Commons, (2018, March 7). Frequently Asked Questions. Retrieved from https://creativecommons.org/faq/
Teachers are being encouraged to be lifelong learners and keep up with changes in technology that are relevant to education. This can be very time consuming and for some teachers it is an exhausting process. How can we manage? Where do we draw the line between keeping up and keeping sane"
To read the next article you will have to zoom in to increase the text size. You can do this with keyboard commands (Control +/Command +) or use the zoom slider at the top of the page.
Fingal, D. (2009, November) Finding Balance. Leading and Learning with Technology. Volume 37 (3) 38. Retrieved from http://www.learningandleading-digital.com/learning_leading/200911
Philly Teacher (2009, August). The Importance of Silence. Web log post]. Retrieved April 24, 2018 from http://philly-teacher.blogspot.com.au/2009/08/importance-of-silence.html
This blog post above is referred to in the previous article by Diana Fingal. The author gives no indication of any Christian philosophy in her post and quotes from a Buddhist writer. While we as Christians would not agree with the source of peace, we can identify with the need she proposes, and is similar to a passage from The Desire of Ages at the end of Chapter 38.
White, E. (1898). The Desire of Ages. Mountain View, California: Pacific Press Publishing Association. p 363. Retrieved from http://www.whiteestate.org/books/da/da38.html
O'Neale, R. (n.d.) Keeping Children Safe Online. Retrieved from https://www.kidsmatter.edu.au/families/enewsletter/keeping-children-safe-online
Goodman, J. (2015, February 20). Connected and protected: balancing children's online freedom and safety. Retrieved from https://www.theguardian.com/media-network/2015/feb/20/children-online-freedom-safety-internet-dangers
The next video is a sample from B4UClick for teens. B4UClick has a broad range of resources for keeping children and young people safe online, including a website and YouTube Channel.
B4UClick. (2016, August 9). Online Grooming. [Video file]. Retrieved from https://youtu.be/IUjwHPah72o
The next 4 links are to collections of resources providing Internet safety advice for adults and children. The first and fourth are from Australian Government initiatives, the second is from the US Federal Trade Commission and the third is from Microsoft.
Digital Technologies Hub, (n.d.) Digital Citizenship. Retrieved from http://www.digitaltechnologieshub.edu.au/teachers/topics/digital-citizenship
Federal Trade Commission, (n.d.) Privacy, Identity & Online Security. Retrieved from https://www.consumer.ftc.gov/topics/privacy-identity-online-security
Office of the eSafety Commissioner, (n.d.) Classroom Resources. Retrieved from https://www.esafety.gov.au/education-resources/classroom-resources
Real vs Virtual Experiences
One of the results of children (and adults) spending more time online and in other sedentary pursuits is that they have less time for active, outdoor activities. Some of the implications of this are quite obvious and others may be surprising.
The following talk at TEXxKids@BC was presented by Miranda Anderson who was 13 years old at that time.
Anderson, M. (2013, April 1). Nature Deficit Disorder. [Video file]. Retrieved from https://youtu.be/OVdHgmFacfU
"Children’s play throughout history has been free, spontaneous, and intertwined with work, set in the playgrounds of the fields, streams, and barnyards. Children in cities enjoyed similar forms of play but their playgrounds were the vacant lands and parks. Today, children have become increasingly inactive, abandoning traditional outdoor play for sedentary, indoor cyber play and poor diets. The consequences of play deprivation, the elimination and diminution of recess, and the abandonment of outdoor play are fundamental issues in a growing crisis that threatens the health, development, and welfare of children." Frost, J. (2010) A History of Children's Play and Play Environments. New York: Taylor and Francis. p 4.
"Childhood is shifting inside. Some fear the consequences of sensory deprivation over the long haul with excessive exposure to things digital." McKenzie, J. (2007, November). Digital Nativism, Digital Delusions and Digital Deprivation. From Now On. Volume 17 (2). Retrieved from http://www.fno.org/nov07/nativism.html
The next document shows a more serious side to this issue.
Nelsen, A. (2017, March 22). Access to Nature Reduces Depression and Obesity, finds European Study. Retrieved from https://www.theguardian.com/society/2017/mar/21/access-nature-reduces-depression-obesity-european-report
No doubt you have read about tragic events where young people spent so much time gaming that it became fatal. This rather bizarre website report on 11 cases of people who died playing video games but those incidents were extreme. In the final article for this section, Dr Peter Gray provides some caution about extremes.
Gray, P. (2018, March 11). Sense and Nonsense About Video game Addiction. Psychology Today. Retrieved from https://www.psychologytoday.com/us/blog/freedom-learn/201803/sense-and-nonsense-about-video-game-addiction
The tension between budget restraints and copyright issues is not confined to schools, but of course schools have a responsibility to set the right example to students as well as a responsibility to act within the law. Fortunately, the law in most countries makes special provisions for educational use of copyright materials but there are limits that teachers need to very careful with. In recent years there has been an increasing amount of material made available under the Creative Commons licensing model. This is good news for teachers!
The use of video material in schools is an area where teachers may unknowingly be violating copyright law. This brief article provides come clarification.
Roscorla, T. (2012, May 31). Why Schools Aren't Safe Harbors for Copyright Infringement. Retrieved from http://www.centerdigitaled.com/policy/Why-Schools-Arent-Safe-Harbors-for-Copyright-Infringement.html
Starr, L. (2010, May 25). The Educators Guide to Copyright and Fair Use. Education World. Retrieved from http://www.educationworld.com/a_curr/curr280.shtml
Copyright and Schools, (2015). Retrieved from http://www.copyrightandschools.org
The last 2 resources in this section explain how Creative Commons licensing works.
Creative Commons, (n.d.) What We Do: What is Creative Commons? Retrieved from https://creativecommons.org/about
Creative Commons, (2018, March 7). Frequently Asked Questions. Retrieved from https://creativecommons.org/faq/
Teachers are being encouraged to be lifelong learners and keep up with changes in technology that are relevant to education. This can be very time consuming and for some teachers it is an exhausting process. How can we manage? Where do we draw the line between keeping up and keeping sane"
To read the next article you will have to zoom in to increase the text size. You can do this with keyboard commands (Control +/Command +) or use the zoom slider at the top of the page.
Fingal, D. (2009, November) Finding Balance. Leading and Learning with Technology. Volume 37 (3) 38. Retrieved from http://www.learningandleading-digital.com/learning_leading/200911
Philly Teacher (2009, August). The Importance of Silence. Web log post]. Retrieved April 24, 2018 from http://philly-teacher.blogspot.com.au/2009/08/importance-of-silence.html
This blog post above is referred to in the previous article by Diana Fingal. The author gives no indication of any Christian philosophy in her post and quotes from a Buddhist writer. While we as Christians would not agree with the source of peace, we can identify with the need she proposes, and is similar to a passage from The Desire of Ages at the end of Chapter 38.
White, E. (1898). The Desire of Ages. Mountain View, California: Pacific Press Publishing Association. p 363. Retrieved from http://www.whiteestate.org/books/da/da38.html
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1st video no longer works.
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