"As learners engage in more Web 2.0 technology use that naturally leads to identity exploration and development, many have come to recognize the value of simultaneously developing digital citizenship skills. Such skills prepare online users to practice safe and responsible use of technology and exhibit a positive attitude toward technology use that supports safe collaboration, learning, and productivity."

(Greenhow and Hughes, 2009)

As role models for the appropriate and relevant employment of technology, administrators, educators and other staff members must all share in modeling the practices of an ethical and professional user of technology. The responsibility of explicit instruction in and development of the characteristics of positive digital citizens falls to all educators, in all content areas. Increasingly ubiquitous digital devices and unfettered access to the Internet are often disparaged as primary culprits in unethical and inappropriate behaviors in modern educational settings. In an attempt to avoid the issue entirely, many schools simply ban digital technology as a precautionary measure. However, in our research through the Introduction to Educational Technology and Multimedia courses, I have come to believe that suppressing the use of such integral technology is not only failing to prepare students for our digitally-saturated world, it is denying them the chance to develop as thoughtful users of digital tools.

PLAGIARISM as an ETHICAL CHALLENGE: The Internet has empowered learners of all ages with easy accessibility to incredibly powerful and meaningful content. With the advent of fairly inexpensive media platforms, such as the iPod Touch and Kindle Fire, that wealth of information is now at our students’ fingertips. Although the concept of plagiarism is not new, it certainly is easier and more convenient than ever to pass off another’s work as an original creation. When students plagiarize they are not developing the skills or constructing a meaningful understanding of the content and concepts intended in the design of the assessment. Beyond the legal implications of copyright violations, plagiarism is an obstacle to meaningful learning, stunting the growth of students’ authentic voice.  Countering plagiarism requires a multi-pronged approach with the active involvement of the entire school community. However, simply adjusting classroom practices or purchasing anti-plagiarism software is not enough. Combatting plagiarism is conceptual; establishing a common understanding and regularly revisiting its relevance would help to bridge cultural or digital gaps that can muddle the issue. The second conceptual shift has is moving from the “caught you” model of enforcement to a “taught you” opportunity in learning about writing authentically. These conceptual changes take form in the classroom, including explicit instruction and meaningful (age-appropriate) discussion on the definition and identification of plagiarism with students, along with how to ethically incorporate another’s ideas. Additionally, software (such as Turnitin) can provide a detailed analysis of student work, which can serve as an incredibly powerful teaching opportunity. In my classroom, I can serve as a part of the solution by creating challenging assessment questions that engage original thought and by consistently revisiting the discussion with students to reinforce the value of honoring the work and ideas of others and the authenticity of developing a unique voice.

CELLPHONES IN THE CLASSROOM: Many teachers and parents oppose the use of cellular phones in the classroom, citing them as distractions, tempting students to multi-task and enabling inappropriate behaviors (Wallace, 2011).  In Thomas and Bolton’s study, behaviors of concern included cheating, texting, sexting, and cyber-bullying (2012). I, however, believe that such challenges are not caused by the use of technology. While certainly enabled by technology, the concerns above rise out of student choices and are most certainly not new in the world of education. Banning cellphones entirely, as approximately 62% of American schools currently do (Thomas and Bolton, 2012), does not resolve (or even address) such behavioral issues. This approach simply forces students seeking such behaviors to find other means, while all students miss the opportunity to develop relevant digital skills and to refine their discretion regarding how and when to use phones appropriately. Explicit instruction in digital citizenship is part of a strong behavioral model. To best introduce cellphones into schools, we must focus on the fact that phones are the tools through which students can continue to develop their skills, and it is the role of the teachers to “creatively leverage their rich, interactive capabilities for learning in new ways (Wallace, 2011).”  I believe that students genuinely want to learn and make the right choices. The only way to encourage good decision-making is to guide students in their practice of making good decisions with technology: when to use it, how to use it, and why using it is helpful in certain situations. As educators, it is our role not only to prepare students for success in a rapidly changing, digital world, but also to prepare them as discerning users of technology.

Modeling Ethical Practices through Instruction: As students learn to publish their original creations to an increasingly authentic audience via the Internet, adherence to ethical and fair use of digital content is an essential new literacy. To counter the prevalent practice of "copy+paste" without attribution, simply adding a requirement to properly cite to a scoring rubric is not sufficient. Clear and explicit instruction on the purposes and the importance of proper digital conduct are an essential part of educating a responsible digital citizenry.

Instruction on Ethical Use of Others' Online Images

Feedback to Student on His Use of Others' Images

CITI Ethical Research Training: In the Research Methods course, we examined appropriate and ethical means for gathering data (including digital data and survey responses) from students and other study participants in pursuit of informed practice, while ensuring respect for each subject and adherence to the legal and ethical standards of beneficence and justice. Below, please find the certificate of successful completion of the Collaborative Institutional Training Initiative's Human Subject's Course Completion Report.

Laptop Circulation Solution: With a school population of 164 and only 88 laptops available, ensuring equitable access for teachers and students was a challenge in my school this year. After several trial-and-error solutions, I developed a GoogleDoc reservation system that effectively addressed the issue. Teachers were able to plan for availability ahead of time, ensuring that students had access to digital tools when necessary. Students were also able to 'check-out' laptops during study hall periods for individual and self-directed use. In tandem with the launch of the Student HelpDesk, we were also able to add additional resources into the circulation stream, to provide more tools to more students.