Policy for Safe and Ethical Digital Behavior

GRADING RUBRIC MUST BE FOLLOWED

FOLLOW FORMAT WITH PAGE GUIDELINES BELOW

APA FORMAT

write a 10-12 page paper that designs a comprehensive, customized, and achievable policy for safe and ethical online behavior in a specific educational setting.

Submit a 10–12-page scholarly, APA-formatted paper in which you:

  • Write a policy statement that provides a rationale for the policy, including the underlying philosophy of the policy and what the policy hopes to accomplish (1 page).
    • Provide a policy title that captures the content of the policy, but does not include the word policyand include the date from which the policy will become effective.
  • Describe the features of safe and ethical online behavior that you feel are most relevant to the specific educational setting based on your collaborations with stakeholders at that educational site. If you do not have access to stakeholders, use publicly accessible information about the school from the school or district Web site, community publications, et cetera (1 page).
    • Explain how the policy is related to the institution’s core mission and values.
  • Develop a comprehensive policy for safe and ethical online behavior that reflects the unique needs of the specific educational setting as determined through your collaborations or research of publicly accessible data (4 pages).
  • Evaluate how your policy aligns with your findings from the professional literature (2–3 pages).
    • The scholarly literature you cite should focus on the roles and responsibilities of students, teachers, and members of the wider school community.
  • Develop a plan for the sustainability of the policy (2–3 pages).
    • Consider the nature of technological change and how future developments in technology might impact your policy over time.
    • List any statutes, regulations, state board policies, or other relevant authority governing the policy.
    • Consider which individuals or groups will be responsible for administering the policy and revising it if necessary.

    RESOURCES

  • Dotterer, G., Hedges, A., & Parker, H. (2016). Fostering digital citizenship in the classroom. Education Digest, 82(3), 58–63.
    • This article outlines steps that can be taken in a learning environment to outline guidelines for digital citizenship.
  • Jones, L. M., & Mitchell, K. J. (2016). Defining and measuring youth digital citizenship. New Media & Society, 18(9), 2063–2079.
    • This article outlines a study that assessed a “digital citizenship scale.” Also discussed are “implications of study findings for developing and evaluating digital citizenship educational programs.”
  • Orth, D., & Chen, E. (2013). The strategy for digital citizenship. Independent School, 72(4), 56–63.
    • This article provides background on why teaching digital citizenship is important and provides strategies for teaching and supporting digital citizenship in the classroom.
  • Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know (3rd ed.). Eugene, OR: International Society for Technology in Education.
    • Read Chapter 2, which describes elements of digital citizenship which includes digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and wellness, and digital security.
  • Trach, S. (2013). Safe digital citizenship. National Association of Elementary School Principals. Retrieved from http://www.naesp.org/principal-novemberdecember-20…
    • This article provides a list of “do’s and don’ts” for students, teachers, and parents are provided. The authors discuss district policies related to online access, as well as school-based strategies to ensure student safety.
  • Ishimaru, A. M. (2014). Rewriting the rules of engagement: Elaborating a model of district-community collaboration. Harvard Educational Review, 84(2), 188–216.
    • This article explains how a low-income Latino parent group came to collaborate with their school district. The author “seeks to understand the role of parents, goals, strategies, and change processes that characterize a school district’s collaboration with a community-based organization.”
  • Kania, J., & Kramer, M. (2011). Collective impact. Stanford Social Innovation Review. Retrieved from https://ssir.org/articles/entry/collective_impact
  • Volk, D. T., Sanetti, L. M. H., & Chafouleas, S. M. (2016). The whole school, whole community, whole child model: An opportunity for school psychologists to show leadership. Communique, 44(8), 1, 18, 20.
  • Sanders, M. G. (2012). Sustaining programs of school, family, and community partnerships: A qualitative longitudinal study of two districts. Educational Policy, 26(6), 845–869.
    • This article is a study of an urban district and a suburban district and their process of developing a comprehensive program of school, family, and community partnerships.

    You may want to explore some of the tools for teaching digital citizenship created by Common Sense Media:

 
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