Welcome to the UMUC EDTC Group 2 Wiki Project
DISCLAIMER: The following information provided on this Wikia is for academic use only and is not intended for public distribution; use of any information provided in this wiki, in whole or in part, is done so at the discretion of the reader. The creator, contributors, and/or the University of Maryland University College maintain no legal/moral responsibility for the misuse of, or misinterpretation for, the content or information herein this wiki.
Mary Cook, Whitesburg Elementary (Kindergarten), Content Reviewer/Contributor Cybersafety
Sarah Donahey, Wee Lad and Lassie, (Pre-K), Lead/Contributor Cyberethics
Luis Nunez, U.S. Air Force (Info-Sys. Security Manager), Wiki Creator/Contributor Cybersecurity
Integrating Cyberethics, Cybersafety & Cybersecurity (3 C's) in the Classroom
Through the University of Maryland University College, course EDTC 605 9040, Teaching Information and Media Literacies in the Digital World (2175), group two was tasked with creating a repository focused on the collection, interpretation, and integration of Cybersecurity, Cybersafety, & Cyberethics (3 C's) in the classroom, while providing broad strokes for parents and learners to consider.
As educators, the Internet allows us to source information from regions and global entities outside of the constraints of local/physical faculties. The ability to connect instantaneously w/ other global partners expands the classroom's potential for learning. Limiting factors exist and can restrict our accessibility to the Internet in the form of digital constraints, network outages, or an overabundance of content and our inability to filter the "signal" from the "noise." From Teaching Generation M, Google and Wikipedia: Friend or Foe? Jeffrey Knapp (2009) identified, "students are utilizing a sort of 'data mining' technique when it comes to doing research." That is, they use Internet search engines to find the sources for information, "skim to find a supportive or useful paragraph" to cite, and then "move on" (p. 169). Although these students are more than capable of navigating the World Wide Web and it's countless forms of social media, they "lack sophisticated analytical and interpretive skills they would need to see implicit and explicit relationships between the sources or to distinguish between strong and weak arguments," as well as the difference between content infected with malicious software (malware) and those that are credible and free from malware (p. 169). As educators, the trappings of the Internet are real.
For students, the Internet allows the learner to access a broad range of information from sources that fill the gamut from obscure-to-distinct. Just to name a few, 4Chan, Wikipedia, Al-Jazeera, and Reddit stretch the bounds of sourcing online information, providing that starting point/spark to springboard thought and creation on a topic/subject to be explored. With a large range of information available online, it is essential to separate fact-from-rumor or what is considered "breaking news" v. "newsworthy."
For educators, the scope of the Internet is possibly it's Achilles Heal. With the vast amount of information readily available, the educator must ensure students are sourcing credible information, scholarly journals, or other forms of validated information that is true to the subject. With the students' unforgiving use of the Internet, the burden presented on the educator to distinguish truth from myth has never been greater. In this technologically saturated world, it's possible today for a textbook to become obsolete on the day of print as information is presented in real-time around the world and information is dis-/credited on the World Wide Web. With its robust growth in the 21st century, the Internet forces educators to incorporate three pillars to the ethical use of, and the safety and security in, this cyber realm.
From Cyberethics, Cybersafety, and Cybersecurity: Preservice Teacher Knowledge, Preparedness, and the Need for Teacher Education to Make a Difference, Portia Pusey and William Sadera (2011) outlines the 3 C's as, "Three overlapping domains of knowledge; Cyberethics are the moral choices individuals make when using Internet-capable technologies and digital media--copyright, online etiquette, hacking, online addiction(s); Cybersafety consists of the actions individuals take to minimize the dangers they could encounter when using Internet-capable technology--online predators and unwanted communications, viruses, spyware, awareness of how a person’s behaviors can contribute to the spread of malware and ways individuals are tricked while using Internet-capable technologies (e.g., phishing, pharming, and spoofing); Cybersecurity involves the technical interventions that protect data, identity information, and hardware from unauthorized access or harm--antivirus software, Internet content filters, firewalls, and password protection."
by Sarah Donahey
What is Cyberethics and how can I use it in the classroom? Through research, the definition of Cyberethics was revealed. According to Microsoft, “Ethics are principles or standards of human conduct. Cyberethics is a code of behavior on the Internet. Based on common sense and good judgment, Cyberethics also includes obeying laws applicable to online behavior. When practicing Cyberethics, you are more likely to have a safer and enjoyable Internet experience.” Cyber-bullying, digital foot prints, intellectual property, and phishing schemes are four aspects of Cyberethics educators should prioritize defining for their learners in the classroom.
Today, every child has smartphones with Facebook, Twitter, Instagram, and Snapchat. Social media has blown up and now whatever children do is all over the web. Children are getting bullied because they didn’t wear the new fashion clothing, or they didn’t attend a social event. In stores, all you see is children on their phone snapping a picture of what they are eating or what someone is wearing. Face-to-face bullying still happens and teachers can sometimes get in the middle of it. But with cyber bullying, teachers are unaware if a child is getting bullied because the child isn’t reporting it. According to Dilmaç, B., Yurt, E., Aydın, M., & Kaşarcı, İ. (2016), “Cyber-bullying can be defined as; facilitation of ongoing and deliberate harassment and threatening of an individual or a group of people intentionally by sending rude texts or views, deliberate, repetitive and hostile acts with intention to give harm to an individual or a group of people, involving the use of information and communication technologies like e-mails, cellular phones, pagers, sms services, and web-sites(p.7)”. Due to the fact that social media is lurking on our back door, it’s no wonder why cyber bullying is on the rise. Patchin and Hinduja (2006), states “that individuals can hide behind some measure of anonymity when using their personal computer or cellular phone to bully another individual, which perhaps frees them from normative and social constraints on their behavior.” A student can sit behind a computer screen and say negative things to other students and they think that there are no repercussions for their actions. Additionally, according to Dilmaç, B., Yurt, E., Aydın, M., & Kaşarcı, İ. (2016), “Researchers reveal that cyber-bullying has serious impacts on school life (p.8)”. Students are scared to come to school and they don’t feel safe anymore. This is a negative impact because for some, school is the only place where students feel safe. Furthermore, Dilmaç, B., Yurt, E., Aydın, M., & Kaşarcı, İ. (2016) states, “In a research carried out by Dilmaç (2009) to find out the relationship between cyber-bullying and personal characteristics, the ones who are not bully-victims have more persistent characteristics compared to self-victims and bully-victims. Persistence is the only variable that predicts cyber-bullying. When the values of persistence rise, cyber victimization rate falls (p.15)”. In this study, the cyber bully is always persistent and when they keep up the bullying the number of victims fall. Dilmac (2016) states, “Yaman and Peker (2012) determined that cyber-bullying behavior exhibited by students are categorized as cyber verbal language, cyber forgery, and hiding identity.
According to the results of their study, Yaman and Peker (2012) indicated that the reasons for cyber-bullying include gaining social popularity, struggling boredom, and making revenge (p.16)”. Students are being cyber bullies to gain popularity and be the cool kid on campus. I have a co-worker that was cyber bullied in 7th grade because she was dating the starting quarterback and everyone was jealous of her. According to Qing, L (2010), “Cyber-bullying can be devastating for victims and their families. The psychological harm inflicted by cyber-bullying, just like bullying, is reflected in low self-esteem, school failure, anger, anxiety, depression, school avoidance, school violence, and suicide. It is even possible that the damage from cyber-bullying would be greater than bullying because there is no escape for the victims; harmful material could be easily preserved as well as quickly and widely spread (p.374)”. In this study, Qing demonstrates he discusses what the actual students did. The results were very interesting. Qing, L. (2010) stated, “When students witnessed cyber-bullying, about one in seven chose to join in and one in eight actually cheered the cyberbully on. The vast majority, over 70%, reported that they watched but did not participate. Over 25% said they chose to leave the online environment. Almost 9% reported they objected to others but not directly to the cyberbully, whereas 23% answered they objected directly to the cyberbully. About 35% tried to help or befriend the victim, but less than 10% reported the incidents to someone who could help the victim (p.380)”. These statistics are very troublesome. Students are watched cyber bullying being demonstrated but they won’t do anything because they don’t want anything to happen to them. Additionally, according to Qing,L (2010), “What did the students consider the intention of cyber-bullying to be? About one in five thought it was because cyberbullies considered such behavior “cool”; almost 45% of the students thought the cyberbullies either felt insecure or were angry or jealous. Over 63% believed that cyberbullies did it for fun. Almost 45% of students thought that the cyberbullies were mean, bored, or having family problems. Nearly 30% believed that cyberbullies used it as a defense mechanism(p.380)”.
As teachers, we know why cyber bullying is happening and what we can do in our classroom to stop it. Teachers can help by demonstrating lessons to the students on what cyber bullying is and how it is portrayed to give the students a sense of what to look for. Teachers can also enforce a policy to not use social media and or cellphones in their classroom. Educators need to find a way to bond with the students again to make school a safe haven for these young minds.
2. Digital Footprints
According to Kligiene, S. N. (2012), “A digital footprint is a combination of activities and behavior when the entity under consideration (a person or something else) is acting in the digital environment(p.69)”. A digital footprint is in essence everything that you might do on your electronic device. Additionally, Kligiene, S. N. (2012) states, “These may be log on or off records, address of visited web pages, open or developed files, e-mails or chat records. Digital footprints of this kind are accessible to data mining when the interested parties seek to learn more about some entity or individual. The footprints show the sites where we have been, how long and how often they were visited. That is as if the moments of memory (p. 69)”. Digital footprints are the memory of what you visited on the internet. For some there is nothing to hide, but for others this will show people what site that person might have been on. Students think there are no consequences because it’s just the internet. But in a matter of seconds, a picture of you eating a whole lemon pie could be on everyone news feed on Facebook. Teachers need to educate their students on what a digital footprint is and how there are consequences for everything that you do. Additionally, according to Kligiene, S. N.(2012), “We can diminish threats and dangers as yet only by enlightening users, educating specialists in the spirit of professional ethics already at the university lecture-rooms, by stressing the importance of professional ethics in the stages of social media creation and keeping to them. Thus, social media pitfalls that threaten users because of possible usage of digital footprints could not be dangerous in the context of professional ethics (p. 77)”. Digital footprints are dangerous for a number of reasons. Those footprints track your every move. For example, say you wanted to look up something about making a rollercoaster. IT Specialists can track everything that you looked up. In some aspects people have nothing to hide, but it’s also scary to think that someone can trace your every move from the internet. Also, according to Demers, J. A., & Sullivan, A. L. (2016) “Although technology can provide numerous advantages in the workplace, it also introduces several challenges, including increased vulnerability of private information (p. 518)”. Everyone’s information is being displayed on the internet. People can search their name and their address, and their maiden name and pictures come up. To some people, they don’t care but to others it’s very discomforting to know that anyone can get your information. Someone could get your information and pretend to be you which would open up another bad situation. Demers, J. A., & Sullivan, A. L. (2016) states, “Through various social media platforms, a plethora of personal information is disseminated in the form of text, photos, and video. Although users can apply privacy settings, any electronic data stored on the web may potentially be accessible to others (p. 522)”. This was a big eye opener for me, that even though there are privacy settings people might be able to access my page. Why does this happen? How can we feel safe if we aren’t really safe at all? It’s unethical to pretend to be someone else and it’s also unethical to use someone’s digital footprints against them.
3. Intellectual Property
According to WIPO, “Intellectual property refers to creations of the mind: inventions; literary and artistic works; and symbols, names and images used in commerce(p.1)”. Intellectual property is divided into two parts; copyright and industrial property. People can benefit from intellectual property. WIPO states, “The multibillion dollar film, recording, publishing and software industries – which bring pleasure to millions of people worldwide – would not exist without copyright protection (p.4)”. Having intellectual property allows people to enjoy movies because they can’t be copyrighted. Additionally, WIPO states, “ Without the rewards provided by the patent system, researchers and inventors would have little incentive to continue producing better and more efficient products for consumers(p.4)”. The reason why we have intellectual property is to provide people with a patent so someone can’t steal their idea. Once they come up with this patent, they can make money off it and improve the kinks of the design and product. Furthermore, WIPO states, “Consumers would have no means to confidently buy products or services without reliable, international trademark protection and enforcement mechanisms to discourage counterfeiting and piracy(p.4)”. Without intellectual property people would not have a reliable international trademark protection. This would make it extremely difficult to enforce and discourage counterfeiting. Also, this would lead to massive piracy across the nation. So it’s good that we have these laws that protect us with patents, trademarks, and copyrights. As an educator, it’s unethical to steal someone’s work. It’s also unethical for a student to steal someone’s work. Intellectual property allows people to use something that isn’t theirs and gives the person or company the credit they are due. According to Harris, A. L., Lang, M., Yates, D., & Kruck, S. E. (2011), “A decade and a half later, we have now reached a stage where the Internet pervades the everyday lives of citizens, reaching into homes where children play on games consoles, and interact with social media sites, into the workplace where our email and Web browsing activities are being logged and mined, into public services where citizens’ private information is recorded within government and healthcare systems, and into the street where our consumer behavior and physical movements can be tracked by stealth. There are very few places the Internet does not pervade today(p.184)”. This is disheartening but it’s also the reality of the internet. People use the internet for just about anything. Insuring that students use intellectual properties correctly will teach the students the necessary guidelines when using someone’s work. Additionally, according to Harris, A. L., Lang, M., Yates, D., & Kruck, S. E. (2011), “The illegal copying and distribution of software, music, video and other forms of digital media is a major issue, particularly amongst students of the “Millennial Generation,” some of whom might never have acquired digital media through legitimate means(p.186)”. For students in this generation they think it is okay to download music without having to pay for it. An artist spent countless hours making the music, in return students should not copyright the music or trademark the music because that is unethical. Students don’t seem to understand that they are downloading someone else’s work. As an educator it is our job to educate the Millennials and teach them that even though it is music, it’s not theirs so they have to take the right methods to listen to music. This is a huge party of intellectual property. Furthermore, Harris, A. L., Lang, M., Yates, D., & Kruck, S. E. (2011) states, “Ethics and social responsibility are not new phenomena, but recent developments in IT exponentially advance their effects. For example, one could reasonably argue that individual privacy has never been more threatened. Likewise, the risk of manipulation of information, particularly of vulnerable populations, places serious obligations and responsibilities upon data controllers(p.187)”. It is our job as educators to teach students about the necessary ethics in the cyber world. By showing the students what is ethical and unethical, it will hopefully sink in that some of the careless things they might do on the internet aren’t as ethical as they thought.
Do students know what a phishing scheme is? Let’s first define phishing. According to Microsoft, “Phishing (pronounced "fishing") is a type of online identity theft. It uses email and fraudulent websites that are designed to steal your personal data or information such as credit card numbers, passwords, account data, or other information. Con artists might send millions of fraudulent email messages with links to fraudulent websites that appear to come from websites you trust, like your bank or credit card company, and request that you provide personal information. Criminals can use this information for many different types of fraud, such as to steal money from your account, to open new accounts in your name, or to obtain official documents using your identity.” Educators need to teach students about phishing and how dangerous it could be for them. Phishing is completely unethical and it’s very sad that millions of people get scammed every day. According to Arachchilage, N. G., Love, S., & Beznosov, K. (2016),“The game was designed and developed as an educational tool to teach computer users how to thwart phishing attacks. The study results showed a significant improvement of participants' phishing avoidance behavior and suggested that participants' threat perception, safeguard effectiveness, self-efficacy, perceived severity and perceived susceptibility elements positively impact threat avoidance behavior, whereas safeguard cost had a negative impact on it(p.186)”. Using the mobile game prototype will hopefully promote less phishing schemes and scams. There are many way to determine if a website is a phishing scam. According to Arachchilage, N. G., Love, S., & Beznosov, K. (2016),“ Possible phishing attacks can be identified in several ways, such as by carefully looking at the website address, so called Universal Resource Locator (URL), signs (i.e., VeriSign, https, Extended Validation (EV) certificates), content and jargon of the web page, the lock icon(s) on the browser chrome, the context of the email message and the general warning messages displayed on the website(p.187)”. Teachers can teach students the appropriate way to search for something on the internet. They can go over the key elements that make the website secure. One of those key elements to look for is a lock icon when purchasing something on the internet. Also, teachers can show students how to search for something using the web. Additionally, Arachchilage, N. G., Love, S., & Beznosov, K. (2016) state, “Website addresses that have numbers in the front are generally scams” or “a company name followed by a hyphen in a URL is generally a scam (p.188)”. Teaching the students the ins and outs of the internet is extremely beneficial. Furthermore, according to Arachchilage, N. G., Love, S., & Beznosov, K. (2016), “All participants were convinced that the mobile game is somewhat effective in enhancing their avoidance behavior through motivation to protect themselves from phishing threats. Their common argument was that books, papers, articles and lecture notes are boring. Those materials cannot provide fun with immediate feedback, whereas this type of mobile game based education can actually provide both. This would have motivated them to play the game to learn about phishing threats(p.193)”. Students want to learn through tangible things, such as playing a game. If you can motivate the student to learn about a certain subject it will keep their interest and then they will want to learn more. The phishing game would be beneficial for students to play so that they can recognize a phishing threat. By educating our youth, we are giving them guidelines to be successful adults.
by Mary Cook
What is cyber safety? Cyber safety “…is the process of using the services and resources of the Internet in a safe and secure manner" (Sammons, J, 2017). With the rise of technology over the years, there are many ways information can be stored secretly on a network. Many people need to be aware when websites ask for personal information when creating accounts, their information may be shared with other scam websites, which can result in viruses on your technology device and personal information being used secretly. Listed below are four aspects to consider to have a cyber safety plan.
1. Knowledge is Power
It is essential for all children and adults to learn about cyber safety to prevent any personal information being accessed. As it is stated, "The goal of cyber safety is to safeguard your computer, personal information, and loved ones from attacks and other potential threats" (Sammons, J, 2017). Educators should create an instructional lesson on cyber safety for their class. Students need to learn. "Just like any property, your computer or mobile device might be stolen, lost, or damaged in some way, but connecting it to the Web also means you can be exposed to malware, viruses, hackers, and other threats" (Sammons, J, 2017). All people should be aware of the dangers that can occur online.
2. Situational Awareness
People should be aware of what information is shared on the web. As stated, "A federal law, the Children's Online Privacy Protection Act (COPPA), was created to help protect kid’s younger than 13 when engaged in online activities" (Internet Safety, n.d.). Children of a young age may be lead to a non-secure website when using the Internet for fun activities. COPPA is a predental measured used at many schools to block students from having access to certain websites. As it is explained, "It's designed to keep anyone from getting a child's personal information without a parent knowing about it and agreeing to it first" (Internet Safety, n.d.). As an educator, COPPA allows teachers the opportunity to teach small group lessons or whole-group lessons without worrying about what students are viewing on their screen. To maintain security on what is shared on websites, "COPPA requires websites to explain their privacy policies on the site and get parental consent before collecting or using a child's personal information, such as a name, address, phone number, or Social Security number" (Internet Safety, n.d.). Young children do not have control to create personal accounts without consulting an adult. This preventable measure eliminates any information from reaching a non-secure website. For older children and adults, "Online tools are available that will let you control your kids' access to adult material and help protect them from Internet predators" (Internet Safety, n.d.). Online tools protect your privacy by providing trusted secured networks and public websites. Talking to students “about potential online dangers and monitoring their computer use, you'll help them surf the Internet safely" (Internet Safety, n.d.).
3. Threat Recognition
All people should identify any strange emails or files received to prevent any viruses on a technology device. Personal emails are provided to people on a daily basis. When purchasing items, stores may ask for an email to verify an address or to send out promotions. Before opening a received email, it is a good idea to make sure the person sending the email is from a verified source. Many emails “…have information of some kind included with the email called an attachment which could be virus infected" (Sammons, J, 2017). The attachments in your email “...may take you to a site to fool you into providing sensitive information or automatically download and infect your system with malware" (Sammons, J, 2017). Students of all ages should be aware of such occurrences. There are many preventable ways to assist in eliminating scam emails. Many email servers offer cyber security plans. For example, "Gmail offers a number of features designed to protect your privacy and enhance the security of using email" (Sammons, J, 2017). The features on Google maintain a close proximity of what is delivered to a person online. Also, it is “…advisable to setup separate email accounts for different types of online activities" (Sammons, J, 2017). A generic account, work email, social media email, and regular everyday email are four types of emails people can use for online activities. In addition, it is ideal to make sure your email does not reveal too much personal information. For example, "...when you sign up with an ISP, you're issued an email address that includes your name in it or your first initial and last name" (Sammons, J, 2017). Changing the email to a more private email, such as first and last initials and random numbers, is a great way to prevent a random person from contacting you for personal information.
4. Private vs. Public Information
People need to be aware that information shared on the Internet is not private. Many communication tools, such as Facebook and Twitter, offer people the ability to write comments and share images on the Internet. Many children and adults are not aware that information online is immediately accessed and shared with other websites. As it is stated, "Solitary use of the internet, even while posting to a social media site, may create an impression of privacy. It is a mistaken belief that the communication or post is private and accessible only to the intended recipient" (Peate, I, 2015). Credit card numbers and social security numbers can be retrieved from several non-secure websites. As explained, "Content, once posted or sent, can be disseminated to others and where this content ends are no longer under the control of the original sender or person posting" (Peate, I, 2015). Furthermore, before using any communication tools, "Consider carefully who and what you associate with on social media" (Peate, I, 2015). Agreeing with someone’s comment or image posted online can portray you with having the same opinion. Showing the students why this is important may prevent them from any negative circumstances arising at school or in the workplace. Finally, many communication tools have privacy settings that “…can change frequently on social media sites. Every few weeks, you should review your own settings" (Peate, I, 2015). Checking privacy settings every few weeks is a great preventable measure to make sure private information shared online is not being confiscated.
by Luis Nunez
The concept of Cybersecurity is not new, but its application in the classroom is. Portia Pusey and William Sadera (2011), Towson University contributors to 3 C's: Preservice Teacher Knowledge, Preparedness, and the Need for Teacher Education to Make a Difference acknowledge, "Computer owners must know more than how the computer and the various programs function; they need to know how to keep themselves and their data safe from harm." Pamela Warren, cybercrime strategist and director of global public sector and critical infrastructure initiatives for McAfee identifies the proliferation of information technology (IT) in schools and a need for students to be cognizant of Cybersecurity by "arming them with smart resources to protect themselves online from the beginning of the formal education process and to continue reinforcing those messages throughout their K-12 experience." In the classroom, where more and more students are incorporating the use of their personal mobile devices (smartphones, tablets, and other portable electronic devices) to compliment or supplement course material in the classroom, the opportunity to spill malicious content or infectious data into the classroom's IT environment is not a question of when, it's a matter of how. Through the proper implementation of authorized Cybersecurity tools, can educators begin to firewall the cyber realm from their school house.
With the introduction of IT in the classroom, the application and use of antivirus (AV) should be mandatory. Combined with complementary software suites—a bundle of software working in tangent with each other, AV software will safeguard your classroom from malicious content and provide your students a safe operating environment. There are a wide range of AV software agents/vendors supporting academia. McAfee, Symantec, and Avast are three prominent agents supporting Cybersecurity, offering discounted AV software suites for deployment to an academic enclave—an IT environment operating within a specific network boundary and IT range. Offerings of "Cloud-based Protection" and "Antivirus and Anti-malware for Workstations," as well as, "Rescue Disk" or "Anti Spam" applications are some of the many software suites offered by these agents to enhance security and uniformity when utilizing IT (Avast, 2007). Regardless of the nomenclature of the software or the number of devices used on your enclave, the protection offered from these agents works at its best when incorporated as a whole, rather than cherry-picking one or two applications for implementation. For example, Cybersecurity is diminished if a school deploys only AV and anti-malware software for classroom desktop computers, but ignores server protection. The same is true for deploying anti-spam technology for e-mail, but opting out of implementing firewall protection for your enclave. Similar to a player and their position on your favorite sports team, AV software can operate and function properly on its own, however, its Cybersecurity potential can only be unlocked when grouped with other applications working together as a team on your school's enclave to protect and safeguard your classroom and students from malicious content.
In 2011, Zogby and the U.S. National Cyber Security Alliance conducted a study on The State of K-12 Cyberethics, Cybersafety and Cybersecurity Curriculum in the United States classroom, surveying approximately 1,012 teachers, 200 technology coordinators, and 402 school administrators (p. 2). For Cybersecurity, only 30% of teachers felt it was necessary for a "cybersecurity curriculum be taught in the classroom setting," where 70% of school admins acknowledge Cybersecurity as a necessary requirement on their enclave (p. 4). When educators from this study were asked if Cybersecurity was discussed or taught during the academic school year, 50% of the over 1,000 teachers said it was not a relevant topic of discussion (p. 8). Additionally, only 1% of the educators surveyed stated spending 35 hours or more throughout the academic school year teaching Cybersecurity in the classroom (p. 9). With the mindset of Cybersecurity as an irrelevant tool in their classroom, these educators present a tremendous vulnerability for a cyber-criminal to exploit. To elevate awareness for Cybersecurity in U.S. schools, the National Cyber Security Alliance, sponsored by McAfee and CyberSmart! Education, teamed up in October 2004 to kickstart Cybersecurity Awareness Month and to bring free Cybersecurity learning resources to K-12 classrooms. Some of these free Cybersecurity resources include "posters, activities, and checklists to help students maintain good cybersecurity practices are being released" (Newswire, 2011, p. 1). Their portal is updated frequently and offers relevant information to parents, students, educators, and administrators in safeguarding themselves and their schools from malicious content and cyber-criminals, https://staysafeonline.org.
Let's consider some basic tips to safeguard your K-12 student and keep them engaged with the concept of Cybersecurity. From StaySafeOnline.org, part of the U.S. National Cyber Security Alliance:
Basic tips for keeping students at this level engaged:
Make sure your presentation is interactive! This will help younger students stay focused.
Keep your talk and any instructions relatively short and simple. For many students at this age it is difficult to maintain attention for too long or remember long directions.
Your main objective at this level is to teach them how to stay safe and reinforce that they should only be online when a parent or guardian are sitting with them.
Key concepts for students at this age level to understand and apply to their online experience:
It is essential that students understand and commit to not sharing personal information with anyone they meet online.
Reinforce that children should talk openly with their parents or guardian about what they see online and should always tell them if anyone asks for personal information.
Students must commit to follow the family and school rules about safety on the Internet and when playing online games.
Cyberethics is an immense deal and it’s not something to take lightly. There are many different types of ethics but I only named a few. The few that I named seem the most important to me. Teaching our students about cyber bullying, digital footprints, intellectual property, and phishing schemes will hopefully make the students more aware of what is really on the Internet. The Internet can be a scary place to some, but with the appropriate lessons and knowledge students and teacher will be able to feel more at ease.
Cyber safety is essential for all to take seriously and familiarize themselves. In today’s society with so much technology that is easily accessed, knowing how to protect yourself is very important. Pertaining the knowledge of the three aspects may prevent any hazardous viruses on your computer or any websites retrieving your private information. As an educator, a cyber safety instructional lesson may lead to a safer technology future.
Cybersecurity is an evolving process. As cyber-criminals find new ways to lure students to malicious content, schools must do what they can to stay-up-to-date with the latest in AV tools and information. To combat cybercrime, educators must be cognizant of threats affecting their classrooms and push school administration to implement AV suites on their school's enclave. As students continue to grasp the importance of the Internet and the resources readily available on the World Wide Web, educators must plan and teach Cybersecurity methods to protect students from unwittingly releasing personal information. Additionally, educators must continue to incorporate Cybersecurity education in their classroom and provide the means to safeguard student's digital information from becoming infected by malicious content, bringing that digital information to the classroom, and inadvertently infecting school enclaves with viruses and others forms of malicious content.
Arachchilage, N. G., Love, S., & Beznosov, K. (2016). Full length article: Phishing threat avoidance behavior: An empirical investigation. Computers In Human Behavior, 60185-197. doi:10.1016/j.chb.2016.02.065 Retrieved from: http://ac.els-cdn.com.ezproxy.umuc.edu/S0747563216301236/1-s2.0-S0747563216301236-main.pdf?_tid=81700cc6-5c46-11e7-89f2-00000aab0f26&acdnat=1498684534_054133fd48f0e4c347e3
Avast. (2017). Protect your school from cyber threats. Retrieved from https://www.avast.com/education
Demers, J. A., & Sullivan, A. L. (2016). Confronting the Ubiquity of Electronic Communication and Social Media: Ethical and Legal Considerations for Psychoeducational Practice. Psychology In The Schools, 53(5), 517-532. Retrieved from: http://eds.a.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?vid=24&sid=15e7797f-118e-4a5f-b7e2-917c79253794%40sessionmgr4009
Dilmaç, B., Yurt, E., Aydın, M., & Kaşarcı, İ. (2016). Predictive Relationship between Humane Values of Adolescents Cyberbullying and Cyberbullying Sensibility. Electronic Journal of Research In Educational Psychology, 14(1), 3-22. doi:10.14204/ejrep.38.14123 Retrieved from: http://eds.a.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?vid=19&sid=15e7797f-118e-4a5f-b7e2-917c79253794%40sessionmgr4009
Harris, A. L., Lang, M., Yates, D., & Kruck, S. E. (2011). Incorporating Ethics and Social Responsibility in IS Education. Journal Of Information Systems Education, 22(3), 183-189. Retrieved from: http://eds.b.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?vid=13&sid=5225d5cf-520b-440c-a010-a8a9ead5a076%40sessionmgr120
Kligiene, S. N. (2012). Digital Footprints in the Context of Professional Ethics. Informatics In Education, 11(1), 65-79. Retrieved from http://s.a.ebscohost.com.ezproxy.umuc.edu/eds/command/detail?vid=25&sid=15e7797f-118e-4a5f-b7e2-917c79253794%40sessionmgr4009&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#AN=EJ1064289&db=eric:
Knapp, J. (2009) Chapter 9: Google and Wikipedia: Friends or Foes? In Teaching Generation M: A Handbook for Librarians and Educators
Microsoft (2017) Phishing (What is it). Retrieved from: https://www.microsoft.com/en-us/safety/online-privacy/phishing-faq.aspx
National Cyber Security Alliance. (2017). I Want to Teach Online Safety: Grades K-12.
Retrieved from https://staysafeonline.org.
Newswire. (2011, October 13). National Cyber Security Alliance, McAfee and CyberSmart!
Education Team Up to Bring Cybersecurity Learning Resources to K-12 Classrooms. PR
Newswire US. Retrieved from http://eds.a.ebscohost.com.ezproxy.umuc.edu/eds/detail/deta
Pusey, P., and Sadera, W. A. (2011). Cyberethics, Cybersafety, and Cybersecurity: Preservice Teacher Knowledge, Preparedness, and the Need for Teacher Education to Make a Difference. Retrieved from http://files.eric.ed.gov/fulltext/EJ960154.pdf
Qing, L. (2010). Cyberbullying in High Schools: A Study of Students' Behaviors and Beliefs about This New Phenomenon. Journal Of Aggression, Maltreatment & Trauma, 19(4), 372-392. doi:10.1080/1092677100378897 Retrieved from: http://eds.a.ebscohost.com.ezproxy.umuc.edu/eds/pdfviewer/pdfviewer?vid=22&sid=15e7797f-118e-4a5f-b7e2-917c79253794%40sessionmgr4009
World Intellectual Property Organization (2016) What is Intellectual Property? Retrieved from http://www.wipo.int/edocs/pubdocs/en/intproperty/450/wipo_pub_450.pdf
Zogby. (2011). The State of K-12 Cyberethics, Cybersafety and Cybersecurity Curriculum in the United States. The National Cyber Security Alliance. Retrieved from https://staysafeonline.org/download/datasets/2052/2011_national_k12_study.pdf
Photos and videos are a great way to add visuals to your wiki. Find videos about your topic by exploring Fandom's Video Library.