Chapter 5 in this book is called "Network Security vs. Access." Again, this chapter goes with the trend of relating to chapter 6 of the Williamson text. I had not really thought of the fact that entire servers and school systems can catch one virus and bring down the entire slew of computers attached to them. I guess I knew it could happen, but had not considered that it actually did happen.
This chapter talks about the dangers of viruses, hackers, and internet connections going down. Many students are extremely familiar with technology and know more than many adults and are learning to hack into school computers and change their grades. Cost is a huge problem for network security because it is very expensive. Sensitive and confidential information is being hacked into through school computers. Students need to be safe from harmful content on the internet. Teachers need to be productive and use the technology in schools so the money is well spent. Access and functionality plays a huge part; computers or projectors may be available, but then internet or SmartBoards are not which causes major problems. In response to all of these problems schools may restrict permissions, block instant messaging, disable use of USB drives, add firewalls/antivirus/spam filters, implement policies and procedures, and restrict server use. There is a list of 6 areas for balancing security with access: 1. develop a network rights strategy, 2. manage, without restricting, desktop computer activity so that instructional needs are balanced with desktop security, 3. monitor student use, 4. block unauthorized access from the outside through the use of firewalls, 5. customize the firewall to meet functional requirements, 6. set up secure remote access, so that teachers can use the school server from home.
I think this chapter would be great for school systems when trying to secure their servers and such. I love the firewall suggestions and the 6th suggestion so that teachers can have access from home. It is inconvenient when teachers cannot access their gradebooks or other things from their home computers because of firewalls or other security that might block their access.
Saturday, December 3, 2011
GEM-4
Chapter 4 in this book is titled "Misuse of Mobile Communication Devices and Cyberbullying." At first I was apprehensive if these two should be included in one chapter, but it turned out to work very well and cover many different necessary problems and recommendations to fix them. This chapter continues to go along with the theme of the rest of the book and relate to chapter 6 of the ISTE book we used during class time.
This chapter talks about misuse and abuse of mobile communication devices (MCDs) in the classroom. Teachers have seen cheating, videos posted without permission, cyberbullying, etc. in schools with the rise of MCDs. Students are able to text others for test answers, make lists of answers, and even simply find answers online during tests which is causing problems in classroom testing. Audio, video, text, and photos have been posted without permission which has been getting many students into trouble with teachers and administrators. Also, many students are being cyberbullied during the school day and after the school day on social sights like Facebook, Myspace, and Twitter. This problem comes in many shapes and forms and is not always easy to identify. Many schools are simply banning the use of MCDs to try to solve this problem, but that makes many students want to try to use them even more. Some schools are implementing planned use, but even then many students are using them outside of the rules. This book suggests to embrace them and find ways to use these MCDs in classroom settings so that students are using them for learning rather than harm. There is a list of measures to take if students are being cyberbullied. Make sure teachers, students, and parents understand any policy in place for MCDs in schools.
This chapter is useful because it gives uses for MCDs in schools that help students learn. However, it is a stretch for those of us going into elementary education. Even though children are getting students younger and younger, it is not realistic to expect that each student in your 3rd grade classroom will have a cell phone or other MCD.
This chapter talks about misuse and abuse of mobile communication devices (MCDs) in the classroom. Teachers have seen cheating, videos posted without permission, cyberbullying, etc. in schools with the rise of MCDs. Students are able to text others for test answers, make lists of answers, and even simply find answers online during tests which is causing problems in classroom testing. Audio, video, text, and photos have been posted without permission which has been getting many students into trouble with teachers and administrators. Also, many students are being cyberbullied during the school day and after the school day on social sights like Facebook, Myspace, and Twitter. This problem comes in many shapes and forms and is not always easy to identify. Many schools are simply banning the use of MCDs to try to solve this problem, but that makes many students want to try to use them even more. Some schools are implementing planned use, but even then many students are using them outside of the rules. This book suggests to embrace them and find ways to use these MCDs in classroom settings so that students are using them for learning rather than harm. There is a list of measures to take if students are being cyberbullied. Make sure teachers, students, and parents understand any policy in place for MCDs in schools.
This chapter is useful because it gives uses for MCDs in schools that help students learn. However, it is a stretch for those of us going into elementary education. Even though children are getting students younger and younger, it is not realistic to expect that each student in your 3rd grade classroom will have a cell phone or other MCD.
GEM-3
Chapter 3 in Security vs. Access is titled, Predators, or Ensnaring Young People. This chapter again goes along with chapter 6 in the Williamson text. This chapter contains interesting information and I enjoyed reading this information to make myself more aware of what is going on in the online world.
There are people out there who mask who they really are with unhappy intentions. Some adults use it with sexual intentions with minors. These people are known as predators. Pedophiles can use the internet to bring children into sexual relationships that are inappropriate. "Between 1996 and 2007, the number of child pornography or sexual exploitation cases rose from 113 to 2,443, an increase of 2,162%." Misperceptions of these predators are that they are always adult males looking for young children, that any personal information on the internet leads to abduction and assault, and that children are always tricked into meeting predators. Young children are not usually the victims, most are teenagers betweent he ages of 13-17. These crimes are not through stalking, abduction, or violence; typically they are attempting to engage sexually. Predators play with teen's emotions and convince them they can be trusted and they can meet them safely. Child sex crimes are not new and have not appeared as the internet has become popular, but the internet is a new medium through which predators can attempt these crimes. Teachers and parents must be responsible in informing their children about online predators and the precautions to implement so their children are not victimized. There are lists to go through with young children and adolescents. There is a list of ways to report victimizing situations in this chapter also.
This is great information for the classroom. It shows the importance of needing to use avatars and screennames in classes for online programs where names and photos are used in the classroom. Teachers do not want their students becoming the victims of these online predators and it is important that proper precautions are put in place so that this does not happen.
There are people out there who mask who they really are with unhappy intentions. Some adults use it with sexual intentions with minors. These people are known as predators. Pedophiles can use the internet to bring children into sexual relationships that are inappropriate. "Between 1996 and 2007, the number of child pornography or sexual exploitation cases rose from 113 to 2,443, an increase of 2,162%." Misperceptions of these predators are that they are always adult males looking for young children, that any personal information on the internet leads to abduction and assault, and that children are always tricked into meeting predators. Young children are not usually the victims, most are teenagers betweent he ages of 13-17. These crimes are not through stalking, abduction, or violence; typically they are attempting to engage sexually. Predators play with teen's emotions and convince them they can be trusted and they can meet them safely. Child sex crimes are not new and have not appeared as the internet has become popular, but the internet is a new medium through which predators can attempt these crimes. Teachers and parents must be responsible in informing their children about online predators and the precautions to implement so their children are not victimized. There are lists to go through with young children and adolescents. There is a list of ways to report victimizing situations in this chapter also.
This is great information for the classroom. It shows the importance of needing to use avatars and screennames in classes for online programs where names and photos are used in the classroom. Teachers do not want their students becoming the victims of these online predators and it is important that proper precautions are put in place so that this does not happen.
GEM-2
Chapter 2 of Security vs. Access is called inappropriate content. This chapter would go along with Chapter 6 in the ISTE book also. This chapter goes with the area of online safety.
This chapter talks about the scare of students being exposed to inappropriate things while they are online and under teachers' supervision. Some things that are typed into search engines can bring up completely different kinds of things than what you are actually looking for that happen to have the same key words. There is a danger in teens using gang signs in their online photos because they think it is cool or funny. There is a story in this chapter about teens in Hong Kong who were arrested because they possessed a type of explosive they had read how to make online. In the U.S. 87% of young people use the Internet daily. 2/3 of those, and rising, use it at school. 99% of that 87% use the internet in multiple locations throughout the day. There is no way to protect students from the dangers of the internet 100% of the time, but precautions can be taken. Students need to be aware of what to do when inappropriate or undesirable items appear on their screens. Filtering and blocking software can help limit many sights that might be inappropriate for students to be on. Parents and students should be aware of the acceptable use policy (AUP) at their school. Students should be under direct supervision when they are online.
This is a very good chapter to help a school or teachers know how to help keep their students away from undesirable content. I think that it is really important for parents and teachers to know that students cannot be protected 100% of the time, but precautions can be placed to help the chances be even lower. Teachers should assume the responsibility of instructing students on what to do if inappropriate or bad information/photos/videos are on the website before them.
This chapter talks about the scare of students being exposed to inappropriate things while they are online and under teachers' supervision. Some things that are typed into search engines can bring up completely different kinds of things than what you are actually looking for that happen to have the same key words. There is a danger in teens using gang signs in their online photos because they think it is cool or funny. There is a story in this chapter about teens in Hong Kong who were arrested because they possessed a type of explosive they had read how to make online. In the U.S. 87% of young people use the Internet daily. 2/3 of those, and rising, use it at school. 99% of that 87% use the internet in multiple locations throughout the day. There is no way to protect students from the dangers of the internet 100% of the time, but precautions can be taken. Students need to be aware of what to do when inappropriate or undesirable items appear on their screens. Filtering and blocking software can help limit many sights that might be inappropriate for students to be on. Parents and students should be aware of the acceptable use policy (AUP) at their school. Students should be under direct supervision when they are online.
This is a very good chapter to help a school or teachers know how to help keep their students away from undesirable content. I think that it is really important for parents and teachers to know that students cannot be protected 100% of the time, but precautions can be placed to help the chances be even lower. Teachers should assume the responsibility of instructing students on what to do if inappropriate or bad information/photos/videos are on the website before them.
GEM-1
For my GEM track I have been reading the book Security vs. Access: Balancing Safety and Productivity in the Digital School. After reading chapter 1 called "The Threat of Security and Its Effects on Access", I see this chapter directly relating to chapter 6. I think this book will mostly go along with chapter 6 because it about security and access and that goes with "Social, Ethical, Legal, and Human Issues" like from the Williamson text.
This chapter started by presenting a teacher with who ordered bulbs online on a Saturday that he had come in on his own time to do some work at school and was accused with inappropriate use of the internet at school. This teacher then explains how the school does not allow any CDs to be burned on the school computers even simple Powerpoints that the class creates because they have a fear of copyright laws violate. There are many more stories like this teachers' out there of school systems hindering the use of technology in school because of fears. However, technology cannot be fully integrated and students will not get all of the 21st century skills needed if they are stopped from using certain parts of technology. Barriers included in technology integration are "a lack of appropriate hardware and software, a lack of training, insufficient administrative support, and collegial jealousy." There are 8 security threats listed at the end of the chapter that the rest of the book goes through and talks about.
In this chapter there is a sentence, "Most teachers do not worry about using a picture of Snoopy or Scooby-Doo to brighten a classroom bulletin board, but those same teachers may be genuinely frightened at the prospect of prosecution for using that same picture on a classroom-related web page." This sentence rang so true as I read it. I had never thought of it in those terms, but that is the fear that is present in classrooms today. Teachers should not have to worry that the picture they use in their classroom going up on their website would cause copyright issues.
This chapter started by presenting a teacher with who ordered bulbs online on a Saturday that he had come in on his own time to do some work at school and was accused with inappropriate use of the internet at school. This teacher then explains how the school does not allow any CDs to be burned on the school computers even simple Powerpoints that the class creates because they have a fear of copyright laws violate. There are many more stories like this teachers' out there of school systems hindering the use of technology in school because of fears. However, technology cannot be fully integrated and students will not get all of the 21st century skills needed if they are stopped from using certain parts of technology. Barriers included in technology integration are "a lack of appropriate hardware and software, a lack of training, insufficient administrative support, and collegial jealousy." There are 8 security threats listed at the end of the chapter that the rest of the book goes through and talks about.
- Inappropriate content
- Predators, or ensnarement
- Misuse of mobile communication devices
- Cyberbullying
- Network security
- Inappropriate network use
- Copyright infringement
- Data and identity theft
In this chapter there is a sentence, "Most teachers do not worry about using a picture of Snoopy or Scooby-Doo to brighten a classroom bulletin board, but those same teachers may be genuinely frightened at the prospect of prosecution for using that same picture on a classroom-related web page." This sentence rang so true as I read it. I had never thought of it in those terms, but that is the fear that is present in classrooms today. Teachers should not have to worry that the picture they use in their classroom going up on their website would cause copyright issues.
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