Introduction to Digital Rights and Responsibilities
From the first day of the
school year, students are instructed to follow the classroom and school rules.
Students learn the expectations of responsible behavior in the classroom, the
hallway, the bathroom, the cafeteria, the playground, the bus and so forth.
Teachers help the students learn the rules through role play, assemblies, and
class discussions. Positive behavior support rewards those students acting as
responsible students throughout the school day. At home, parents establish rules
and expectations for student behavior. Just as it is important to establish
these rules and expectations for the school and the home, it is imperative that
parents and educators establish similar rules and expectations for responsible
behavior in the digital world. Students need guidelines and boundaries and are
often successful when they know and understand the expectations. Educators and
parents must model appropriate use of technology at home and at school. They
must teach students about responsible use of technology. Through effective
modeling and teaching, the students can successfully and safely participate in
today's digital society.
As stated within the NETs standard for digital citizenship, students are expected to "advocate and practice safe, legal and responsible use of information and technology" (International Society for Technology in Education, 2007). Digital rights and responsibilities address this component of the standard. Parents and educators need to work together, use available resources, and create opportunities for our students that promote safe, legal and responsible use of technology. As students participate in the digital world, they have to learn about internet safety, the best practices when using information online and the responsibilities that accompany technology use. With access to so many different websites, it is very easy to misuse technology. By teaching our students the best practices for technology use and the consequences for misuse, we can prepare them to make informed decisions as they collaborate, communicate and participate in the digital world.
As stated within the NETs standard for digital citizenship, students are expected to "advocate and practice safe, legal and responsible use of information and technology" (International Society for Technology in Education, 2007). Digital rights and responsibilities address this component of the standard. Parents and educators need to work together, use available resources, and create opportunities for our students that promote safe, legal and responsible use of technology. As students participate in the digital world, they have to learn about internet safety, the best practices when using information online and the responsibilities that accompany technology use. With access to so many different websites, it is very easy to misuse technology. By teaching our students the best practices for technology use and the consequences for misuse, we can prepare them to make informed decisions as they collaborate, communicate and participate in the digital world.
What are Digital Rights and Responsibilities?
Digital Rights and
Responsibilities are the "privileges and freedom extended to all digital
technology users, and the behavioral expectations that come with them" (Ribble
& Bailey, 2007). In other words, your students have the privilege and
freedom to engage in technology use during school as well as at home. However,
there are expectations that accompany the privileges and freedom to use
technology. Students must act responsibly as they participate in the digital
world.
Overview
One crucial step in supporting
your student's digital rights and responsibilities is to become familiar with
the Acceptable Use Policy from your child's school. An acceptable use policy
is a policy written to inform parents, staff and students about their rights and
responsibilities in using technology within the school setting. Within this
policy, parents can read about the purpose of technology within the classroom,
the rules and consequences accompanying technology use, and the behavioral
expectations and etiquette when participating in the digital society. Schools
often require a parent's signature as well as a child's signature prior to the
child accessing any technology within the school building. Contact your child's
teacher or school administration for more information regarding the current
acceptable use policy. If your school does not have one, be an advocate for your
children and initiate the process to developing one in your child's school. In
the Resources section below, you will find a pamphlet describing one school's
current acceptable use policy.
Using technology responsibly involves an understanding of many issues. Most importantly, parents and educators want students to be safe when using technology. Students must understand the rules for technology use within the school and at home so that they can have safe experiences online. Students also must learn the consequences that accompany making unsafe and inappropriate choices in digital world. For example, at school loss of privileges is a potential consequence of making illegal and inappropriate choices online.
Additionally, students must learn how to act ethically and legally. Students should be taught how to use material they find online appropriately. Many students, especially at the young ages, do not know about copyright laws and/or the meaning of plagiarism. As the educators and parents, it is essential that we model for them and instruct them on how to use "their own words" and not the authors' words. While at a young age, it may not be developmentally appropriate to teach students how to cite sources, it is necessary to explain that they have to remember to use their words and/or give credit to the author. While most students know what cheating is and looks like within the classroom, many have failed to realize that using some forms of technology during testing situations can be considered cheating. This issue is more frequent at the middle and high school levels, where many students have their cell phones with them at school. Texting during a test or an independent classroom assignment could be understood as cheating. It is important that students realize the impact that technology may have and only use it at the appropriate times.
Cyber bullying and threatening behavior are two other major issues related to this topic of digital rights and responsibilities. Students need to remember that just as bullying is not tolerated in school, bullying online is not tolerated either. Threatening others through technology is also another inappropriate use of technology. Parents and educators must have discussions with students about these topics. Many do not realize the hurt and the negative effects of cyber bullying and online threatening and/or the consequences that accompany these inappropriate choices.
In order to become digital citizens, our students must understand their rights and responsibilities as participants in the digital world. By following their school's AUP, making appropriate choices when using technology, participating in technology lessons that teach safe and appropriate practices of technology use and reporting cyber bullying and threatening behavior, students will be able to engage in safe, ethical and meaningful experiences with today's technology.
Using technology responsibly involves an understanding of many issues. Most importantly, parents and educators want students to be safe when using technology. Students must understand the rules for technology use within the school and at home so that they can have safe experiences online. Students also must learn the consequences that accompany making unsafe and inappropriate choices in digital world. For example, at school loss of privileges is a potential consequence of making illegal and inappropriate choices online.
Additionally, students must learn how to act ethically and legally. Students should be taught how to use material they find online appropriately. Many students, especially at the young ages, do not know about copyright laws and/or the meaning of plagiarism. As the educators and parents, it is essential that we model for them and instruct them on how to use "their own words" and not the authors' words. While at a young age, it may not be developmentally appropriate to teach students how to cite sources, it is necessary to explain that they have to remember to use their words and/or give credit to the author. While most students know what cheating is and looks like within the classroom, many have failed to realize that using some forms of technology during testing situations can be considered cheating. This issue is more frequent at the middle and high school levels, where many students have their cell phones with them at school. Texting during a test or an independent classroom assignment could be understood as cheating. It is important that students realize the impact that technology may have and only use it at the appropriate times.
Cyber bullying and threatening behavior are two other major issues related to this topic of digital rights and responsibilities. Students need to remember that just as bullying is not tolerated in school, bullying online is not tolerated either. Threatening others through technology is also another inappropriate use of technology. Parents and educators must have discussions with students about these topics. Many do not realize the hurt and the negative effects of cyber bullying and online threatening and/or the consequences that accompany these inappropriate choices.
In order to become digital citizens, our students must understand their rights and responsibilities as participants in the digital world. By following their school's AUP, making appropriate choices when using technology, participating in technology lessons that teach safe and appropriate practices of technology use and reporting cyber bullying and threatening behavior, students will be able to engage in safe, ethical and meaningful experiences with today's technology.
Resources
Use the following resources
for further information on the many issues related to digital rights and
responsibilities including cyber bullying and internet
safety.
Let's Fight It Together - Parents, watch this video to gain a better understanding of cyber bullying and its negative impact on students. There are a few inappropriate words so please be mindful of others when viewing the video.
Cyberbullying- Watch BrainPOP's video with your children for an overview of cyber bullying.
Cyberbullying Quiz - Use this as a resource for information about cyber bullying. Have your children take the quiz or take it with them and learn together about this important issue.
Cyberbullying - Laugh at it and you're part of it - This website discusses the many different types of cyber bullying.
Are You a Responsible Digital Citizen? - Parents can play this game with their students or students can play independently to learn
what it means to be a responsible digital citizen. Please note: This game originated in Australia so the laws are a little different than the laws in the United States.
Woogi World - This resource is an online virtual world that allows students to play as they learn how to become 21st century digital citizens.
Connect Safely - This web resource provides parents and educators with a variety of safety tips for teenage students to use as they participate online.
Disney's Internet Safety - Use this website as a guide for parents to teach their children about internet safety.
Let's Fight It Together - Parents, watch this video to gain a better understanding of cyber bullying and its negative impact on students. There are a few inappropriate words so please be mindful of others when viewing the video.
Cyberbullying- Watch BrainPOP's video with your children for an overview of cyber bullying.
Cyberbullying Quiz - Use this as a resource for information about cyber bullying. Have your children take the quiz or take it with them and learn together about this important issue.
Cyberbullying - Laugh at it and you're part of it - This website discusses the many different types of cyber bullying.
Are You a Responsible Digital Citizen? - Parents can play this game with their students or students can play independently to learn
what it means to be a responsible digital citizen. Please note: This game originated in Australia so the laws are a little different than the laws in the United States.
Woogi World - This resource is an online virtual world that allows students to play as they learn how to become 21st century digital citizens.
Connect Safely - This web resource provides parents and educators with a variety of safety tips for teenage students to use as they participate online.
Disney's Internet Safety - Use this website as a guide for parents to teach their children about internet safety.
Additional Information
Many schools and/or school
boards have adopted Acceptable Use Policies (AUP's) as a way to inform parents,
students and educators about the rules, consequences, and expectations for
technology use within the school setting. The following resource is a pamphlet
created to enlighten parents about the critical components of the AUP. Use this
pamphlet to further your understanding of the expectations for technology use
within the classroom. In addition, feel free to use this pamphlet as a guide in
helping develop an AUP at your child's school or implement these guidelines at
home as your children use technology. The other resources listed below can be
used to teach students about internet safety and digital rights.
Overview
Though there are a number of reasons to provide a user network access, by far the most common
is granting access to trustees, employees, students, guests, alumni, faculty, adjunct faculty,
student workers, contractors and volunteers for performance of their job functions and students
for use while on one of the four campuses or working remotely. This access carries certain
responsibilities and obligations as to what constitutes acceptable use of GCTS systems. This policy
explains how GCTS information technology resources are to be used and specifies what actions
are prohibited. While this Acceptable Use Policy (AUP) is as complete as possible, no policy can
cover every situation, and thus the user is asked additionally to use common sense when using
company resources. Questions on what constitutes acceptable use should be directed to the
user’s supervisor or the IT Help Desk. Each user is required to read and certify that he or she
understands this policy relating to acceptable use of GCTS computer resources.
Purpose
The purpose of this policy is to detail the acceptable use of GCTS information technology
resources for the protection of all parties involved. The Acceptable Use Policy is a top-level policy
that describes appropriate and general use for Gordon-Conwell Theological Seminary information
technology resources. It is meant to describe the appropriate the general behavior the Seminary
expects when using technology and encompasses all Seminary technology resources. The
purpose of GCTS IT resources is to support the school's goal of theological education. The following
policy applies to all users of GCTS IT resources regardless of their affiliation with the school.
Scope
All Gordon-Conwell Theological Seminary employees, faculty, guests, students, temporary
workers, volunteers, and contractors are required to review and accept this policy before
access to the network is allowed or other Seminary technology resources is granted. This policy
applies to all equipment the Seminary owns or leases (this includes non-seminary owned
machines that connect through our network). This policy applies to any and all use of GCTS IT
resources including, but not limited to, computer systems, personal mobile devices, email,
network, internet access, online resources and the GCTS Internet connection.
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Policy
Machine Use
User Roles Machine provided1 Access to needed systems
provided2
Staff Yes Yes
Faculty Yes Yes
Adjunct Faculty No Yes
Students No Yes
Student Workers Yes Yes
Alumni No Yes
Contractors No Yes
Contracted Vendors No Yes
Guests No Yes
Classrooms and Lecture Halls No Yes
1 Systems must be budgeted when implementing a new position. IT will build in replacements
between 4-5 years.
2 Access to systems will only be granted based on acceptable use policy being accepted and
followed.
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Applicability of Other Policies
The policies contained here are not meant overrule other pertinent GCTS policies or any federal,
state or local laws. Other policies may apply to the topics covered in this document and as such
the applicable policies should be reviewed as needed. The user should reference related
policies including but not limited to the GCTS Social Media Policy & Guidelines and the GCTS
Identity Theft Prevention Program Red Flags Rules Policy.
Compliance
This policy is intended to be compliant with applicable federal, state and local laws and
regulations including but not limited to the Family Educational Rights and Privacy Act (FERPA).
Additionally, this policy is designed to support compliance.
Personally Identifiable Information
Per the GCTS Identity Theft Prevention Program Red Flag Rules Policy, Personally Identifiable
Information (PII) is defined as “Information which alone, or in combination with other information,
can be used to identify a specific individual. Identifying information includes names (first name
and last name or first initial and last name), social security number, date of birth, driver’s license
number, identification card number, employer or taxpayer identification number, financial
account number, or credit or debit card number (with or without required security code, access
code, personal identification number or password that would permit access to a person’s
financial account), unique electronic identification numbers, address or routing code, or certain
electronic account identifiers associated with telephonic communications.”
E-mail Use
Personal usage of GCTS email systems is permitted as long as A) such usage does not negatively
impact the GCTS computer network, and B) such usage does not negatively impact the user’s job
performance.
• GCTS email distribution lists are for business and academic use and not for personal use.
• The following is never permitted: spamming, harassment, communicating threats,
solicitations, chain letters, or pyramid schemes. This list is not exhaustive, but is included to
provide a frame of reference for types of activities that are prohibited and in some cases
may also be in violation of the GCTS Community Life Statement (contractors are exempt
from compliance with the GCTS Community Life Statement).
• The user is prohibited from forging email header information or attempting to impersonate
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another person.
• Email is an insecure method of communication, and thus information that is considered PII
may not be sent via email, regardless of the recipient, without proper encryption.
• It is GCTS policy not to open email attachments from unknown senders, or when such
attachments are unexpected.
• Email systems were not designed to transfer large files and as such emails should not
contain attachments of excessive file size.
Confidentiality
Access to PII, health, financial, & academic data is limited to those with legitimate business or
academic need or having legal right to access. Such private data should not be stored on
laptops or other portable devices unless absolutely necessary. Exceptions must be approved by
the IT department. The data and the device should be encrypted and password protected.
PII must not be A) shared or disclosed in any manner to non-employees of GCTS unless a non-
disclosure agreement is in place, B) posted on the Internet or any publicly accessible systems, or
C) transferred in any insecure manner. Please note that this is only a brief overview of how to
handle confidential information, and that other policies may refer to the proper use of this
information in more detail.
Recreational Use
Games and music are allowed on the network so long as they do not interfere with the network's
business and academic purposes. Network-intensive entertainment during office hours is
discouraged and will be throttled. Users should be aware that certain games,
videoconferencing (Skype, Google Hangout) and streaming media (such as Netflix, Hulu) can
use excessive bandwidth and potentially degrade network performance for all users.
Network Access
The user should take reasonable efforts to avoid accessing network data, files, and information
that are not directly related to his or her job function. File access is monitored on a regular basis.
If a user finds that he or she does not have the appropriate access for his or her job role, then
notify the GCTS IT office by emailing helpdesk@gordonconwell.edu.
Gordon-Conwell Theological Seminary 978-646-4357
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For assistance, email helpdesk@gordonconwell.edu or call 978-646-4357.
Unacceptable Use
The following actions shall constitute unacceptable use of the GCTS network. This list is not
exhaustive, but is included to provide a frame of reference for types of activities that are deemed
unacceptable. The user may not use the GCTS network and/or systems to:
• Pornography and torrents are not permitted on the GCTS network.
• Engage in activity that is illegal under local, state, federal, international, or other
applicable laws.
• Engage in any activities that may cause embarrassment, loss of reputation, or other harm
to GCTS.
• Disseminate defamatory, discriminatory, vilifying, sexist, racist, abusive, rude, annoying,
insulting, threatening, obscene or otherwise inappropriate messages or media.
• Engage in activities that cause an invasion of privacy.
• Engage in activities that cause disruption to the workplace environment or create a hostile
workplace.
• Make fraudulent offers for products or services.
• Perform any of the following: port scanning, security scanning, network sniffing, keystroke
logging, hacking, or other IT information gathering techniques when not part of the
employee’s job function.
• Install or distribute unlicensed or “pirated” software.
• Reveal personal or network passwords to others, including family, friends, or other
members of the household when working from home or remote locations. Passwords are
private and should be protected with the same diligence as social security numbers. All
users must use their own logins when accessing seminary resources. Users are responsible
for all activities done from their account.
• Setup of personal WIFI in buildings where GCTS provides WIFI access. This includes the
Boston, Charlotte and Jacksonville campus buildings as well as the following buildings on
the Hamilton Campus: Kerr, Goddard, Academic Center and Retreat House. Personal
WIFI systems interfere with GCTS network performance for the entire community.
Malware & Antivirus Protection
GCTS IT owned machines will be provided with malware protection. Others are expected to
provide their own malware protection and keep it up to date and functional. This includes
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students, volunteers, contractors, and any other user who is using his or her personal machine on
the GCTS network. Users are responsible for any damage caused by malware on their computer.
Blogging, Microblogging & Social Media
Any blogging activities that are not otherwise covered by other statements in this policy are
subject to the appropriate governing departments such as GCTS Human Resources, appropriate
Dean’s Office, Student Life and Marketing and Communications. Any blogging, microblogging
and social media done on GCTS IT systems is subject to the terms of this policy, whether performed
from the GCTS network or from personal systems accessing GCTS IT systems. The user assumes all
risks associated with blogging, microblogging and social media.
Instant Messaging
The user should recognize that Instant Messaging may be an insecure medium and should take
any necessary steps to follow guidelines on disclosure of confidential data.
Web Browsing
The Internet is a network of interconnected computers of which the GCTS has very little control.
The user should recognize this when using the Internet, and understand that it is a public domain
and he or she can come into contact with information, even inadvertently, that he or she may
find offensive, sexually explicit, or inappropriate. The user must use the Internet at his or her own
risk. GCTS is specifically not responsible for any information that the user views, reads, or downloads
from the Internet. GCTS recognizes that the Internet can be a tool that is useful for both personal
and professional purposes. Personal usage of GCTS systems to access the Internet is permitted as
long as such usage follows pertinent guidelines elsewhere in this document and does not have a
detrimental effect on GCTS or on the user’s job performance.
Copyright Infringement
GCTS systems and networks must not be used to download, upload, or otherwise handle illegal
and/or unauthorized copyrighted content. Any of the following activities constitute violations of
acceptable use policy, if done without authorization by law or permission of the copyright owner:
A) copying and sharing images, music, movies, or other copyrighted material using P2P file sharing
or unlicensed CDs and DVDs; B) posting or plagiarizing copyrighted material; and C) downloading
copyrighted files which the user has not already legally procured. This list is not meant to be
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exhaustive; copyright law applies to a wide variety of works and applies to much more than is
listed above.
Expectation of Privacy
Users should expect no privacy when using the GCTS network. Such use may include but is not
limited to: transmission and storage of files, data, and messages. GCTS reserves the right to monitor
any and all use of the computer network and all systems. To ensure compliance with company
policies this may include the interception and review of all data that traverses the network,
inspection of data stored on files and folders on any GCTS systems, hard disks, and removable
media.
Bandwidth Usage
Excessive use of GCTS bandwidth or other computer resources is not permitted. Large file
downloads or other bandwidth-intensive tasks that may degrade network capacity or
performance must be performed during times of low GCTS-wide usage.
Personal Usage
Personal usage of GCTS computer systems is permitted as long as such usage follows pertinent
guidelines elsewhere in this document and does not have a detrimental effect on GCTS or on the
user’s job performance.
Circumvention of Security
Using GCTS-owned computer systems to circumvent any security systems, authentication systems,
user-based systems, or escalating privileges is expressly prohibited. Knowingly taking any actions
to bypass or circumvent security is expressly prohibited.
Software Installation
Employees are prohibited from installing software on GCTS systems and computers without IT
approval. While we cannot restrict users from installing software on their personal devices,
extreme caution should be taken when installing any non-GCTS-supplied program. Numerous
security threats can masquerade as innocuous software - malware, spyware, and Trojans can all
be installed inadvertently through games or other programs. Alternatively, software can cause
conflicts or have a negative impact on system performance. Therefore, employees should use
caution when installing new software on their mobile devices and be vigilant of malicious intent.
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Audits
GCTS must conduct periodic reviews to ensure policy compliance. A sampling of users may be
taken and audited against this policy on a yearly basis.
Enforcement
The GCTS Administrative Offices, Student Life, Human Resources and/or Information Technology
Team will enforce this policy. Violations may result in disciplinary action, which may include
suspension, restriction of access, or more severe penalties up to and including termination of
employment. Where illegal activities or theft of company property (physical or intellectual) are
suspected, GCTS may report such activities to the applicable authorities. IT reserves the right to
disconnect any device from the network that it considers disruptive.
Version Control and Distribution
Updates to this policy will be noted in this section with a summary statement and date. When this
policy is revised, the new version will replace the prior version in the Staff Handbook, Student
Handbook, Faculty Handbook, the GCTS website and other systems that display the policy.
I have read and understand the Acceptable Use Policy as provided by Gordon-Conwell Theological Seminary. I
understand that the GCTS Administrative Offices, Student Life, Human Resources and/or Information Technology
Team will enforce this policy. Violations may result in disciplinary action, which may include suspension, restriction
of access, or more severe penalties up to and including termination of employment. Where illegal activities or theft
of company property (physical or intellectual) are suspected, GCTS may report such activities to the applicable
authorities. IT reserves the right to disconnect any device from the network that it considers disruptive.
A process chart for users of digital images
It is clear therefore that there will be a number of decisions and processes that will need to be considered in using images for teaching and research purposes. These are graphically represented in the chart on the next page. The chart has been divided into eight key stages which are then explained in more detail. Whilst the chart is not an exhaustive assessment of all the variations and circumstances which might arise, it provides a useful guide to navigate around the key issues associated with the use of images.Table 1 - Process chart for clearing rights in images to be used in teaching and research (please click image for full version)
4. Stages in the clearance of images for use in teaching and research
Stage 1 - What type of image do you want to use and how do you want to use it?
- Think about the type of image that you wish to use. For example, is it a work of fine art, a documentary image, a graphic image or an image of a group of people?
- Plan in advance the types of uses that you may have for the images - for example, do you want to reproduce the image in its entirety or incorporate it within another work, or even within another image? Do you wish to reproduce the image as a detail, or do you wish others to be able to manipulate or alter it? (For more information on this issue, see the Jisc Digital Media advice document on Copyright and Digital Images.
- How and to what extent will the digitised images be used and distributed?
- Will the images be available in electronic format?
- Will the images be available in print?
- Will you be charging for access to the work in which the image is used? If so, this may preclude you from using certain images made available under 'non-commercial' licence terms.
- Who do you want to access these images and for what purposes?
- Are there any specific terms and conditions of funding agreements which mean that the image may also be required for specific uses by third parties?
- Will the images be used in learning and teaching materials? Traditionally if analogue images were to be used for learning and teaching a certain leeway was given to those wanting to copy them by means of 'fair dealing'. However, the use of digital images within teaching and learning activities employing digital means of dissemination, is far more restrictive and 'fair dealing' is considered much less of a defence for copying. For more information on Fair Dealing, see Jisc Digital Media's advice document on Copyright and Digital Images.
