I

CHAPTER

5
5
Social, Ethical, legal,
and Human Issues

� How does technology use contribute to social and equity issues in

schools?
� What are the ethical issues presented by technology in education?
� In what ways can computer users avoid computer viruses, spam, email
scams, and phishing?
� In what ways can education overcome the ethical, equity, and social
concerns about technology in the schools?
� What effect does cybererime have on education?
� How safe are the social networking sites for students?
� How is social networking affecting education?
� How can teachers use social networking in the classroom?
� What is the status of the digital divide?
� List several approaches to ensure privacy, protect assets, confirm identity,
and guard against unauthorized access.
� What steps would you take to ensure child safety on the WWW?
� What are the implications of cybersafety for a teacher?
� Give examples of activities which violate the copyright law.
� What are the most common classroom copyright infractions?
� How can you make students aware of copyright law?

C
C
omputers are now so pervasive in our society that the question of how they can
be used most wisely, efficiently, and ethically is a human issue that demands
the attention of anyone interested in computer use. Although many of the purposes
for which computers are used are extremely beneficial to the individual and
to society, there is a wide range of misuse as well. For the past several decades,
science
fiction writers, philosophers, educators, and many others h,lVe been warning
us about dramatic changes that computers will cause in our lives. What will these
changes be? How will we adapt to such drastic reorganization of our routines?
Implementation
of these changes and adaptations requires that we act responsibly with
our new technologies. How do we, as pioneers and educators, encourage ethical
behavior
on the technological frontier? We must grapple with these issues now if we
are to shape a productive and humane future.

Social, E

CYBl

Cybercr
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I FIGURE 5.1 I FBI computer security survey.
111
i
I
iI~~.~%more:
L-_. .... ---'
Source: 2005 FBI Computer Crime Survey.
Retrieved January 15,2007, from
www.fbi.gov/publications/ccs2005.pdf
Hundreds of thousands of hlrge mai.nframe computers are used in the United States.
People involved with these systems number in the millions. Many others have access
to
mainframes through personal computers. These
figures add up to an alarming increase in incidents
of computer abuse, especially computerrelated
crime, a trend that will likely continue
into the future.
There are a variety of ways in which computers
can be used to defraud others in our
society. Theft of "/OI/cy can occur through
criminal programming or intentionally inaccurate
accounting transactions and rounded
amounts. Stealing information from a computer
and using a computer to market stolen
information illegally are not uncommon practices.
Many private companies and government
agencies maintain computerized lists of
their customers and clients. Once unauthorized
personnel access these lists, the information
can be sold to others for various uses.
Theft of il/formatiol/ is a serious concern to
school personnel who store student records on
computers. With access to a computer and the
determination to break into confidentiell
records, students have been known to alter the
grades of their friends and enemies The theft
of cOlI/pllter timc is another computer-related
crime that is on the increase. People who
Cybercrime describes criminal activity in which computers, the Internet, or
networks are a tool, computation device, or a place of criminal or illicit
activity.
Vamosi (2005) states that today, criminals are making more money from cybercrime
than drug-related crime. Computer fraud, invasion of individual privacy, and
freedom
of speech are issues affecting our li\'es. The FBI reported (Evers, 2006) that
dealing with viruses, spyware, PC theft and other computer-related crimes costs
U.s. businesses a staggering $67.2 billion a year (see Figure S.1). In addition,
the
U.s. Secret Service reported telecommunication fraud losses are about $1 billion a
year (Evers, 2005). This chapter will examine the contemporary social and human
issues of computer crimes, security, and privacy, and the ethical, legal, and
equity
concerns in education
Social, Ethical, Legal, and Human Issues
I COMPUTER FRAUD AND MISUSE
I CYBERCRIME�
112 CHAPTER FIVE SOCIal.
invade computer systems without authorization are called hackers, and their victirr

escapades are not always innocent. of the

Software piracy, or bootlegging, is the theft of computer programs. Software piracy
Given
occurs whenever a person purchases a computer program and then copies it for the
ri~
friends or resale. This is a violation of state and federal law, and those engaged
in
the practice are criminals. Software theft occurs on such a large scale that it
costs an
estimated $2.5 million each month-S1.0 million in actual losses and $1.5 million in
MalVlo
lost sales opportunities. It is easy to copy computer programs, and for that
reason, Sparr
the victimless practice may appear harmless and practical. Unfortunately, piracy
also
occurs in the classroom. Many teachers are caught in a bind: They have a class full

of students who want to use the same software at the same time, but there is not
enough software to go around. Given the ease with which software can be pirated,
it is tempting to make unauthorized copies. Although the act of piracy takes only a

few minutes, the ramifications are long term. First, piracy sets a poor example for

students, who are, after all, the computer users of the future. Second, it
ultimately
results in higher software prices because publishers must raise prices to
compensate
for losses through piracy. See www.spa.org for copying guidelines and other
policies
on software use. Piracy results in fewer legitimate cllstomers and, consequently,
higher-priced software packages.
Theft of identity is the fastest-growing white-collar crime. Victims' identities
are
assumed through stolen Social Security numbers, drivers' licenses, ATM cards,
credit card information, and employee data theft. While impersonating their
victims,
criminals quickly spend as much money as possible before moving on to another
stolen identity. Thieves can also use computer databases and the Internet to
access large amounts of personal data. They steal passwords, Social Security
numbers,
and banking information from websites and employer databases. With this
information, identity thieves apply for loans and make purchases over the Internet.

Sometimes thieves "spam" or send unsolicited email offers requesting identification

data. Naive email recipients provide the requested information, unaware

of the fraud. Identity thieves create websites with links to legitimate sites to
acquire
passwords and credit card numbers. Some websites display forms and run
scripts that provide unscrupulous webmasters with any information a person is
foolish enough to post on an online form. Other information is mined directly from
website visitors' computers while they browse a site. Workers with access to
company
data can also steal employee and customer information either to use themselves
or sell to others for fraudulent purposes. Today the Social Security and
drivers' license numbers of others, as well as business credit reports, individual
credit reports, criminal records, civil records, bankruptcies, license
verifications,
marriage licenses, divorce records, death records, driving records, property
records, utility records, and Social Security number verifications can all be
accessed
online (see www.infoseekers.com and www.fastbreakbaiI.com). Self-policing by
Viruse
compl
email.
grams
progrc
are vir
and de
tively
contra
bic ne
mount
Co
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ARPA]
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known
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allow il
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Trot
the information broker industry has not restricted the sale of sensitive personal
Back
information to the general public. Evers (2005) reported that the overall cost to
acce
Americans of identity fraud reached $52.6 billion in 2004 and that, on average,
allm
victims of identity theft belie\'e il luuk an a\'erage of 175 hours to remedy the
theft
of their identities, with a\'erage out-of-pocket expenses of 5808 per \'ictim
(Benner,
Givens, & Mierzwinski, 2000), Ne'vv forms of secure technologies should minimize
the risks of identity theft (see Maintaining Security in this chapter).

Malware: Computer Viruses, Spyware,

Spam, Email Scams, and Phishing

Viruses. Malware is any software which is created to attack, infect, or damage a

computer system without the owner's apprO\'al. Computer \'iruses, spyware, spam,
email scams, and phishing are all classified as malware. Viruses are destructive
programs
that wreak havoc on computer data. Saboteur computer hackers bury \'irus
programs within other harmless data. The deli\'ery method enllH'S daily. No longer
are viruses confined to executable files. Viruses can now ilwade all forms of media

and data. Only through constant upgrades of anti\�irus programs can users be
relatively
safe from infection, In a recent case in California, a 20-year-old hacker seized
control of hundreds of thousands of Internet-connected computers using the zombie
network called a botnet to sen'e pop-up ads and renting it to people who
mounted attacks on websites illld sent out spam (Goodin, 2(06).

Computer viruses might not be immediately noticed. Some are designed to lie
dormant until triggered by a sequence of kevstrokes or a date. On Nov'ember 1,
1988,
a person entered a virus that was intended to live innocently and undetected in
ARPANET, a U.s, Department of Defense computer network, the original "Internet."
A design error in the virus caused it to replicate out of control, It jammed more
than
6,000 computers nationwide, including computers at the Rand Corporation, SRI
Internationill,
Lawrence Livermore Lilboriltories, the Massachusetts Institute of Technology,
and military bases allover the United States. The \'irus spread by mailing
itself to other computers under the auspices of ,1 legitimate user. Because it
continued
to replicate, all infected computers slowed down and eventually shut down. In
the past few years, we han:-experienced \'irllses bv the names of K!ez, Melissa, \
V32,
Blaster, Sasser, Sober, i1nd Michelangelo. The Sobig-F email worm crei1ted millions

of copies of itself and spread worldwide more rapidly than earlier \'irllses (see
www.pcworld.com/news/article/O,aid,l12411,OO.asp). W32,Mydoom.A@mm (c1lso
known as \N32.NO\arg.A) is a mass-mailing worm that c1frives ilS an att,Khment with

the file extension .bat, .cmd, .exe, .pif, .scr, or .zip. When a computer is
infected, the
worm sets up a backdoor into the system by opening TCP ports and can potentially
allow an attacker to connect to the computer and use it as a proxy to gain access
to
its network resources (see http://securityresponse,symantec.com/avcenterivenc/
data/[email protected]).

Trotter (2003) summarized the cyber \'irus software intruders as follows:

Bnckdoor. A secret computer progrilm that gi\'es its (reiltor a method of gaining
access without il password to a computer system or computer network, often
allowing the in fected system to be used in later <1ttacks.
Trojan horse. A program that evades security and masquerades as something
harmless. Unlike \'iruses, Trojan horses do not replicate themselves, but they can
be just as destructive.

Virus. A malicious progri1m or piece of software code thi1t attaches itself to a

computer
program, usually with unwitting assistance from the computer user.
Viruses can replici1te themselves, which potentii1llv can clog the system until it
stops working. Some \"iruses destroy data, transmit themsehes across networks,
and bypass security sYstems.

Worm. A type of virus that can replicate itself over a computer network and
usui1lly
performs malicious actions, such as using up the computer's resources and
potentii111y
shutting the system down. Hybrid worms mi1Y contain viruses, backdoors,
and Trojan horses (see www.edweek.org/ew/ewstory.cfm?slug=:02virus.h23).

Computer viruses are no laughing m,1tter. To combat \'iruses, antivirus programs

detect and eradicate known \'iruses, ,1nd to be effectin:" these programs must be
updated weekly (see the Anti\'irus Research Center for more informi1tion i1t
www.symantec.com/avcenter).

Spam. Spam (unwanted emilil such as unsolicited email illi\'ertisements) has been

increasing i1t i111 alarming rate, forcing Congress to begin pursuing legislation
to

reduce spi1m. Charp (2003) reported that ..J-L) percent of users spend from ..J-O
min

utes a day to almost ..J-hours ,1 week deleting spam. Otlll'r common terms are

cyberslacking which is the ()\'eruse of the Internet in the workp!,1cl' for

purposes

other than work and cvberhari1ssment th,lt is emi1il that is obscl'Ill' or hateful
or

that threatens or frightens and usu,11ly h,lS offensi\'e sexist or racist content!
Sec

Figure S.2 for most common email subject lines. Compilre 20GS to 2003 to see the

changes in spam subject line notes. Mi1IlY computer USl'rs arc getting additional

email add resses to shi1re wi th (1chertisl'1"s and thus hi1w' protected their
persona I

and business emaiI.Obviously.sh.ul.d em,1il addresses can end up with un

scrupulous i1d \'ertisers.

Email Scams.IIl.ldditiontospamsilndphishing.there.Hl.manyemililsc.lms.as
listed in Figure 5.3 (p,lge 116).
Spyware. Spymlrc refers to mi1licious softw,He that is designed to intercept or
take
partial control of i1 computer's operiltion without the informed consent of th,lt
mi1chine's
owner or legitimate user. There ilre free spvware detection progrilms ilS well
as antispyware software progri1ms which will remm'e ,11ld then pre\'ent the
malicious
spyware. Be sure to keep your computer upd<lted with i1 spywilre checker.
Also, keep up with the recommended security updates for the computer's operating
system.

Phishing. Phislling is a term used to describe the action of ,1ssuming the identity
of
a legitimate orgi1nization or website, using forged email or web pages and with a
view to com'ince consumers to share their user names, passwordS, and personi1l

Social,

FIGl

200:

200~

1.
2. I
3. I
4. (
5. I

6. I
7. l
8. (
9. l

10. (

2003

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sent out
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fiGURE 5.2 I AOL's top ten spam email subject lines in 2005 compared to

2003 (spam categories In parentheses).

2005 Top Ten Spam Subject Lines

1. Donald Trump Wants You-Please Respond (popular recognition)

2. Double Standards New Product-Penis Patch (sexually oriented spam)
3. Body Wrap: Lose 6-20 inches in one hour (body improvement products)
4. Get an Apple iPod Nano, PS3, or Xbox 360 for Free (technology offers)
5. It's Lisa, I must have sent you to the wrong site ("personalized"
correspondence)
6. Breaking Stock News** Small Cap Issue Poised to Triple (stock scams)
7. Thank you for your business. Shipment notification [77FD87] (bogus transactional

spam)
8. [IMPORTANT] Your Mortgage Application Is Ready (mortgage-re:ated scams)
9. Thank you Your $199 Roiex Special Included (high-end "deals")
10. Online Prescriptions Made Easy (pharmaceutical)

2003 Top Ten Spam Subject Lines

1. Viagra online (also: xanax, valium, xenical, phentermine, soma, celebrex,

valtrex,
zyban, fioricet, adipex, etc.)
2. Online pharmacy (also: online prescriptions; meds online)
3. Get out of debt (also: special offer)
4. Get bigger (also: satisfy your partner; improve your sex life)
5. Online degree (also: online diploma)
6. Lowest mortgage rates (also: lower your mortgage rates; refinance; refi)
7. Lowest insurance rates (also: lower your insurance now)
8. Work from home (also: be your own boss)
9. Hot XXX action (also: teens; porn)
10. As seen on Oprah

Source: http://daol.aol.com/articles/spam2005; www.aol.com. Copyright � 2007

AOL LLC. National Consumer's League. Used With permission.

financial information for the purpose of using it to commit fraud. Phishing is also

often referred to as identity tllift (www.millersmiles.co.uk/identitytheftlphishing

.html). By hijacking the trusted brands of well-known banks, online retailers, and
credit card companies, phishers are able to convince up to 5 percent of recipients
to
respond to them (see www.antiphishing.org). A more recent form of phishin~ is
spear-phishing, which targets corporations (Vamosi, 2005).

How to Avoid Phishing Scams. The number and sophistication of phishing scams
sent out to consumers is continuing to increase dramatically. While ecommerce is
very safe, as a general rule you should be careful about giving out your personal
financial information over the Internet. JPMorgan Chase has compiled a list of
recommendations that you can use to avoid becoming a victim of these scams
FIGURE 5.3 I Top ten internet frauds listed by the National Consumers

League.

1. Bogus online auctions, where the items purchased are never delivered.
2. Deliberate misrepresentation or nondelivery of general merchandise purchased
online.
3. Nigerian money offers.
4. Deliberate misrepresentation or nondelivery of computer equipment or software
purchased online.
5. Internet access scams, where bogus Internet service providers fraudulently
charge
for services that were never ordered or received.
6. Credit card or telephone charges for services that were never ordered or
misrepresented as free. These often include charges for accessing "adult" material.

7. Work-at-home schemes promising wildly exaggerated sales and profits.

8. Advance fee loans, where consumers are duped into paying upfront charges for
loans which never materialize.
9. Phony offers of cheap-rate credit card deals, once again on payment of upfront
fees.
10. Business opportunities or franchises sold on the basis of exaggerated profit.

See also http://news.bbc.co.uk/1 /hi/business/2003264.stm.

Source: www.nclnet.org

(see www.chase.com/ccp/index.jsp?p~name=ccpmapp/shared/assets/page/ Report_

Fraud).

� Be suspicious of any email with urgent requests for personal financial

information.
� Unless the email is digitally signed, you can't be sure it wasn't forged or
spoofed.
� Phishers typically include upsetting or exciting (but false) statements in their
emails to get people to react immediately.
� They typically ask for information such as user names, passwords, credit card
numbers, Social Security numbers, and so forth.
� Phisher emails are NOT typically personalized, while valid messages from
your bank or ecommerce company would be personalized.

� Don't use the links in an email to get to any web page if you suspect the message

might not be authentic.

� Call the company on the telephone. or log onto the website directly by typing
in the web address in your browser.

� Avoid filling out forms in email messages that ask for personal financial
information.

� You should only communicate information such as credit card numbers or

account information via a secure website or telephone.
"A

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� Always ensure that you're using a secure website when submitting credit card
or other sensitive information via vour web browser.
� To ensure that you are on a secure web sen'er, check the beginning of the web
address in your browser's address bar; it should be "https://" rather than just
''http://,,.
� Regularly check yuur online accounts as well as bank, credit, and debit card
statements
to ensure that all transactions are legitimate.
� Ensure that your browser is up to date and that all security patches are applied.

� Microsoft Internet Explorer: www.microsoft.com/security

� Mozilla and Firefox: www.mozilla.org/security/shell.html
� Always report phishing or spoofed emails to the following groups:
� Federal Trade Commission at [email protected]
� Internet Fraud Complaint Center of the FBI at www.ifccfbi.gov

Gaining Identity Information through Phishing. An identity thief who allegedly used

hijacked corporate logos and decepti\'e spam to con consumers out of credit card
numbers and other financia I data has ilgreed to settle Federal Trade Commission
(FTC) charges that his scam violated federal laws. If appro\'ed by the court, the
defendant,
a minor, will be barred for life from sending spam and will gi\'e up his illgotten
gains. The FTC alleged that the scam worked like this: Posing as America
Online, the con artist sent wnsumers email messages claiming that there had been
a problem with the billing of their AOL account. The email warned consumers that
if they did not update their billing information, they risked losing their AOL
ilccounb
and Internet access. The message directed consumers to click on a hyperlink in the
body of the email to connect to the"AUL Billing Center." When consumers clicked
on the link they landed on a site that contained AOL's logo, AOL's type style,
AOL's
colors, and links to real AOL web pages. Jt appeared to be AOL's Billing Center.
But
it was not. The defendant had hijacked AOL's identity and W,lS going to use it to
steal consumers' identities, as well, the FTC 'llleged (FTC, 20(3).

Social Engineering

Mossberg (2006) provides an excellent list of tips to help you a\'oid the latest
theft
scams which he calls "sociill engineering." He defines social engineering as
consisting
of tactics that try to fool users into giving up sensiti\e financial dilt,l that
criminals can
use to steal their money and even their identities. He includes '\,hishing," the
pmctice
by which crooks create emails and websites that look just like legitimate messages
and
sites from real banks and other financial companies as social engineering and is
linked
to a category of malicious software called Crimeware-programs that help criminals
steal your private financial information. These terms are confusing ilnd
O\'erlapping,
but the threat is real. Increasingly, common-looking scams are combined with secret

installations of software that help crilllinals spy 011 you and steill your
data. Mossberg provides the following tips (http://online.wsj.com/article/personal_

technoIogy.html?mod=djemptech):
1. Don't trust email from financial institutions. Email is so easily manipulated by

crooks that you simply should neYer, eyer consider any email from a financial
institution
as legitimate. The message may bear a bank's or a broker's logo, but you
should never respond to such an email, and ne\'er click on any link it contains.
There
is a very high chance it's a skillful fraud and that the link will take you to a
cleyer
fake website designed to capture passwords and account numbers. The site may also
silently install on your PC a program called a key logger, which records everything

you type and sends that information back to the crooks.

2. Never respond to unsolicited commercial email, or spam, or eyen click on a link
in an unsolicited commercial email. In the old days, responding to spam just got
you on more spam email lists. Today, it might also result in the secret
installation
of a key logger or other malicious software. Besides, any company that has to
resort
to spam as a sales tool isn't likely to haye a \'ery good product to offer.
Moreover,
nobody in Nigeria needs your bank account to store stolen rnillions. Would
you buy a stock touted on the street bv ,1 complete stranger) If not, why \vould
you
buy one touted in a spam email? The only safe response to spam is to ignore it and
delete it.
3. Don't download or use free software unless you're sure it's legitimate. Sites
offering
free cursors, for instance, can secretly install all sorts of bad stuff on your Pc.

This is especially true of free security software, which is sometimes just

malicious
software posing as a security program. If you suddenlv see a security program pop
up on your Pc. don't trust it.

I MAINTAINING SECURITY

The need for security of computer equipment and computer data is significant for a
computer system of any size, from a large mainframe system with extensiye
peripheral equipment to a single computer on a student's desk. Security measures
prevent the fraudulent usc or destruction of computer equipment. These measures
include something a person has (a key or badge), something a person knows (a
password),
or something about a person (a fingerprint, a voiceprint, a facial feature).

Most large companies have security systems that one must pass through to gain

access to the computer room. These systems may use special cards to insert or but

tons to press on the outer door of the computer room. Other security measures

include CllIowing only the personnel necessarv to perform certain functions to be

in
a certain place, for instance, in the computer room. Therefore, once progrClms are

written and in place, computer progrClmmers should not be allowed to go into the

computer room and should never be allowed to run their programs. Whereas it is

reasonable in large organizations to allow onlv Cluthorized personnel to enter the

computer room, in most schools such a security meClsure would be unreCllistic. How

ever, access to the administrati\'e computer containing confidential records should

be limited. Security meClsures in the computer lab and in individuClI classes

should
be l1E
secur
sure t
Nos}
ofbol

Bi
identi
such (
an err
smart
bers.l
to vel'
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om
be necessarily broader. Another measure requires the investigation of staff and
security clearances for those who work with confidential information. A third
measure
establishes a system for efficiently investigating suspected breaches of security.
No system is ever foolproof, but every effort should be made to ensure the security

of both computer and data.

Biometric devices are now being used to ensure privacy, protect assets, confirm
identity, and guard against unauthorized access. Biometric devices scan body parts
such as fingerprints or retinas. A "smart card" is a plastic credit card type
device with
an embedded integrated circuit for storing information. Biometric technologies and
smart cards are replacing the antiquated method of using passwords or PIN numbers.
Electronic signatures, or e-signatures, represent a new form of technology used
to verify a party's identity so as to certify contracts that ilre agreed to over
the Internet.
See Figures 5.4 and 5.5 for listings of security technologies and financial losses
as reported by the FBI in a 2005 Crime Sun-ey.

FIGURE 5.4 I Security technologies used.

____P7%

Firewalls
Anti-virus software
I I _-_.9~%

._72~ I

Intrusion Detection Systems

Server-based access contrallists

.... 70%:

jl

Encryption for data in transit ��68%

Reusable account/login passwords 52% I
Encrypted files 46%
I
Smart cards/other one-time password tokens 42%
Public Key Infrastructure 35%
Intrusion Prevention Systems 35%
Biometrics 15% ,
0 20 40 60

2005: 687 Respondents

---~_.---------------_.---_._-------'

Source: 2005 FBI Computer Crime and Secunty Survey. Retrieved August 15, 2006,

from www.cpppe.umd.edu/Bookstore/Documents/2005CSISurvey.pdf
�1

�1
FIGURE 5.5 I Dollar amount losses by type.

$42.787.767

Virus

$3l.233.100

Unauthorized access

$30.933.000

Theft of proprietary info

$7, 0,725

Denial of service

$6,816450

Insider Net abuse

fi'ilJ_ $4,107300

Laptop theft

~!l $2,565,000 i

Financial fraud

,;' 52,227.500

Misuse of public Web application

~ $841,400

System penetration

5544,700

Abuse of wireless network

$340,600

Sabotage

$242000
Telecom fraud

$115,000 ,
I i
$0 $10 million $20 million $30 million $40 million $50 million
Web site defacement

Total {asses for 2005 were $130, 104,542

2005: 639 ~tespoildents

Source: 2005 FBI Computer Crime and Security Survey. Retrieved August 15, 2006,
from www.cpppe.umd.edu/Bookstore/Documents/2005CSISurvey.pdf

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I INDIVIDUAL PRIVACY hOIl, C

�
other

Our digital identities are being stored in databases of companies we've never heard
Ta

of. Private information is not only being captured online via the Internet, it is
being Burca

collected in our offline world as well. Buying piltterns are data mined from
pointrecord

of-sale terminals via your supermarket club card. Adv,lIlcements in biometric

scanand
Ii,

ning technologies warrant a closer examination of our networked world of private

availa]

information. merge

Until 1974, there was little concern about privacy with regard to databases. Few
ual's r

databases shared their information because access was slow and inefficient.
Howclient

ever, as technology 'ldv'lnced and databases evolved into data warehouses, concern
Th,

for individual privacy incn."lsed. President Gerald Ford signed the Privacy Act of
tional

1974 into law. Its purpose was to protect confidentiality of files generated by the
to treK

federal gc)\'ernment. Its principles are paraphrased as fol1ows: panies

� There must be no personal data record-keeping systems whose very existence is
secret.
� There must be a wav for individuals to find out what information about them is
in a record and how it is used.
� There must be a way for individuals to prevent information about them obtained
for one purpose from being used or made available for other purposes without
their consent.
� There must be a wav for indi\'idu"ls to correct or amend records of identifiable
information about them.
� Organizations creating, maintaining, using, or disseminating records of
identifiable
personal data must assure the reliability ot the data for their intended use
and must take reasonable precautions to pre\'ent misuse of the data.

Let's examine the pri\'acy issue with regard to several situations. First, consider

credit checks. Today, we are a nation of borrowers. In fact, we h3\'e become so

dependent
on credit that business probably could not exist without it. Cars are bought
on time payments, merchandise is cllclrged to credit cards, and homes are
mortgaged.
All these items are bought on deferred payment plans requiring the establishment
of credit.

Problems always arise whenever there is access to credit information. Questions

range from who is authorized to access the information to how much information
that person is entitled to know. In addition, the information available mayor m"y
not be accurate. For example, delta might have been entered incorrectlv, resulting
in denial of credit purchases. Often, information is entered into a system but is
never removed. A record of an arrest in a law enforcement database may be entered
without indication of whether the person was acquitted of the charge. This Silme
information may result in a university refusing ,111 applicant admission. Another
problem results from the unrestricted use of data. The large clmounts of data
available
today often become accessible to more people than originillly intended. The
growth of government obviously increilses the amount of datil collected. In
addition,
data collected by one agency is often shared and used by other agencies for
other purposes.

Tax forms are submitted to the Internal Revenue Service each yec1r. The Census
Bureau gathers information and law enforcement databases compile criminal
records. Motor vehicle departments annually update data on registered car owners
and licensed drivers, and \oter registration lists abound. With this wide range of
available information, these databases could be merged into data wilrehouses. These

mergers could produce a detailed picture of an individual, threatening the

individual's
right to privdey. Manv doctors and other professionals arc reluct"nt to store
client information in computer systems because of such a threat.

The shift to networked information environments challenges privacy in additional

ways. Some populilr email systems allow senders of bulk commercial email
to track email recipients' web browsing behavior. Web browser cookies help
companies
match website \'isitors with their email ilddresses. When you receive an email
message containing a graphic from a website, an email security loophole allows you
childr
to be assigned a unique serial number in a cookie, which is a text file stored in
your softw,
hard drive and readable by other computers. This serial number or cookie is
stealthcludir
ily transmitted as you browse the web. times

Technological advances are increasingly undermining privacy. Safeguarding our

visitec
privacy is therefore a major issue requiring a thorough understanding of who is
folio",
warehousing data, for what purpose, and how personal information is collected
without our consent. The computer is invaluable in the management and distribuDo
K
tion of information. However, it is up to those with access to this information to
use

KenRiit legally, wisely, and ethically. A strong need exists for improved oversight
and
Bloorrstricter enforcement of current laws. To ensure that legal protections are
not ignored,
femalea public research center, the Electronic Privacy Information Center (EPIC),
estabcrime,
lished a website at www.epic.org to disseminate information on emerging civil
libdownlerties
issues, including privacy and First Amendment concerns.

buyin!

Privacy issues are increasingly a concern for educators as well. The handling of
70 per,student information is protected under the Family Educational Rights and
Privacy
long a Act (FERPA) of 1974. This federal law provides parents and students with the
right
film into see their school records and to request corrections to records believed
to be inacpurch,
curate or misleading. Schools must have written consent from parents or an eligible

Youngstudent (18 years or older) before releasing any information on a student.

However,

Kel

exceptions exist for certain entities, for instance, school employees or a contract

of teen

agency conducting a study.

the mi.

Referred to earlier in Chapter 3, the Children's Online Privacy Protection Act

music(COPPA) of 1998 protects the privacy of children using the Internet. Before
collecting,
a frienl using, or disclosing personal information from children under 13, websites
or online
legitimservices must obtain parental consent. Compliance with COPPA requires
websites or
online services to provide a prominent link to a notice disclosing how personal
information
is collected, used, and/or disclosed. Passive collection through techniques
such as cookies must be disclosed. To find this information look for a link
entitled Privacy
Policy (see the bottom of Yahooligans! homepage at www.yahooligans.com for
an example).

So far, our discussion of computer crimes and threats to privacy illustrates some

Copy a

of the drastic changes computers are causing in our society. Another key set of
issues,
ethics and equity, impacts new responsibilities facing educators. The next two
Copyin~
sections explore these concerns in education.

Downlo

Downlo

ETHICAL AND LEGAL CONCERNS IN EDUCATION Buying

Buying i

Educators share with parents and society the task of teaching ethical use of comput

Shoplifti

ers and the Internet. To help teachers develop a set of ethics applicable to
computer
and Internet use, schools create and implement an acceptable use policy (AUP). The
Shopllfti
AUP is a critical part of the school's technology plan and states the rules
governing
computer and Internet use and the consequences for violations. Parents and their

Source: h
children are held responsible to adhere to this policy. There are many commercial
software products that parents can use to screen their children's Internet access
including
messaging and chat rooms. In fact, most products can limit access to certain
times of day and also have the ability to keep logs of the websites their children
have
visited. Do students know what is legal to copy and what is not legal to copy? The
following are the results of a recent poll attempting to ans\ver this question.

Do Kids Care If It's Illegal?

KenRadio.com (2006) reports that a poll recently conducted by the LA Tillles and
Bloomberg found that the majority of teenagers and young adults, both male and
female, up to the age of 24, believe that while copying stolen music or movies is a

crime, copying purchased CDs or UVlJs is not. These young consumers know that
downloading free music and movies from unauthorized sites is iJ1egal. They kno\v
buying bootlegged CDs and DVDs is wrong, too. But, according to the survey, 60 to
70 percent of them think it is perfectly all right to burn discs for or from
friends, as
long as the discs were legitimately purchased. As far as lawyers for the music and
film industries are concerned, copying a CD or DVD for even one friend, even if you

purchased it and paid full price, violates the federal copyright code and it is a
crime.
Young users do not agree. See Table 5.1.

KenH.adio.com also explained that the results of the poll implied thilt 69 percent
of teens ages 12 to 17 believe it is legal to copy a CD from a friend who purchased

the original, but only 21 percent feci it is legal to copy a CD if il friend

obtained the
music for free. Similarly, 58 percent think it is legal to copy a DVD or Videotape
that
a friend purchased, but only 19 percent think copying is legal if the material
wasn't
legitimately bought. In ilnother study, earlier this year, Harris InterclCtive
found that

TABLE 5.1 U.S. Net Users Who Believe That It Is a Crime

12-14 15-17 18-20 21-24

Copy a CD from a friend who paid for it

Copying a DVDIVHS from a friend who paid for ~t
Download free music from an unauthorized site
Download free movies from an unauthorized site
Buying a bootleg CD
Buying a bootleg DVDIVHS
Shoplifting an item worth less than $20
Shoplifting an item worth more than $20

Source: http://KenRadio.com

27% 35%

.............
39% 44%

, ............

79% 81%
83% 83%
82% 84%

......................

83% 84%
97% 97%
99% 99%

33% 38%

. ...........

40% 41%
70% 79%

.............

74% 79%

................

76% 76%
80% 77%

............

98% 96%
99% 97%
FIGURE 5.6 I Content that U.S. tweens and teens have downloaded without
paying for.

���������������" ����'51"'""

����10%

1
�����14%

Scftl'.l'HC

32%
22%
�������250
�����������132%
Source: http://KenRadio.com

40%.

II 200b
2004

53%

illegal downloading of music, movies, games, and softw<lre by young users was
trending downward. Sec Figure 5.6.

COPYRIGHT

Teachers are role models. Therefore, there is no substitute for ethical teacher
behavior
and proper supervision of students. Teachers must set an example of ethical
behavior
whene"er using or discussing computers. A lecture on the evils of software piracy
becomes
meaningless if the teacher practices piracy. Understanding current copyright
issues and the term cdilm/iollll! fllir IN' are paramount to teachers' ethical
behavior.

The federal agency charged \vith administering the copyright law is the Copyright
Office of the Library of Congress. (Visit its site at
http:Jncweb.loc.gov/copyright/title17
to re"iew the law, or www.loc.gov/copyright/circs/circ1.html to review the basics.)

A copyright gives the creator the exclusi"e right to reproduce, distribute,

perform,
display, or license his or her work. When the original work is "fixed" in a
"tangible
medium of expression," copyright is automatic and notice is not necessary. For
example,
the email you write is copvrighted. Copyright protection lasts the lifetime of
the creator plus 70 years; howe"er, limited exceptions exist for types of fair use.

Soci,
1

COP)
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law,

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Fair use is defined in Section 107 of the 1976 Copyright Act (see www.loc.gov/
copyright/title17/92chapl.html#107). Use for criticism, comment, news reporting,
teaching (including multiple copies for classroom use), scholarship, or research is
not
an infringement of copyright. To determine whether a use is fair under the above
law, the following factors must be considered but are not limited to:

� The purpose and character of the use, including whether such use is of a
commercial
nature or is for nonprofit educational purposes
� The nature of the copyrighted work
� The amount and substantiality of the portion used in relation to the copyrighted
work as a whole
� The effect of the use upon the poten hal market for or value of the copyrighted
work

Digital Millennium Copyright Act

In 1998 the Digital Millennium Copyright Act (DMCA) was signed into law. The
DMCA's purpose is to update our copyright law for the digital age. An overview of
the DMCA can be found at www.asu.edu/counsel/brief/dig.html. Under federal
copyright law, no copyrighted work may be copied, published, disseminated,
displayed,
performed, or played without permission of the copyright holder except in
accordance with f,lir use or licensed agreement. This includes music, movies, and
other copyrighted m'lterial.

Teach Act of 2002

On November 2, 2002, the Teach Act of2002 was signed into law (www.copyright.gov/
legislation/pl107-273.pdf#13210). The Te,1(h Act of 2002 requires the use of
technologicaI
measures that re<lsonably prevent further copying and distribution of copyrighted
works. Aclass is limited to aCcess to copyrighted works only for those officially
enrolled. In addition, the access is only for the time period necessary to complete
the
class session. Finally, the digital transmissions are expected not to interfere
with technological
measures used by the copyright owners to prevent such retention or unauthorized
further dissemination. The Association of Research Libraries website at
www.arl.org/info/frn/copy/copytoc.html is a good source to acquire current <md
accurate information 011 copyright issues.

Copyright and Fair Use Guidelines for Teachers

Davidson (2005) developed the chart in Table 5.2 to inform classroom teachers of
their rights under the copyright law and copyright guidelines of the United States.

Copyright and the notion of intellectual property was written into the Constitution

of the United States to promote learning and the useful arts-and was designed to
be supportive of the work of educators.
The purpose of copyright protection is repeatedly and mistakenly reported to be
for the protection of authors and other intellectual property owners. In fact,
copyright
has been always been for the purpose of benefiting society as a whole and
particularly
the institutions of education. Learning, or science, in the language of the
Enlightenment and the Constitution, was to be promoted by allowing authors and
others rights for a limited time for their work. The first copyright act written
into
federal law was titled "The Education Act."

Teachers in the classroom make the decisions closest to the field of instruction,
and it is teachers who helVe been given the greatest rights-rights that even their
districts
do not have. Hall Davidson, a teacher, designed a Copyright Chart to inform
teachers of what they may do under the law. A PDF form of the chart is availelble
at
www.mediafestival.org/downloads.html. See Table 5.2.

Restricting Access to Harmful Material

The Child Online Protection Act (COPA), enacted in 1998, replaced the Communication

Decency Act and bans sending harmful materials to minors as well as underage
exposure to sexually explicit materials. The Children's Online Privacy Protection
Act
(COPPA), which went into effect on April 21, 2000 (47 U.s.c. �231), applies to the
online
collection of personal information from children under 13. It explains what a
website
operator must include in a privacy policy, when and how to seek verificlble consent

from il parent, and Wh'lt responsibilities an operator hilS to protect children's

privacy
ond s'lfety online (sec www.ftc.gov/bcp/conline/pubs/buspubs/coppa.htm).

COPA imposes il $50,000 fine and 6 months in prison for the knowing posting,
for "commerciol purposes," of World Wide Web content that is "harmful to minors,"
but provides on ilffirmiltive defense to commerciill web speakers who restrict
ilccess
to prohibited materiols by "requiring use of a credit card" or "ony other
reilsonable
measures that are feasible under a\'ai lable technology," �231 (c)(I). COPA was
enacted
in response to RCI/o v. American Ciui! Lillerties Union, 521 U.s. 844, in which
this Court
held that the Communications Decency Act of 1996, Congress' first attempt to make
the Internet safe for minors by criminalizing certoin Internet speech, was
unconstitutional
because it was not narrowly tailored to sen'e a compelling governmental interest
and because less restrictive alternatives were available. Respondents, who were
web speakers and others concerned with protecting the freedom of speech, filed suit

for a preliminary injunction against COPA's enforcement,

After considering testimony presented by both respondents and the government,

the District Court grcmted the preliminary injunction, concluding that respondents
were
likely to prevail on their argument that there were less restricti\'e alternatives
to COPA,
particularly blocking or filtering technology. The Third Circuit affirmed on
different
grounds, but this Court reversed Ashcroft \', American Ciui! Liberties Union, 535
U.s. 564.

On remand, the Third Circuit again affirmed, concluding that COPA was not the
least restrictive means aV'lilable for the government to sen'e the interest of
preventing
minors from using the Internet to gain access to harmful materials (U.s.
Supreme Court decision No, 03-218. Argued March 2, 2004-Decided June 29, 2004).
For more information, see http://supct.law.comell.edu/supct/html/03-218.ZS.html
and www.epic.org/free_speech/copa.

Social, [

In the Ie
agreeml
Organiz.
America
permittE
the Cop
guidelin

For mar,

.html#al

Printed

� Poem
words
� ExcerF

from a
than 2'

� Article:
essays

2,500 \

� Excerp

longer

work

or 1,00

whiche
but an
500 wo

� One ch
graph,
picture
per per

� Two pa
from an
work Ie

words (
books)
TA8LE 5.2 Classroom Copyright Chart

In the letter to Congressional Subcommittee Chair Kastenmeier dated 3/19/76

summarizing many of the
agreements [below], representatives of the Ad Hoc Committee of Educational
Institutions and
Organizations of Copyright Law Revision and the Authors League of America, Inc.,
and the Association of
American Publishers, Inc., state that these guidelines were "not intended to limit
the types of copying
permitted under the standards of fair use under Judicial decision and which are
stated in Section 107 of
the Copyright Revision Bill. There may be Instances in which copying which does not
fall within the
guidelines stated [below] may nonetheless be permitted under the criterion of fair
use"

For more detailed information and references on copyright, (see

www.mediafestival.org/downloads
.html#anchor359082). A pdf version of this chart is also available for download

Printed Material What You Can Do According to The Fine Print

� Poem less than 250

words
� Excerpt of 250 words
from a poem greater
than 250 words
� Articles, stories, or
essays less than
2,500 words
� Excerpt from a
longer work (10% of
work
or 1,000 words,
whichever is lessbut
a minimum of
500 words)
� One chart, diagram,
graph, cartoon. or
picture per book or
per periodical issue
� Two pages (max)
from an iliustrated
work less than 2,500
words (like children's
books)

Teachers may make mUltiple United States

copies for classroom use. Copyright
Office

Circular 21

No more than one

copy per student
Usage must be: At the
"instance and
inspiration of a single
teacher" and when the
time frame doesn't
ailow enough time for
asking permission.
Only for one course in
the school. No more
than nine instances
per class per term
(current news
publications such as
newspapers can be
used more often).
Don't create
anthologies.

"Consumables" can't
be copied. Don't do it
every term (if time
allows, seek permission).
Can't be
directed by "higher
authority." Copying
can't be substitute for
buying. Copies may
be made only from
legally acquired
originals.

(continued)
TABLE 5.2 Continued

Printed Material
(continued)

� A chapter from a
book
� An article from a
periodical
� Short story, short
essay, or short poem
� Chart, graph, diagram,
drawing, cartoon,
picture from a book,
periodical, or
newspaper
� Portions of a
work
� An entire work
� A work if "the
existing format in
which a work is
stored has become
obsolete"

Text for Use in

Multimedia Projects

� Same rights

as "Printed
Material" above

Illustrations and
Photographs

� Photograph
� Illustration
� Collections of
photographs
� Collections of
illustrations

What You Can Do

Teachers may make a

single copy for
teacher use for
research or lesson
preparation.

A librarian may make up

to three copies" solely for
the purpose of
replacement of a
copy ... that is damaged,
deteriorating, lost or
stolen"

What You Can Do

Students may incorporate

text in multimedia
projects. Teachers may
incorporate into
multimedia for teaching
courses.

What You Can Do

Single works may be used

in their entirety but not
more than five images by
an artist or photographer.
From a collection, not
more than fifteen images
or 10%, whichever is less.

According to

United States
Copyright
Office

Circular 21

Section 108
Copyright Act
(1976)as
amended by
the Digital
Millenium
Copyright Act

According to

Fair Use
Guidelines for

Educational
Multimedia

According to

Fair Use
Guidelines for

Educational

Multimedia

The Fine Print

Same as above.

The library must first

determine that after

"reasona ble
investigation that copy
... cannot be obtained
at a fair price" or that
the format is obsolete.

The Fine Print

Teachers may use for

two years, after that
permission is required.
Students may keep in
portfolio for life.

The Fine Print

Older illustrations may

be in the public
domain, but the

collection may be

copyrighted.

Video

� Videc
(purd
� Video
(rente
� DVD
� Laser,

Video ("I
Media") I
Multimec

� Videoti
� DVD
� Laser d
� QulCkTi
� Encyclo
(CD RO

Video for
into Videc

� Videota
� DVD
� Laser &
� QUlckTir
movies
� Encyclof
(CD ROr
TABLE 5.2 Continued

Video What You Can Do According to The Fine Print

� Videotapes Teachers may use these Section 110 of The material must be
(purchased) materials in the classroom the Copyright legitimately acquired (a
without restrict'ons of length, Act legal copy). It must be

� Videotape

percentage, or multiple use. used in a classroom or

(rented)
similar place"dedicated
May be copied for archival
to face-to-face

� DVD purposes or to replace lost,

instruction." Not for

� Laser discs damaged, or stolen copies.

use as entertainment

or reward. The use

shoUld be instructional.

The place should be a

nonprofit educational

institution.

If replacements are
unavailable at a fair
price or are available
only in obsolete formats
(e.g., betamax videos).

Video ("Motion

Media") for Use in

Multimedia Projects What You Can Do According to The Fine Print

� Videotapes Students "may use portions Fair Use "Proper attribution and
of lawfully acquired Guidelines for credit must be noted

� DVD copyrighted works In their Educational for all copyrighted

� Laser discs academic multimedia," Multimedia works included in

defined as 10% or three multimedia, including

� QuickTime movies minutes (whichever is less) of those prepared under

"motion media." fair use" (Tina Ivany, UC
� Encyclopedias
(CD ROM) San Diego, 12/08/95).

Video for Integration

into Video Projects What You Can Do According to The Fine Print

� Videotapes Students" may use Fair Use The material must be

portions of :awfully Guidelines for legitimately acquired (a
� DVD

acquired copyrighted Educational legal copy, not bootleg

works In their academic Multimedia or home recording).

multimedia."

� Laser discs
� QuickTime
movies
� Encyclopedias
(CD ROM)

(continued)
Social, E

TABLE 5.2 Continued

Music for Integration

Internetinto Multimedial
Video Projects What You Can Do According to The Fine Print

� Music

Computer Software

� Purchased
software
� Licensed
software

Up to 10% of a copyrighted
musical composition may be
reproduced, performed, and
displayed as part of a
multimedia program
produced by an educator or
student for educational
purposes.

What You Can Do

Software may be lent by the

library.
Software may be Installed at
home and
at school.
Software may be Installed on
multiple machines.
Software may be copied for
archival use to replace lost,
damaged, or stolen cOpies.
Software can be distributed
to users via a network.
Librarians may make archival
copies.

Sections 107
and 108 of
Copyright Act
and
subsequent
amendments
Some authorities cite
a maximum length
of 30 seconds

(www.indiana.edu),
some do not mention a
maximum (Tina Ivany,

UCSD, 12/08/95)

See below.

The Fine Print

Take aggressive action

to monitor that
copying is not taking
place (for retention).
Only one machine at a
time may use the
program.
The number of
machines being used

must never exceed the

number of licensed.

If unavailable at fair
price or is an obsolete

format.
The number of

simultaneous users
must not exceed the

number of licenses. A
network license may
be required for
multiple users.

� Internl
� World
Web

Televisiol

� Broadc
ABC, f\
UPN,P
televisi
� Tapes r
broadc

Cable Tell

� CNN
� MTV
� HBO (et
� Tapes m
from cal
Fair Use
Guidelines for

Educational

Multimedia

According to
TABLE 5.2 Continued

Internet What You Can Do According to The Fine Print

� Internet connections
� World Wide
Web

Television

Images may be downloaded

for student projects. Material
may be uploaded temporarily
to a website password
restricted to students.
Do not archive the materials.
Sound files may be
downloaded for use in
projects (see portion
restrictions above).

What You Can Do

Fair Use
Guidelines for

Educational

Multimedia &
DMCA

According to

Images may not be

reposted onto the
Internet without
permission.
Sound or music files
may not be copied
and posted on the
Internet without
permission.

The Fine Print

� Broadcast (e.g.,
ABC, NBC, CBS,
UPN, PBS, local
television stations)
� Tapes made from
broadcast

Cable Television

Live"off the air" broadcasts

may be used for instruction.
Tapes made from broadcasts
may be used for instruction.

What You Can Do

Congress

According to

Things get interesting

when you want to
retain tapes. Minimum
rights allow for ten
school days.
Enlightened rights
hOlders often allow for
much more. PBS series

Reading Rainbow offers

three year retention
rights, for example. If
you like it enough to
keep it more than three
years, buy It\

The Fine Print

� CNN
� MTV
� HBO (etc.)
� Tapes made
from cable

May be used with permission.

Many programs may be
retained for yearsdepending
on the program.
Check with Cable in the
Classroom.

www.ciconline.org/main

.cfm

Cable systems
(and their
associations)

The guidelines for

television programs
were defined by
Congress before cable
television was a factor.
Cable programs are
not technically
covered by the same
guidelines as
broadcast television.
(continued)
Film or Filmstrip What You Can Do
� 16 millimeter films "Teachers may duplicate a
� filmstrips
single copy of a small portion
... for teaching purposes."

of IntE
ernon

According to The Fine Print list of

Copyright Policy
and Guidelines
for California's
School Districts,

California
Department of
Education

corpOi

These must be films or

an on]

filmstrips that you own.

freely
site on

Helpfu
Ad

._..._---_... ----._-----_. ---

Return for updates www.mediafestival.org/ Hall Davidson [email protected] W~

to: copyrightchart.html W~

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Plagiarism

tior
Another growing concern among educators is Internet plagiarism. Finding informaww
tion on the Internet makes verbatim text, enhanced photos, and animations very con

EdL
venient for students to cut and paste into their papers and research reports. Even
entire

and

essays can be downloaded and passed off as original works. Entrepreneurs can
acquire ww

a repository of essays and research papers for resale. In less than a second after
enterSafe

ing the search word essays into Coogle or Yahooligans, you can find many websites
listing student essays' Because so many sources of information are available on the
Inww
ternet, plagiarizing the information in papers and reports is a temptation. See
Chapter
15 and www.plagiarism.org/index.html for more information on this topic. Social

Social f\

Information Accuracy

every fE
Another growing concern among educators is the accuracy of Internet-provided social
111
information. There are no standards or clearinghouses to screen the plethora of
sion wo
information available. Careful review of all Internet information is required.
will1ted

with sto
Role-Playing Models for Ethical Behavior work. M
Unp]

These are a few of the technology-related issues. Teachers �111 spend class time
disincludincussing
ethical issues with students. There are many role-plilying models that cast
now h'1\students as software pirates, software publishers, and so on. Giving
students opportustudent,
nities to role play and discuss these issues helps them develop and clarify their
own
parentsethical codes. See www.vuw.ac.nz/stafflalastaicsmith/evaln and
www.library.jhu

their we
.edu/researchhelp/general/evaluating.
list of so

Kid Safety and Cybersafety

Popular!
Child safety, often referred to as Kid Safety or Cybersafety, is the goal of
parents, 360 Y
teachers, and schools. The Internet Keep Safe Coalition group teaches basic rules
http:/
of Internet safety to children and parents, reaching them online and in school.
Governors
and/or their spouses formed this coalition in partnership with a growing
list of crime prevention organizations, law enforcement agencies, foundations, and
corporate sponsors. Studies show that one in five youth using the Internet receive
an online sexual solicita tion in a I-year period, and 29 percent of children will
freely give out their home address if asked (retrieved from the www.ikeepsafe.org
site on August 10,2006).

Helpful Sites for Assistance with Kid Safety

Advance notice of bad or offensi\'e sites

www.siteadvisor.com

www.scandoo.com

Internet protection for ,veb, email, and desktop

www.surfcontrol.com

Faux Paw's adventures in storybooks, an animated video download, and educational

games
www.ikeepsafe.org/iksc_educators/educational-materials.php

Educational materials, including worksheets and tests, are available for parents
and educators
www.ikeepsafe.org/iksc_educators/educational-materials.php

Safe email for students

www.gaggle.net

Social Networking

Social Networking is growing very rapidly in popularity. There seem to be new sites

e\'ery few weeks. Angwin (200h) relates senior ymr notes in the school yearbook to
social networking on the computer. Studcnts wrote about what their future
profession
would be in as well as references to favorite music, sports, and anything they
wanted to be remembered bv. Members of the networks USU,11lV share information

..

with stories, photos, addresses and whate\'l'r else is the focus of the particular
network.
Most of the sites are free.

Unpleasant pwblems h,w(' occurred due to the information provided to the sites
including sexual assaults and invasions of privacy. Teachers, parents, and schools
now have become aware of some of these unsafe erwironments and Me providing
student awareness discussions. Basically, information needs to be pro\�ided to help

parents and teachers teach their children not to put identifying personal details
on
their web pages (Barrett, 200h). Some sites now pro\'ide safety lips. Following is
a
list of some of the more popular sites:

Popular Social Networking Sites

360 Yahoo

http://360.yahoo.com
43 Things: What do you want to do with your life?

http://www.43things.com
Blogger
http://blogger.com/start

Bolt

www.Bolt.com
Classmates
www.classmates.com

Facebook

www.myspace.com
Flickr
www.flickr.com

Livejournal

www.livejournal.com
MSN Photo Album
http://communities.msn.com/content/features/photoalbum.asp

MSNSpaces

www.msnspaces.com
Myspace
www.myspace.com

Myyearbook

www.myyearbook.com
Picasa
http://picasa.google.com/index.html

Tribenetwork
www.tribenetwork.com
Wikipedi,1

http://en.wikipedia.org/wiki/Main~Page

Xanga

www.xanga.com
YouTube
www.youtube.com

I EQUITY IN EDUCATION

Equity issues are a major concern of educators who use technology in the classroom.
Gender and equal availability of technology for e\'eryone are the main issues (Siek
et.
aI., 2006). Research has documented th<1t boys are more interested and involved
with
technology than are girls. Software generally tends to emphasize male-dominated
activities, Games often include violence and competition as motivation. These
software

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selection is
essential for addressing gender in the classroom.

Student access to technology is dependent on the finilncial capabilities of a

school
or school district. Although student-to-computer ratios are ste,ldily imprO\'ing,
many
low socioeconomic schools have limited access to computers and the World Wide
Web, especiallv classroom occess. The Uni\'ersol Sen"ice Fund for Schools and
Libraries, referred to as the "E-Rote," \V,lS created in 1996 to pro\'ide discounts
on
the cost of telecommunic'ltion services ond equipment to public and private schools

and Jibrories. The E-Rate progr'lm has connectl'd more than a million classrooms to

the Internet. Although Congress ond state g()\"ernments h,l\'e ta ken steps to
increase
access through the E-Ibte as well as other technologv gr,lnt programs, the gap is
still
significilnt. A new type of pO\'erty-informc1tion pO\'erty-has emerged from this
gap or digit,ll di\'ide.

Educ<ltors Me concerned that infonn'ltion p(werty 'vvill create a form of

technological
elitism. In a technologicc1llv oriented economy, people with more computer
experience will obt'lin higher s,llorics, ,llld pcople with liltle or no computer
experiencc
will be disadv'lntaged. The U.s. Deportmcnt of COlllmerce (2004) documented
the digitill divide g,lp since 199-1-. Educ<ltors have ,1 responsibility to ensure
that ,111
sludents hm'c su fficient access to computers and the Internet, regMdless of
gender,
ethnicity, socioeconomic b'Kkground, and intellectual or physical ability.

Although the U.S. DepMtment of Commcrce (200()) doculllentcd slight increclses

in minority <lccess to technology, people with dis,lbilities ,1I'e only half <lS
likely (based
on the n,ltion,ll ,l\'eragc) to h<lVC Internet access. OnlY 25 percent of the
population
without disabilities h'lH' Ilt'\er used ,1 computl'r, while close to 60 perccnt of
the popuhltion
with disabilities h'l\'l' nC\'er used <l COlllputcr. Only 20 percellt of the people

who Me blind or YisiOIl imp,lired h,we Internet ,Kcess. \Nhen selecting computer
h'lrdware and softwMe ,l~lplications for cl,lSSroOlll use, educators need to
e\',lluate
the hMdw,lrl' 'llld softwarc to determine its 'lCcessibility by students with
dis,lbilities.
lechniques for ensuring ,Kcessibilitv to ,1 vvebsite arc doculllcnted by the Web
Access lniti'lti\'e of the World Wide Web Consortium (www.w3.org/wai).

Vislon-impaired students m,lV usc scrcl'n ,lCcess software, which tr,mslates

inforlll<ltioll on the scrcen into synthesi.IL'd speech llr Br'lille. If ,1 site
does not offer
,1 text-only version, comprehension problems m,ly occur when the screen access
softw<lrc reilds the ZlY,lil,lble text. For inst,lnu', when cl gr'lphic is ,1
n,wigational
element such ,1S <l button or ,lrrow and the im,lge label rC'lds 009.gif or the
button's
text is ]'lbeled "click," the screcll dCCl'SS software rc,lds "009.gif or click."
Visionimpaired
students Ill,ly not understand the dl'contextl.l'llized text 'lnd become
disoriented. Even with 'lssistive computt>r technology installed for students with
dis,lbilities, Internet research is not possible with in'lCcessible web p,lge
design. The
Centcr for Applied Speci'll Technology (CAST) is ,1 nonprofit org,1nization
dedicated
to exp,lllding educ<1tioll'll opportunities for indi\'idu'lls with dis'lbilities
through the de\'elopment 'lnd innO\'lli'vl' uses of technology (see its website at
www.cast.org/index.cfm).CASTde\�eloped.lweb-b.lsedprogr.ll1l that identifies a
website's <lccessibility problems 'lnd suggests solutions. The EqU'11 Access to
Softwure
and Inform'ltion (EAS!) website al www.rit.edul-easi provides inv'lluZlble
resources for teachers using technology as a tool toward inclusion and curriculum
integration for students with disabilities.

Teachers must take advantage of technology so all students can be involved in

more than the drill-and-practice activities often common in lower socioeconomic
schools. Teachers need to be aware of web designs that do not take cultural connot,
ltions and disabilities into consideration. Access to technology is more
importantly
about the effecti"e use and careful integr,ltion of technology into the curriculum
than
simply providing access or the acquisition of hardware and software.

The Digital Divide

K'ldel (2()06) indicates that the canyon between technology haves and have-nots
haunts
us, constantly reminding us that access to technology has been, and continues to
be,
unfair. Hm,\' can we ensure adequate 'lnd equal access to technology? Two
strategies
are critical: funding ,md teacher professional de,'e!opment (Kuperstein & Gentile,
1998).
Parent groups, fund-raising, industry parhlerships, and careful budgeting in
schools
can help improve aCCl'SS to technology. Interest groups such as the National
Coalition
for Equity in Education (www.math.ucsb.edu/NCEE) dissemillClte information.
Similarly,
tilt' Digital Divide Network (www.digitaldividenetwork.org) is an online resource
connecting communities with resources needed to address the current inequalities.
In
,lddition, tilt' Digital Equitv Network (http://digitalequity.edreform.net) is an
online
service providing high-qlhllity resources that help address the digital divide in
the classroom
and communi ty. Ongoing profession'll development and technical assistance support
teachers' efforts to tr,msform their practice. Teachers must strive to arrange
l'quitabk access 'llld facilitate students' use of technology that addresses their
individual
needs, including their cultural identity, and promotes interaction with the global
community. S'llpeter (2()06) reported progress is being made in several digital
divide
issues, but the problem has not been soh'ed.

One Laptop per Child Initiative

TIll' MIT Medicl Llb (Negropontc, 200S) has de\'eloped a $100 laptop-a technology
that could re\olutionizL' how we educcltt' the world's children. The initiative is
called
One Laptop per Child, OLl'C, and you can learn more about it at http://
Iaptop.media.mit.edu). Nichol,ls Negroponte, co-founder of the MIT Media Llb, first

announced the project in J,llluary 200S at the World Economic Forum in Switzerland
and debuted ,1 prototype of the S100 bptop ilt the UN conference in Tunis,
Negroponte
believes th'lt laptops me both a window into the world and a tool with which to
think.
Laptops promote independent interaction 'lnd exploration, and with them, children
"learn leelrning." The focus is to close the g,lp on the digihll divide by
providing millions
of children around the world with ,1 computer. A crank on the laptop will provide
the two Weltts of power to run the computer and a Wi-Fi mesh network will
pro\'ide the connecti\ity. The first public display of the laptop was July. 2006.
Visit the
Llptop initi'lti\'l' site at www.laptop.com for the latest progress reports. Also
the laptop
wiki h,lS related information at: http://wiki.laptop.org/go/Home.

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A University-Copyrighted Computer Software Policy

Have you ever "borrowed" a computer program from a friend or coworker? Are
copyrighted
computer programs currently installed on your home or office computer? If so,
do you know whether those programs were borrowed or installed with the permission
of the copyright owner? Federal copyright law gives the copyright owner the
exclusive
right to determine who can install or borrow copyrighted computer software. If you
or
an authorized university representative purchased software from a reputable vendor,

then that purchase probably included the purchase of a license for the purchaser of

the software.

Before you use, share, or distribute the software, you should understand the terms
of the license. If the software was purchased off the shelf or prepackaged, then
the
packaging will include the license terms.

This method of disclosing the license terms is sometimes referred to as shrink wrap

licensing, because the language often provides that by opening the (shrink wrap)
packaging, the purchaser agrees to be bound by the terms of the license. If the
software
was developed or customized for a particular purpose, an underlying written
agreement may contain the terms of the license. If university employees developed
the software in the course of or as part of their employment, then the copyright in

the software will belong to the University's Board of Regents.

This means that no one can distribute the software or license or allow others to
use it without the express, written authorization of someone authorized to contract

on behalf of the board. Agreement to license software created by university

employees
should be reviewed by the Technology Collaboration and Licensing Office or the
Office of General Counsel.

If the university hired a consultant or independent contractor to develop the

software,
the agreement with the consultant or contractor either should assign ownership
of the copyright in the resulting software to the university or should contain
the license terms governing the use and distribution of the software. All
agreements
with third parties (including students) for the purchase, lease, creation, or
adaptation
of software or other copyrighted materials for use by the university should be
reviewed by the purchasing and business services offices or the Office of General
Counsel.

License terms may restrict the individuals or sites that are authorized to use the
software. The term of the use, the purpose of the use, and the ability to
distribute
and copy the software may also be limited by license terms. The license may
describe
penalties for violation of its terms.
Unauthorized copying or distribution of software may also result in civil and
criminal
liability under federal and state laws. The university and the individuals involved

in the unauthorized copying may be liable even if the software was copied for an
educational or a nonprofit use.

(continued)
Software publishers have taken aggressive steps to protect against infringement of
their copyrighted software. These steps may include an audit of university
computers
to search for software being used without authorization. The presence of unlicensed

software may result in considerable liability for the university and for
individuals involved
in unauthorized copying. In other words, unless you are an authorized user, that
"free"
copy of a copyrighted software program may not be free at all.

Source: Adapted from a document prepared by the Arizona State University Office of
General
Counsel, 2001.

I SUMMARY

We have only begun to experience the radical changes that computers will make on
society as we know it. Computer scientists and sociologists differ in their
estimates
of our technological future: Some foresee a stark 1984-type world; others, Toffler
(1981) among them, predict a bright future in which humans, aided by advanced
technology, functinn with greater freedom than ever before. Who is right remains to

be seen, but this much is certain: Computers are bound to change our lives and our
society in dramatic and irrenlCable ways.

Cnmputer fraud and abuse take many forms: theft of money, goods, and identity;
unlawful use of information stored in computers' memories; and unauthorized
use of cnmputer time. Hackl'rs enter computer systems without authorization.
Softw'lrc piracy, which is the theft of computer programs, can cause software
prices
to increase. The cnmputer virus is another major concern of computer security. The
entry of ,1 virus can destroy or damage records and shut down computers. Generally,

viruses 'lnd spywMe are difficult tn detect, but vaccines and antispyware are
available to overcome them. Spam, email scams and phishing are part of our daily
emails. Education must provide ,1wareness education for students. Social networking

has bt'come n?ry popular. Parents, teachers, and schools must work to maintain
safe use bv students.

Computer crimes ,lre nn the increase pMtly because of the increasing number of
computers in society. There are VMious methods of maintaining security in the
computer
room, primarily by limiting access to the room to authorized personnel. The
password is the tr,lditional method of controlling entry into a computer system and

limiting access to records. Biometric technology is increasingly being used to

maintain
security. In addition, many organizations screen potential employees in the
hiring process.

In addition to concerns for the security of organizations, there is concern for the

rights of individuals. The Federal Privacy Act of 1974 was enacted to protect the
confidentiality of files generated by federal government computers. Several state

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governments have passed laws to further protect the ,nerage citizen from illegal
use
of computer information. Besides computer crime, the issue of change in the labor
force is another m,ljor concern.

Teachers face new challenges in technology-based education. First, they must

strive to provide equal access to computers for all students, regardless of gender,

ethnicity, socioeconomic background, ,md ability. Second, they must promote

computer
ethics in their cl,lSSro011lS. Thev can do this by setting an example of ethical
computer use and by llsing tools such as rolc phlying dnd simulations to examine
ethical questions. Educators and parents are concerned about student pri,-acy and
access to inappropriate siks. In addition, plagiarism concerns 'lbout student
'lssignmcnts
utilizing the World Wide Web arc becoming a major concern. Technology provides
opportunities but also provides concerns to teachers and pMents, All must
work together to take ,ldvantilge of this powcrful tool!

�� � lET'S SEE WHAT YOU CAN DO!

1. Discuss the gl'ndcr-reLlkd ditferences in ,ltti12.

Wh,lt d'lngl'rs do you foresee in new technoltudes
towilrd computers. og\') Will nL'\\' technology render life more
2. \lVh,lt Me the dangers of tl'chnologic'll illlperson,llor thrl'<lten our
privacy?
elitism) 13. COlllp,lre the privacy polic\' of Yahoo! ilt www.
3. Describe l'lXl'nt caSl'S of fraudulent uses of yahoo.com to the priv,lcy notice
of Amazon at
compu tL'rs. www.amazon.com. (I "uok at the bottom of the
4. Describe the diffct'l'nCl's between COPPA 'lnd main p,lge for the link to
pri\'ilcy information.)
COPA. l:lke nul(' of the "cookies" dnd personal infor

S. Resl'<lrch I'iol'ltions of indi\'idu,ll rights to m,l tion sections.

pri\',lcy through un,luthori/ed ,1C(l'SS to rl'cords. 14. Wh,lt are schools 'lnd
teachers m,lin concerns

6. vVhM ,1re v()[]r (OnCl'rns ,lbout computer with Soci'llnctworking?

viruses ,lnd spvw,ll'e ,11ld Wlhlt ,1re vou doing 15. Outline ,1 pl,ln to implement
,1 Kid Safety proto
pre\'ent loss or misuse of \,our d,lta dul' to ,1 gralll in your CI'lSSroOIll.
virus or spvw,lrc') 16. l,ist tell SOCi,ll networks alld identify what
7. Rese,lrch the effl'ch of low-incollll' tecllllologv safdV requirements .Ire in
place to protect the
llCCCSS. L1Sl'!'.
8. Re\'iew ,1 popul'lr l'dUc.ltion,ll softw,1I'l' p,lCK17.
ldl'ntifv ,111 the states that h,we one-one comage
illld check for Ill'llc-domin'ltl'd roks in tIll' puting initiati\'l's. Describe
each program.
softwarl', 18. RL'se'lI'ch the digital di,'ide issues ,llld write ,1
9. Review the nll'thods of blocking in,lppropri,lte sUlllm,lry of the progress,
if ,lIlY, th,ll Ilds been
wdositl's for elimin.lling student ,1CCl'SS in m,lde to 'llle\'i'lte the problem
since 2003.
schools. 19. List the copyright ,lCts listed in this chapter
10. Write and present to the cl<lss ,1 report on the \\hich effect children.
Develop a PowerPoint
progress of the Negroponte SlllO computer presentation for presentiltion to the
PTA,
initi'ltil'e to help c'liminale the digital di\'ide. 20. Rese<lI'ch the effects of
cyhercrimc on society.
11. Whilt steps can VOLI t'lke to stop pJ,lgiarism in
you I' c1,lssroom)
140 CHAPTER FIVE

'.

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Crnylab~~hoo~-!
I

Computer Usage: Policies and Security

This video clip provides additional information on the social, ethical, legal, and
human issues
teachers face when they incorporate technology into education.

� Log into www.mylabschool.com. select Educational Technology under the Course tab,

access the "Planning Technology-Enhanced Instruction" videos, and watch "Learning

the
Rules for Computer Use."

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[Assignment Finder.

You may also navigate directly to the videos by entering Assignment ID ETVI into
the

Draft an acceptable use policy for your school.

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COMPANION WEBSITE

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To access chapter objectives, practice tests, weblinks, glossary, and flash cards,
as well as the com

plete chapter bibliography, visit the companion website at

www.ablongman.com/bitter7e.

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