Chapter 4

Section 1:  District Policies Section 2:  Copyright & Intellectual  Property Issues Section 3:  Funding Resources
Section 4:  Classroom Issues

CCSD # 180 Internet Policy Statement

CCSD #!80 Internet Consent and Waiver Form

MISSION

The mission of the CCSD #180 Internet initiative is to enhance learning and teaching through interpersonal communication, student access to information, research, teacher training, collaboration and dissemination of successful educational pratices, methods, and materials.
 

RIGHTS AND RESPONSIBILITIES

CCSD #180 will provide access to local, national and international sources of information and collaboration vital to intellectual inquiry in a democracy.  In return for this access, every user has the responsibility to respect and protect the rights of every other user in our community and on the Internet.  In short, account holders are expected to act in a responsible, ethical and legal manner, in accordance with the CCSD #180 Internet Code of Conduct, the missions and purposes of the other networks they use on the Internet, and the laws of the states and the United States.
 

CCSD #180 CODE OF CONDUCT

The Internet Code of Conduct applies to all users of the CCSD #180 network.  It reads:

I will strive to act in all situations with honesty, integrity and respect for the rights of others and to help others to behave in a similar fashion.  I will make a conscious effort to be of service to others and to the community.  I agree to follow the access, usage, and content rules as put forth in the CCSD #180 Internet Policy Statement.
 

ACCESS TO ACCOUNTS

A CCSD #180 sponsored Internet account is a privilege offered each academic year to the following:

1)    CCSD #180 teacher sponsored students;
2)    all educators including classroom teachers, support personnel, and Administrators;
3)    educators and students from other educational institutions who are working in partnership with CCSD #180 for specific   purposes over a limited period of time.
 

USAGE GUIDELINES

The Internet account holder is held responsible for his/her actions and activity within his/her account.  Unacceptable uses of the network will result in the suspension or revoking of these privileges and/or other disciplinary actions.  Some examples of such unacceptable use are:

1)    using the network for any illegal or unethical activity, including violation of copyright or other contracts;
2)    using the network for financial or commercial gain;
3)    degrading or disrupting equipment, software or system performance;
4)    vandalizing the data of another user;
5)    attempting or gaining unauthorized access to resources or entities;
6)    using an account owned my another user;
7)    posting anonymous messages;
8)    downloading, storing or printing files or messages that are profane or obscene;
9)    violating the Content Guidelines as outlined below.
 

CONTENT GUIDELINES

Students will be allowed to produce and use electronic publication materials on the Internet.  Network administrators will monitor these materials to ensure compliance with content standard.  The content of student materials is constrained by the following restrictions:

1)    no personal information about a student will be allowed, including home telephone numbers and addresses as well as information regarding the specific location of any student at any given time;
2)    all student works must be signed with the student's last name;
3)    all resources used in a student's work should be properly cited and all existing school/district plagiarism policies apply to internet research.
 

CCSD #180 INTERNET CONSENT AND WAIVER FORM

The attached consent forms are standard network access documents which have been slightly modified for use with CCSD #180.  By signing the Conditions of Use and Account Request forms, the requester and his/her parent(s) or guardian(s) agree to abide by the restrictions outlined in the policy.  The student and his/her parent(s) or guardian(s) should discuss these rights and responsibilities.  Ultimately, parent(s) and guardian(s) of minors are responsible for setting and conveying the standards that their child or ward should follow.

This CCSD #180 network system is being developed to support the school's educational responsibilities and mission.  The specific conditions and services being offered may change from time to time.

CCSD #180 makes no warranties with respect to Internet service or content.  Further, the requester and his/her parent(s) or guardian(s) should be aware that CCSD #180 does not have control of the information on the Internet, nor can it provide barriers to account holders accessing the rull range of information available.  Other sites accessible via the Internet may contain material that is illegal, defamatory, inaccurate or potentially offensive to some people.  Similarly, while CCSD #180 supports the privacy of electronic mail, account users must assume that his cannot be guaranteed.

CCSD #180 believes that the benefits to educators and students from access to the Internet, in the form of information resources and opportunities for collaboration, far exceed any disadvantages of access.  We hope your student will join us on the Internet.
 
 

I understand and will abide by the CCSD #180 Intenet Policy Statement.  I further understand that any vilation of the "policy statement" is unethical and may constitute a school offense.  Should I commit any violation, my access privileges may be suspended, revoked and/or other disciplinary actions may be taken.
 

User Signature:                                                                                   Date:                                                           .
 

PARENT OR GUARDIAN (If you are under teh age of 18 a parent or guardian must also read and sign this agreement.)

As the parent or guardian of this student, I have read the "Policy Statement."  I understand that this acces is designed for educational purposes.  It is impossible for CCSD #180 to restrict access to controversial materials and i will not hold it responsible for materials acquired on the network.  Further, I accept full responsibility for supervision when my child's use is not in a school setting.  I hereby give permission to issue and acount for my child and certify that the information on this form is correct.

Parent or Guardian (Please print):                                                                                                                           .
 

Signature:                                                                                         Date:                                                              .
 
 

CCSD #180 agrees to promote this agreement with the student.  Because the students will use the network for individual work, the school cannot be held responsible for the studnet's use of the network.  CCSD #180 agrees to instruct the student on acceptable use of the network and proper network etiquette.
 

User's Full Name (Please print):                                                                                                                            .
 
 

Home Address:                                                                                                                                                    .
 
 

Home Phone:                                                                                Date:                                                               .
 
 

 
 
 
 

Fair Use Policy

General Discussion

Resources

The Fair Use Policy states, that "for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright. In determining whether the use made of a work in any particular case is a fair use the factors to be considered shall include:

(1)    the purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit educational purposes;

2) the nature of the copyrighted work;

(3) the amount and substantiality of the portion used in relation to the copyrighted work as a whole; and

(4) the effect of the use upon the potential market for or value of the copyrighted work. The fact that a work is unpublished shall not itself bar a finding of fair use if such finding is made upon consideration of all the above factors."

(This definition of Fair Use Policy was taken from the Media Technology Services | Policies and Procedures, Copyright Implementation Manual.)
 

Plagiarism has acquired a new dimension as a result of the availability of on-line resources.  While educators must continue to instruct students in the ethics, legalities and consequences of appropriating the work of others, sensible precautions can minimize occurrences in your classroom.  Avoiding general open-ended topics, requiring outlines and rough drafts, and familiarizing yourself with the results produced by the major search engines will encourage students to spend their time constructively.  Providing easily accessible examples of the proper format for the citation of on-line sources also encourages students to do the right thing.

Student created web pages present a special problem.  We are instructing a new generation to publish in a medium where they are often more at ease than their instructors.  Generally accepted guidelines cover commonly encountered dilemmas.

It is acceptable to link to any URL on the Internet.  By publishing in this medium based on hyperlinks, every author has given implicit consent to linking.  Etiquette suggests that one notify the authors when you have linked to their pages.  Exceptions arise when one is linked in a libelous, obscene or derogatory manner.  Recent cases include students creating pages describing their teachers and administrators in such a fashion.

Inclusion of video, audio, photos and graphics occupy most of our decisions.  Applying the fair use doctrine, I would initially conclude that the limited incorporation of any of these on a middle school student's personal web page would not violate the fair use doctrine, notably purpose, amount and effect.  However, to instill the essence of the concept of intellectual property and to limit dumping large files on our server, I require students to request permission for any audio or video they wish to include.   It's amazing what is no longer needed when some extra effort must be expended to include it.  This policy also extends to graphics and icons that have not been obtained from the prescreened sites to which I have directed them.  Providing instruction in creating original multimedia also develops creativity and limits plagiarism.

One of the most common complaints I receive from students is that "everybody does it".  This applies to copying software as well as using copyrighted materials.  My response has been that we obey the law not only for fear of prosecution but because we're the good guys and it's the right thing to do.
 

General Discussion

Web Design Strategies For Those With Disabilities

Access Issues For Those With Disabilities

It is the policy of CCSD #180 to make any curriculum modifications necessary to meet the needs of the students.  If technologies or staff are needed for students to complete assignments, the district does what it can to meet those needs.  Another point to consider is that not all of our students have access to computers or the Internet from home.  Modifications are made to their daily schedule to provide them with the time and resources to complete the assignments.   The special education staff support those students with disabilities in the modification and completion of projects.
 
 

There are a variety of disabilities that could affect users of the World Wide Web that can easily be overlooked when designing and using the web.  Color, letter size, and positioning of text on the page are only a few of the elements that must be considered when designing a web page.  The following are a few design strategies I learned about while researching on disabilities.

Color
There must be a careful selection of background and text for a contrast that enhances readability.
 

Background
Using detailed or decorative backgrounds may distract from or prohibit readability.
 

Graphics
These may be used as decoration or for meaning, but some browsers may not show what I see.  Also, titles or explanations of graphics should be used so if the user cannot view the image, they will still understand the content or intent of the image.
 

Links
Careful placement of links must be considered for those that use readers that go from left to right.
 

Tables
Those that must increase the font size in order to read the text, my find that the information no longer fits in the cells of the tables.
 
 

These may only scratch the surface of elements that affect accessibility of web.  I looked into some specific disabilities and other design strategies for web pages that could be used by students.  They are listed below.
 
 

Speech Impairment
Students with speech impairments that may be assigned to give oral presentations may prepare their remarks ahead of time on their computer.  They may then use a computer’s speech output capability to convey the information.
 

Visual Impairment
Students may use digitized books that are read aloud electronically.  Computer voice systems can make learners more independent.
 

Learning Disability
Software can help display textbook pages on a computer screen.  A voice reads aloud as the pertinent text is highlighted on the screen.  Students can pull out for later review and may then look up the definition of any unfamiliar words in an electronic dictionary.
 
 

It is obvious to me that helping students with disabilities often requires additional hardware and/or software, many of which are quite costly.  For these students, it is important for teachers to customize the learning experience.  Many avenues do exist to assist students with disabilities so they, too, are able to benefit from using the World Wide Web.
 

Technologies as small as downloadable magnifications to specialized hardware/software may easily affect and impact access issues.  Technologies continue to expand and provide opportunities for major computer companies to produce, and then to continually expand, the capabilities of their products.  Competition between vendors will undoubtedly continue.  With this in mind, perhaps educational institutions could profit from such a senario.  Hardware/software could be available at reduced prices allowing for better communication for the entire population.

Students in need of specialized technologies will experience a myriad of educational opportunities which were previously unavailable to them.  Communication within their classrooms will be more effective, as will be their communication with the world.  This will also benefit society as a whole.  Those individuals who lose capabilities, either through injury or age, will benefit from these technologies and the improved market for them.  I believe these technologies will not only benefit the disabled population, but the population as a whole.

I examined a few web sites/articles that led me to the aforementioned thoughts.  The first of these is Short Sited, by Jeri Clausing.  This article gives the user a feel for how those with disabilities struggle through the Web.  Included are several interviews with several disabled persons who tell the story and the frustrations of their use and interactions with the Web.  This article had a much larger impact on me because it includes the personal stories of disabled individuals which made it all the clearer how web design impacts accessibility.

Also found in this article are explanations of some organizations that actively work on establishing accessibility guidelines for developers.  Some of these organizations are W3C, NCAM, Trade Center, and NFD.

The information from this article would be very beneficial when giving instruction on web design.  The benefits gleaned from the inclusion of personal story examples far surpass just the listing of "do’s" and "don’ts".

Another site is a web page made by Alliance for Technology Access(ATA).  The ATA is a network of community-based resource centers providing information and support to children and adults with disabilities.

Information on the ATA page, which particularly interested me, included a list of products that will enhance access to the World Wide Web.  There are ideas for overcoming physical, auditory, and visual disabilities.  This site can be an excellent source for teachers with a disabled child.  It offers approaches that will provide insight for helping the student.

A third site, Designing Access to WWW Pages also sponsored by the Alliance for Technology Access, provides a brief overview of strategies web developers can use to make their web pages more accessible to those with disabilities.  The following are some tips included in the article.
 

• Use a letter "D" next to images that are linked to the text description of images.

• Avoid using tiled backgrounds since they can make the text hard to read.

• Use the ALT tags with images so that text-based readers will at least be able to read the description of the pictures.

This article also points out several strategies that may work for a person with one type of disability, but these might be detrimental for other disabled users.  For example, a graphic symbol on a web page for e-mail will assist those with learning or cognitive barriers, but this may prohibit those who are visually impaired.  For this reason, it is important to know the audience make-up of the web page.  If one is not sure, multiple pages should be made that accommodate the needs of different groups.