Dave Stone, University Laboratory High School, Urbana, IL.

Activity 2d, C&I 335, Summer, 1998.

Issues Relevant to Teachers Using the Web in Their Teaching

I selected four topics from the issue list presented for this assignment. Discussion of each topic includes a brief introduction to the topic (including one or more URLs I find useful) and a brief description of how I would address each issue with my students.

1. Copyright of Published Materials

An outstanding introduction to this topic is provided through numerous links at the Copyright Web Site. Though students in my classes do not currently construct web pages, I believe it essential that they be made aware of the wide variety of actions which constitute copyright infringement and the seriousness of those infringements. Text-based plagiarism (direct copying someone's material and claiming it to be your own) is clearly inappropriate, and my students generally understand and accept it to be inappropriate. It becomes somewhat gray as we look at URLs (not copyrightable), lists of URLs (sometimes copyrightable) and public domain materials (not copyrightable, though some items which appear to be public domain actually are copyrighted items which are used without permission).

This entire issue becomes even grayer when we begin to look at situations such as linking of other people's pages to their own, and vice-versa. Individuals can develop offensive home pages (e.g. "Dumb People at My School") and then link to the pages of others. At this point there is no legislation requiring consent for web page linkage to occur.

This topic is easy to approach when dealing with students. All have produced a considerable number of their own materials prior to coming into my class, and all show pride in certain things they've produced. Discussion of others taking credit for work which they haven't done on their own always brings about extensive discussion. When using the web for research, an activity which occurs in all of my classes, citation of references is essential. I encourage students to speak with me individually or call me at home if they have any question as to whether something is general knowledge or should be cited. Unfortunately, I can make clear the ramifications of sloppiness in citation (and therefore, implied claim of work or thinking as one's own) through a situation which occurred at our school in the mid-1980s. The Director of the school was sloppy in citation of references in a grant submitted to a national funding agency. As a result, he lost his position at our school and his joint appointment at the university, effectively destroying his academic career.

2. Illegal Uses of Software (Piracy)

Software piracy, the illegal copying and use of computer programs, significantly impacts many aspects of the US economy. Information shared at Congressional hearings during June, 1998 indicate that software theft costs America 130,000 potential jobs each year, with estimates of losses is 1996 totaling $2.3 billion. Studies cited during those hearings indicate one in four software programs in the U.S. are illegal. In an effort to curb software piracy, a number of major software publishers have developed the Business Software Alliance , a group which aims to educate consumers regarding software piracy issues and its societal impact.

Though software piracy is something that all of the students understand to varying degrees, many have grown up rationalizing it as something done by virtually everyone. Differences in software agreements regarding number of machines that can simultaneously share the software with the same serial number serve to cloud the issue even further.

I would approach discussion of this topic in the same way that I approached plagiarism/copyright infringement, making the case that this is actually stealing a tangible, physical item from another individual.

3. Fraud on the Web

Web fraud should be a concern of anyone who is considering using the web for information ranging from selection of contractors to direct purchase via the web. The National Fraud Information Center has a number of links, including Internet Fraud Watch, a web-based resource which serves as a clearinghouse for information including Alerts and Basic Internet Purchase Tips. Students are already well-versed in "stranger danger" tactics, which makes them relatively ripe for advice regarding web-based commerce. Discussion of the major points of Basic Internet Purchase Tips would be quite effective and may lead to further discussion of other forms of fraud throughout society.

4. Sexual Predators on the Web

Those teachers who supplement their classes with web-based resources are aware that the web allows users full access to a myriad of investigations and interactions not possible otherwise. Along with the quality resources and newsgroups, there are a number of situations, including chat rooms and some newsgroups, which allow pedophiles to interact with children without parent/teacher knowledge and consent.

It is important to stress to students that any identity of anyone involved in on-line interaction should be viewed with a degree of skepticism until either a teacher or parent verifies that identity. Students should never arrange to physically meet anyone they've encountered through the web without parental knowledge and permission. PARENT.COM, "a resource dedicated to educating parents on how to "safeguard their children from the dangers presented by cyberspace," includes a number of safety tips which are appropriate for sharing with students of all ages, and should be discussed prior to any activities which involve on-line communication.

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Last updated on June 17, 1998