TECHNOLOGY USAGE & SOCIAL MEDIA ETHICS
Overview For Teachers
TECHNOLOGY USAGE & SOCIAL MEDIA ETHICS: The ability to follow policy regarding use of personal technology while at work/ school; demonstrate proper use of company technology; understand how one’s online actions and behavior can have far-reaching and long -lasting effects; understand the need for accurate online company information.
PURPOSE: Upon completion of this module, the student will understand the importance of using technology and social media appropriately and the role they play in being successful. In addition, the objectives listed below should be met.
Ability to understand the impact that social media has on their future
Ability to build a professional online persona
Ability to understand when it is appropriate or inappropriate to use technology
This module focuses on teaching students the importance of using technology wisely and social media ethics. Students will work to improve these skills through activities and guided discussions with their class. They will discuss aspects of technology usage and social media ethics such as creating their personal brand, when it is appropriate and inappropriate to use personal or company/ school technology, and the pros and cons of social media.
TEACHERS: WHAT ARE YOU OBSERVING?
What does Technology Usage and Social Media Ethics look like in the classroom or in school in general? A great way to answer this and get things going is through engagement with the students. Ask your students these questions:
1. What does technology usage and social media ethics look like in school?
2. How does your online persona affect people around you? Example: classmates, friends, employers , family, etc. 3. What does technology usage and social media ethics look like within your learning?
RELEVANCY OF TECHNOLOGY USAGE & SOCIAL MEDIA ETHICS:
Social media usage is rampant . However, many people do not realize that employers also use social media to monitor the activities of their current employees. Postings that reflect poorly on the employer can result in adverse consequences for the employee. Employers also use social media to investigate the background of applicants. In addition, as technology continues to become more sophisticated and complicated, both employers and the general public are concerned about unethical practices such as stealing someone’s identity, using technology to cheat or steal, or the inappropriate use of either personal or company/ school technology.
Time to Think
Time Allocation: 20 minutes
Materials/Resources: paper, pens/ pencils, whiteboard, markers, computers/ tablets/ smartphones with internet access (optional)
ANTICIPATORY SET IDEA:
Read the following quote out loud to the class:
o “Disconnect to connect.”
Have students discuss with a partner their thoughts on this quote.
Then, have a few students share their thoughts with the class.
WATCH THE VIDEO:
As a class, come up with a definition for social media ethics and write it on the whiteboard.
Ask the following questions, post them on the whiteboard if necessary:
o Who owns your image?
o If someone takes a picture of you, can they post it on Snapchat or Instagram without your permission?
o What recourse do you have?
o Knowing what you now know about social media and the impact it can have on you, what advice would you give to a middle
school student who has just gotten their first cellphone?
Form six groups within the class and give each group a different question to discuss . Each group will choose a spokesperson who with then share the groups’ thoughts with the entire class. Encourage students to use their resources, if necessary.
o Group 1: Do you think it’s appropriate for potential employers to look at your social media accounts? Why or why not?
o Group 2: What is the purpose of social media? What was it created for? Are we using social media for the reasons why it was
created? Why or why not?
o Group 3: When is it unethical to use social media at home? At school? At work? Give specific examples.
o Group 4: What are some inappropriate ways to use social media? How could these affect your future success?
o Group 5: Do you know anyone whose job has been affected by their social media? What happened? What was the outcome? How
could they have avoided this situation?
o Group 6: How can you create a professional online persona? How will this affect your future success?
CHECK FOR UNDERSTANDING:
Technology Use: Create a short survey with Survey Monkey to check for understanding with the students that they will complete before they leave for the day.
Non-Technology: Thumbs Up/ Thumbs Down: Students will demonstrate their level of understanding by giving a thumbs up or thumbs down. Students with thumbs down will need more clarification.
ETHICAL SCENARIO--Optional (if not using, skip to "review and closing")
The Ethical Choice Scenarios have been developed to provide teachers with the ability to make the material applicable to real-life and relevant to the students. Within this guide, directions and prompts for the teacher will be in BLUE for ease of facilitation.
READ THE FOLLOWING SCENARIO OUT LOUD TO THE STUDENTS:
TO POST OR NOT TO POST?
You and your best friend have been working together at a restaurant in the middle of town for about six months. Your best friend has been begging you to create a profile on Instagram so you can start posting the funny pictures you guys take on your breaks at the restaurant – because you know everyone will love them. You’ve been really against having multiple social media accounts because it’s not only a lot to keep track of, but you know the trouble that social media can cause. One afternoon, while you and your best friend are on break, you get on the topic of y our boss , how overbearing he is, and how he is always grumpy and impossible to please. Then your best friend comes up with the idea to prank your boss by posting a Meme of him dressed up in a princess outfit along with a caption that uses inappropriate language. You are extremely hesitant to post it because everyone knows where you work and who your boss is. There’s no doubt in your mind that he would see the Meme shortly after you post it and he’s not the type of person to find that sort of thing funny. Your best friend posts it right away and instantly gets 20 likes on the picture! She keeps pushing you to post it so people can like it on your profile too. The Meme really is pretty funny – as you look at it again you also notice that the restaurant’s name is in the background of the picture . What do you do?
ASK THE FOLLOWING QUESTIONS: (display them to the class if necessary)
1. How many of you have already been faced with this scenario in real life?
2. What are the possible outcomes of this situation?
3. What are possible positive or negative consequences for your friend?
3. What are possible positive or negative consequences for you, depending on your decision?
GUIDED DISCUSSION: ASK STUDENTS TO SHARE THEIR THOUGHTS ON THE SITUATION AND HOW THEY ANSWERED THE QUESTIONS.
NOTE 1 : To help facilitate discussion, share any personal experiences you may have encountered with this same sort of issue.
NOTE 2 : Another option to foster further critical thinking is to then ask students, “ Why would your best friend put you in this situation?”
NOTE 3 : Another option to foster further critical thinking is to then ask students , “ What values do you think are in tension here, why is it an ethical dilemma?”
CLOSING DISCUSSION: ASK THE STUDENTS, “ HOW COULD THIS PICTURE AFFECT YOU, YOUR BOSS AND THE RESTAURANT ?”
REVIEW AND CLOSING:
Read the following quote out loud to students:
o “ Don’t say anything online that you wouldn’t want plastered on a billboard with your face on it.” – Erin Bury
Have students share their thoughts about the quote.
CORRELATION TO OBSERVATION TOOL: The Frequency Observation Tool (FOT) has a category where students will be observed and rated on their ability to understand how social media can affect their life and future success. This lesson will give students the opportunity to answer some tough questions about social media that will make them realize how important it is to develop a professional online persona.
DIFFERENTIATED INSTRUCTION IDEAS:
-Visual: Visual learners w ill benefit from having the important information written on the whiteboard.
-Auditory: Auditory learners will benefit from the partner and the class discussions.
-Kinesthetic: Kinesthetic learners could benefit by writing down any important information.
-ESL: ESL students would benefit from having a partner to assist them in the writing activity in case they have questions or need clarification.
-At-risk: At -risk students will benefit from the interaction they have with their group to help keep them focused and on task.
-Advanced: Advanced learners could benefit from helping other students write down their schedules, or by assisting ESL or At -risk students who may need additional help.