Cyber Savvy Schools: Embracing the Future
Trying to prepare students for their future and teach them about Internet safety without
Web 2.0 in schools is like trying to teach a child to swim without a swimming pool!
A combination of factors should ~ and will ~ lead schools to reassess how they are managing student Internet use, addressing Internet
safety education, and responding to the concerns of youth risk when using technologies.
It is becoming clear that concerns about Internet risk and the ineffective way in which schools are trying to manage Internet use are amajor barrier to moving schools forward to embrace 21st century learning environments. The new Children’s Internet Use Protection Act(CIPA) will require that schools teach Internet safety. Increasingly, schools are recognizing that the online behavior of some students ishaving a damaging impact at schools and on the ability of students to feel safe and be successful.
A recognition of the relatedness of these factors provides the opportunity for schools to address these issues in a more comprehensive
manner. This document will outline how these issues interact and how Cyber Savvy Schools can embrace the future.

Cyber Savvy Schools Vision
21st Century Learning Environments✦ Schools are safely and effectively using Web 2.0 technologies to prepare students for their future education and careers, civic
responsibilities, and personal life in the 21st century.
‣ Schools will shift from the primary reliance currently placed on filtering technologies to more effective supervision and technicalmonitoring. All instructional staff will be able to override the filter to access and allow students to access instructional material
online. Districts will establish safe, well-managed Web 2.0 environments to support a professional development community, as well
as student learning. This Web 2.0 environment will showcase student work and support interactive instructional communities thatcan bring students together to create, communicate, and collaborate. Students will be able to access their individual classwork andthe interactive community from any Internet location ~ which will support anytime, anywhere learning.
Universal Digital Media Safety, Citizenship, and Literacy Competencies.
✦ All young people understand digital media safety, citizenship, and literacy issues and demonstrate competence in keeping themselvessafe, engaging in responsible behavior that respects the rights of others, and taking responsibility for the well-being of others.
‣ Younger children will use the Internet in safe places. As young people grow they will be empowered with the knowledge, skills, andvalues to independently make safe and responsible decisions online. These lessons will infused into web 2.0 learning activities. Allteachers are prepared to address these issues, under the leadership of school librarians, educational technology and healthteachers, and counselors.
Targeted Youth Risk Online Prevention and Intervention✦ Effective risk prevention and intervention programs have been established through a multidisciplinary collaboration of educations, law
enforcement, and mental health to respond to the concerns of the minority of young people who are at greater risk of engaging in
unsafe or irresponsible online behavior or being victimized by others.
‣ Comprehensive whole school and community approaches enhance all students’ ability to further healthy personal interrelationships
and avoid risky online situations. Targeted multidisciplinary approaches effectively investigate situations where students are at risk,
are being harmed, or are harming others using digital technologies. Interventions are grounded in Restorative Justice.

Moving Past Techno-Panic
In proceeding forward, schools must understand that the past decade has been characterized by technopanic ~ a heightened concern
about the use of the Internet by young people that is not grounded in the actual research evidence. Here is what the research says:✦ Many of the young people who are engaging in risky or harmful behavior online are those who are also at greater risk in the RealWorld. These are “at risk” youth, whose risk behavior is now manifesting in the context of use of these new technologies. These moresignificant risks most often involve known peers and, thus, could lead to a disruptive impact at school or create a hostile environmentthat prevents a student from being successful at school.
✦ Repeated research studies have demonstrated that the majority of young people are generally making good choices online andeffectively handling the negative incidents that do occur. However, they are young, they do not fully understand the ramifications ofsome actions, they will engage in risk-taking, they will make mistakes, and others may seek to harm them. The technology
environment can have a negative influence on behavior due to the misperception of invisibility and the lack of tangible feedback of theconsequences of behavior. Through effective social norms/peer leadership-based education we can reduce their mistakes, increase
their abilities to respond to negative incidents, and encourage them to assist others or report serious concerns to a responsible adult.

Center for Safe and Responsible Internet Use <http://csriu.org>© 2010 Permission to reproduce for non-profit purposes is granted.

21st Century Learning Environments
Essential Foundation & Challenges

21st Century Learning Environments✦ Schools must establish 21st century learning environments,infused with Web 2.0 technologies.

✦ The Partnership for 21st Century Skills has described the
21st century learning environment: <http://www.

‣ To prepare students for their future education, career,civic responsibilities, and personal life.
‣ To provide the necessary environment to teach digital
media safety, citizenship, and literacy competencies.

Planning Challenges✦ No Child Left Behind has impeded innovation.
‣ High stakes testing of 20th century skills and therequirement that programs be “scientifically-based” hasthwarted progress and the shift to 21st century learning.
✦ Educational technology is often not well integrated into theCurriculum and Instruction or viewed as a tool to facilitate
learning in appropriate areas of the curriculum.
‣ Effective programs for ongoing professional andcurriculum development and sharing of technologyenriched lesson plans have not been established.
✦ Educational technologies have been overhyped. Too often
there has been a mistaken perception that a high level ofcomputer access will transform schools ~ accompanied byineffective planning for implementation. Inadequate attention
has been paid to Total Costs of Ownership.
‣ This results in too much “Internet recess” (noneducational use) which provides opportunities for misuse.
✦ Many teachers lack sufficient skills in 21st century media
literacy and content selection.
‣ Currently, textbook publishers select content, districts
select textbooks, teachers teach from the text, andlibrarians select additional resources. This paradigm willchange ~ thus requiring enhanced media literacy skills.

Filtering Reliance and Administration✦ Reliance on filtering is interfering with effective instruction.
‣ When teachers and students are frequently blocked fromaccessing relevant instructional material, reliance on
Internet resources significantly decreases. Many districts
have not provided teachers with the ability to bypass thefilter to access relevant instructional material or toaddress safety concerns.
‣ Filtering only works in a Web 1.0 environment, where theobjective is to block students from accessing“objectionable material.” But older students can easily
bypass filters using technologies created for dissidents.
‣ Filtering is not an effective management tool for theinteractive activities that occur in Web 2.0 environments.
‣ Primary reliance on filtering, which was influenced byCIPA, has led to false security and the expectation thattechnical services is responsible for preventing misuse.
Universal staff responsibility is necessary.

Technopanic ~ Inaccurate Fear-Based Messages✦ Fear about Internet risk and Web 2.0 technologies hascreated the misperception that using these technologies inschool could place students at risk.

21stcenturyskills.org>‣ Creates learning practices, human support and physicalenvironments that will support the teaching and learningof 21st century skill outcomes.
‣ Supports professional learning communities that enableeducators to collaborate, share best practices andintegrate 21st century skills into classroom practice.
‣ Enables students to learn in relevant, real world 21stcentury contexts ....
‣ Allows equitable access to quality learning tools,
technologies and resources.
‣ Provides 21st century architectural and interior designs
for group, team and individual learning.
‣ Supports expanded community and international
involvement in learning, both face-to-face and online.

Recommended Action Plan
✦ Focus on use of digital media resources and technologies tofacilitate learning where appropriate in the curriculum.
‣ Fully integrate the district’s educational technology
program into Curriculum and Instruction.
‣ Establish a Web 2.0 professional community to support
ongoing dialogue, sharing of lesson plans, and mentoring.
‣ Expand role of library media specialists to that of digital
media literacy specialists ~ professionals who support
teachers and students in gaining digital media literacy.
‣ Adopt a “continuous improvement” model to support
innovative approaches with effective evaluation.
✦ Revise approach for technology use management.
‣ Reinforce that the Internet must be used for learning
activities, not entertainment. Periodically analyze
technology use to ensure instructional focus.
‣ Shift from primary reliance on “blocking” to more effective“watching” ~ through use of remote access or content
analysis technical monitoring and staff supervision.
‣ Implement a district Web 2.0 interactive environment for
professional development and student use. Provide
students with an online “classwork portfolio,” accessible
through the Internet from any device or location ~ with theability to email work to a teacher or post work to a blog orwiki for group collaboration. Provide web-based lesson
development and white list capabilities for teachers.
‣ Develop a strategy to ensure that teachers and students
are not inappropriately blocked from accessing sites
necessary for educational or professional development
purposes. Establish clear standards that address
purpose, content, and bandwidth concerns. Make sureprocesses are in place to ensure accountability.
‣ Establish student “tech teams” to provide computer
trouble-shooting and support in the use of technologies.

Universal Digital Media Safety, Citizenship, & Literacy
Instructional Issues

Digital Media Safety, Citizenship, & Literacy✦ All young people must gain competencies in the safe andresponsible use of digital media technologies and resources.
This includes:

Core Competencies‣ Understand risks and effective protective strategies andengage in safe behavior.

✦ Information credibility.

‣ Understand the standards for responsible behavior,demonstrate respect for others, and take responsibility for
the well-being of others.

✦ Protecting personal information and reputation.

‣ Engage in effective consumption, creation, andcollaboration in the development of digital content.
✦ Schools are mobilizing to address digital media safety andliteracy. Factors fueling this include:‣ The new Internet safety education requirements
associated with CIPA.
‣ The recognition that student’s misuse of digital media
while on or off-campus is having an impact on their wellbeing and learning and is also impacting the quality of theschool community.
✦ Addressing these issues will require a multidisciplinary teamapproach. The issues involve risk behavior, technology, andmedia literacy.
✦ Unfortunately, some Internet safety curriculum andprofessional development materials currently available
present concerns.
‣ These materials support the authoritarian delivery of
inaccurate, fear-based messages and simplistic rules
against normative online behavior. Fear-based risk
prevention approaches have never been demonstrated tobe effective in preventing risk behavior. This approach
may cause young people not to report negative situations
because they fear adults will overreact, blame them, andrestrict their online actions.

Recommended Action Plan✦ Develop a plan to provide instruction utilizing the expertiseof library/digital media specialists, educational technology
specialists, counselors, health teachers, school resource
officers ~ and older students.
✦ Closely review curriculum and professional development
resources to ensure they are grounded in the research
literature and incorporate effective risk prevention.
✦ Because the majority of young people are generally making
good choices online, social norms risk prevention
educational strategies can be used. The social norms
approach has been shown to be highly effective.
‣ Correct the misperception that other teens are engaging
in risky online behavior. Identify, model, and promote thehealthy, protective behaviors that are the actual norm inthis population.
✦ Encourage peer leadership and helping behavior.
‣ Stress the importance of helping others. Make surestudents fully understand the potential harmful
consequences. Provide practice in helping skills. Ensure
it is very easy for them to confidentially report concerns atschool.

✦ Critical thinking using digital media.
✦ Keeping life in balance.
✦ Interacting safely with others online.

Sites and Technologies✦ Computer security and scams.
✦ Terms of use agreements.
✦ Accidental access to objectionable material.
✦ Market profiling and advertising.
✦ Protection features for social networking.

Youth Risk Online✦ Cyberbullying and cyberthreats.
✦ Risky sexual relationships and activities.
✦ Unsafe or dangerous online groups.

Digital Media Literacy✦ Free speech.
✦ Accurate attribution.
✦ Copyright and fair use.
✦ Publisher responsibilities.
✦ Establishing credibility and effective advocacy.
✦ Civic collaboration.

✦ Develop a plan to use multiple instructional opportunities:‣ Provide direct instruction in appropriate classes ~ library,technology, health.
‣ Infuse issues throughout Web 2.0 instruction.
‣ Use “teachable moments” ~ discussing actual incidents
and news reports.
‣ Provide informal tips ~ signage and computer screens.
✦ Especially in the older grades, use peer discussion
approaches ~ with the teacher asking questions that willlead to a deeper level of understanding. Provide
opportunities for older students provide guidance to younger
students.
✦ Educate parents through multiple channels.
‣ Workshops, “just in time” resources in the school library,and educational information in school newsletters and on
the district web site.
✦ Provide opportunities for professional development for thelocal mental health and health community, law enforcement,
and media ~ along with school staff.

Targeted Youth Risk Online Prevention & Intervention
Risk Issues

Risk Areas✦ Electronic aggression.

✦ The young people who are at greater risk online aregenerally those who are at greater risk offline.

‣ Cyberbullying and posting material that raises
concerns of the potential of violence to self or others.

‣ These youth generally have psychosocial problems,
friends who engage in risk behavior, and disrupted
relationships with parents or caregivers.

✦ Risky sexual and relationship issues.

‣ These youth are less likely to make good choices, lessresilient in getting out of difficult situations, less likely tolisten to adult guidance, and less likely to report online
concerns to an adult because they more likely to havemade bad choices that led them into the situation.

✦ Unsafe or dangerous groups.

✦ Online risk behavior is grounded in mental health concerns
or victimization can result in mental health concerns.
Because many incidents involve known peers, such
behavior will often cause a disruptive or harmful impact atschool. The behavior could result in criminal victimization orviolation.

‣ Sexual solicitation or exploitation, unsafe cyberdating,use of digital media by abusive partners, and creating
sexualized images.
‣ Unsafe groups support anorexia, self-cutting, drug/steroid use, suicide. Dangerous groups include hategroups, gangs, hackers, and trafficking in porn.
✦ Underlying concerns.
‣ Unsafe postings or interactions and addictive access.

Recommended Action Plan‣ Effective targeted risk prevention and intervention will
require a collaborative, multidisciplinary approach.
✦ There are no evidence-based best practices to addressthese concerns. The research regarding these new risks isstill emerging. The technologies and digital media activities
will continue to change rapidly.
‣ It will not be possible to emulate traditional risk prevention
initiatives that establish relatively static programs that use
evidence-based best practices. It will be necessary toshift to a dynamic “continuous improvement” model.
✦ Adults are generally not present in digital environments ~but other young people are.

✦ Establish a multidisciplinary team at the district and schoollevel to address the concerns of youth risk online.
‣ This team should include the safe school personnel ~administrators, counselors & school psychologists, healtheducators, and school resource officers. Expand toinclude librarians, education technology, and technology
services. Preferably, include community mental health.
✦ Conduct a needs assessment to determine what kinds ofyouth risk online problems are emerging in the schools andwhat is necessary to address these concerns.
✦ Provide professional development to district and schoolbased teams on youth risk online issues.

‣ Influencing positive peer helper responses and peer
reporting of concerns will be very important.

✦ Evaluate and modify school plans and policies that might beimplicated in youth risk online issues.

✦ School officials have the legal authority to respond to offcampus student speech that has caused, or there is areasonable expectation will cause, a substantial impact atschool or interference with the rights of students to besecure.

‣ This includes: threat assessment and suicide prevention
plans, bullying and harassment policies, cell phone anddigital imaging devices policies, and extracurricular
activities policies.

‣ Protecting student safety and well-being will take priority
over protection of student free speech.
‣ Focus on restorative justice and prevention of further risk
behavior and harm in all responses to concerns that have
impacted the safety of students or school community.
✦ Digital media can provide significant opportunities toeffectively address the concerns of “at risk” youth.
‣ The electronic record of actions and relationships canprovide excellent insight into risk behavior and factors
and provide the opportunity for early intervention.
‣ The online environment itself can be used to provide
information, self-help resources, individual or networkbased support, and crisis intervention.
• The ability to seek help “invisibly” online may support
greater help-seeking behavior.

The Center for Safe and Responsible Internet Use offers professional development programs
addressing the issues in this document that can be downloaded from its site: http:/csriu.org.

‣ Ensure students have an effective way to report online
concerns or crisis situations ~ such as an report featureon all school web sites.
✦ Provide education to students about online risk concerns.
This education will build on the universal curriculum.
‣ As these issues are closely integrated with healthy youth
behavior, integration of instruction should be infused into
the instruction that addresses these issues. These
classes are generally offered by health teachers orcounselors. As these professionals often do notunderstand digital technologies, team teaching with alibrarian or educational technology coordinator may beadvisable.
✦ Establish protocols for administrators to follow to investigate
and intervene in situations involving online behavior thathave impacted the school or student safety at school.
‣ Establish an evaluation protocol to assess effectivenessat a district level.