1. Irina Uk and Noor Alkhater

2. According to the EDC Opportunities in Instructional Design Roles Documents, our
assignment was:
“Getting administrators and teachers on board with mobile learning can run up
against Acceptable or Responsible Use Policies that ban cell phones in the
classrooms. This team will research and propose updated school/ district/
classroom policies that support mobile learning and then identify model policies
currently in place.
The takeaway will include these models, justifications as to why they are
included, and tools and resources schools and districts can use to develop their own
responsible or acceptable use policies.”

3. 1. Why should schools rewrite Acceptable/Responsible Use Policies?
2. What foundational principles should inform the design of an effective
AUP/ RUP?
3. What are the elements of an effective Acceptable/Responsible Use
Policy?
4. What should be done post implementation of mobile Acceptable/
Responsible Use Policies to determine their effectiveness?

4. The CoSN Final Report: Leadership for Web 2.0 in Education: Promise & Reality
summarized that administrators where most concerned with:
1. time wasting/ distractions
2. use of biased sources, plagiarism and cheating
3. exposure to inappropriate content and interactions
4. transfer of personal information
5. cyber bullying
This was echoed by the administrators we interviewed.

5. An effective AUP or RUP responds to all the issues that
school leaders, administrators, teachers and parents have
related to the use of web 2.0 tools and mobile technology in
classrooms, acts as a framework for mitigating, redirecting and
responding to misuse, and acts to facilitate a responsible use
culture in which mobile technology and web 2.0 tools can be
utilized to enhance learning and acquisition of 21st century
skills.

6. http://12.69.98.3:8080/AUPBuilder.aspx

7. Summary:
This section provides administrators with an initial roadmap
to guide them through the process of creating an AUP/RUP.
Based extensive research, the checklist offers key
considerations and suggestions for how to initiate
development and navigate through the process of creating an
AUP/RUP.
Key Takeaways:
 Checklist serves as a roadmap for the major steps involved in
writing an AUP/RUP:
 Who to involve in the process
 Goal setting
 Establishing concerns
 Agreement protocol and policy
 Familiarization time
 Promoting understanding and adherence
 Assessment

8. Summary:
This section contains a detailed recommendation of what an effective AUP/ RUP should
contain and how it should be organized. This recommendation was written based on
research consisting of EdTech literature, already existing effective AUPs/ RUPs and interviews
we conducted with administrators and other school officials. Our AUP/ RUP
recommendation addresses all of the major mobile technology and web 2.0 related
concerns that were voiced by administrators in the CoSN Final Report and in interviews.
Key Takeaways:
 Elements of AUP/ RUP must reflect guiding principles
 Examples of guiding principles include:
 Safety
 Respect
 Sharing
 Privacy
 Language choice is important
 Convey trust in faculty and students
 Communicate that tech use is a privilege
 Use active vocabulary
 AUP/ RUP should be clearly structured and easy to read
 Convey mandatory review process
 Explicitly define modes of tech use and set guidelines for distinct uses
 Link consequences to specifies breaches

9. Summary:
This section allows the user to build their own AUP/ RUP, export and print it.
It is split screen, so that they can refer to sections of the AUP/ RUP
recommendation while writing their own. They have options to delete
categories, add categories and change the order of categories that we
provide them with. The builder is prepopulated with a model example of
each section in the AUP/ RUP. The user can choose to keep, modify or
overwrite this example.
Key Takeaways:
 Updated AUP/ RUP should reflect changes in emerging technologies and
provide opportunities to utilize web 2.0 tools for learning
 Different schools have different needs and ecologies, so AUPs/ RUPs
should be individualized to those differences

10. Summary:
This section provides resources for teachers, administrators and parents that
can help them implement the new AUP/ RUP. We provide links to many
resources and share pointers on what can be done to help a school transition
smoothly to using web 2.0 tools and teaching 21st century skills.
Key Takeaways:
 Administrators are responsible for creating a responsible use culture
 Make sure AUP/ RUP is in accordance with CIPA and COPPA; consult a legal
representative
 Acquaint parents, teachers and students with AUP / RUP and web 2.0 tools usage
 Hold parent nights
 Facilitate Digital Network Day, post flyers, make announcements
 Ongoing PD where teachers choose what they learn
 Set up student run helpdesks
 Teachers promote AUP/ RUP adherence and benefits by
 Teaching digital citizenship curriculum
 Consistently enforcing AUP/ RUP guidelines
 Meaningfully integrating web 2.0 tools into curriculum

11. Summary:
This section offers administrators resources for how to assess the success of
the AUP/ RUP they have adopted. The section is made up of two parts; the
first is a discipline referral flowchart. It allows administrators to pinpoint the
specific aspects and parts of the AUP/ RUP that students are not adhering
to. We have included accompanying recommendations for how to respond
to specific breaches. The second part is an interactive discipline referral
tracker to quantify the number of referrals in order to reveal specific
problem areas in the AUP/ RUP.
Key Takeaways:
 There is no one way to assess and measure the effectiveness of an AUP/ RUP
 Assessment is important to:
 Guide future revisions of the policy in place
 Better support student understanding and adherence of policy
 Keeping track of infringements helps administrators locate what aspects of the
policy students are struggling with and consider how to better support and
promote school-wide understanding and adherence
 Other ways to assess that are not included:
 Student surveys

12. Summary:
The teacher use section of the assessment tools is a classroom observation
protocol. Administrators can evaluate teacher use of technology in the
classroom linked to AUP/ RUP guidelines, adherence and promotion, as well as
collect data on how students respond to the teacher’s practices. Using this
assessment model, administrators can analyze the specific aspects that are
ignored or breached and what they can do to better support understanding
and adherence of the AUP/ RUP.
Key Takeaways:
 There is no one way to assess and measure the effectiveness of an AUP/ RUP
 Assessment is important to:
 Guide future revisions of the policy in place
 Better support student understanding and adherence of policy
 Observing how teachers and students use technology within a classroom offers
administrators insight into how the AUP/ RUP is being adhered to.
 Other ways to assess that are not included:
 Teacher surveys

13. • Provide details about bullets on development checklist
• Give administrators logins so they can
• Save and return to AUP/ RUP later
• Save and return to teacher evaluations later
• Store teacher evaluations and student discipline
referral tracker data on site
• They upload finished AUPs/ RUPs and share them
• Write postings and share parsed by AUP/ RUP
section headings
• Create a Contact Us tab, so users can communicate to us
their questions and comments about the site and AUP/
RUP creation
• Configure the site for an iPad screen

14. Suggestions?