SlideShare une entreprise Scribd logo
1  sur  9
Télécharger pour lire hors ligne
Acceptable Use Policy 1


Running Head: ACCEPTABLE USE POLICY – ***** COUNTY SCHOOL SYSTEM




               Acceptable Use Policy – ***** County School System

                         Mary “Nicole” Bennett Wingate

                          Georgia Southern University

                                  FRIT 8530
Acceptable Use Policy 2


                                           Abstract

The focus of this paper is to critique the ***** County School System’s Acceptable Use Policy.

The policy is being evaluated based on the components identified by Sharon Cromwell in

Education World and the Virginia Department of Education. The county’s AUP’s strengths and

weaknesses are identified, along with suggestions for improving the AUP as a whole. It is

suggested that detail is the key component in an AUP.
Acceptable Use Policy 3


       Remember when the library was a place where one only had access to books, all papers

were handwritten in pen, and communication with someone across the world was a complicated

endeavor? Well, those days are gone, and the Internet is here! The Internet has opened several

doors for education and expanded possibilities for assignments and gaining knowledge. While

these new opportunities are a great improvement, certain guidelines and protocol for the use of

these resources must be established. That is where a school system’s Acceptable Use Policy

(AUP) comes in. Just what is an AUP? According to the Virginia Department of Education

(n.d.), an AUP “…outlines the terms and conditions for using technology-based devices

maintained by schools and personal technology-based devices used during school hours on

school property” (par. 2). Every school must have an AUP, and it should be signed by parents,

teachers, and students to ensure that they understand and agree to abide by the regulations within

it. The ***** County School System is no different. Its current AUP was adopted in April of

2005 and explicitly states the guidelines for Internet use in the school system.

       Overall, the ***** County School System’s AUP does an excellent job of stating exactly

what the Internet is to be used for on school grounds. This statement of use, which is referred to

by Sharon Cromwell as being part of an AUP’s (1998)“acceptable uses section,” is one of “…six

key elements” in AUPs (par. 1 & 5). ***** County’s AUP doesn’t just meet the criteria of

Sharon Cromwell, though. There are several of the AUP components mentioned by the Virginia

Department of Education that ***** County’s AUP masters. For example, the AUP clearly

states that Internet access is (***** County BOE 2005) “…for limited educational and

instructional purposes…” (p. 1). This statement of the Internet’s purpose is one of the major

strengths of ***** County’s AUP. On several instances, the reader is reminded that the Internet

is to be used only for educational reasons. And while the ***** County BOE does not overlook
Acceptable Use Policy 4


the fact that the Internet does present students access to information that is inappropriate and

unethical, they state that (2005) “…the benefit of utilizing the valuable information and

interaction available on this worldwide network far outweighs the possibility that users may

procure material that is not consistent with the school system’s educational goals” (p. 1). This

acknowledgement of un-educational and inappropriate information on the Internet strengthens

the AUP because it shows that the advantages are so great that they outweigh these potential

problems. It’s extremely important that readers of the AUP understand the Internet’s educational

benefits. However, because inappropriate material is available online, the BOE includes a

statement disclaiming them from all responsibility when the Internet is used inappropriately.

They state the Internet is accessible (2005) “…at the user’s own risk” (p. 1). The inclusion of

this disclaimer is another strong point in ***** County’s AUP. Therefore, this rural town’s

AUP makes clear, on several instances, the purpose and advantages of Internet usage in the

schools, and denies responsibility for any damage when the Internet is not used according to the

guidelines and criteria set forth in the school system’s AUP. By doing this, the school system

provides students with the widest array of information available, while simultaneously placing

the responsibility of appropriate use on the students themselves. The first two pages of *****

County’s AUP, which include the information in this paragraph, could be referred to as Sharon

Cromwell’s (1998) “preamble” (par. 2). This crucial element of an AUP sets the stage for the

remainder of the policy.

       However, the statement of intent and disclaimer of school responsibility are not the only

strengths in ***** County’s AUP. Instead, they are simply the first of many. Since the *****

County BOE already acknowledged the inappropriate capability of the Internet, they further

outline those actions and uses of school Internet that are deemed unacceptable. On the third,
Acceptable Use Policy 5


fourth, and fifth page of the school system’s AUP, the BOE provides a detailed list of several

inappropriate uses that will be addressed with disciplinary actions. The detailed list gives great

guidance to the Internet users about exactly what will not be tolerated on school computers. The

detail in this section is very important because you don’t want to leave readers wondering if a

certain action or online use is acceptable. This section would be what Sharon Cromwell refers to

as the (1998) “unacceptable uses section” (par. 5). These “unacceptable” uses include, (*****

County BOE 2005) “Accessing materials or communications that are…abusive, obscene, [or]

sexually oriented” (p. 3). Also included in this list of unacceptable uses is the violation of

copyright laws, which is another key AUP component according to the Virginia Department of

Education. While the school system lists many behaviors that are “unacceptable,” they also state

that the list is not all-inclusive, leaving them room to discipline users who partake in other

actions that they know are inappropriate, but were inadvertently left off of the list. A description

of how users will be punished for unacceptable use is also included. This list of punishments is

important so that users understand the severity of their trespasses, and it ensures all punishment

is consistent. This detailed list of inappropriate uses, along with the punishment for these uses, is

a major strength of ***** County’s AUP.

       Also dispersed throughout the AUP are mentions of safety measures that are

implemented within the network by the school system. For example, Internet filters are used to

block unwanted or inappropriate sites, and system administrators have access to all mail accessed

on school grounds to guarantee it is of an appropriate nature. Both of these measures are

implemented to ensure that the school system is doing everything in their power to ensure that

school Internet users are abiding by the AUP, and that the Internet is used only for educational

purposes. The AUP then goes on to address how network security is ensured, and states that no
Acceptable Use Policy 6


“risk” users are allowed to access the network. And finally, in regards to security, the AUP

addresses the ways that security breaches are addressed and lists the appropriate means of

reporting any inappropriate Internet behavior. The inclusion of the policy for reporting

violations is an important element of an AUP referred to by Sharon Cromwell as the (1998)

“violations/sanctions section” (par. 8). After all, even if the violation is noticed, nothing can be

done unless it is reported. All of these above mentioned components strengthen ***** County’s

AUP.

       The final strength to be mentioned of this county’s AUP is the inclusion of signature

pages. At the end of the AUP, there are pages provided for teachers, parents, and students to

sign. Each of the above mentioned groups must sign the signature page to be allowed access to

the Internet on school grounds. The signature form, which is a page long for each of the three

groups (parents, teachers, and students), reminds each group of their responsibilities and roles

concerning school Internet use. Without the inclusion of a signature page, the reader is not held

accountable for the procedures and regulations presented in the AUP. These signature pages act

as Cromwell’s key AUP element, the (1998) “policy statement” (par.4). The policy statement

gives the circumstances that allow one to use the Internet on school grounds, which in this case,

is the signing of these forms. The inclusion of these signature pages, along with all of the other

above mentioned components makes ***** County’s AUP a well-written policy.

       Even though ***** County’s AUP has many strong points and is an overall well-written

policy, there are a few areas where the policy is weak. For example, Sharon Cromwell suggests

that all effective AUPs have six essential elements, among which is a “definition section.” The

definition section (Cromwell 1998) “…defines key words used in the policy…such as Internet,

computer network, [etc.]…” (par. 3). This element is completely missing in ***** County’s
Acceptable Use Policy 7


AUP. While there aren’t many words in the AUP that would need defining, the inclusion of this

section would help readers, especially those who are less educated, better understand what

exactly is included in the policy. The inclusion of this element could also strengthen another

weakness of the county’s AUP, the fact that it does not make clear that the AUP applies not only

to school computers, but any personal device used on school grounds and during school hours.

The AUP mentions policies that pertain to the network on several occasions, but some readers

may not understand that the “network” encompasses any personal computer hooked up to the

network. This lack of clarity was a gap I noticed in the policy, and the inclusion of a definition

section could help bridge this gap.

       According to the Virginia Department of Education, ***** County was also missing a

few other components of a successful AUP, namely addressing (n.d.) “… ongoing professional

development opportunities for each stakeholder group…” and “Description of community

outreach activities and associated needs assessments and evaluations” (par. 6). Though these are

two components that may be minor in comparison with describing acceptable and inacceptable

use of the school Internet capabilities, their inclusion would none the less strengthen the policy

as a whole. One bigger component missing from the AUP is the explanation of how the AUP

was written and any procedure for revising and evaluating it. Evaluating the AUP is extremely

important. After all, if it’s not evaluated, the school board cannot determine its effectiveness. If

the AUP did prove to be ineffective upon evaluation, it would be extremely important that it is

revised and a new version implemented. However, no procedure for this is addressed in *****

County’s AUP. This is one of the biggest flaws with the ***** County School System’s AUP.

       Upon review of ***** County’s Acceptable Use Policy, I found it to be good, with the

potential to be great. To be great, the policy would first off need to work on its weak points.
Acceptable Use Policy 8


This could be done by including a definition section where important terms, such as “network,”

are defined for readers. It also needs to have a section that addresses routine evaluations and

revisions of the policy. At the rate that technology is advancing and changing, the policy should

be evaluated and revised at least once every two to three years. This would ensure that the

policy stays up to date and accurate. After all, an out-dated AUP would be almost worthless.

       Other ways to make the AUP great would be to build on the strengths the policy already

has. For example, a better definition should be given to “acceptable use.” Though it is specified

that the Internet should only be used for educational purposes, that phrase “educational

purposes” could be interpreted differently by different people. One way to avoid these different

interpretations would be to include a detailed list of “acceptable uses,” just like the detailed list

of “unacceptable uses” that is a part of the policy. Though it is impractical to think that all of the

possible acceptable uses could, or even should, be outlined and addressed, a list would help

readers better understand some examples of what is acceptable. Another strong point that could

be enhanced is the inclusion of the punishments for unacceptable use of the Internet. Though the

policy states some of the possible punishments that can occur from using the Internet

inappropriately, such as revoking Internet privileges, suspension, or expulsion, the plan does not

go into detail about which offenses lead to such punishments. A detailed account of the Internet

offenses and what punishment they lead to would make punishments more consistent and “real”

to students.

       Ultimately, the key to a good Acceptable Use Policy is detail. The more detail that is

given, the clearer it is about what is expected from the Internet users. While ***** County’s

AUP is detailed on many instances, it is lacking in other areas. However, minor details included

in key places could make this policy great.
Acceptable Use Policy 9


                                         References

Cromwell, Sharon. (1998). Getting Started on the Internet: Developing an Acceptable Use

       Policy (AUP). Retrieved February 5, 2009, from http://www.educationworld.com/

***** County Board of Education. (April 11, 2005). ***** County Schools Acceptable Use

       Guidelines/Procedures. Retrieved February 3, 2009, from

       http://www.*****countyps.com/

Virginia Department of Education. (n.d.). Acceptable Use Policies: A Handbook. Retrieved

       February 5, 2009, from http://www.doe.virginia.gov/

Contenu connexe

Tendances

The usage of internet by youngsters of gujrat city (pakistan)
The usage of internet by youngsters of gujrat city (pakistan)The usage of internet by youngsters of gujrat city (pakistan)
The usage of internet by youngsters of gujrat city (pakistan)Alexander Decker
 
Internet usage by the teachers working in higher secondary
Internet usage by the teachers working in higher secondaryInternet usage by the teachers working in higher secondary
Internet usage by the teachers working in higher secondaryAlexander Decker
 
Federal Laws and Our Stakeholders
Federal Laws and Our Stakeholders Federal Laws and Our Stakeholders
Federal Laws and Our Stakeholders andimsdale
 
Adoption of Online Courses Teaching in Tanzania's Universities after World He...
Adoption of Online Courses Teaching in Tanzania's Universities after World He...Adoption of Online Courses Teaching in Tanzania's Universities after World He...
Adoption of Online Courses Teaching in Tanzania's Universities after World He...eraser Juan José Calderón
 
Analysis of internet access and use by students
Analysis of internet access and use by studentsAnalysis of internet access and use by students
Analysis of internet access and use by studentsKishor Satpathy
 
Copy Of Computer And Internet Law In Public Schools
Copy Of Computer And Internet Law In Public SchoolsCopy Of Computer And Internet Law In Public Schools
Copy Of Computer And Internet Law In Public SchoolsWilliam Kritsonis
 
Nidde e lea-zambia_presetnfinal_andidde
Nidde e lea-zambia_presetnfinal_andiddeNidde e lea-zambia_presetnfinal_andidde
Nidde e lea-zambia_presetnfinal_andiddeROCARE / ERNWACA
 
Judith e learning africa 2010
Judith e learning africa 2010Judith e learning africa 2010
Judith e learning africa 2010ROCARE / ERNWACA
 
Web-based Learning In Periods of Crisis: Reflections on the Impact of Covid-19
Web-based Learning In Periods of Crisis: Reflections on the Impact of Covid-19Web-based Learning In Periods of Crisis: Reflections on the Impact of Covid-19
Web-based Learning In Periods of Crisis: Reflections on the Impact of Covid-19AIRCC Publishing Corporation
 
Interactive website on information dissemination
Interactive website on information disseminationInteractive website on information dissemination
Interactive website on information disseminationTELKOMNIKA JOURNAL
 

Tendances (13)

The usage of internet by youngsters of gujrat city (pakistan)
The usage of internet by youngsters of gujrat city (pakistan)The usage of internet by youngsters of gujrat city (pakistan)
The usage of internet by youngsters of gujrat city (pakistan)
 
Internet usage by the teachers working in higher secondary
Internet usage by the teachers working in higher secondaryInternet usage by the teachers working in higher secondary
Internet usage by the teachers working in higher secondary
 
E-learning in Miriam College
E-learning in Miriam CollegeE-learning in Miriam College
E-learning in Miriam College
 
Federal Laws and Our Stakeholders
Federal Laws and Our Stakeholders Federal Laws and Our Stakeholders
Federal Laws and Our Stakeholders
 
Adoption of Online Courses Teaching in Tanzania's Universities after World He...
Adoption of Online Courses Teaching in Tanzania's Universities after World He...Adoption of Online Courses Teaching in Tanzania's Universities after World He...
Adoption of Online Courses Teaching in Tanzania's Universities after World He...
 
Analysis of internet access and use by students
Analysis of internet access and use by studentsAnalysis of internet access and use by students
Analysis of internet access and use by students
 
Copy Of Computer And Internet Law In Public Schools
Copy Of Computer And Internet Law In Public SchoolsCopy Of Computer And Internet Law In Public Schools
Copy Of Computer And Internet Law In Public Schools
 
Acu
AcuAcu
Acu
 
Nidde e lea-zambia_presetnfinal_andidde
Nidde e lea-zambia_presetnfinal_andiddeNidde e lea-zambia_presetnfinal_andidde
Nidde e lea-zambia_presetnfinal_andidde
 
Judith e learning africa 2010
Judith e learning africa 2010Judith e learning africa 2010
Judith e learning africa 2010
 
Web-based Learning In Periods of Crisis: Reflections on the Impact of Covid-19
Web-based Learning In Periods of Crisis: Reflections on the Impact of Covid-19Web-based Learning In Periods of Crisis: Reflections on the Impact of Covid-19
Web-based Learning In Periods of Crisis: Reflections on the Impact of Covid-19
 
Dm34694696
Dm34694696Dm34694696
Dm34694696
 
Interactive website on information dissemination
Interactive website on information disseminationInteractive website on information dissemination
Interactive website on information dissemination
 

En vedette

Wingate 2010 Collection Development Plan
Wingate 2010 Collection Development PlanWingate 2010 Collection Development Plan
Wingate 2010 Collection Development PlanNicole Wingate
 
Wingate annotated bibliography
Wingate annotated bibliographyWingate annotated bibliography
Wingate annotated bibliographyNicole Wingate
 
Wingate grant proposal
Wingate grant proposalWingate grant proposal
Wingate grant proposalNicole Wingate
 
Wingate reading enjoyment lesson
Wingate reading enjoyment lessonWingate reading enjoyment lesson
Wingate reading enjoyment lessonNicole Wingate
 

En vedette (6)

Wingate 2010 Collection Development Plan
Wingate 2010 Collection Development PlanWingate 2010 Collection Development Plan
Wingate 2010 Collection Development Plan
 
Wingate annotated bibliography
Wingate annotated bibliographyWingate annotated bibliography
Wingate annotated bibliography
 
Dept. guide 2009 10
Dept. guide 2009 10Dept. guide 2009 10
Dept. guide 2009 10
 
Wingate grant proposal
Wingate grant proposalWingate grant proposal
Wingate grant proposal
 
Wingate reading enjoyment lesson
Wingate reading enjoyment lessonWingate reading enjoyment lesson
Wingate reading enjoyment lesson
 
Aboutus(F)
Aboutus(F)Aboutus(F)
Aboutus(F)
 

Similaire à Wingate aup critique portfolio

Wingate copyright critique portfolio
Wingate copyright critique portfolioWingate copyright critique portfolio
Wingate copyright critique portfolioNicole Wingate
 
Communities online policy 190813
Communities online policy 190813Communities online policy 190813
Communities online policy 190813jennifer_lawrence
 
Rachel nachman aup policy project
Rachel nachman   aup policy projectRachel nachman   aup policy project
Rachel nachman aup policy projectRachel Nachman
 
Aup Critique
Aup CritiqueAup Critique
Aup Critiquerwhite83
 
Connect Digitally Minimum Features And Relationships
Connect Digitally Minimum Features And RelationshipsConnect Digitally Minimum Features And Relationships
Connect Digitally Minimum Features And RelationshipsAmandaDerrick
 
Acceptable Internet Use In Schools
Acceptable Internet Use In SchoolsAcceptable Internet Use In Schools
Acceptable Internet Use In Schoolsvlferrari
 
Ferrari v policy
Ferrari v policyFerrari v policy
Ferrari v policyvlferrari
 
Filtering.pete
Filtering.peteFiltering.pete
Filtering.petekadair26
 
Web Filters And Other Evil Doers
Web Filters And Other Evil DoersWeb Filters And Other Evil Doers
Web Filters And Other Evil Doerscathtech
 
Web Filters And Other Evil Doers
Web Filters And Other Evil DoersWeb Filters And Other Evil Doers
Web Filters And Other Evil DoersJazayer
 
GAMABrief: When Education Meets Big Data
GAMABrief: When Education Meets Big DataGAMABrief: When Education Meets Big Data
GAMABrief: When Education Meets Big DataChristina Gagnier
 
Scale Development To Evaluate Students’ Intention To Use Technology and E-lea...
Scale Development To Evaluate Students’ Intention To Use Technology and E-lea...Scale Development To Evaluate Students’ Intention To Use Technology and E-lea...
Scale Development To Evaluate Students’ Intention To Use Technology and E-lea...IRJET Journal
 
CHEPTER The Internet and ClientServer, Intranet & Cloud Computin.docx
CHEPTER The Internet and ClientServer, Intranet & Cloud Computin.docxCHEPTER The Internet and ClientServer, Intranet & Cloud Computin.docx
CHEPTER The Internet and ClientServer, Intranet & Cloud Computin.docxchristinemaritza
 
Point2Protect - keeping children safe
Point2Protect - keeping children safePoint2Protect - keeping children safe
Point2Protect - keeping children safePoint2Protect
 
The Implementation of E-learning System Governance to Deal with User Need, In...
The Implementation of E-learning System Governance to Deal with User Need, In...The Implementation of E-learning System Governance to Deal with User Need, In...
The Implementation of E-learning System Governance to Deal with User Need, In...TELKOMNIKA JOURNAL
 
Policy Brief _Virtual Education
Policy Brief _Virtual EducationPolicy Brief _Virtual Education
Policy Brief _Virtual EducationTimothy Makori
 
IRJET- Content Analysis of Websites of Health Ministries in ECOWAS English Sp...
IRJET- Content Analysis of Websites of Health Ministries in ECOWAS English Sp...IRJET- Content Analysis of Websites of Health Ministries in ECOWAS English Sp...
IRJET- Content Analysis of Websites of Health Ministries in ECOWAS English Sp...IRJET Journal
 

Similaire à Wingate aup critique portfolio (20)

Wingate copyright critique portfolio
Wingate copyright critique portfolioWingate copyright critique portfolio
Wingate copyright critique portfolio
 
Communities online policy 190813
Communities online policy 190813Communities online policy 190813
Communities online policy 190813
 
Rachel nachman aup policy project
Rachel nachman   aup policy projectRachel nachman   aup policy project
Rachel nachman aup policy project
 
Aup Critique
Aup CritiqueAup Critique
Aup Critique
 
Connect Digitally Minimum Features And Relationships
Connect Digitally Minimum Features And RelationshipsConnect Digitally Minimum Features And Relationships
Connect Digitally Minimum Features And Relationships
 
Wingate Policy Paper
Wingate Policy PaperWingate Policy Paper
Wingate Policy Paper
 
Acceptable Internet Use In Schools
Acceptable Internet Use In SchoolsAcceptable Internet Use In Schools
Acceptable Internet Use In Schools
 
Ferrari v policy
Ferrari v policyFerrari v policy
Ferrari v policy
 
Payne aup keynote
Payne   aup keynotePayne   aup keynote
Payne aup keynote
 
Filtering.pete
Filtering.peteFiltering.pete
Filtering.pete
 
Web Filters And Other Evil Doers
Web Filters And Other Evil DoersWeb Filters And Other Evil Doers
Web Filters And Other Evil Doers
 
Web Filters And Other Evil Doers
Web Filters And Other Evil DoersWeb Filters And Other Evil Doers
Web Filters And Other Evil Doers
 
GAMABrief: When Education Meets Big Data
GAMABrief: When Education Meets Big DataGAMABrief: When Education Meets Big Data
GAMABrief: When Education Meets Big Data
 
Scale Development To Evaluate Students’ Intention To Use Technology and E-lea...
Scale Development To Evaluate Students’ Intention To Use Technology and E-lea...Scale Development To Evaluate Students’ Intention To Use Technology and E-lea...
Scale Development To Evaluate Students’ Intention To Use Technology and E-lea...
 
CHEPTER The Internet and ClientServer, Intranet & Cloud Computin.docx
CHEPTER The Internet and ClientServer, Intranet & Cloud Computin.docxCHEPTER The Internet and ClientServer, Intranet & Cloud Computin.docx
CHEPTER The Internet and ClientServer, Intranet & Cloud Computin.docx
 
Pbl.doc
Pbl.docPbl.doc
Pbl.doc
 
Point2Protect - keeping children safe
Point2Protect - keeping children safePoint2Protect - keeping children safe
Point2Protect - keeping children safe
 
The Implementation of E-learning System Governance to Deal with User Need, In...
The Implementation of E-learning System Governance to Deal with User Need, In...The Implementation of E-learning System Governance to Deal with User Need, In...
The Implementation of E-learning System Governance to Deal with User Need, In...
 
Policy Brief _Virtual Education
Policy Brief _Virtual EducationPolicy Brief _Virtual Education
Policy Brief _Virtual Education
 
IRJET- Content Analysis of Websites of Health Ministries in ECOWAS English Sp...
IRJET- Content Analysis of Websites of Health Ministries in ECOWAS English Sp...IRJET- Content Analysis of Websites of Health Ministries in ECOWAS English Sp...
IRJET- Content Analysis of Websites of Health Ministries in ECOWAS English Sp...
 

Plus de Nicole Wingate

Wchs march media report
Wchs march media reportWchs march media report
Wchs march media reportNicole Wingate
 
Wingate 2010 materials order
Wingate 2010 materials orderWingate 2010 materials order
Wingate 2010 materials orderNicole Wingate
 
Wingate 2010 collection development plan
Wingate 2010 collection development planWingate 2010 collection development plan
Wingate 2010 collection development planNicole Wingate
 
Wingate jep reference order
Wingate jep reference orderWingate jep reference order
Wingate jep reference orderNicole Wingate
 
Wingate jep reference order
Wingate jep reference orderWingate jep reference order
Wingate jep reference orderNicole Wingate
 
Evaluation of the reference collection at jesup elementary school
Evaluation of the reference collection at jesup elementary schoolEvaluation of the reference collection at jesup elementary school
Evaluation of the reference collection at jesup elementary schoolNicole Wingate
 
Titles from free response questions 09
Titles from free response questions 09Titles from free response questions 09
Titles from free response questions 09Nicole Wingate
 
Sample mla 7 paper w annotations from owl at purdue university
Sample mla 7 paper w annotations from owl at purdue universitySample mla 7 paper w annotations from owl at purdue university
Sample mla 7 paper w annotations from owl at purdue universityNicole Wingate
 
2010 summer reading form
2010 summer reading form2010 summer reading form
2010 summer reading formNicole Wingate
 
Wingate professional development lesson
Wingate professional development lessonWingate professional development lesson
Wingate professional development lessonNicole Wingate
 
Wingate article critiques
Wingate article critiquesWingate article critiques
Wingate article critiquesNicole Wingate
 
Wingate article critique summary
Wingate article critique summaryWingate article critique summary
Wingate article critique summaryNicole Wingate
 
Wingate instructional partner collaboration lesson plan
Wingate instructional partner collaboration lesson planWingate instructional partner collaboration lesson plan
Wingate instructional partner collaboration lesson planNicole Wingate
 
Wingate Learner Analysis
Wingate Learner AnalysisWingate Learner Analysis
Wingate Learner AnalysisNicole Wingate
 

Plus de Nicole Wingate (20)

2010 media self eval
2010 media self eval2010 media self eval
2010 media self eval
 
Mc rubric
Mc rubricMc rubric
Mc rubric
 
Wchs march media report
Wchs march media reportWchs march media report
Wchs march media report
 
Wingate 2010 materials order
Wingate 2010 materials orderWingate 2010 materials order
Wingate 2010 materials order
 
Wingate 2010 collection development plan
Wingate 2010 collection development planWingate 2010 collection development plan
Wingate 2010 collection development plan
 
Wingate jep reference order
Wingate jep reference orderWingate jep reference order
Wingate jep reference order
 
Wingate jep reference order
Wingate jep reference orderWingate jep reference order
Wingate jep reference order
 
Evaluation of the reference collection at jesup elementary school
Evaluation of the reference collection at jesup elementary schoolEvaluation of the reference collection at jesup elementary school
Evaluation of the reference collection at jesup elementary school
 
Titles from free response questions 09
Titles from free response questions 09Titles from free response questions 09
Titles from free response questions 09
 
Sample mla 7 paper w annotations from owl at purdue university
Sample mla 7 paper w annotations from owl at purdue universitySample mla 7 paper w annotations from owl at purdue university
Sample mla 7 paper w annotations from owl at purdue university
 
Review sheet
Review sheetReview sheet
Review sheet
 
Open questions to 09
Open questions to 09Open questions to 09
Open questions to 09
 
Fall 09 titles
Fall 09 titlesFall 09 titles
Fall 09 titles
 
2010 summer reading form
2010 summer reading form2010 summer reading form
2010 summer reading form
 
Wingate professional development lesson
Wingate professional development lessonWingate professional development lesson
Wingate professional development lesson
 
Budget simulation
Budget simulationBudget simulation
Budget simulation
 
Wingate article critiques
Wingate article critiquesWingate article critiques
Wingate article critiques
 
Wingate article critique summary
Wingate article critique summaryWingate article critique summary
Wingate article critique summary
 
Wingate instructional partner collaboration lesson plan
Wingate instructional partner collaboration lesson planWingate instructional partner collaboration lesson plan
Wingate instructional partner collaboration lesson plan
 
Wingate Learner Analysis
Wingate Learner AnalysisWingate Learner Analysis
Wingate Learner Analysis
 

Wingate aup critique portfolio

  • 1. Acceptable Use Policy 1 Running Head: ACCEPTABLE USE POLICY – ***** COUNTY SCHOOL SYSTEM Acceptable Use Policy – ***** County School System Mary “Nicole” Bennett Wingate Georgia Southern University FRIT 8530
  • 2. Acceptable Use Policy 2 Abstract The focus of this paper is to critique the ***** County School System’s Acceptable Use Policy. The policy is being evaluated based on the components identified by Sharon Cromwell in Education World and the Virginia Department of Education. The county’s AUP’s strengths and weaknesses are identified, along with suggestions for improving the AUP as a whole. It is suggested that detail is the key component in an AUP.
  • 3. Acceptable Use Policy 3 Remember when the library was a place where one only had access to books, all papers were handwritten in pen, and communication with someone across the world was a complicated endeavor? Well, those days are gone, and the Internet is here! The Internet has opened several doors for education and expanded possibilities for assignments and gaining knowledge. While these new opportunities are a great improvement, certain guidelines and protocol for the use of these resources must be established. That is where a school system’s Acceptable Use Policy (AUP) comes in. Just what is an AUP? According to the Virginia Department of Education (n.d.), an AUP “…outlines the terms and conditions for using technology-based devices maintained by schools and personal technology-based devices used during school hours on school property” (par. 2). Every school must have an AUP, and it should be signed by parents, teachers, and students to ensure that they understand and agree to abide by the regulations within it. The ***** County School System is no different. Its current AUP was adopted in April of 2005 and explicitly states the guidelines for Internet use in the school system. Overall, the ***** County School System’s AUP does an excellent job of stating exactly what the Internet is to be used for on school grounds. This statement of use, which is referred to by Sharon Cromwell as being part of an AUP’s (1998)“acceptable uses section,” is one of “…six key elements” in AUPs (par. 1 & 5). ***** County’s AUP doesn’t just meet the criteria of Sharon Cromwell, though. There are several of the AUP components mentioned by the Virginia Department of Education that ***** County’s AUP masters. For example, the AUP clearly states that Internet access is (***** County BOE 2005) “…for limited educational and instructional purposes…” (p. 1). This statement of the Internet’s purpose is one of the major strengths of ***** County’s AUP. On several instances, the reader is reminded that the Internet is to be used only for educational reasons. And while the ***** County BOE does not overlook
  • 4. Acceptable Use Policy 4 the fact that the Internet does present students access to information that is inappropriate and unethical, they state that (2005) “…the benefit of utilizing the valuable information and interaction available on this worldwide network far outweighs the possibility that users may procure material that is not consistent with the school system’s educational goals” (p. 1). This acknowledgement of un-educational and inappropriate information on the Internet strengthens the AUP because it shows that the advantages are so great that they outweigh these potential problems. It’s extremely important that readers of the AUP understand the Internet’s educational benefits. However, because inappropriate material is available online, the BOE includes a statement disclaiming them from all responsibility when the Internet is used inappropriately. They state the Internet is accessible (2005) “…at the user’s own risk” (p. 1). The inclusion of this disclaimer is another strong point in ***** County’s AUP. Therefore, this rural town’s AUP makes clear, on several instances, the purpose and advantages of Internet usage in the schools, and denies responsibility for any damage when the Internet is not used according to the guidelines and criteria set forth in the school system’s AUP. By doing this, the school system provides students with the widest array of information available, while simultaneously placing the responsibility of appropriate use on the students themselves. The first two pages of ***** County’s AUP, which include the information in this paragraph, could be referred to as Sharon Cromwell’s (1998) “preamble” (par. 2). This crucial element of an AUP sets the stage for the remainder of the policy. However, the statement of intent and disclaimer of school responsibility are not the only strengths in ***** County’s AUP. Instead, they are simply the first of many. Since the ***** County BOE already acknowledged the inappropriate capability of the Internet, they further outline those actions and uses of school Internet that are deemed unacceptable. On the third,
  • 5. Acceptable Use Policy 5 fourth, and fifth page of the school system’s AUP, the BOE provides a detailed list of several inappropriate uses that will be addressed with disciplinary actions. The detailed list gives great guidance to the Internet users about exactly what will not be tolerated on school computers. The detail in this section is very important because you don’t want to leave readers wondering if a certain action or online use is acceptable. This section would be what Sharon Cromwell refers to as the (1998) “unacceptable uses section” (par. 5). These “unacceptable” uses include, (***** County BOE 2005) “Accessing materials or communications that are…abusive, obscene, [or] sexually oriented” (p. 3). Also included in this list of unacceptable uses is the violation of copyright laws, which is another key AUP component according to the Virginia Department of Education. While the school system lists many behaviors that are “unacceptable,” they also state that the list is not all-inclusive, leaving them room to discipline users who partake in other actions that they know are inappropriate, but were inadvertently left off of the list. A description of how users will be punished for unacceptable use is also included. This list of punishments is important so that users understand the severity of their trespasses, and it ensures all punishment is consistent. This detailed list of inappropriate uses, along with the punishment for these uses, is a major strength of ***** County’s AUP. Also dispersed throughout the AUP are mentions of safety measures that are implemented within the network by the school system. For example, Internet filters are used to block unwanted or inappropriate sites, and system administrators have access to all mail accessed on school grounds to guarantee it is of an appropriate nature. Both of these measures are implemented to ensure that the school system is doing everything in their power to ensure that school Internet users are abiding by the AUP, and that the Internet is used only for educational purposes. The AUP then goes on to address how network security is ensured, and states that no
  • 6. Acceptable Use Policy 6 “risk” users are allowed to access the network. And finally, in regards to security, the AUP addresses the ways that security breaches are addressed and lists the appropriate means of reporting any inappropriate Internet behavior. The inclusion of the policy for reporting violations is an important element of an AUP referred to by Sharon Cromwell as the (1998) “violations/sanctions section” (par. 8). After all, even if the violation is noticed, nothing can be done unless it is reported. All of these above mentioned components strengthen ***** County’s AUP. The final strength to be mentioned of this county’s AUP is the inclusion of signature pages. At the end of the AUP, there are pages provided for teachers, parents, and students to sign. Each of the above mentioned groups must sign the signature page to be allowed access to the Internet on school grounds. The signature form, which is a page long for each of the three groups (parents, teachers, and students), reminds each group of their responsibilities and roles concerning school Internet use. Without the inclusion of a signature page, the reader is not held accountable for the procedures and regulations presented in the AUP. These signature pages act as Cromwell’s key AUP element, the (1998) “policy statement” (par.4). The policy statement gives the circumstances that allow one to use the Internet on school grounds, which in this case, is the signing of these forms. The inclusion of these signature pages, along with all of the other above mentioned components makes ***** County’s AUP a well-written policy. Even though ***** County’s AUP has many strong points and is an overall well-written policy, there are a few areas where the policy is weak. For example, Sharon Cromwell suggests that all effective AUPs have six essential elements, among which is a “definition section.” The definition section (Cromwell 1998) “…defines key words used in the policy…such as Internet, computer network, [etc.]…” (par. 3). This element is completely missing in ***** County’s
  • 7. Acceptable Use Policy 7 AUP. While there aren’t many words in the AUP that would need defining, the inclusion of this section would help readers, especially those who are less educated, better understand what exactly is included in the policy. The inclusion of this element could also strengthen another weakness of the county’s AUP, the fact that it does not make clear that the AUP applies not only to school computers, but any personal device used on school grounds and during school hours. The AUP mentions policies that pertain to the network on several occasions, but some readers may not understand that the “network” encompasses any personal computer hooked up to the network. This lack of clarity was a gap I noticed in the policy, and the inclusion of a definition section could help bridge this gap. According to the Virginia Department of Education, ***** County was also missing a few other components of a successful AUP, namely addressing (n.d.) “… ongoing professional development opportunities for each stakeholder group…” and “Description of community outreach activities and associated needs assessments and evaluations” (par. 6). Though these are two components that may be minor in comparison with describing acceptable and inacceptable use of the school Internet capabilities, their inclusion would none the less strengthen the policy as a whole. One bigger component missing from the AUP is the explanation of how the AUP was written and any procedure for revising and evaluating it. Evaluating the AUP is extremely important. After all, if it’s not evaluated, the school board cannot determine its effectiveness. If the AUP did prove to be ineffective upon evaluation, it would be extremely important that it is revised and a new version implemented. However, no procedure for this is addressed in ***** County’s AUP. This is one of the biggest flaws with the ***** County School System’s AUP. Upon review of ***** County’s Acceptable Use Policy, I found it to be good, with the potential to be great. To be great, the policy would first off need to work on its weak points.
  • 8. Acceptable Use Policy 8 This could be done by including a definition section where important terms, such as “network,” are defined for readers. It also needs to have a section that addresses routine evaluations and revisions of the policy. At the rate that technology is advancing and changing, the policy should be evaluated and revised at least once every two to three years. This would ensure that the policy stays up to date and accurate. After all, an out-dated AUP would be almost worthless. Other ways to make the AUP great would be to build on the strengths the policy already has. For example, a better definition should be given to “acceptable use.” Though it is specified that the Internet should only be used for educational purposes, that phrase “educational purposes” could be interpreted differently by different people. One way to avoid these different interpretations would be to include a detailed list of “acceptable uses,” just like the detailed list of “unacceptable uses” that is a part of the policy. Though it is impractical to think that all of the possible acceptable uses could, or even should, be outlined and addressed, a list would help readers better understand some examples of what is acceptable. Another strong point that could be enhanced is the inclusion of the punishments for unacceptable use of the Internet. Though the policy states some of the possible punishments that can occur from using the Internet inappropriately, such as revoking Internet privileges, suspension, or expulsion, the plan does not go into detail about which offenses lead to such punishments. A detailed account of the Internet offenses and what punishment they lead to would make punishments more consistent and “real” to students. Ultimately, the key to a good Acceptable Use Policy is detail. The more detail that is given, the clearer it is about what is expected from the Internet users. While ***** County’s AUP is detailed on many instances, it is lacking in other areas. However, minor details included in key places could make this policy great.
  • 9. Acceptable Use Policy 9 References Cromwell, Sharon. (1998). Getting Started on the Internet: Developing an Acceptable Use Policy (AUP). Retrieved February 5, 2009, from http://www.educationworld.com/ ***** County Board of Education. (April 11, 2005). ***** County Schools Acceptable Use Guidelines/Procedures. Retrieved February 3, 2009, from http://www.*****countyps.com/ Virginia Department of Education. (n.d.). Acceptable Use Policies: A Handbook. Retrieved February 5, 2009, from http://www.doe.virginia.gov/