When I think about an acceptable use policy (AUP) or responsible use policy (RUP), I never really thought about the difference between the two. My understanding was that they were policy documents that were comprehensive in stating what students can and cannot do when using technology. The main purpose of this policy document was to ensure that students were being safe online. Normally this policy document would be shown at the beginning of the year to the students and they would be required to read it through with their parents and sign to show their acknowledgement and agreement to the terms. The AUP and RUP appeared to be a book that was read at the beginning of the year and shelved once it was done. It would only be taken out to be read when a student breached the terms.
When I read a post written by Sylvia Martinez titled “What message does your AUP send home?”, it made me think about the students’ and parents’ understanding of technology based on the terms that were listed. She posed critical questions to ask when examining your AUP. It was quite eye-opening to think about how students were being addressed in the policy whether they were potential victims who need to be on high alert and avoid different things or potential bullies who need to be reminded of proper conduct. How are we addressing and portraying our students as online users? How should we be addressing them?
I remember asking students how they kept themselves safe online and most answered by saying “I don’t …” or “You shouldn’t…” They were able to give me a long list of what you shouldn’t do! When I had asked them what they did to make sure they were safe online, it was as if I threw them a curveball! It suddenly became difficult for them to identify what they were doing that was safe. I had the realisation then that they needed more awareness and exposure as to what they can do that was safe. It felt as if the don’ts and shouldn’ts had created a limited boundary and given the impression that the online world was a dangerous place!
In one of my fellow COETAIL’s blog post, Lana had mentioned how her school had incorporated their AUP into their lessons and had students reflect on it. It was as if a switch was turned on. The AUP shouldn’t just be a book that is shelved once read. We should be doing more with the AUP. We should be drawing connections between the AUP and their behaviour online. They should be provided with authentic experiences in the classroom where they can practise and apply their understanding of the rules stated. They should be understanding why these rules are set and how they can act upon them.
Besides being merely an agreement, the AUP needed to be something more. I had never thought much about the difference between acceptable and responsible. It wasn’t until I read the article by Laura Varlas titled “Can Social Media and School Policies be ‘Friends’?” She discusses the dangers that exist in completely disconnecting our kids from social media and restricting their access to the content online. By taking away and disconnecting our kids from the online world, we are essentially running away from something that will always be present and leaving them to fend for themselves once they do have access.
She makes direct reference to a quote by professor S. Craig Watkins, “There is an abundance of evidence that suggests that the informal learning environment (i.e., leisure, extracurricular, and enrichment opportunities) of middle-income students is just as important as the formal environment (i.e., schools) in their academic achievement.” Students should be provided with high-quality online experiences where they are presented with the opportunities on how they can engage online productively and safely. In order for them take part in the participatory culture, they need to equipped with the necessary knowledge and skills that would empower and allow them contribute positively.
“Rules for tools, don’t make sense. Rules for behaviours do.”
-Tom Whitby
What exactly is the difference between acceptable and responsible? The “acceptable use” explicitly tells students what they can and cannot do online. As long as they follow the rules and terms, they are demonstrating acceptable behaviour without much thought on their actions. I feel that it merely focuses on what students need to DO. When “responsible use” is used, the connotation of the policy is changed to one where students have to think about how to BE responsible and act accordingly. Instead of only DOing what is right, they should BE right in the sense that they are able to make act responsibly, ethically and safely.
In an excerpt from the ASCD book “Learning Transformed: 8 Keys to Designing Tomorrow’s Schools, Today” co-written by Thomas C. Murry and Eric Sheninger, they write about students being held responsible for their online behaviour and footprint. The RUP should be giving students ownership over their actions and guide them on how they can be responsible and accountable digital citizens. They list out the characteristics of RUPs. I really liked the inclusion of all stakeholders and valuing students and community voice. Since we are all digital citizens, we should all be included in the discussion and formulation of the RUP. It should matter to everyone. We should all be living and breathing the RUP.
I think that being responsible is one side of the coin. You have to be able to take ownership of your actions. I think the other side of the same coin would be empathy. You would need to understand how your actions would affect others. We need to develop an understanding as to why we have to be responsible and the actions that we take to enact this.
I think that we can make use of the visible thinking routines to scaffold and support students’ thinking as they are presented with different scenarios online. There are thinking routines that are focused on perspective taking that prompt and engage students in empathy as they think about another person’s perspective. Besides guiding students, we need to understand their own thoughts and perspective as well. We have to empower students in believing that their words and actions matters and that is even more reason for them to be responsible and make decisions online that are ethical, responsible and safe. By ensuring that our students understand how to be responsible and most importantly why, they would be able to be make meaningful contributions online. With little steps we can make a difference in how we shape the digital world.
Hello Civen
Not much longer and course 2 is behind us.
We at the school don’t really have guidelines like the ones you described in the first paragraph. At least I’m not sure. There are school rules, these are discussed with the students. Yes, there are various documents that the parents have to sign. But when it comes to the personality, when it comes to the child himself, I don’t see the relevance of the parents signing something that applies to the children!
I think it’s important to educate the children about what can happen if …. Maybe they already have experiences. Otherwise it helps to talk about it. = Openness and transparency are a good start.
Children don’t understand what they are doing until they do it. How should you know that you have to protect yourself if nobody shows you / explains why!
I like that you say, “They should have authentic classroom experiences where they can practice and apply their understanding of the rules given. They should understand why those rules are set and how to respond to them.” I think it’s important that everyone knows and understands the rules beforehand and that they are logical / meaningful rules. Which are subject to a certain evaluation.
Children love to do the forbidden. Nevertheless, I think it is important that children should only have access to media that is appropriate for their age.
You write, “Students should be provided with high quality online experiences that allow them to be productive and safe online. In order to participate in the participatory culture, they must be equipped with the necessary knowledge and skills that would empower them and enable them to make a positive contribution. ”
That’s great. But who pretends that? Who Says That Is Right? I am thinking of culture, origins, beliefs, laws, changes.
“Rules for tools, don’t make sense. Rules for behaviors do. ”
Who makes the rules? I often see a child say “but mom / dad said …”
I agree with you when you write “It should matter to everyone.” 100% yes.
“Living and breathing” is impossible in our current time / world.
Our daily bread is to show the children responsibility, to take responsibility and the whole thing is impossible without empathy. What is a teacher without empathy? What is a person without empathy?
And what about Ekpathie ???
“Ekpathie is the opposite of empathy, but at the same time a useful addition to protecting yourself and others. The opposite of empathy means not getting emotionally involved too much with others or not being manipulated and exploited by others.”
Thank you for your words. See you soon.
Civen,
Thank you for sharing such a thought-provoking post about AUP vs RUPs. I can admit that I have been one of the teachers that shared my school’s AUP and then put it right back on the shelf, never to be touched again. It was a document that met a check on the list, not one that breathed and lived in my classroom. But, I agree with you about the power these can have with our students if we are intentional and authentic in how we present, use, and incorporate the policy with our learners.
Throughout your post, I kept thinking about a recent book I read, Fact vs. Fiction: Teaching Critical Thinking Skills in the Age of Fake News by Jennifer LaGarde and Darren Hudgins. They talk a lot about how we need shift how we think about the way we use technology, media, and devices in our classrooms. One of the comments they shared from the American Library Association that kept ringing through my mind because your post echoed it was, “Filtering websites does the next generation of digital citizens a disservice. Students must develop skills to evaluate information from all types of sources in multiple formats, including the Internet. Relying solely on filters does not teach young citizens how to be savvy searchers or how to evaluate the accuracy of information” (2011). When I read that, questions about the purpose and effectiveness were pinging around in my head. And then, reading your post, those ideas started to volley! I can’t wait to take your advice and find authentic, intentional ways to make our RUP into an EUP!
“We have to empower students in believing that their words and actions matters and that is even more reason for them to be responsible and make decisions online that are ethical, responsible and safe. ”
Civen,
In your post, you really address the need to go beyond the tools and beyond the rules. It’s not just about responsibilities and actions but also the impact of those actions. I appreciate the connection you make about addressing the importance of student voice but also the impact and responsibility in expressing that voice. Your approach continues to be how empowerment and responsibility are both positive approaches to learning and sharing. I think the more we take out the ‘don’t do this or that’ and reframe it as ‘look how you can do amazing things’, students will feel more agency and confidence and less like they are playing a game of ‘gotcha’.