2012 GAETC

• What do kids know about online privacy? More than you think
• ‘Bullying’ has little resonance with teenagers
• Bullying as true drama
• As bullies go digital, parents play catch-up
• The myth of online predators
• ‘One in five’ really?
• Online predators: Overblown threat?
• Online ‘predators’ and their victims: Myths, realities, and implications for prevention and treatment [PDF]
• Sexting may not be as widespread as thought, study says
• The prevalence of ‘sexting’ is overblown
• What schools are really blocking when they block social media
• Straight from the [United States Department of Education]: Dispelling myths about blocked sites
• Unmasking the digital truth
• Turning students into good digital citizens
• Rule for pod people and a proposal to ban pencils
• Fear
• The facts about online sex abuse and schools
• Report – Enhancing child safety and online technologies
• CIPA facts
• We trust you with the children but not the Internet
• Format bigotry
• No Facebook for you!
• I don’t like my district’s AUP
• The one percent doctrine
• Educating trumps blocking
• From the head of Zeus
• I’d like an idiocy filter, please
• Principal blogging not allowed
• I don’t like Internet filters
• Science Leadership Academy AUP
• What message does your AUP send home?

A7. Miscellaneous resources

• Video: Should kids be driving alone?
• Video: Texting saves lives
• We’re not afraid

• What can we do to increase the cognitive complexity of students’ day-to-day work so that they are more often doing deeper thinking and learning work?
• What can we do to better incorporate digital technologies into students’ deeper thinking and learning work in ways that are authentic, relevant, meaningful, and powerful?
• What can we do to give students more agency and ownership of what they learn, when they learn, how they learn, and how they show what they’ve learned?
• What can we do to better recognize and assess when students’ deeper thinking and learning work is (or isn’t) occurring?
• What can we do to build the internal capacity of both individual educators and school systems to be better learners and faster change agents?
• As we move toward more cognitively-complex, technology-suffused learning environments, how do we bring educators, board members, parents, communities, policymakers, and higher education along with us?
• As we move toward more cognitively-complex, technology-suffused learning environments, how do we ensure that traditionally-underserved student and family populations aren’t further disadvantaged?
• As we move toward more cognitively-complex, technology-suffused learning environments, what individual and societal mindsets – and local, state, and federal policy supports and/or barriers – need reconsideration?