Data Privacy & Security Service Digital Digest_Fall 2018

Data Privacy & Security Service

Issue 13


Garfield Teaches Digital Citizenship? by Patrick Craven, Director of the Center for Cyber Safety & Education

In This Issue

Yes, you read that right. That fat, lazy, orange cat that we all grew up with has woken from his nap and is available to help teach children grades 1-6 how to be safe and secure online. Thanks to an exclusive partnership between the nonprofit Center for Cyber Safety and Education (Center) and cartoonist Jim Da- vis, kids have access to several innovative and engaging les- sons dealing with online privacy, safe posting, stranger danger, cyberbullying and more. We all know how much time our children spend online these days. Between their phones, tablets and computers, kids never seem to come up for air. The Center surveyed elementary students (grades 4-8) and found that more than half (53 percent) of students spend two hours or more a day online doing things other than homework, and 23 per- cent spend more than four hours a day online! The Children’s In- ternet Usage Study found that 37 percent of the students admitted to being tired at school the next day, while 10 percent said they were late for school from being online too late, and 5 percent missed school altogether! The Internet has changed how children (and people in general) interact with each other. Kids

Page 1: Digital Citizenship • Garfield Teaches Digital Citizenship? Page 2: • Garfield Teaches Digital Citizenship? (cont’d) • Comptroller’s Corner Page 3: CoSN Resources for Ed Tech Leaders • Protecting Student Data Privacy Starts with Lead- ership Page 4: • Protecting Student Data Privacy Starts with Lead- ership (cont’d) • How to craft useful student-centered social media policies • Online Privacy Videos from Common Sense Media Page 5: Cyber Security Best Practices Page 6 : Cyber Security News Page 7 : Cyber Security Tips

Garfield Image © of the Center for Cyber Safety Education online live in a bubble of seclu- sion and anonymity, an existence that comes with little to no under- standing of the consequences of their actions. And this reality doesn’t exist out of spite; for many kids, it is all they know. They make friends online, play online and have conversations online, all of which is okay, and we need to accept it. Heck, some of us met our spouses online, so let’s not be determined to see only the bad side of the Internet. But children need to understand that they can’t do and say what- ever they want online or ignore the consequences of their ac- tions.

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