PruittMentle_C3Baseline_NECC_09_paper_full_RP.pdf

PruittMentle_NECC_2009_C3_Roundtable_Handout_V1.pdf

Available at http://www.staysafeonline.org/content/ncsa's-2008-national-k-12-baseline-study

The purpose of the survey was to explore the nature of Cyberethics, Cybersafety and Cybersecurity (C3) educational awareness policies, initiatives, curriculum and practices currently taking place in the U.S. public and private K-12 educational settings, and to establish base data for C3 awareness program design and provide the foundation for future studies either expanding particular subject areas or examining progress.

Perspective/Theoretical Framework

We undertook this study using both qualitative and quantitative data. We were particularly interested in:
•What is the nature and extent of C3 learning in U.S. K-12 schools?
•Who are the major providers of C3 content in U.S. K-12 schools?
•What is the perceived importance of C3 content for U.S. K-12 school programs?
•What content is being delivered to educators, and how is it being taught?
•What, if any, are the issues and barriers that impede the delivery of C3 content in U.S. K-12 school programs?

Research Methods

Data were gathered from a web-based survey, designed specifically for this project. 1569 educators and 94 technology coordinators supplied the quantitative data. Educators and local education agency (LEA) technology coordinators/directors also responded to an open-ended survey question allowing them to enter their own words in a text box. Qualitative data were collected by group and individual interviews. A total of 219 educators, local education agencies’ technology director/coordinators and state technology directors and/or their representatives participated in these focus groups. Arrangements were made for individual interviews for participants who wanted to share but were unable to make the focus group dates and times. Focus groups and inter-views lasted between one hour and one hour and 20 minutes.

Results or Expectations

Press release end of October through National Cyber Security Alliance

Educational and/or Scientific Importance

The call for a national focus impacting student and educator awareness and knowledge about C3 efforts has surged recently. State legislation has started to surface regarding Cybersafety awareness curricula (or using the general term Internet safety), cyberbullying, schools expanding their Acceptable Use Policies (AUP), PTA safety assemblies, and a plethora of Internet safety providers engaged in awareness campaigns and speaking engagements. This survey attempted to better understand the level of Cyberethics, Cybersafety and Cybersecurity educational awareness policies, initiatives, curriculum and practices currently taking place in the U.S. public and private K-12 educational settings.
This report provides valuable information into how and through what efforts state, regional and local institutions are addressing C3 awareness while under the financial constraints, time commitments, bureaucratic processes, and an already over packed curriculum agenda that make it difficult for schools to successfully pursue C3 awareness efforts at the level they believe is necessary to meet the needs of their students and educators.

References

Braumoeller, B. & Gaines, B.J., (2001, Dec.). Actions do speak louder than words: Deterring plagiarism with the use of plagiarism detection software. Journal of Political Science and Politics. American Political Science Association, 34(4), No.4, 835-839.

Goodwin, A. (2007). Exploring the relationship between moral reasoning and students’ understanding of the honor code. Dissertation, University of Maryland.

Cummings R., Dyas, L, & Maddux, C.D. (2001). Principled moral reasoning and behavior of preservice teacher education students. American Educational Research Journal, 38, 143-158.

McCabe, D.L. (2005). It takes a village: Academic dishonesty. Liberal Education. Summer/Fall 2005. McCabe, D. L. & Bowers, W. J. (1996). The relationship between student cheating and college fraternity or sorority membership. NASPA Journal, 33, 280-91. McCabe, D.L., Trevino, L.K. and Butterfield, K.D. (1999). Academic Integrity in honor code and non-honor code environments: A qualitative investigation. Journal of Higher Education, 70(2), 211-234

Center for Academic Integrity Study: Student Cheating in American High Schools. Donald L. McCabe May 2001 http://www.academicintegrity.org/

Josephson Institute’s 2007 Report Card on the Ethics of American Youth http://charactercounts.org/programs/reportcard/

Major campaigns have come from sources such as the National Crime Prevention Council (http://www.ncpc.org/cyberbullying), the US- Computer Emergency Readiness Team (http://www.us-cert.gov/cas/tips/ST06-005.html), the National Center for Missing & Exploited Children (http://www.netsmartz.org/resources/reallife.htm), iKeepSafe (http://www.ikeepsafe.org/), iSAFE (http://www.isafe.org/), WebWiseKids (http://www.webwisekids.org/), Stay Safe Online (http://www.staysafeonline.info/) and WiredKids, Inc. (http://www.stopcyberbullying.org/)

Copyright Issues in the Digital Environment (http://www.edtechpolicy.org/C32006/Material/Bonner/C3Conf10.6.06.ppt) , by Kim Bonner, Given at the 2006 C3 Conference (http://www.edtechpolicy.org/C32008/) , and Copyright, Fair Use, and the Cultural Commons,http://mitworld.mit.edu/video/469/
Kentucky has sent a bill to its legislature on February 13, 2008 (House Bill 367), and Virginia (HB58 – Approved March 7, 2006), passed a law requiring students to be taught about Internet Safety, and in Illinois, The Kotowski Internet Safety Bill (Public Act 095-0509 - http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=095-0509)

Education Break Out Panel: 2007 National Cyber Security Awareness Summit. See also CoSN Cyber Security for the Digital District http://www.securedistrict.org/

See CyberWATCH http://www.cyberwatchcenter.org/ Research/Resources
Security skills of IT workforce lacking, survey finds. http://www.networkworld.com/news/2008/022708-security-skills-it-workforce.html and “Skills Gaps in the World’s IT Workforce: A CompTIA International Research Study”http://www.comptia.org/sections/research/research%20docs/ITskillsStudySummary2-08.pdf