Overview For Teachers

TECHNOLOGY USAGE & SOCIAL MEDIA ETHICS: The ability to follow policy regarding use of personal technology while at work/ school; demonstrate proper use of company technology; understand how one’s online actions and behavior can have far-reaching and long -lasting effects; understand the need for accurate online company information.

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PURPOSE: Upon completion of this module, the student will understand the importance of using technology and social media appropriately and the role they play in being successful. In addition, the objectives listed below should be met.

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OBJECTIVES:

 Ability to understand the impact that social media has on their future

 Ability to build a professional online persona

 Ability to understand when it is appropriate or inappropriate to use technology

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OVERVIEW:

This module focuses on teaching students the importance of using technology wisely and social media ethics. Students will work to improve these skills through activities and guided discussions with their class. They will discuss aspects of technology usage and social media ethics such as creating their personal brand, when it is appropriate and inappropriate to use personal or company/ school technology, and the pros and cons of social media.

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TEACHERS: WHAT ARE YOU OBSERVING?

What does Technology Usage and Social Media Ethics look like in the classroom or in school in general? A great way to answer this and get things going is through engagement with the students. Ask your students these questions:

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1. What does technology usage and social media ethics look like in school?

2. How does your online persona affect people around you? Example: classmates, friends, employers , family, etc. 3. What does technology usage and social media ethics look like within your learning?

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RELEVANCY OF TECHNOLOGY USAGE & SOCIAL MEDIA ETHICS:

Social media usage is rampant . However, many people do not realize that employers also use social media to monitor the activities of their current employees. Postings that reflect poorly on the employer can result in adverse consequences for the employee. Employers also use social media to investigate the background of applicants. In addition, as technology continues to become more sophisticated and complicated, both employers and the general public are concerned about unethical practices such as stealing someone’s identity, using technology to cheat or steal, or the inappropriate use of either personal or company/ school technology.

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LESSON:

Social Media Check
Time Allocation: 20  minutes
Materials/Resources: computers/ tablets/ smartphones with internet access (students) or printed copies of 20 Tales of Employees Who Were Fired Because of Social Media, paper, pens/ pencils, whiteboard, chart paper, markers

ANTICIPATORY SET IDEA:

 Ask students the following question:

     o Name some characteristics of a post you might see on Instagram, Facebook , Snapchat, etc. that would classify it as inappropriate.  Write the student’s responses on the whiteboard to create a list.

 When the list is complete, ask students to respond to the following prompt:

     o Raise your hand if you have personally seen a post on social media that you believe was inappropriate.

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WATCH THE VIDEO:

DIRECT INSTRUCTION:

 Social media can either help you advance in your career or end it. It is important to realize what is appropriate and inappropriate to post on your social media accounts and how anything you post can be found, even if your account is private.

 Have students either read 20 Tales of Employees Who Were Fired Because of Social Media electronically or hand out printed copies.

 As they are reading, tell them to choose one story in the article that surprises them the most.

 When students are finished reading, put them into groups of 2 -3 and ask them to take turns sharing which story stood out to them the most with the other members of their group

GUIDED ACTIVITY:

 After a few minutes of group discussion, bring the students together for a class discussion a bout the article.

 Ask volunteers to share their thoughts on the article and which story from the article stood out the most to them.

 Ask students to reflect on their current social media accounts and their current social media posting habits. Have students go through their social media accounts and pick out three things that they may not want a potential employer to see. Then, have them brainstorm ways that they can improve these posts to make them more appropriate.

     o Remind students that social media is not necessarily private so setting your account to “private” does not mean that companies,

        businesses, strangers, etc. can’t see what yo u post. If they really want to look at your account, they will find a way. o If you have

        students in class that do not use social media have them partner up with another student who does, to help them assess their

        social media accounts. Alternatively, have t hem think in general terms of what could be posted and how they could change it to

        make it more appropriate.

CHECK FOR UNDERSTANDING:

 Technology Use: Create a short survey with Survey Monkey to check for understanding with the students that they will complete before they leave for the day.

 Non-Technology: Thumbs Up/ Thumbs Down: Students will demonstrate their level of understanding by giving a thumbs up or thumbs down. Students with thumbs down will need more clarification.

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ETHICAL SCENARIO--Optional (if not using, skip  to "review and closing")

The Ethical Choice Scenarios have been developed to provide teachers with the ability to make the material applicable to real-life and relevant to the students. Within this guide, directions and prompts for the teacher will be in BLUE for ease of facilitation.

 

READ THE FOLLOWING SCENARIO OUT LOUD TO THE STUDENTS: 

TO POST OR NOT TO POST?

You and your best friend have been working together at a restaurant in the middle of town for about six months. Your best friend has been begging you to create a profile on Instagram so you can start posting the funny pictures you guys take on your breaks at the restaurant – because you know everyone will love them. You’ve been really against having multiple social media accounts because it’s not only a lot to keep track of, but you know the trouble that social media can cause. One afternoon, while you and your best friend are on break, you get on the topic of y our boss , how overbearing he is, and how he is always grumpy and impossible to please. Then your best friend comes up with the idea to prank your boss by posting a Meme of him dressed up in a princess outfit along with a caption that uses inappropriate language. You are extremely hesitant to post it because everyone knows where you work and who your boss is. There’s no doubt in your mind that he would see the Meme shortly after you post it and he’s not the type of person to find that sort of thing funny. Your best friend posts it right away and instantly gets 20 likes on the picture! She keeps pushing you to post it so people can like it on your profile too. The Meme really is pretty funny – as you look at it again you also notice that the restaurant’s name is in the background of the picture . What do you do?

ASK THE FOLLOWING QUESTIONS: (display them to the class if necessary)

1. How many of you have already been faced with this scenario in real life?

2. What are the possible outcomes of this situation?

3. What are possible positive or negative consequences for your friend?

3. What are possible positive or negative consequences for you, depending on your decision?

GUIDED DISCUSSION: ASK STUDENTS TO SHARE THEIR THOUGHTS ON THE SITUATION AND HOW THEY ANSWERED THE QUESTIONS.

NOTE 1 : To help facilitate discussion, share any personal experiences you may have encountered with this same sort of issue.

NOTE 2 : Another option to foster further critical thinking is to then ask students,  “ Why would your best friend put you in this situation?”

NOTE 3 : Another option to foster further critical thinking is to then ask students , “ What values do you think are in tension here, why is it an ethical dilemma?”

CLOSING DISCUSSION: ASK THE STUDENTS, “ HOW COULD THIS PICTURE AFFECT YOU, YOUR BOSS AND THE RESTAURANT ?”

REVIEW AND CLOSING:

Have students set a goal for themselves regarding their social media accounts . If they find themselves being tempted to post inappropriate content, how can they change this behavior? How can they post content that is more appropriate? Who is going to hold them accountable on achieving this goal? Why is it important to have this goal?

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CORRELATION TO OBSERVATION TOOL: The Frequency Observation Tool (FOT) has a category where students will be observed and rated on their ability to use social media appropriately. This lesson will give students an opportunity to reflect on their current social media habits and brainstorm ways to improve them.

DIFFERENTIATED INSTRUCTION IDEAS:

-Visual: Visual learners will benefit from having a printed copy of the article they choose to read as well as a written example comparing an appropriate and inappropriate social media post.

-Auditory: Auditory learners will benefit from the partner and the class discussions.

-Kinesthetic: Kinesthetic learners could benefit by writing down any important information.

-ESL: ESL students would benefit from having a partner to assist them in the writing activity in case they have questions or need clarification.

-At-risk: At -risk students will benefit from the interaction they have with their group to help keep them focused and on task.

-Advanced: Advanced learners could benefit from helping other students write down their schedules, or by assisting ESL or At -risk students who may need additional help .