TRINITY COLLEGE COLAC

Transcription

1 TRINITY COLLEGE COLAC ipad PROGRAMME 2 Student User Guide CONTENTS Section 1: ipads in the Classroom Section 2: Overview of the Device Section 3: Cyber Safety Section 4: Student User Agreement

2 SECTION 1: ipads in the CLASSROOM As part of our ICT Strategic Plan, Trinity College Colac distributed ipads in 2012 to students in three year levels. Last year, we implemented the next phase of our ipad Programme by rolling out ipads to students across all year levels. This decision was based on the belief that every student should have a portable electronic computing device for educational purposes. We believe we have invested in the future of our students by having the ipad as part of the normal school equipment and have seen an improvement in the learning and engagement of our students. The ipad was chosen by the College as the best device for our purposes at this time. Currently the ipad is the most popular device on the planet and its effect has been remarkable. This lightweight, easy-to-use device allows beginners to seek information and present material in a manner that was unthinkable a few years ago. Such technologies will become more common and affordable. Current research shows that there has been a positive impact on the learners. Classes are more interactive and interesting. Students are able to show their work in an engaging manner and greater opportunities are promoted through more collaboration with both the teacher and the student. In addition, ipads provide greater creativity in regard to content, curriculum planning and pedagogy. The ipad possesses a range of features that we believe make it a great match for our classrooms: They make mobile computing easier and lighter. When one compares the cost, size and mobility to lap tops, a tablet is preferable to other devices. ipads are reasonably costed to act as a 1:1 device, which fulfils the aim of our strategic plan. ipads have the potential to become a paperless innovation. From homework to tests to digital textbooks, the ipad offers numerous was to eliminate paper, thus offering a sustainable alternative to the overuse of paper. There is an ever-growing source of resources and applications to complement the use of ipads for teaching and learning. The use of apps allows students to choose how they demonstrate knowledge and understanding. The many uses of the ipad caters for various learning styles. It uses a tactile interface and media-friendly approach that introduces fun to the learning experience. Long battery life means students and schools do not have to worry about charging during school hours. If ipads are fully charged overnight, they should not require charging during the day (depending on their use). They are an intuitive device requiring minimal technical support. Tablets suit the students lifestyle. They are thin, lightweight and spring to life without delay.

3 For teachers, the use of ipads opens up endless possibilities as students can: Create a digital graphic novel using Comic Life to tell a short story. Add audio to the images and upload. Illustrate a brainstorm using Popplet. View and discuss podcasts and videos made by universities and educational providers. Research projects, look up ideas and find answers to questions. Create presentations and lab reports. Use interactive reading in English (annotate and define). Use a photo lab or digital painting pad. Record and edit a range of sounds. Can consider how to use digital creations to complement other classwork. Students could create sound-scapes for different situations. Choose a topic and allow 60 seconds for students to read about a topic, and then use Popplet to create a Mind Map, capturing and organising what they have learnt within five minutes. Students could share their thoughts with the class. Students could use Strip Design to storyboard their response to a range of issues discussed. An example is that in Health, they can explore friendship, the importance of sleep or anti-bullying programmes. Students could provide a health-promoting response in six screens. Select an image from the gallery that depicts individuals engaging in cultural events in a responsible and active way. Can use Strip Design to create a timeline outlining the sequence of a key historical event. After researching a topic from the History Maps app, students can include all the relevant facts and information to demonstrate their understanding, in a concise manner by using Comic Life. The journey has been exciting so far and we look forward to greater student engagement in their learning through exciting and imaginative lessons.

4 SECTION 2: OVERVIEW of the DEVICE First visit the apple.com.au website to set up an itunes account to allow ipad Apps to be purchased. Your family may elect to buy gift cards which are discounted in various stores or they may choose to pay by credit card.

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6 DOWNLOAD OUR FREE TRINITY COLLEGE COLAC APP. Keep up-to-date with events, messages, Newsletters, photos, price lists and more with our free App. Events can be automatically updated to your calendar and the App enables one touch access to contact us or to go to the College website. Downloading Instructions for iphones & ipads: In the Apps store, search for Trinity College Colac. You must select it from the iphone Apps Tab. Download from the Apple App Store. Please allow Push Notifications when requested during the download, so that you can stay updated.

7 SECTION 3: CYBERSAFETY 1. INTRODUCTION Trinity College recognises how crucial it is for students to capably and confidently learn through Information and Communication Technology (ICT) resources and systems. The College will provide ICT support systems for the safe and appropriate access and management of digital learning and teaching resources. The College's ipad programme is no exception. Although the nature of the College s ipad programme will evolve over time, our commitment to providing students with a safe ICT environment will not change. The Student User Agreement as explained in Section 4 of this brochure forms the foundation of this commitment. The agreement outlines conditions for acceptable use of ICT at the College. Both students and parents/guardians are to read and sign this agreement as acknowledgement of an understanding and acceptance of the terms by which this technology is to be used. The sections pertaining to Cybersafety in the User Agreement include sections two, three and four. Below is an outline of some of the serious risks potentially associated with students using ICT at home. Parents and teenagers should read the following carefully, and consider adopting some of the tips suggested for avoiding or dealing with problems. 2. KEEPING SAFE Cyber-safety is about the protection of students whilst using ipads and other ICT, especially while connected to the internet. The information in this section comes from the Commonwealth Cybersmart website ( Parents are encouraged to visit this and other websites to familiarise themselves with its contents. 2.1 Cyberbullying The use of ICT devices to deliberately and repeatedly engage in behaviour calculated to harm another is known as cyber bullying. Cyberbullying can cause serious negative social, psychological and academic consequences. Such cyberbullying can take many forms, including: sending abusive texts, s or messages posting unkind messages or inappropriate images on Facebook imitating others online excluding others online Students can also be affected by hostile behaviour that is not cyberbullying. One-off insensitive or negative remarks or jokes may not be considered cyberbullying; however, they can still have a negative impact on students. 2.2 Tips to help teenage children deal with cyberbullying Talk to your teen about cyber bullying before it happens. Do not wait until there is a problem. Work together with teens to develop strategies you are both comfortable with, so your child knows what to expect if they report concerns to you.

8 Reassure teens that you support them and will not disconnect them from the online world. Encourage them to tell you or another trusted adult if they receive or hear of negative messages or are excluded by others. Help teens stay connected to friends and family both online and offline. This will protect against the negative outcomes of bullying. Advise teens not to respond to any negative messages but to save the messages and details of the senders. You may want to save the messages for them so that they do not keep reading them and feel worse. You can help your teen report concerns to service administrators, including the mobile phone provider (if SMS is involved), website administrator (if social networking or chat services are involved) or internet service provider. Encourage your teen to support friends and report concerns about friends who may be involved in cyber bullying. Advise your teen never to share their password with friends. Friendships may be short-lived at this age and former friends can misuse passwords to cyber bully previous friends. If your child has been involved in cyber bullying and seems distressed or shows changes in behaviour or mood consider, seeking professional support, including through the Cybersmart Online Helpline at Students can also seek guidance from their Homeroom Teacher / Year Level Coordinator or make an appointment with the Student Wellbeing Coordinator. 2.3 Sexting Sexting refers to the sending of provocative or sexual photos, messages, or videos, generally using a mobile phone. It can also include posting this type of material online. While sharing suggestive images or text messages may seem like innocent flirting or may be considered as funny to young people, sexting can have serious social and legal consequences. To help protect their image both online and offline, young people need to consider how they manage their own and others messages and images. 2.4 Tips to help teenage children deal with sexting Talk with your teen about sexting and its social and legal consequences. Even if all participants are willing, teens may be breaking the law if they take and share naked or sexual images of themselves or others who are minors because sexting images may be considered child pornography. Sexting can have social consequences. If, for example, images are forwarded on from the intended recipient, say following relationship break-ups, the social ramifications can be devastating. Images may end up being viewed by many people through mobiles and posting online. Remind your teen to delete all sexual content received and not to forward this type of content. Remind them to consider the feelings of others when taking photos and distributing content by mobile phone or online. If you are concerned that a sexting incident may be a criminal matter, contact your local police. If your teen is exposed to inappropriate content or involved in creating it, talk with them about it.

9 If necessary, seek professional support, including support through the Cybersmart Online Helpline at Students can seek guidance from their Homeroom Teacher, Year Level Coordinator, Director of Students or make an appointment (through the Student Reception Office) to meet with the Student Wellbeing Coordinator. 2.5 Online grooming Teens might communicate online with people they do not know, or have not met, in real life. The anonymity offered by the internet can allow people to disguise their true identity. For example, someone claiming to be a 12 year-old girl might really be a 40 year old man. This anonymity means that online sexual solicitation and online grooming can present serious risks. Sexual solicitation involves seeking sexual conversations or activity or sending sexually explicit images. Online grooming and procuring of minors is illegal. It happens when adults seek a sexual relationship through online contact children under 16. Grooming can be a gradual process and often seems innocent at first. Further information can be obtained from the Australian Federal Police which investigates suspected online grooming. 2.6 Tips to help teenage children deal with online grooming Be involved in your teen s use of ICT: keep up-to-date with websites they visit and explore them with your teen if possible. Consider whether you feel comfortable with the site content and the potential for interaction with others, including adults. Remind your teen to create user-names or IDs that are gender neutral and which exclude details of their age, name and location. Advise them to avoid using sexually provocative names. Guide your teen to use strict privacy settings so only friends can see information about them. If they want to meet an online friend that they have not met in person, encourage them to ask a parent or other trusted adult to go with them and always meet during the day in public places. Encourage your teen to block people online who make them feel uncomfortable. They should report inappropriate contact to site administrators. Some teens worry about parents reaction to online behaviour, especially about online sexual exchanges. This can stop teens reporting concerns about online contact. Sexual predators play on worry and shame to isolate teens from their family and friends. Such predators attempt to encourage teens to trust and confide in them, rather than in the teen s family/friends. To overcome this, reassure your teen of your unconditional support for them and do not block their internet access if they tell you they feel uncomfortable or worried about online conversations. Look for concerning changes in your teen s behaviour or mood. These can include changes in sexualised behaviours or confidence, clinginess or withdrawal, anxiety or sadness. Explore your concerns with them and, if necessary, seek professional

10 support including that available through the Cybersmart Online Helpline at Students can seek guidance from their Homeroom Teacher, Year Level Coordinator, Director of Students or make an appointment (through the Student Reception Office) to meet with the Student Wellbeing Coordinator. 2.7 Protecting personal information Personal information identifies an individual. Personal information includes full name, address, date of birth, phone numbers, addresses, usernames and passwords, bank details, student identity card details or passport details. Online, this information is used by legitimate businesses to verify a user s identity. It can be safe to disclose personal information to legitimate businesses. However, personal information can also be misused by marketers for spam or criminals for fraud. Misused personal information can also harm our digital reputation : the opinions held about us based on what we do and say online. 2.8 Tips to help teenage children protect personal information Remind your teen that not everyone is who they say they are. Teens often seek to have many online friends. Advise them that adding people that they do not know on friends lists allows those people to learn all about them. This information could be misused for scams, to steal their identity or worse. Discuss managing their personal information on Facebook and other social networking sites. Encourage them to withhold personal information from their profiles. This includes phone numbers, addresses, home or school addresses, even the name of their school. Encourage caution when teens post photos: they do not want to accidentally provide clues to personal information such as a photo of the teen in school uniform. Encourage teens to use a separate account when signing up to games or websites. This account can disabled if misused. It should exclude names or other identifiers in the address. Teens could also establish separate social networking accounts for self-promotion or special interests. They should ensure the site does not display their personal information. Encourage teens to read user agreements and privacy policies to see how their personal information may be used. Many organisations use information for marketing and some sell it to other marketing firms. Remind your teen that they should only disclose financial information on trusted websites that have secure payment facilities. Remind them that banks never individuals asking for their user name or password. Such s they should be reported to the bank and the Government s SCAM watch website at or their local consumer affairs agency. 2.9 Excessive internet use Sometimes it seems that teens are constantly online. Often they seem to be multi-tasking: downloading and listening to music while studying and chatting with friends or sending messages on mobile phones. The number of hours teens spend online varies significantly. There is no right amount of time for them to spend online; however, if their online

11 behaviour impacts negatively on their wellbeing, or on that of the family, it may be appropriate to discuss expectations and to establish time limits Tips to help teens deal with excessive internet usage Look for signs that your teen may be spending too much time online. Signs include declining interest in other activities, talking constantly about online activity, dropping school grades or irritability when they are away from a game. You might suspect they are getting up after bed time to play games or chat to others. Teens may seem tired during the day or even skip meals to avoid leaving the computer. In these cases, consider establishing rules about when teens can play games or use the internet and how long they can play each day. You might establish an agreement with your teen on a set balance of online and offline activities. You may need to establish consequences for rule breaches. For example, if your teens do not complete assigned chores, they may have their access to online games restricted. Try to put computers and ipads, even mobile phones, in a shared or visible place at home so you are aware of when your teen is online. If you are concerned about your teen s online behaviour, explore your concerns with them. If necessary, seek professional support, including support through the Cybersmart Online Helpline at The Cybersmart Online Helpline provides free, confidential online counselling for children and young people. Students can seek guidance from their Homeroom Teacher or Year Level Coordinator or make an appointment, via the Front Office, with the Student Wellbeing Coordinator. References Australian Communications and Media Authority, 2012, CyberSmart. Catholic College Sale, 2012, Student ipad Manual.

12 SECTION 4: STUDENT USER AGREEMENT TRINITY COLLEGE COLAC ipad PROGRAMME STUDENT USER AGREEMENT Contents 1. INTRODUCTION ACCEPTABLE USES Respect the aims of the College ipad programme Respect others Keep safe online UNACCEPTABLE USES Personal safety Illegal activities Jail-Break Network security Respect for privacy Respect for others Plagiarism and copyright Access to inappropriate material Games in class NOTIFICATION CONSEQUENCES OF IMPROPER USE USER APPLICATIONS FAULT & DAMAGE LIABILITY INSURANCE SECURITY RETURNING THE IPAD... 15

13 1. INTRODUCTION Trinity College recognises its responsibility to provide and maintain an effective and efficient contemporary learning environment. This shared responsibility extends to all staff, students and parents accessing the College Information and Communication Technology (ICT) resources and systems. The College endeavours to continue to provide ICT which: personalises and extends student learning; through College planning for professional learning, improves the educational skills of teachers; supports connected learning beyond the school; supports systems for the safe and appropriate access and management of digital learning and teaching resources. The College is committed to achieving positive change through the introduction and implementation of an ipad programme. The ipad, made available for students, will be funded by the College. In 2013, and upon the completion and submission of this user agreement, all students will be allocated an ipad for use in all classes. This agreement describes the conditions for acceptable use of Information and Communication Technologies at the College for the 2014 ipad programme. Both students and parents/guardians are to read and sign this agreement as acknowledgement of an understanding and acceptance of the terms by which this technology is to be used. The ipad remains the property of Trinity College. While students have access to the device, any staff member may inspect the device and remove any material which is not considered appropriate and related to the educational purpose of the device. 2. ACCEPTABLE USES Digital Citizenship refers to appropriate behaviour and conduct within an online community. Students will be expected to demonstrate appropriate digital citizenship by adhering to the acceptable uses outlined below. This section is coloured green to indicate that students are expected to: 2.1. Respect the aims of the College ipad Programme Bring a charged ipad to school every day. Students are to leave the charger at home in a safe place. Use ICT equipment and resources for educational purposes only, under supervision Respect others Follow the same standards of behaviour online as you are expected to follow in real life. Observe copyright rules by respecting the information, ideas and artistic works of others. Acknowledge the author or publisher of information from the Internet and do not claim the work as your own. Use the device in a responsible manner and comply with teacher instructions regarding the ipad, particularly closing the ipad when instructed to do so Keep safe online Keep passwords, personal details and work secure. Always get teacher permission before taking images, publishing any personal information, photos or video online.

14 3. UNACCEPTABLE USES The following uses of ICT are unacceptable. This red section indicates that students must NOT: 3.1. Personal safety NOT send or post detailed personal information, images or audio about yourself or other people. (Personal contact information includes home address, telephone or mobile number, school address, work address, addresses, etc) Illegal activities NOT make deliberate attempts to destroy data by hacking/spreading computer viruses NOT engage in any illegal act, such as threatening the personal safety of others. NOT install or use software which is not licensed or approved by the College Jail-Break Jail-break removes the limitations imposed by Apple on the ipad. The ipad is the property of the College and any attempt to Jail-break the ipad is a direct breach of the agreement between students and the College Network security NOT attempt to gain access to any computer system or service to which you do not have authorised access. This includes attempting to log in through another person's account or accessing another person's files or s. NOT provide your password to another person. NOT post information that, if acted upon, could cause damage to or disrupt the network Respect for privacy NOT re-post a message that was sent to you privately without the permission of the person who sent the message. NOT take or distribute photos, sound or video recordings of people, including background figures and voices, without their permission Respect for others NOT make deliberate attempts to disrupt other people s use of ICT. NOT use obscene, profane, rude, threatening, sexist, racist, disrespectful or inappropriate language. NOT make personal attacks on another person. NOT harass another person. If someone tells you to stop sending them messages, you must comply with their request Plagiarism and copyright NOT plagiarise works found on the Internet. Plagiarism is taking the work of others and presenting them as if they were original to the user. NOT use material from the Internet in a manner which is a breach of copyright laws. NOT use material from the Internet which relates to exam or assignment cheating Access to inappropriate material NOT use ICT to access material that: is profane or obscene (pornography) advocates illegal acts advocates violence or discrimination towards other people 3.9. Games, imessaging and Snapchat in class NOT use the ipad to play games in the classroom, or use imessaging or Snapchat (or any other social media) unless under specific instruction from a staff member for curriculum purposes only.

15 4. NOTIFICATION You should: Disclose to your Homeroom teacher or Year Level Coordinator any messages you receive that are inappropriate or which disturb you. Notify the Year Level Coordinator if you identify a possible security problem. Immediately disclose accidental access to inappropriate material to the Subject Teacher or Year Level Coordinator. This will protect you against an allegation that you have intentionally violated College policy. 5. CONSEQUENCES OF IMPROPER USE Whilst attached to the network, the College will filter and monitor , web traffic and content accessed by students to ensure appropriate usage. Any breach will be recorded and may be subject to the following consequences: warning informing parents/guardians detention user denied the privilege of taking the ipad off campus suspension from the College network confiscation of ipad from the user suspension from the College incurring the cost of replacement of equipment expulsion from the College legal action any further action deemed appropriate by Trinity College 6. USER APPLICATIONS In 2014, each student will be required to purchase approximately $40 worth of applications (also known as apps) from the Apple App Store for use in the classroom at the College. This is easily achieved through purchasing itunes gift cards from itunes. An initial list of these apps will be provided by the College at the start of this booklet. Additional free apps will be recommended throughout the year and these will be published on the College newsletter. Parents and/or students may purchase other apps at their own expense. Individual subjects may also request students to download additional apps. These will be free apps and will be regulated by Domain Heads and the Director of Learning. Families will be notified via the newsletter throughout the year of the need for these apps. Parents with several students at the College should consider whether they can achieve cost savings by synchronising several ipads to one itunes account at home. 7. FAULT & DAMAGE Any fault, damage or loss of an ipad is to be reported immediately to the Library. The student will be required to complete a report detailing the circumstances around the damage or loss of the device.

16 Damage/Loss In the event that the ipad has been lost or damaged beyond repair, the family will be liable for the full cost of replacing the device. In such instances, the family will be advised as soon as possible. If it is ascertained that the damage or loss is as a result of the actions of another student, then that student will be required to meet with their Year Level Co-ordinator who will interview both students. The family of the offending student(s) will become liable for the replacement value of the device. It is therefore important not to touch another student s ipad. Replacement devices will be ordered through the College s preferred supplier. A separate invoice will be raised to cover the full replacement cost of the ipad and the family will be required to make payment of this within 30 days of the loss/damage of the device. As the ipad is the property of Trinity College, the device will be repaired through the College s preferred supplier. 8. LIABILITY The College will not be liable for any loss or damage caused by students, to a third party, as a result of use of the ipad. The College reserves the right to add policy as experience of the ipad programme unfolds. 9. INSURANCE The College has opted to self-insure the ipads. If the ipad can be repaired, there is a minimum cost for damage of $ to be paid by the parent/guardian of the student(s) involved. 10. SECURITY The ipad must be kept safe at all times and students must ensure that their allocated ipad is not: left unattended; left in a motor vehicle; left in an unlocked locker; loaned to another person. Should the ipad be stolen as a result of any of the above it will be the responsibility of the parent/guardian to replace the ipad at their own expense. A police report will be required if the ipad is reported as stolen or lost. 11. RETURNING THE ipad The ipad remains the property of Trinity College. The ipad must be returned to the Library prior to the student exiting the College. The College may request the return of the ipad to the Library at any time and at the end of the academic year prior to the last day of classes for the student. If the ipad is not returned, the family will be invoiced for the full replacement cost of a new ipad.

17 TRINITY COLLEGE ipad USER AGREEMENT It is expected that one parent/legal guardian of every new student will attend an ipad Programme Information Session. Student I understand and will abide by the terms described in the ipad Programme User Agreement contained in the ipad Programme Guide. I further understand that any breach of the agreement may constitute a criminal offence. Should I commit any breach, my access privileges may be suspended and disciplinary and/or legal action may be taken. First name Surname Date Signature Parent or Guardian As the parent or guardian of this student, I have read the ipad Programme User Agreement contained in the ipad Programme Guide. I understand that the ipads provided by the College for the use of students are for educational purposes. I support the College s measures in ensuring the safe and appropriate use of these resources. In signing this document, I understand and agree to the Student User Agreement Terms outlined in the Trinity College ipad Programme guide. First Name Surname Date Signature Please note that your son/daughter will not have access to an ipad as part of the programme until this agreement has been signed and submitted to the College and you have attended an ipad Programme Information Night with them.