implementation of react a digital abuse

Last Updated: March 27, 2015

ASSESSING, PREVENTING, AND ADDRESSING DIGITAL ABUSE Strategy 3.2: Understanding Digital Abuse Prevention

PROPOSAL DEADLINE: MAY 7, 2015,

BY

11:59 PM PT PRIORITY P ROJECTS

IMPLEMENTATION OF REACT A DIGITAL ABUSE PROGRAMME

Proposal Topic Purpose By creating the conditions for “healing, recovery and resilience”, of digital abuse, the author's philosophical stance is supportive of empowering digital citizenship for an immigrant millennial democracy, with the explicit understanding that there can be no true freedom without responsible acts on the Global Information Highway. Current educational technology literature indicates teachers of traditional practice are overlooking a vital issue in the classroom which is presently characterized by? • Student barriers to web based healing, recovery and resilience resources such as, http://etcjournal.com/2015/03/21/digital-equity-and-social-justice/ : Poor Web resources for establishing digital citizenship, Low expectations, and no home-school links. According to Ribble, M. (2005) a project like REACT can ward off cyber bullying and can embed a SAM hyperlink to cross pollinate student understanding to appropriate digital use in the home, work place and professional practice to empower underserved learning populations , • Educator barriers for a network of underserved populations http://etcjournal.com/2015/03/23/a-network-for-under-served-populations/. : Lack of student confidence in digital equity and justice for an ability to heal, recover and establish resilience in Web-based environments, http://www.eschoolnews.com/2015/03/19/digital-ell-curriculum-874// .

Strategy 3.2: Understanding Digital Abuse Prevention Proposal Narrative Template

• Parent/ Guardian barriers: marked by low performance/low expectations, technology fears, a lack of technology competencies, and a lack of involvement in student learning. Lack of student’s access to the healing, recovery and resilience technology maintaining low expectations, limited awareness of digital equity and digital abuse, limited teacher contact, and a lack of awareness and access to previous works which discuss earning appropriate digital citizenship such as the CAST consortium, or Ribble, M. (2015) development of digital literacy and the National Center for Universal Design for Learning, 1 .http://www.digitalcitizenship.net/Home_Page.html . 2. http://www.udlcenter.org/ By creating the conditions for Online, Web based interaction and Web based integration, the flow of healing and recovery is established with REACT and yields the following outcomes: • Student increased engagement, confidence in performance, access to curriculum, validating healing and recovery and resiliency for victims digital abuse, https://udlspotlight.wordpress.com/category/sam-animation/

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• Improved learning outcomes (e.g., formative assessments, PARCC, MCAS). • Educator increased expectations for students, greater comfort with technology, greater willingness to build more units on the Web and greater communication with parents. Parent’s or Guardian’s involvement in healing, recovery and resilience increasing therapeutic dialogue , improved class expectations, provides greater comfort w/technology, enhances greater communication w/teacher and w/students, which generates a climate of optimal student growth and achievement. Question 1: How will your project help solve this problem and why is this best approach to take? IMPORTANT - Be sure to include a brief summary of the evidence base for this approach and/or past program evaluation results Brief Summary An Internet site such as REACT is created to address the fact that all victims of “cyber-bullying”, “cyber-hacking”, “cyber stalking”,” cyber exploitation” and “cyber security” have a stake in having their voices heard. Teachers have not have had access to a Twitter generated web tool, other than an Acceptable Use Policy. REACT was created for the Lesley University Graduate School of Education class, Online Teaching: Building Communities andFacilitating Discussion taught by Adrianne Hunt.

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Strategy 3.2: Understanding Digital Abuse Prevention Proposal Narrative Template

REACT Contributors are as follows: •Beverly Cole •George Vytautas Daukantas, HAA, HEAA (CTE 2008). •Craig Leach •Cadra Rooney REACT is the name of our make-a-difference movement. The acronym stands for Responsible Everyday Acts Caught on Twitter. The purpose of this movement is to give students/teachers/adults an outlet to praise, reward, and lift up, encourage, and reward great behavior. This will give students the opportunity to speak kind words about each other rather than to bully students. As we all know, no one is perfect. Through social networking, REACT gives students the chance to stand up for themselves and others that they might see being bullied. The objective here is to use kind words and thoughts to uplift someone else. The person you are uplifting might have held the door open for you, helped you study for a test, or came to your rescue during an awkward situation between you and others. The person giving the compliment might have been afraid to thank you in front of others or just too shy. REACT will give them the “VOICE” that they are looking for. The REACT hyperlink, https://sites.google.com/site/responsibleactscaughtontwitter/home.

The purpose of REACT is to confront underserved populations and is backed by the underpinnings of a bio-ecological human developmental theorist, Bronfenbrenner, U. (April 29, 1917–September 25, 2005). Bronfenbrenner, U. whose theory of human bio ecological development supports the ecology of the family as a context for human development, approaches the topic of focus from more than one arena. First, as the review of the articles read includes a meta-analysis of the articles already published, I was considerate of the progress made in current research that clarified the topic of digital abuse, summarized previous investigations, informed the reader of the state of current research and identified the relationships which are socially supportive, innovative in nature and methodologically tested related to the topic focus. Currently, cyber bullying and digital abuse take on different guises and play a significant role in how students perceive entering schools for the first time. The very process of Internet and information highway interchange is to empower, value, novelize, refocus, enrich, and enlighten the experiences of people, students, teachers, parents who are at a loss on how to end a vicious cycle of cyber abuse. Cyber Abuse promotes the production of unwanted feelings or behaviors in the classroom and the home and is an antithesis to the direct aims of sharing ideas with other well-meaning individuals, groups or nations using the Internet.

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Strategy 3.2: Understanding Digital Abuse Prevention Proposal Narrative Template The REACT Digital Abuse Prevention Project considers a theory of change based upon growing evidence that in the ACOT classroom of today students, teachers, parents/guardians, educational technologists, facilitators, coordinators or specialists struggling with issues of “cyber-bullying”, “cyber-hacking”, “cyber stalking”,” cyber exploitation” and “cyber security” may not be making a concerted effort to use w e b technologies that help address the issue of “healing”, “recovery” .” resiliency” from instances of digital abuse. The research findings support how the REACT in the classroom tool kit should help further preventive digital abuse strategies and advance student progress and achievement. Figure (A) represents the Bronfenbrenner, U. (April 29, 1917–September 25, 2005)an Ecological “blue print" for understanding how a human being is introduced to its environment over the mantle of ecological time. By engaging a digital media web tool: REACT, in the classroom, children will be able to access an enrichment activity tool intended for victims of digital abuse. Students presently experiencing an impairment under the” No Child Left Behind Act”, replaced Tuesday, April 7, 2015 by the bill, titled “Every Child Achieves Act” affects adults, children and everyone entering a school , especially an immigrant democracy as the USA . The essential question of theREACT presentation defines, “How will I ensure that the students I am teaching will become digitally literate in a constructivist, unconditional and noninvasive manner?, see figure (A).

(Figure A. Bronfenbrenner, U., Human Bio Ecological Model , retrieved http:www.googleimages.com The components that comprise the bio- ecological "blue print" are termed the (Micro system), Mesosystem), (Ecosystem), (Chrono system) and (Macro system). As a graduate student, I have found a "test bed” of innovative ways to incorporate instructional web tools to any given subject area. This knowledge furthers the argument for 4

Strategy 3.2: Understanding Digital Abuse Prevention Proposal Narrative Template instructional technology uses, uses that over the long term of ecological time provide a Teacher with a more informed definition of where 21st century design tools are heading in terms of cost effectiveness and sustainability. For example, , during class presentations, ESL students can read their note taker's translation of key words, allowing students to build both English ,Spanish or other digital literacy skills as they advance academically (Knox and Anderson- Inman, 2001), cited source retrieved electronically April, 16th, 2015 from, http://www.udlcenter.org/

Figure (B)

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Strategy 3.2: Understanding Digital Abuse Prevention Proposal Narrative Template

Question 2: What do you know about the effectiveness of this approach? Ribble, M. (2015), offers a freshness of concern for empowering student growth and digital citizenship through understanding nine elements of earning digital citizenship through trust worthy computing. According to Ribble,M.(2015) , digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use. According to Ribble,M.(2015)digital citizenship is a concept which helps teachers, technology leaders, and parents to understand what students/children/technology users should know to use technology appropriately. Digital Citizenship is more than just a teaching tool; it is a way to prepare students/technology users for a society full of technology. Too often we are seeing students as well as adults misusing and abusing technology but not sure what to do. The issue is more than what the users do not know but what considered appropriate technology usage is, http://www.digitalcitizenship.net/Home_Page.html , cited source retrieved electronically, April 4th, 2015. Ribble, M. (2015) touches at the heart of the digital abuse question by defining nine elements of digital citizenship, http://www.digitalcitizenship.net/Nine_Elements.html .

The REACT Digital Abuse Prevention Project considers a theory of change based upon growing evidence that in the ACOT classroom of today students, teachers, parents/guardians ,educational technologists, facilitators, coordinators or specialists struggling with issues of “cyber-bullying”, “cyber-hacking”, “cyber stalking”,” cyber exploitation” and “cyber security” may not be making a concerted effort to use web technologies that help address the issue of “healing” and “recovery ” from instances of digital abuse. According to Stephen Hawking, any particular theory can be refuted based upon its argument path and trajectory, Hakim, J. (2009). REACT addresses those concerns in an open source study of digital equity and justice for victims of digital abuse, http://etcjournal.com/, see figure C .

Figure C 6

Strategy 3.2: Understanding Digital Abuse Prevention Proposal Narrative Template Figure(C) represents a shift in recognizing the needs of students with disabilities in relationship to their general education peers. Universal Design for Learning began with the 1997 amendments to the Individuals with Disabilities Education Act. Universal Design for Learning (UDL) takes advantage of the opportunity brought by rapidly evolving communication technologies to create flexible teaching methods and curriculum materials that can reach diverse learners and improve student access to the general education curriculum, UDL assumes that students bring different needs and skills to the task of learning, and the learning environment should be designed to both accommodate, and make use of, these differences, http://www.udlcenter.org/ . Question 3:

What are the project activities?

REACT Digital Abuse Prevention Project considers a theory of change based upon growing evidence that in the ACOT classroom of today students, teachers, parents/guardians, educational technologists, facilitators, coordinators or specialists struggling with issues of “cyber-bullying”, “cyber-hacking”, “cyber stalking”,” cyber exploitation” and “cyber security” may not be making a concerted effort to use web technologies that address the issue of “healing”, “recovery” and” resiliency” from instances of digital abuse, see figure D

Figure D Twitter social media allows for the curation of activities. Restructuring a web portal for earning a global “seal of alignment according to the nine elements of digital citizenship “, http://www.digitalcitizenship.net/Home_Page.htm. Ribble, M. (2015) touches at the heart of the digital abuse question by defining nine elements of digital citizenship, http://www.digitalcitizenship.net/Nine_Elements.html. Nurturing web port activities on the topic of digital abuse from the K-12th Grade level and can extend to the Adult Level. Widgets that embed on the site such as Scoop It, http://feedback.scoop.it/ allow room for site expansion .Twitter allows REACT to optimize opportunities for analyzing social media, web traffic and web content featured on the dashboard, http://feedback.scoop.it/knowledgebase/articles/61316 . For example, to promote improved access to the general curriculum for all learners including learners with disabilities, the CAST consortium presents information in multiple formats with 7

Strategy 3.2: Understanding Digital Abuse Prevention Proposal Narrative Template multiple media, in a universal design for learning (UDL) format, http://www.udlcenter.org/.As their logo implies, students are offered to express and demonstrate what they have learned to ideas that work, https://udlspotlight.wordpress.com/ .Amongst other embedded capabilities , the Face Book Settlement with the Digital Trust Foundation allowed room for expanded web media tool capabilities like the Twitter generated REACT. For example, the embedded code for “Take Charge” projects of your own, https://github.com/reactjs/react-future , or https://facebook.github.io/react/docs/why-react.html .

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One therapeutic group activity allows for enjoyment of multimedia web tools. 1. 2. 3. 4. 5. 6. 7.

The Battle of Fearlessness, http://vimeo.com/11105691 Beatles Vimeo, http://vimeo.com/12614266 Alice in Wonderland Vimeo , http://vimeo.com/21116218 Lost Thing Trailer Vimeo, http://vimeo.com/21120324 Star Wars Vimeo, http://vimeo.com/8318385 Yellow Submarine ,http://vimeo.com/6068912 The Beatles "It Don't Come Easy" , http://thebeatlesvideo.blogspot.com/

Question 4: There are pressing security problems for the "Open Source “Community. • What do you know about the effectiveness of this approach? The Open Source Community addresses the Internet, Society and the Politics of Control community as it affects the freedom attached with web based interactions in classroom experiences. Cyber Freedom allows 4th and 5th graders to successfully post a community letter around the World for civic engagement. The justification for addressing such an issue lies at the heart of free and open civic engagement in the classroom. When an instance of a human rights violation occurs in the form of a trial of a Chinese separatist teacher in China who has been conferred a “life “sentence in Beijing China heightened our empathic concern for digital abuse. We clicked on a hyperlink to view the web content: cited source retrieved electronically April, 18th, 2015 from http://www.china.org.cn/china/2014-11/22/content_34123457.htm . “Although advertised as providing increased information security for users, it appears that Digital Rights Management technologies usually have more to do with providing commercial advantage for vendors, and may pose an existential threat to open systems ”,retrieved electronically April, 9th, 2015 , http://opensource.org/. Anderson, R. (2003), discusses Security in open versus closed systems: The dance of Boltzmann, Coase and Moore, retrieved electronically April, 16th, 2015 from http://www.cl.cam.ac.uk/~rja14/Papers/toulouse.pdf .Mike Roe discusses issues of “cyber security” and plausible denial in his treatise, cited source retrieved electronically April 18th, 2015, http://www.chiark.greenend.org.uk/~mroe/. Above all the other arguments against open source ,a REACT proposal ,applying a credible web resource as Bloom’s Revised Digital Taxonomy which offers enriching , well thought , robust and dynamically exciting “open source” digital opportunities for a millennial population of learners is the thing of the day, retrieved electronically April, 26th, 2015,http://edorigami.wikispaces.com/ 8

Strategy 3.2: Understanding Digital Abuse Prevention Proposal Narrative Template Question 5: Who will the project serve? 1. A “Community Letter” inviting community leaders, partners, and parents to attend an event that will help earn their children a digital citizen certificate. 2. Hosting a community forum that discusses an Open source REACT Project within a community school. 3. Hosting a survey for parents and mentors. Question 6: • Does your organization have experience implementing this type of project? If so, please describe this experience. I have to answer that exploring pathways to fundraising by other entrepreneurs and foundations who gave sound advice relevant to the proposal topic, by talking about how they started their social enterprises from the Harvard Social Enterprise site, Panelists discus the challenges of bringing an idea to life, http://ocsharvard.tumblr.com/tagged/social%20enterprise

1. Ezra Weller co-founder of GroupMuse asked, “If you have a cause, how do you bring it into the real world in a way that’s sustainable?” “I was lucky enough to study music in college, but what do you do after that? I was looking for new ways to bring people music. I got in touch with an old friend and together we started working on GroupMuse—it’s like Airbnb, but for house concerts. It lets hosts and audience members and musicians all connect online and it lets the community generate their own performances. We’ve had over 300 of them since 2013, and we are doing about four to eight a week on average. 2. Anda Greeney, founder of Mokha Origin Coffee said, “If you want to be an entrepreneur, you just have to do it,” Anda Greeney., founder of Mokha Origin Coffee, put simply. “I was inspired by reading a book called The End of Poverty by Jeffrey Sacks. He argued that if there were more money going into development, we could solve global poverty. I thought this was incredible at first, and I decided to commit 10% of my income annually to charity. Then ,as I started going further down the path, I realized that handing out money for free doesn’t work. In 2011, I traveled to Afghanistan with an NGO and we went to a school and handed out books and pencils to the students. It just didn’t feel right. They were happy to get free things in the same way you’d be happy if you got something for free. It’s not sustainable, and it’s not going to work in the long run, and it won’t encourage indigenous growth. Mokha Origin Coffee, on the other hand, helps Yemen’s economy and stability. started going further down the path, I realized that handing out money for free doesn’t work. In 2011, I traveled to Afghanistan with an NGO and we went to a school and handed out books and 9

Strategy 3.2: Understanding Digital Abuse Prevention Proposal Narrative Template pencils to the students. It just didn’t feel right. They were happy to get free things in the same way you’d be happy if you got something for free. It’s not sustainable, and it’s not going to work in the long run, and it won’t encourage indigenous growth. Mokha Origin Coffee, on the other hand, helps Yemen’s economy and stability. ” In terms of Social Enterprise, additional funding for an Internet site such as REACT created to address the fact that all victims of “cyber-bullying”, “cyber-hacking”, “cyber stalking”,” cyber exploitation” and “cyber security” have a stake in having their voices heard would allow me to expand, nurture and benefit people experiencing issues related to “Healing, Recovery and Resilience” residing in the United States.” Question 6• What results have you seen from work already done related to the proposed project? I could not go forward without noting other Twitter generated strategies for REACT club that cultivate and validate “healing”, “recovery” and “resiliency” from digital abuse .I noted author/contributor: Dr. Michele Haiken of the ISTE Professional Learning Series who discusses the benefits of a Twitter generated web tool in the K-12 Classroom. As a part of her February 2015 ISTE Professional Learning Series, Michele asks, “Did you know that Twitter is an excellent tool for critical conversations about texts or topics? I propose that REACT, a Twitter generated site can embed widgets, and media web tools related to the topic of “healing, recovery and resilience” of digital abuse. In terms of Social Enterprise, additional funding for an Internet site such as REACT created to address the fact that all victims of “cyber-bullying”, “cyber-hacking”, “cyber stalking”,” cyber exploitation” and “cyber security” have a stake in having their voices heard would allow me to expand, nurture and benefit people experiencing issues related to “Healing, Recovery and Resilience” residing in the United States.

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Strategy 3.2: Understanding Digital Abuse Prevention Proposal Narrative Template

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Strategy 3.2: Understanding Digital Abuse Prevention Proposal Narrative Template

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