Course 2 Final-Bringing the AUP Alive…

with Sarah Fleming


The Acceptable Use Policy at ISB for the Elementary School has been in place for 3 years.  At the beginning of each school year, students take home a copy of this policy where they are supposed to read and then sign the name in agreement.  Then they return the signed agreement to class where the teacher promptly files it away.  Despite a nearly 100% return of AUP agreements, ALL areas of the AUP have been breached this school year.  Here are some examples documented by our Technology Learning Coach, Chrissy Hellyer:

  • Students “posing” as other students (not accessing another’s account – but writing another’s name & using another’s blog URL & email address to “pose” as that student) (breach of 1.2)
  • Logging in as someone else (gained access to someone’s password & login) (breach of 1.2)
  • Use of copyright images all over the place (breach of 3.1)
  • Sending emails without a purpose (ie: hi!!!!!!!!!!!!!!!!!!!!!!! and nothing else) (breach of 4.8)
  • Using instant messaging,chat without teacher permission or misuse of chat and or instant message (breach of 4.7)
  • Deleting others’ work (files off the laptop or work off a gdoc) (breach of 1.1)
  • Changing the settings of laptops without teacher permission (breach of 2.2, 2.3)

Sarah and I have the idea that the AUP needs to become more of a “living document” that is not filed away, but instead easily accessed and visible by teachers, parents, and students.  We feel that students need to be more actively demonstrating their understanding of the document and how it connects to practicing good digital citizenship.

Despite the fact that the Grade 4-5 AUP was reworded a few years ago to kid-friendly language, we felt the need to further simplify the language in order for kids to put the AUP on their blog as a reference tool.


  • Students will add our simplified AUP page to their blog.
  • Kids will create a video for each of the four “Big Ideas” (or levels) of the AUP.  Students can choose to highlight important aspects of a level or concentrate on one scenario. Students can also create a video that addresses a problem they currently see occurring at school or at home.
  • Three or four students will be in an AUP group with the roles of: Script writing, camera, acting, producing/editing.  Roles should change with each video to give kids a broad experience.
  • After successfully completing a video, students will present to an audience (peers, younger grade, etc).  Videos are added to our class blog and the creators’ individual blogs, then banked on an ISB Digital Citizenship site.
  • Students earn a widget for each video presented. The idea is that these widgets will be added to a sidebar of the students’ blogs, which will indicate a distinguished level of AUP expertise.
There has been some discussion at ISB about where the responsibility for teaching digital citizenship lies.  While most would agree that much will fall to the classroom teachers in the Elementary School, there is some uncertainty about HOW and WHEN digital citizenship lessons take place.  It is our belief that these lessons should be embedded in the curriculum.  It should be noted that our project fills ALL of our standards and benchmarks in Grade 5 for “Speaking and Listening”, while also hitting many writing S and B’s as well. Of course, the TAIL standards will be addressed with our activities as well.  We feel that our plan provides an opportunity for integration.

It is our thoughts that this plan for Grade 5 will link to a “Bringing the AUP Alive” continuum across the grade levels.

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The more I learn about the uses of technology and how children use technology, they more I think that good Digital Citizenship probably needs to start at home, before Kindergarten.  When planning this project and thinking about  digital citizenship issues, I felt like we were trying to play catch-up…finding ways to fill in the missing pieces.  I hope that the fellow COETAILERS at ISB who are looking at this issue at different levels, can implement a better culture of digital citizenship that would begin with our youngest learners.  I also hope that parents come to have greater connectedness with the AUP issues that we are currently facing.  Maybe there should be a little category for parents to earn widget badges after they have viewed the videos?  A parent view counter?

Even though we have an AUP at ISB, teachers address issues related to digital citizenship in different ways and to different depths.  So much of the lessons related to digital citizenship and online behavior seem reactive. Reactive to the point where some teachers can be caught by surprise by a student’s misconduct, as if that student should have known better.  Well, do we ask ourselves enough if they have had the proper guidance?  It is my hope that this project will give some momentum to a more cohesive, continues, embedded and PROactive Digital Citizenship program.

Sarah helped to coordinate a small group to make a video this past week.  While the end product was a bit rough, it gave us a good idea of the time frame needed for students to complete a video project.  It was encouraging to see this small group so motivated, even giving up a few recesses to write, plan, and film.  Projects like these give us those “unplanned” assessments…where we learn how kids problem solve, ask for help, collaborate, deal with deadlines….

The most impressive part of this project was the collaboration with Sarah.  Our ideas grew together with a result is actually something better than I expected, and most importantly, the project is something that I feel can be useful and easily implemented in the Elementary School.  It was a hybrid of on-line and face-to-face collaboration, which worked well given the circumstances of our schedules in the last few weeks.  I have to say, I do benefit most from the face-to-face…especially when you have such a great partner.  Thanks, Sarah.

4 thoughts on “Course 2 Final-Bringing the AUP Alive…

  1. This sounds like a great project to start the year with your students! I can’t wait to see some of the work that they come up with. This also seems like one of those projects that has so many links to other aspects of the curriculum: this is technology integration at its best!

    The next question, for me, is: what can you do with the Grade 4 teachers and the Grade 6 teachers to help spread this “living AUP” idea throughout the school? Can the Grade 4s use your videos to help them understand the issues better? Can the Grade 6s take your videos one step further? There is so much potential here. I love it!

    • Thanks for the visit, Clint. Yes, the goal would be to see the “living AUP” throughout the school, beyond even the elementary. My idea, would be that it would build year to year, upper classes could take some responsibility for teaching younger kids…..I would think that a different activity or product (in ES) at each level would keep kids engaged, and after the plan becomes more institutionalized, there should be more buy in from kids. They would come to know that , hey, Grade 5 is where we get to do a video!

      I am moving up to Grade 6 next year, so I am definitely thinking how to incorporate the digital citizenship learning in our MS 1:1.

  2. Pingback: Terry's Tales of Learning » Blog Archive » AUP- Course 2 Final Project

  3. Looks like a great project to begin the year with. Am thinking along the same lines for our 5th graders, as we experienced many breeches in our AUP last year as well. Had the idea of rewording the AUP so it would be more kid friendly. Hoping to use yours as a model. Many thanks for posting!

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