Internet Safety

Because of all the issues that can potentially arise from students accessing the Internet, it is vital to provide students with guidelines to keep them safe. The following is a list of guidelines comprised from several reputable online sources:

High School Student Guide for Internet Safety:

1. Never give out personal information: When your teacher allows you to access the internet, you may be prompted by an outside database to give out certain information in order to receive a gift or coupon or the equivalent. Sounds awesome, but it is a set-up! You need to be sure not to give out any personal information. Personal information includes: your address, your home phone number, your cell phone number, your parents’ names, and even your school location. If you accidentally give out any personal information, tell your teacher because your privacy may have been compromised. For more information, visit:

2. Watch what you say-nothing is private online: Think about it. You can copy, cut, paste, download, and save as just about anything online. So what makes you think your online activity is private? It isn’t! So think twice about what you say online. This includes what you say in e-mails, on Facebook, on Edmodo, on Twitter, or any form of social networking. You need to assume everyone out there is watching you. Feels a little creepy, huh? For more information, visit:

3. Don’t post private or inappropriate pictures: Remember number 2? Well, it obviously applies to photos as well. I bet you’ve read about adults losing their jobs, Congressmen resigning, celebrities losing their marriages or their contracts, and even Ms. America losing her crown because of photos that were dredged up online. Simply put: You have too much to lose. Don’t post anything that could damage you personally, or even some day, professionally. For more information, visit:

4. Cyber-bullying: This isn’t complicated; just think of the Golden Rule: Do unto others, as you would have others do unto you. And listen, when you see cyber-bullying, you need to step up to the plate and report it. Let’s build a better tomorrow by stopping a bullying in his or her tracks! For more information, visit:

5. You can run, but you can’t hide: You probably think that when you delete your browsing history the information is gone. Wrong! Everything you do on the Internet is stored forever on servers and can be accessed if necessary. For more information, visit:


Baker, L. (n.d.). 10 rules of internet safety for kids. Retrieved from

Cyberbullying & digital/internet safety. (n.d.). Retrieved from

Dunn, J. (n.d.). The teacher’s guide to keeping students safe online.
Retrieved from

File sharing risks. (n.d.). Retrieved from

Internet safety: Rules of the road for kids. (n.d.). Retrieved from


Using the Basic Three

Word processing, spreadsheets, and databases: the mere mention of these words can cause incessant sighing, rolling of the eyes, and contagious yawns. Most teachers feel that their students should know how to use these tools because these tools require skills that translate to real world jobs, but teachers often overlook the “Basic Three”(Roblyer and Doering, 2013 p. 114) because technology has advanced so much and there are so many other “fun” tools out there to explore and integrate into lesson plans. But do these tools still have a place in the classroom? If so, how can teachers create relevant assignments that utilize and accentuate these tools?

To begin with, Word still has a great deal to offer students, and the more practice students have, the easier the tool becomes. For example, students need to know how to set up pages in a document, reorganize a document by using cut and paste, manipulate a document, save a document: this list goes on and on. Now, I know what you are thinking: “I am NOT a computer teacher,” but in reality, aren’t we all? These days, that statement and attitude is like saying, “I don’t teach writing in my class.”

The trick here is to be creative. Roblyer and Doering (2013) assert that teachers need to design integration strategies and prepare the learning environment. So, use a brochure template to travel through the Harlem Renaissance; create a resume for Lincoln or Huck Finn, or use a newsletter template to cover Freud’s Oedipus complex; you get the idea.

The same goes with using spreadsheets. A spreadsheet, according to Roblyer and Doering (2013), “puts numerical information in row column format” and allows “quick calculations and recalculations.” So what does an English teacher do with this tool? A lot! Take a survey of your class on a character’s point of view given a specific topic and create a bar graph or pie chart, then follow up with a written reflection; create a timeline of a literary period, chart a character’s travels, compare and contrast data that students pull from reading nonfiction material; again, creativity is key.

The bottom line is that kids need these skills, and we need to teach them and encourage tools that can be used everyday and translate into 21st century skills. Quite frankly, some of the tools we like to use in the classroom will never be accessed by our students outside of our environment; however, Word and Excel have a pretty good chance of making that leap.


Roblyer, M. D., & Doering, A. H. (2013). Integrating Educational Technology into Teaching (6th ed.). Allyn & Bacon.

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