Acceptable Use Policies

According to Roblyer, an acceptable use policy is

“an agreement created by a school or other educational organization that describes the risks involved in internet use; outlines appropriate safe student behavior on the internet; asks students if they agree to use the internet under these conditions; and asks what information about themselves, if any, may be posted on the school’s website”(Roblyer, 421).

An acceptable use policy outlines how online content may be used by anyone who chooses to use it. This will include what types of content should be used and how people should be interacting with it. This ensure that online content is being used for the purpose it was intended within the setting it is being used. For schools this is a very broad range of expectation. Schools work to not only use online content to engage students in the content area they are learning, but also ensuring that students are safe when interacting in an online learning environment. In order for students to have a safe environment to interact in they must understand what is appropriate and what is not appropriate. While the internet provides students with access to more resources and tools than ever before, that access also comes with risks. One of the biggest issues with internet interaction is that people view online interaction different than they view face to face interaction. Students need to understand that the expectations for online interaction are basically the same as face to face interaction. The only difference is that there are additional guidelines due to the nature of online interaction. Students are taught netiquette guidelines that help them understand the unique nature of online interaction and how to engage in them in respectful appropriate manners (Roblyer, 177).

Beyond teaching students how to interact online in appropriate manners, acceptable use policies also seek to teach students about internet safety, privacy and security, relationships and communications, cyberbullying, digital footprint and reputation, self-image and identity, and creative credit and copyright policies (Roblyer, 177). Internet safety allows students to understand how to identify appropriate content and interactions to engage in while interacting online. Some of the most important lessons in this area that they will learn about are cyberbullying, exposure to inappropriate content, understanding what an online predator is, and the importance of not revealing too much personal information. (Sosnowski, n.d. Privacy and security lessons teach students how to secure their information and data by setting up paswords, identifying scams, schemes, and understand website privacy policies. (Roblyer, 177) Relationship, communications, and cyberbullying go hand in hand. Students need to understand that while the internet can provide a certain amount of anonymity to its user, they still have a responsibility to interact in respectful ways. The golden rule applies online as much as it does in real life and they should only say things online that they would be say in person as well. Asking them, “would you say that to your mother” is a good litmus test to whether something is appropriate or not. Next we come to the digital footprint, which students can understand as a collection of all of their online interactions, website visits, and internet usage, which is accessible to anybody with the tools to look, and trail of bread crumbs that never disappears. This trail creates and impacts a person’s self-image and identity not only online, but also in the real world as well. Lastly, we come to information literacy and creative credit and copyright, which helps students understand how to find credible information and websites and how that content can be used.

Overall, each part of an acceptable use policy creates a framework that teaches and supports students in learning what they need to know to interact safely on the internet. These concepts should be integrated into instruction before, during, and after students use technology in the class so this information becomes second nature to them.

Below are links to four examples of acceptable use policies.



Roblyer, M.D. (2016). Integrating educational technology into teaching (7th Ed.). Allyn & Bacon

Basic Internet Safety. (n.d.). Retrieved February 25, 2017, from








Relative Advantage of Using Multimedia in the Classroom


Today we are going to discuss the relative advantage of using multimedia in the classroom. Never before have there been so many different multimedia tools available as today. Videos, music, presentation, Power Point, screencasts, YouTube, and the list goes on and on. Many of the different classroom models depend on multimedia content, which use to need to be created by professionals, but can now be created and shared by anyone (roblyer, 214-215). The use of multimedia increases student engagement by providing a medium that allows teachers to present content in more interesting ways. Multimedia also allows teachers to present content in different ways, which provides students with different learning styles the opportunity to learn the content in different ways. Multimedia also provides students with new ways of showing their mastery of content. According to Sosnowski, “A major advantage to using multimedia sources in the classroom is the ability to bring in images, sounds and videos without leaving the room. Computer programs and internet sites can also give students experiences that might ordinarily be unsafe, such as views from scaling mountains in a geography lesson or a dissection of a rare animal” (2017). So often students get to have things described or explained to them, but rarely do they get to experience the content they are studying. Multimedia provides students with a much more realistic experience that can be carefully crafted by the teacher as they explore the content in a meaningful way that provides students with new insights they may not otherwise have been able to achieve through traditional instruction. In the future with the continued work in virtual reality and other technologies, the student experience and interaction with content will only become and more realistic and anytime we can create a more authentic learning experience for our students, the better the learning experience will be.

Roblyer, M.D. (2016). Integrating educational technology into teaching (7th Ed.). Allyn & Bacon

Sosnowski, J. (n.d.). Advantages & Disadvantages of Schools Using Multimedia. Retrieved February 18, 2017, from

Relative Advantage of Using the Basic Suite for Learning

The basic suite of word processing, spreadsheets, and presentation software is a great tool for teachers and students as it provides tools that can be used across all of the subject areas, Word processing is a great way for students to write explanations as well as inserting graphics, photos, tables, and other information so students are able to show their creative side. Employers currently expect that employees will know how to use a word processing program and the other programs in the basic suite. Knowing the basic functions therefore is important to getting a quality job. (Davenport, 2015) On the teacher side, word processing tools give teachers more ways to have students show their understanding of different concepts. Some of the word processing tools also provide opportunities for students to work collaboratively on the same document, which allows them to share ideas and try different things so they become the teachers and the classroom teacher is just the facilitator as it should be.  Teachers can also use word processing in many ways for the classroom, such as, creating monthly newsletters, permission letters, and any other type of letter that might be needed throughout the year. (Roblyer, 117)

Spreadsheet software provides a tool that allows students to keep track of information and data as well as creating dynamic visuals using that illustrate that data in an engaging way. Students can process formulas on larger amounts of data than they can by hand, which allows them to take project further and show that they understand what the numbers mean and apply that understand to real life situations. Spreadsheets can also give students the opportunity to show that they know how to organize data in tables and charts that can be easily customized to meet the needs of the student for a variety of projects.  For teachers, spreadsheets not only have a large number of instructional applications, it is also a great tool for staying organized and tracking data. One of the best uses of spreadsheets that I have found is in tracking formative assessment data. By using a spreadsheet I can easily identify standards and concepts where students are struggling and organize small groups to provide targeted instruction to those students in need. This is especially helpful for primary concepts that are spread out throughout the entire year. It makes it easier to track progress.

Presentation software is the final of the typical basic suite of software programs that are bundled together. As its name suggests, presentation software is great for providing students and teachers with the opportunity to create presentations. This is great for students to create culminating projects that really show what they know. This software offers a great amount of flexibility and not only provides students with the ability to add graphics and text, but it also provides the option to add music and video. This makes creating an engaging presentations a lot easier for students. Presentations also promotes collaboration as students work together to create the different parts of their presentation. This is not just the case for students either.  Teachers can use presentation software to increase engagement in their instruction as well. Video Clips, photos, and interactive tools can be easily inserted into the presentation. By having students create a quality presentation you are also teaching them to focus on the most important details of a topic and then support that information with additional details through their spoken words, which allows the teacher to gather more information about what the student actually knows and understands, making it a powerful assessment tool.


Davenport, C. (2015, September 20). Relative Advantage of Using the Basic Suite for Learning. Retrieved from


Roblyer, M.D. (2016). Integrating educational technology into teaching (7th Ed.). Allyn & Bacon