The Cyberethics, Cybersafety, and Cybersecurity at Schools

The Cyberethics, Cybersafety, and Cybersecurity at Schools

Irene L. Chen, Libi Shen
Copyright: © 2016 |Pages: 15
DOI: 10.4018/IJCEE.2016010101
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Abstract

The 2006 Megan Meier case, where a teenage girl who was bullied on the Internet through e-mail and Myspace which was said to ultimately lead to her suicide, shed light on the cyber bullying issue in schools. This article uses a case study approach to describe how a number of school institutes were grappling with the loss of confidential information and protecting students on the WWW, each through a unique set of circumstances. It will reveal potential reactions of the institutions and possible ways to deal with the cyber threats. With experiences, school districts take measures to offer value education by improving students' knowledge and awareness of Cyberethics, Cybersafety, and Cybersecurity (C3) concepts to provide them with the means to protect themselves, and to enhance the safety and security of national infrastructure.
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Cyberethics, Cybersafety, And Cybersecurity

Pruitt-Mentle (2000) is credited for coining the concepts of C3 Matrix: cybersafety, cybersecurity, and cyberethics. She was one of the pioneers who promoted the integration of C3 across K-12 curriculum through organizations such as iKeepSafe. According to C3Matrix, cybersafety is “the ability to act in a safe and responsible manner on the Internet and other connected environments”; cybersecurity “covers physical protection (both hardware and software) of personal information and technology resources from unauthorized access gained via technological means”; cyberethics is “the discipline of using appropriate and ethical behaviors and acknowledging moral duties and obligations pertaining to online environments and digital media” (C3Matrix, 2015, p. 2). The three concepts of cybersafety, cybersecurity, and cyberethics are tightly integrated and ever changing.

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