CHAPTER 7: Social, Ethical and Legal Responsibilities

in the Use of Technology Tools and Resources

Course Outcome:
Demonstrate social, ethical and legal responsibility in the use of technology
tools and resources.

LESSON 1: Digital Citizenship vs. Global Citizenship

Time Allocation: 4 hours

➢ Intended Learning Outcome(s):

▪ Portray examples of an observed social, ethical and legal

responsibility in the use of technology tools and resources.

Let’s Get to Know…

Watch the video clip “Digital Citizenship” through the link,

[Link] (Digital Citizenship, n.d.)

Guide Question
1. Are you a Filipino citizen?
2. As a member of a smaller Filipino community such as a barangay or a subdivision,
what are your rights and responsibilities?
3. Do you use the Internet?
4. Are you a member of cyberspace community?
5. What are your rights and responsibilities as a user of the Internet?

Fill out the Venn Diagram below for your answers.

My Rights and Responsibilities

As Filipino Citizen As Internet User

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 Look at your answers. Did you have similar answers in both figures? If yes, write
them in the center of the Venn diagram. Explain your answer to the class. If you have an
access to computer and the Internet, create your Venn diagram in any of the diagram
makers such as [Link] or
[Link] and upload your output to your ePortfolio.
_______________________________________________________________________

Preliminary Question(s)
✓ As a 21st century teacher, compare and contrast one’s role as a citizen of a
community and that of a digital world?
✓ How can you share ways on how citizens can observe social, ethical, and legal
responsibilities in the use of technology tools and resources?

Technology has become an integral part of our lives. It has created a great impact
that whether we like it or not, we have become prone to safety issues. Our privacy can be
intruded; our social relationship can be affected. But it is not just enough that we keep
ourselves safe, we should also possess the skills on how we can act responsibly so as
not pose harm to others. Thus, this chapter will walk you through this issue.

Digital Citizenship vs. Global Citizenship

Since we are considered citizens of the community we live in, then as users of the
internet we can also call ourselves as citizens of the digital world where we live, learn, and
work in an interconnected manner. Digital citizenship is an idea that all persons using the
internet have civic rights and responsibilities. It centers around safe, savvy and ethical use
of technology.

➢ Study the infographics below from

[Link]
characteristics-of-a-good-digital-citizen

• Summing up, a global citizen sees the world as a community in which all
people live and prosper together. He/she understands that his/her actions
contribute to the values of the entire planet and he/she is concerned on
how/she participates in and contributes to the entire world. A digital citizen,
on the other hand, adheres to guidelines that govern the ethical and
responsible use of technology and acts responsibly in all relationships and
interactions in the digital world.

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 Figure 2. (Digital Citizenship Infographic -
Google Search, n.d.)

• When we mix these two together, it’s the perfect recipe for the Global Digital
Citizen. A global digital citizen is a responsible, ethical citizen leveraging
technology to foster community on a global scale through connection and
compassion. The Global Digital Citizen understand that we can govern
technology for the benefit of community. Additionally, the digital citizen that
we simultaneously share technological and human experience regardless of
culture, status, or political/ religious beliefs (Watanabe-Crockett, 2017)

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 Five Tenets of global Digital Citizenship

Figure 2. (Global Digital Citizen Poster –

Wabisabi Learning, n.d.)

We define the best assets of the Global Digital Citizen using 5 tenets: Personal
Responsibility, Global Citizenship, Altruistic Service, Environmental Stewardship, and
Digital Citizenship 9Ribble, 2017). These five tenets are the essence of what it means to
be a great Global Digital Citizen.

✓ Personal Responsibility – includes demonstrating how we manage ourselves in

matters such as personal finance, ethical and moral boundaries, personal health,
and wellness, and relationship of every kind, both online or offline. For the students,
this kind of responsibility means taking ownership of his/her learning. Developing a
sense of accountability for lifelong learning in our students prepares them for the
workplace. These are places where they must often think and act independently and
take initiatives on their own. Encouraging this in the classroom as early as possible
can help students develop high-level critical thinking and problem-solving abilities to
assist them in every aspect of their lives.
✓ Global Citizenship – the global Digital Citizen understand that technology has
dissolved boundaries between all the world’s people. We now communicate,
collaborate, and celebrate across all level of society. We are now all global citizens.
Our students must realize, among other things, that we aren’t isolated from each
other anymore. A deep understanding of this new global interconnectedness can
encourage them to be aware of the issues, traditions, values, and cultures of other
citizens. This leads to cultivating understanding, acceptance, compassion, and
humility.
✓ Digital Citizenship – covers appropriate and exemplary behavior in our online
environments. It's about working towards making our transparent digital world safe
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 for ourselves and others. Just like personal responsibility, this involves moving
accountability for appropriate behavior to our students. We teach them how to
govern this behavior, act in just and moral ways, and lead by good example in all
online associations. In doing so, they foster independence within themselves and
hopefully light the way for others to do the same.
✓ Altruistic Service – Altruism is defined as "having a selfless concern for the well -
being of others." The Global Digital Citizens acknowledge that they share this world
with many different people. These ideals apply to the people we know, but also to
those we don't know. These include embracing the opportunity to exercise charity
and goodwill for the benefit of others. The practice of altruistic service provides
opportunities for our students to create meaningful connections to the real world. It
gives them the chance to reach out to others and do things that can make a
person's experiences better or easier in everyday life. This produces a sense of
community and well - being for all.
✓ Environmental Stewardship – This practice is all about common - sense values
and an appreciation for the beauty and majesty that surround us every day. This
facet of Global Digital Citizenship encourages exploring how we can practice the
conscientious use of Earth's resources. Environmental stewardship encourages
every student to take a positive stand on personal, local, regional, national, and
international actions regarding the preservation of what is essentially our
"environmental community". This facet of Global Digital Citizenship reinforces the
idea that we have one world we all live on. It's vital that we respect it and take steps
to ensure its beauty and longevity for all future generations (Watanabe - Crockett,
2017).

Why Do We Need be Global Digital Citizens?

This is the fundamental question, and it’s a fair one. Why is developing Global
Digital Citizens in our schools so important, to the present and the future? How can
knowing and practicing all this help?
If you could sum it all up in one phrase, you could perhaps call it a quest
for mindful leadership. We can address this using the essence of the 5 Tenets above.
➢ Personally, we face the daily possibility of online fraud, identity theft, and online
bullying. We place our entire lives and their contents in the digital stratosphere
willingly, and often without considering the consequences. The dangers of this are
real. What is needed is people who will advocate and demonstrate the kind of self-
governance that will keep us safe from harm both online and offline.
➢ Globally, even as technologically intertwined as we are, there is also a level of
disconnection in our lives. We are more connected than ever and yet often less
tuned into others than ever. Global Digital Citizens see the need all diversity has to
be recognized, honored, and cherished for present and future generations. They also
see the need for harmony and connection in a world transforming as rapidly as ours.
➢ Digitally, our Internet is unchecked and growing wild, which is a good thing. Online
information is expanding at a staggering rate. Whilst I do not subscribe to the belief
that the Web is a haven for cyber-criminals who can act in complete anonymity, just
as in the real-world, online perils do exist, and the Global Digital Citizen sets an
example to others on how to navigate them safely and securely. A good helping of
common sense goes a long way in this regard.
➢ Altruistically we have more means to help others thanks to
technology. Crowdfunding and crowdsourcing help us give back to local and global
communities. Social media can become a support network for those of us who are in
physical, mental, and emotional need. The Global Digital Citizen can lead the way.

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➢ Environmentally we continue to face growing threats such as climate change,
resource depletion, industrial pollution, digital pollution, and more. Global Digital
Citizens seek to combat the biggest challenges to our environmental health. They
foster solutions that work to the benefit of the entire planet. (Watanabe-Crockett,
2018)

Elements of Digital Citizenship

• Video Play
Watch the video clip “Elements of Digital Citizenship” through
[Link] (Ramsaes Seb., n.d.)

Figure 3. (Global Digital Citizen Poster – Wabisabi Learning, n.d.)

Digital citizenship is the continuously developing norms of appropriate,

responsible, and empowered technology use.

✓ To lead and assist others in building positive digital experiences

✓ To recognize that our actions have consequences to others
✓ To participate in a manner for the common good

1. Digital Access is about the equitable distribution of technology and online

resources. Teachers and administrators need to be aware of their community and
who may or may not have access, not only in school but at home as well. Educators
need to provide options for lessons and data collection such as free access in the
community or provide resources for the home.
2. Digital Commerce is the electronic buying and selling of goods and focuses on
the tools and safeguards in place to assist those buying, selling, banking, or using
money in any way in the digital space. Career and technical education use the tools
of technology to show students the path for their future.
3. Digital Communication and Collaboration is the electronic exchange of
information. All users need to define how they will share their thoughts so that others
understand the message. For students struggling to understand their place in the
world, technology can help them find their own voices and express themselves.
4. Digital Etiquette refers to electronic standards of conduct or procedures and has
to do with the process of thinking about others when using digital devices. Teachers
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 can include Digital Etiquette as part of the classroom rules or academic goals.
Whether in the classroom or online, being aware of others is an important idea for
everyone.
5. Digital Fluency is the process of understanding technology and its use. The better
educated or “digitally fluent,” students are, the more likely they are to make good
decisions online, like supporting others instead of making negative comments. Digital
literacy includes the discussion of media literacy and the ability to discern good
information from poor, such as “fake news” from real news.
6. Digital Health and Welfare refers to the physical and psychological well-being in
a digital world. Technology provides many opportunities and enjoyment, but knowing
how to segment use with the needs of ourselves and others is key to a healthy,
balanced life. Educators, especially in 1:1 schools or classrooms need to ask the
question of how much screen time is appropriate for students. Common Sense media
has developed a guide on this topic.
7. Digital Law refers to the electronic responsibility for actions and deeds and has to
do with the creation of rules and policy that address issues related to the online world.
Just as in the real world, the online world has had to create structure to protect those
using these digital devices from harm. Support for issues such as cyberbullying and
sexting are available from School Resource Officers and other school counsel.
Administrators need to come up with positive approaches to these issues in their
schools and districts.
8. Digital Rights and Responsibility are those requirements and freedoms
extended to everyone in a digital world. This area of Digital Citizenship is about
helping students understand that when they are provided opportunities, such as the
access to the Internet and use of online products, they need to be diligent in helping
others as well, such as informing adults of potential problems. Educators must help
students understand that protecting others both online and in the real world are
essential skills to have.
9. Digital Security and Privacy is the electronic precautions to guarantee safety.
Viruses, worms and other bots can be passed along from one system to another just
like an illness. When using devices in school or at home, understanding and being
aware of attacks and how to prevent them are important skills for today and into the
future. (Nine Elements, n.d.)

(See reference pages 176-186, Bilbao, Purita P., Dequilla, Ma. Asuncion Christine V., Rosano,
Daisy A., Boholano, Helen B. (2019). Technology for Teaching and Learning I. Quezon City:
Lorimar Publishing.)
______________________________________________________________________

Think-Pair and Share…

1. What does it mean to be a digital citizen?
2. How can you observe social, ethical, and legal responsibilities in the use of
technology tools and resources? Create a dyad and discuss it with your pair.
DO
If you are connected online, create a blog entry using [Link] and
post your answer. Read also the posts of your classmates and comments on their ideas.
Share your link in your ePortfolio.
_______________________________________________________________________
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 Your interaction with others online shows your identity. Your online social identity is
your “digital tattoo”. A digital tattoo refers to the record of your actions and
communications online and its permanence, like a physical tattoo. Looking back at how
you engage in activities online, what kind of digital citizen were you? Reflect on this and
draw your tattoo inside the box. Explain your illustration.

_______________________________________________________________________

Mind Your Social…

Explore the virtual world and experience what it is to be a digital citizen. Log in to
your social media site and make a survey as to how many of your friends are observing
or not observing digital citizenship responsibly. Share your observations with your
classmates.

Disclaimer: Pictures, videos, and some text/content used in this learning material are not solely
owned by the writer. Credits to the rightful owner. This material is created for educational purposes
only.

References:

[80] [Link]
[81] [Link]
[82] [Link]
[83] [Link]
[84] [Link]
[85] [Link]
[86] [Link]
[87] Bilbao, Purita P., Dequilla, Ma. Asuncion Christine V., Rosano, Daisy A., Boholano,
Helen B. (2019). Technology for Teaching and Learning I. Quezon City: Lorimar
Publishing.

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CHAPTER 7: Social, Ethical and Legal Responsibilities
in the Use of Technology Tools and Resources

Course Outcome:
Demonstrate social, ethical and legal responsibility in the use of technology
tools and resources.

LESSON 2: Netizenship and Netiquette in Online Communities

Time Allocation: 3 hours

➢ Intended Learning Outcome(s):

▪ practice standard netiquette in sharing and utilizing shared materials

among learning communities; and
▪ discuss digital safety rules that ensure child online safety and prevent
cyberbullying.
▪
▪

• Video Play…

Watch a short video about cyber bullying in this link:

[Link]
mid=AF1AFA7B1F22E7DE14F7AF1AFA7B1F22E7DE14F7&&FORM=VRDGAR&
ru=%2Fvideos%2Fsearch%3Fq%3DCyberbullying%2BAnimations%26FORM%3
DRESTAB

Guide Question: As a netizen how will you help Chloe?

• Brief Case…

Study the case below and analyze the side of both parties.

The case involved two minor students from a certain school whose photos
were posted on Facebook. The photos, which were uploaded by one of their friends,
showed the students drinking and smoking in a bar, and wearing just undergarments
on a street. The photos were shown by one of the Facebook friends of the girls to the
school officials prompting them to ban the students from marching in their graduation
rites. According to the school, the students violated the school code of conduct.
The parents of the students in defense filed a petition for the issuance of a
writ of habeas data and asked court to order the school to surrender and deposit all
soft and printed copies of the photographs, and to declare they have been illegally
obtained in violation of the children’s right to privacy.

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 Guide Question:

1. After weighing all the information, with whom will you side – to the
parents or to the school?
2. What are your reasons for siding with the parents? The school?
_______________________________________________________________________

Preliminary Question(s)
✓ As a student, why is it important to apply netiquette in social media?
✓ What cyberbullying means to you?
✓ Have you experienced to be bullied online?

In this lesson we defined the difference between netizenship and netiquette,

formulate a set of netiquette guidelines, and create a campaign video to promote
netiquette. Netiquette is a set of unofficial rules for good behavior and
politeness followed by users of online and digital technologies such as the Internet, email,
and chatrooms. Netiquette is derived from the word "etiquette," which refers to the
general rules or conventions of correct and polite behaviour in social settings and
situations. It is thus the practice of exercising polite and considerate beh aviour in online
contexts, such as Internet discussion boards and personal email.

*Electronic Poster by: Ritchie Clint Angus, BIT-CT 2

As responsible netizens, we are all expected to support a healthy interaction on the

internet. A netiquette, or the rules of socially accepted behavior online have to be
observed in writing an email, in texting, and other communication on the web.

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 • Video Play
Watch the video clip “Netizenship and Netiquette in Online Communities”
through the link, [Link] (Module 7, n.d.)

➢ Each of us has a significant contribution to the kind of community we have in the

virtual world. As the Association of American Medical College (2015 in
[Link]) says it, “We are responsible for the “public face” that the
connected world sees”. Consequently, an individual digital reputation is shaped by
our posts on social media.

➢ Using your gadget, go to the web and visit

[Link] Read the content of the site.

(See reference pages 187-191, Bilbao, Purita P., Dequilla, Ma. Asuncion Christine V., Rosano,
Daisy A., Boholano, Helen B. (2019). Technology for Teaching and Learning I. Quezon City:
Lorimar Publishing.)
______________________________________________________________________

Netizen’s Charter…
Using the application tools that you have learned such as [Link]
create a 2-minute video about your own netiquette guidelines and post in to your social
media account. Use it as a campaign material to encourage everyone to use the internet
responsibly. Upload it in your ePortfolio. This will be done by group.
_______________________________________________________________________

Create an electronic poster (you can use canva or other applications) showing how to
protect oneself against cyberbullying and the role of the netizens in the right utilization of
the digital materials.

Please click the link for the rubrics

[Link]
_______________________________________________________________________

Express your Manners…

Your manners matter. Create situation or dilemmas regarding online behaviour. Let
your classmates from the other group answer the dilemmas you created and have
yourself ready also to answer the dilemmas of your classmates they prepared.
Remember be always grounded on your netiquette.
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Note: Answers will be posted in your group padlet account.

Disclaimer: Pictures, videos, and some text/content used in this learning material are not solely
owned by the writer. Credits to the rightful owner. This material is created for educational purposes
only.

References:

[88] Bilbao, Purita P., Dequilla, Ma. Asuncion Christine V., Rosano, Daisy A., Boholano,
Helen B. (2019). Technology for Teaching and Learning I. Quezon City: Lorimar
Publishing.
[89] Online Communities of Learning/Social Networking 1.0, n.d.
[90] [Link]
[91] [Link]
[92] [Link]
detail&mid=AF1AFA7B1F22E7DE14F7AF1AFA7B1F22E7DE14F7&&FORM=VRDG
AR&ru=%2Fvideos%2Fsearch%3Fq%3DCyberbullying%2BAnimations%26FORM%
3DRESTAB
[93] [Link]

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CHAPTER 7: Social, Ethical and Legal Responsibilities
in the Use of Technology Tools and Resources

Course Outcome(s):
Demonstrate social, ethical and legal responsibility in the use of technology
tools and resources.

LESSON 3: Intellectual Property Rights on the Development and

Use of Digital Materials

Time Allocation: 4 hours

➢ Intended Learning Outcome(s):

▪ Discuss examples of compliance of IPR in educational setting.

Using your gadget, connect to the web and go to “[Link]”. Search under
Plagiarism: Facts and Stats and present five (5) facts about plagiarism done by students.

Guide Question: What do the survey data imply?

_______________________________________________________________________

Preliminary Question(s)
✓ As a netizen, what is your notion about plagiarism?
✓ Do you recognize the author of the subject you have copied in the internet?

“Educate and inform the whole mass of the people… They are the only sure reliance for
the preservation of liberty”
Thomas Jefferson

According to the section 2 of the Intellectual Code of the Philippines, the State
recognizes that an effective intellectual and industrial property system is vital to the
development of domestic and creative activity, facilitates transfer of technology, attracts
foreign investments, and ensures market access for our products. In relation to education,
this section provides the necessary information on how to ensure that both the author and
users benefit the most out of an available learning material.

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 Intellectual Property Right
Laws governing Property rights are significant, without insurance of thoughts,
people won't have the option to appreciate the full advantage of their creations
and they would not be made up for their manifestations.

According to World Intellectual Property Organization (WIPO), Intellectual

property refers to the creations of the mind such as inventions; literary and artistic
works; designs; and symbols, names and images used in commerce. An
intellectual property right is a right held by a person or by a company to have
exclusive rights over these. Internationally, these intellectual properties are
protected by the World Intellectual Property Organization to which the Philippines
is one of the 191 member states. In the Philippines, Republic Act 8293 was
passed on June 6, 1997, which leads to the creation of the Intellectual Property
Office of the Philippines (IPOPHIL) which administers and implement state
policies in relation to intellectual property act.

Copyright
Copyright refers to the legal right given to the owner of the original work or
intellectual property. As provided by R.A.8293, “works” are original intellectual
creations in the literary and artistic domain protected from the moment of their
creation which include the following:
1. books, pamphlets, articles, and other writings;
2. periodicals and newspapers;
3. lectures, sermons, addresses, dissertations
4. letters;
5. dramatic or dramatico-musical compositions; choreographic works or
entertainment in dumb shows;
6. musical compositions, with or without words;
7. works of drawing, painting, architecture, sculpture, engraving,
lithography or other works of arts; models or designs for works of art;
8. original ornamental designs or models for articles of manufacture,
whether or not registrable as an industrial design, and other works of
applied art;
9. illustrations, maps, plans, sketches, charts and other three-dimensional
works relative to geography, topography, architecture or science;
10. drawings or plastic works of a scientific or technical character;
11. photographic works including works produced by a process analogous
to photography; lantern slides
12. audiovisual works and cinematographic works and work produced by a
process analogous to cinematography or any process for making
audio-visual recording;
13. pictorial illustrations and advertisements;
14. computer programs; and
15. other literary, scholarly, scientific and artistic works

The internet is a very rich source of these materials and we should be

careful in using them. These works are protected by the sole fact of their creation,
irrespective of their form or mode of creation as well as their content, quality and
purpose. Now that copy and paste are very accessible commands in our computer
toolbars, we should try not to violate the copyright laws otherwise we could be
accused of copyright infringement. Copyright infringement is the use of works
without permission where the copyright holder has the exclusive right to reproduce,

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 distribute, display or perform the protected work, or to make derivative works.
Proper citations should be used when including them in our output.
Below are the guidelines on online use of copyright materials by Smaldino,
Lowther and Russel (2012):
1. Contrary to popular opinion, all material on the internet is copyrighted
unless stated otherwise. It is copyrighted even if it does not display the
copyright symbol.
2. An email is an original work; fixed in a tangible medium of expression,
that is covered by copyright. Hence it is recommended that you should
not forward any email without permission, in consideration of both
copyright and Privately Act.
3. Downloading an article from a newspaper’s website, making copies,
and distributing them to your students prior to a class discussion on the
topic is permissible following the current photocopying guidelines which
permits making multiple copies for classroom use. The exception
would be individually bylined, copyrighted articles, or articles from a
source specifically designed for the educational market where such
articles cannot be copied legally for class distribution (adapted from
Becker, 2003).
4. You cannot post students’ essay, poems, or other works on the school
website unless you have permission of the students and their parents
or guardians
5. Educators should treat copyrighted materials from the internet the
same way they do to print formats. The best guideline is to always
obtain permission. When in doubt, ask!

Copyright Infringement vs. Plagiarism

Another violation on intellectual property is plagiarism. Although plagiarism
and copyright infringement are related ideas, these two are different. Plagiarism,
according to [Link], is an act of fraud; it involves both stealing someone
else’s work and lying about it afterward. [Link] further elaborates the
following as plagiarism:
1. turning in someone else’s work as your own
2. copying words or ideas from someone else without giving credit
3. failing to put a quotation in quotation marks
4. giving incorrect information about the source of a quotation
5. changing words but copying the sentence structure of a source
without giving credit
6. copying so many words or ideas from a source that it makes up the
majority of your work, whether you give credit or not

For images, videos and music, the following are counted plagiarism:
1. Copying media (especially images) from other websites to paste them
into your own papers or websites.
2. Making a video using footage from others or videos or using
copyrighted music as part of the soundtrack.
3. Performing another person’s copyrighted music (i.e., playing a cover).
4. Composing a piece of music that borrows heavily from another
composition
In other words, plagiarism refers to copying the work of another and
claiming it as one’s ideas or without proper attribution while copyright infringement
is copying one’s work without obtaining permission. In this sense, copyright
infringement is a violation of the right of the copyright holder while plagiarism is a
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 violation of the right of the author. We have to note that not all authors are
copyright holders; there are cases when the publisher owns the copyright. In
addition, copyright infringement is a legal violation while plagiarism is an ethical
violation.

(See reference pages 192-197, Bilbao, Purita P., Dequilla, Ma. Asuncion Christine V., Rosano,
Daisy A., Boholano, Helen B. (2019). Technology for Teaching and Learning I. Quezon City:
Lorimar Publishing.)
______________________________________________________________________

Check the Checker…

Log in to Plagiarism checker app such as [Link]
and ask some of your classmate’s previous essay. Let also your classmates check your
own previously done write up. Exchange your findings and place it in your ePortfolio.
_______________________________________________________________________

Let’s do it…
Work on a team, determine 5 examples of educational materials that follows proper
protocols when using other works. Through a short video presentation, discuss how and
why the examples followed the necessary protocols in relation to Intellectual Property
Rights.
_______________________________________________________________________

Sum-it-up…
Create an infographic about the Republic Act No. 8293 otherwise known as “An Act
Prescribing the Intellectual Property Code and Establishing the Intellectual Property
Office, Providing for Its Powers and Functions, And for Other Purposes” emphasizing the
chapter IV of the said act.

Disclaimer: Pictures, videos, and some text/content used in this learning material are not solely
owned by the writer. Credits to the rightful owner. This material is created for educational purposes
only.

References:

[94] Bilbao, Purita P., Dequilla, Ma. Asuncion Christine V., Rosano, Daisy A., Boholano, Helen B.
(2019). Technology for Teaching and Learning I. Quezon City: Lorimar Publishing.
[95] [Link]
[96] [Link]

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