The approach to developing an Acceptable Use Policy (AUP) is going to be determined by a school’s culture, community, and desired objectives for implementing a BYOD (“Bring Your Own Device”) plan or any other form of technology integration. Thus, because it is a largely individualized and unique task for each school to develop a policy, it is important to consider the primary purpose of integrating technology in the classroom.
In an article titled “Why BYOD Makes Sense: Thinking Beyond a Standardized 1:1” by Andrew Marcinek, Co-founder of EducatorU.org, emphasizes the importance of creating technology choice when implementing BYOD. Marcinek writes that, “We need to promote more choice in technology usage and trust that students and teachers will work well in any environment. But giving choice makes it less about the device and more about the learning” (2013). His statement then serves as the backbone for developing an AUP. A given policy can’t be geared towards any specific or standardized technology. Rather it must engage in the principles of real life where choices are constantly presented and standardization is at times foreign.
At the foundation of educational technology it is vital to acknowledge the truth that the current definition of educational technology is only a temporary definition to depend upon. The world continues to grow at such a rapid pace that to cling to one definition wholeheartedly is dangerous. Thus, to standardize a technology plan in any form, whether the device to be used or the terms to which it is used, would be unreasonable. Therefore, an AUP must remain flexible, adaptable, and logical in meeting the evolvement in technology integration.
To develop an effective and appropriate AUP the National Education Association suggests that the policy contain the following elements: “a preamble, a definition section, a policy statement, an acceptable uses section, an unacceptable uses section, and a violations/sanctions section” (“Getting Started on the Internet: Acceptable Use Policies,” n.d.). For specific definitions of these terms view “Getting Started on the Internet: Developing an Acceptable Use Policy (AUP)” published by Education World.
If these broad elements are used as the skeleton of an AUP’s development then school sites must account for the specific needs of their students. This would include considering the following:
- The level of schooling to which it is being applied (university vs. secondary)
- Student demographics
- Intended educational purpose for technology integration
- Necessary measures to ensure the particular student demographics safety
- Alignment of current school policies and procedures for misconduct and transferring those to fit appropriately with the digital citizenship design through the AUP
Lastly, it is important to compile an appropriate team that can voice all areas concerns in regards to acceptable use policies. While Steven Anderson’s blog post on Edutopia is centered on creating social media guidelines, the principles or organizing a team are transferable. Anderson wrote of a recent experience where a district, “chose to have a teacher and administrative representative from each grade level in the district, along with their heads of instruction and technology, school attorney, and two student representatives. You have to find a combination that works” (2012). The key is that all groups affected by the AUP must have a voice present in the development.
These examples showcase how I believe AUPs are specific to each site, but each one has components that align with what I believe.
Resources
Anderson, S. (2012, May 7). How to Create Social Media Guidelines for Your School. Retrieved
January 26, 2015, from
Getting Started on the Internet: Acceptable Use Policies. (n.d.). Retrieved January 26, 2015,
Marcinek, A. (2013, December 11). Why BYOD Makes Sense: Thinking Beyond a Standardized
1:1. Retrieved January 26, 2015, from
http://www.edutopia.org/blog/byod-makes-sense-beyond-1-to-1-andrew-marcinek
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