LEP: PART 5 2
Greensville County Public schools’ current policy outlines acceptable use of electronic
communication devices and social media by students both on and off school property. This
includes guidelines for behavior online and for student-created content. The policy also provides
information on potential consequences for violations of the policy. The current policy addresses
the appropriate behavior online, but does not cover the use of social media and cyberbullying.
Cyberbullying is just like regular bullying except it takes place online.
Analyzes Related Literature
Impact of Electronic Communication Devices and Social Media Use
Electronic communication devices and social media have had a significant impact on
students. On the positive side, they have enabled quick and efficient communication, and
students can access educational resources more easily. Social media platforms provide a platform
for sharing information, ideas, and experiences. Students can engage with people from different
backgrounds and locations, which is essential for diversity, knowledge acquisition, and
intercultural competence. The platforms also promote creativity, teamwork, and collaboration.
According to Kirschner and Karpinski (2021), social media provides a space for students to
practice their communication skills, regardless of the distance.
However, electronic communication devices and social media use come with significant
challenges. Cyberbullying is a common problem that can lead to psychological distress,
isolation, and even suicide. Sexting, where students share sexual content, can also lead to
emotional harm and reputational damage. Additionally, students' online presence can impact
their future careers negatively, limiting opportunities and even leading to job losses.
Appropriate Use of Electronic Communication Devices and Social Media in School
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In recent years, electronic communication devices such as laptops, tablets, and mobile
phones have become increasingly incorporated into classroom settings and have been integrated
into various teaching methods. The use of electronic communication devices has been shown to
enhance student engagement, increase collaboration, and improve communication among peers
and teachers. For example, the use of online learning platforms can facilitate students' access to
educational resources, connect with their peers, and enable teachers to provide feedback in real-
time (Gdula & Charlesworth, 2020). Incorporating technology in classroom settings can also
foster a more interactive and engaging learning experience. Teachers can use electronic
communication devices to project visual aids, conduct online assessments, and present
multimedia materials that can enhance students' understanding and retention of information.
However, the use of electronic communication devices in classrooms can also create
distractions and potentially reduce students' focus and attention on academic tasks. Unregulated
use of electronic communication devices can lead to the misuse of technology, cyberbullying,
and inappropriate online behavior (Lievens, 2017).
Appropriate Use of Electronic Communication Devices and Social Media Out of School
The proliferation of electronic communication devices and social media has enabled
young people to connect with one another and engage in various social activities outside the
school. However, the use of social media has been associated with various negative outcomes,
including cyberbullying, online harassment, and addiction. A study by Chiang and Letarte (2020)
showed that excessive social media usage was linked to a decline in academic performance,
decreased self-esteem, and increased social isolation. Despite the negative consequences, social
media can positively impact young people's social development if used appropriately. Studies
have shown that positive social media use, such as connecting with peers and family, can have
LEP: PART 5 4
positive effects on students' sense of belonging and emotional wellbeing (Starkey & Adkins,
2020). Social media can also provide opportunities for students to learn about different cultures
and perspectives, enhance their communication skills, and promote their social identity (Muñiz-
Cañavate et al., 2019).
Regulations and Limitations Surrounding the Use of Electronic Communication Devices
and Social Media
Given the potential risks surrounding electronic communication devices and social media
use, policies, and regulations have been developed to safeguard students and ensure their
appropriate use. Schools have developed Acceptable Use Policies (AUPs) that outline
restrictions for certain behaviors, including cyberbullying, sexting, disruption of learning, and
accessing inappropriate content. AUPs empower educators, parents, and schools to hold students
accountable for their online behavior (Kirschner & Karpinski, 2021).
Despite regulations and limitations, effective policies must balance the need to ensure
technology's appropriate use and recognize the benefits of technology. Consequently, educators
must establish clear guidelines that are consistently applied and accompanied by proper
monitoring measures to ensure compliance.
Analyzes Case Law
Kowalski v. Berkeley County Schools (2011)
In this case, a former middle school student alleged that her First Amendment right to
free speech was violated when the school punished her for creating a fake Myspace page of her
principal that contained derogatory comments. The ruling found that the student's off-campus
conduct could be regulated by the school if it caused a substantial disruption on campus. This
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case illustrates the importance of having clear school policies that detail how off-campus
electronic conduct impacts the school environment.
J.S. v. Blue Mountain School District (2011)
In this case, two high school students created a fake profile of their principal on
MySpace that contained vulgarities and implied he was a pedophile. The school district
suspended the students for 10 days, but this decision was overturned by the US Court of Appeals
for the Third Circuit who ruled that the school administrators had no authority to punish the
students for speech conducted off-campus. This case highlights the need for school policies that
clearly distinguish the limits of a school's authority when regulating off-campus speech.
United States v. Nosal (2012)
In this case, a former employee of a recruiting firm was convicted of violating the
Computer Fraud and Abuse Act (CFAA) for using a coworker's login credentials to access a
database without authorization, supposedly to start a competing firm. The court ruled that Nosal's
conduct violated the CFAA, but narrowed the law's scope by establishing that it only applied to
hacking as a means to obtain information, not misuse information obtained through authorized
means. This case illustrates the need for schools to develop policies regarding the use of
electronic devices and handling confidential information.
Wynar v. Douglas County School District (2015)
In this case, a high school student was suspended for tweeting out a photo of her teacher's
underwear that was visible above her pants. The ruling upheld the school's decision, noting that
schools have a legitimate interest in maintaining order and discipline, and that the tweet created a
substantial disruption in the classroom and caused the teacher significant humiliation. The case
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highlights the importance of schools having policies that regulate the use of electronics to ensure
a safe learning environment.
Analyzes Internal Data
Greensville County Public Schools is in a rural area. Edward W. Wyatt Middle School is
the only middle school in the county. The school serves 6-8th grade and houses 533 students.
Girls make up 45% and the boys make up 55%. Greensville County Public schools’ current
policy outlines acceptable use of electronic communication devices and social media by students
both on and off school property, but does not cover the use of social media and cyberbullying.
Cyberbullying is just like regular bullying except it takes place online. According to Cherian
(2019), Cyber bullying typically starts at about 9 years of age and usually ends after 14 years of
age; after 14, it becomes cyber or sexual harassment. Cyberbullying affects 65-85% of kids, 90%
of middle school students polled had their feelings hurt online, 65% of their students between 8-
14 have been involved directly or indirectly in a cyberbullying incident as the cyber bully, victim
or friend (Cherian, 2019).
Recommended Policy and Procedures
Recommended policies/procedures should be thoroughly outlined to ensure that they
protect the welfare of students and staff. These policies should be based on research and
evidence-based practices to minimize the negative effects of electronic communication devices
and social media on students' academic performance and emotional well-being. The policies
should provide guidelines that outline the appropriate use of electronic communication devices
and social media in and out of school. This should include specifying the types of devices or
platforms that are allowed and prohibited, the types of activities that are permissible, and the
LEP: PART 5 7
consequences of misuse. The policies should also specify the protocol for reporting any cases of
cyberbullying, online harassment, or any other inappropriate behavior online.
The policies should be clearly communicated to students and staff through handbooks,
orientations, and training sessions. The policies should also be reviewed annually to ensure that
they are up-to-date and effective. Electronic communication devices and social media platforms
should only be used for academic activities in classrooms. Students should be advised to turn off
or silence their devices during class to minimize disruptions and distractions. Teachers should be
trained to use electronic communication devices effectively in their lessons and ensure that their
use enhances student engagement and learning outcomes. The policies should also provide
guidelines on the appropriate use of social media by students and staff outside of school. This
should include guidelines on the types of content that are permissible, the consequences of
inappropriate posts, and how to report any incidents of cyberbullying or online harassment.
In conclusion, policies and procedures should be thoroughly outlined to ensure the
welfare of students and staff concerning the use of electronic communication devices and social
media. These policies should be evidence-based and periodically reviewed to ensure that they are
effective in promoting positive student outcomes. The policies should also be clearly
communicated, and guidelines on the appropriate use of electronic devices and social media
should be provided to ensure that they are used for academic and positive social purposes.
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References
Cherian, V. E. (2019). Cyberbullying. Research Journal of Science and Technology, 11(1), 73.
Disruptive behavior - student code of conduct and Handbook - Greensville County Public
Schools. (n.d.).
Chiang, E., & Letarte, L. (2020). The impact of social media use on academic performance: A
meta-analysis. Journal of Educational Computing Research, 1-21.
Gdula, E., & Charlesworth, Z. (2020). Technology and Young Children: A Review of the
Literature. Early Childhood Education Journal, 48(1), 85-96.
Hlr. (2023). United States v. Nosal (Nosal II). Harvard Law Review.
https://harvardlawreview.org/print/vol-130/united-states-v-nosal-nosal-ii/
J.S. v. Blue Mtn. sch. Dist., no. 08-4138 (3d Cir. 2011). Justia Law. (n.d.-a).
https://law.justia.com/cases/federal/appellate-courts/ca3/08-4138/084138p1-2011-06-
13.html
Kirschner, P. A., & Karpinski, A. C. (2021). The impact of electronic communication on daily
school life. New directions for student services, 2021(165), 49-64.
Kowalski v. Berkeley County Schools. CRIN. (n.d.).
https://archive.crin.org/en/library/legal-database/kowalski-v-berkeley-county-schools.html
Lievens, E. (2017). Teachers' perception of mobile devices in teaching: A literature review.
Computers in Human Behavior, 70, 579-593.
Muñiz-Cañavate, A., Gutiérrez-Braojos, C., & Gutiérrez-Pérez, F. J. (2019). Social media: their
impact and relevance for the development of digital competence through a participatory
approach. Telematics and Informatics, 44, 101238.
LEP: PART 5 9
Starkey, L., & Adkins, M. (2020). Social media and attachment in young people’s lives. Journal
of Child and Family Studies, 29(1), 44-55.
Wynar v. Douglas Cnty. sch. Dist., no. 11-17127 (9th cir. 2013). Justia Law. (n.d.).
https://law.justia.com/cases/federal/appellate-courts/ca9/11-17127/11-17127-2013-08-
29.html
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