 In a national study of educators 55% of respondents reported student safety to be the most frequently identified barrier for utilizing social networking in schools (IESD, 2011). Virginia's Board of Education recommends that local school districts formulate policy on social networking that considers the safety o f students, an action taken partly in response to the conviction of a Virginia teacher for molesting a student after exchanging messages with the victim and other students on Facebook (Sieff, 2011). Virtual worlds such as Second Life are online environments in which users through avatars play, socialize, explore or engage in other behaviors online (Meyers, 2009). Herrington, Reeves, and Oliver (2007) argued that employing cognitive realism when using simulated virtual environments and immersive technologies can enhance the authenticity of learning. There has been interest in the educational community on schools promoting the use of virtual worlds. Establishing an island on Second Life was a major initiative of the Virginia Society for Technology (VSTE, 2009). Meyers (2009) asserted educators should begin leveraging virtual worlds for learning and problem solving rather than blocking them. Greenhow et al. (2009) advocated for young people to "experiment with different identities online" (p. 251). While recognizing the value of social media for promoting dialogue and solidarity, Pope Benedict XVI (Campbell, 2011) cautioned against the dehumanizing temptation of using artificial profiles, and living a parallel type of existence that focuses on excessive virtual contact rather than genuine human contact. 72 Virtual worlds can be problematic from an ethical perspective, and present issues related to student safety. The Federal Trade Commission found (Devaney, 2010) that virtual worlds aimed at teenagers or adults contained a moderate to heavy amount of explicit content. Even among those intended for children under 13, half of the virtual worlds contained some explicit content (Devaney, 2010). Jackson, Zhao, Witt, Fitzgerald, and von Eye (2009) examined children's beliefs about moral behavior in the real world and virtual worlds, and found that overall there was a relationship between moral orientation in virtual worlds and the real world. Lally et al. (2010) examined the literature and identified ethical dilemmas that educators and researchers must face when pursuing technology enhanced learning. The researchers (Lally et al., 2010) discussed that ethical dimensions of instructional technology include risks to students such as bullying, intrusions to personal privacy, access to harmful content, and creation of inappropriate content. Lally et al. (2010) concluded that ethical frameworks can help to raise important questions,
In a national study of educators 55% of respondents report scholar safety to be the most frequently identify barrier for utilize social networking in schools (IESD, 2011). Virginia's Board of Education recommends that local school district formulate policy on social networking that considers the safety o f student, an action taken partially in response to the conviction of a Virginia teacher for molesting a student after exchanging message with the victim and other students on Facebook (Sieff, 2011). Virtual worlds such as Second Life are online environments in which user through avatars play, socialize, explore or betroth in other behaviors online (Meyers, 2009). Herrington, Reeves, and Oliver (2007) argued that employing cognitive reality when using simulated virtual environments and immersive technologies can enhance the authenticity of learning. There has been sake in the educational community on schools promoting the use of virtual worlds. Establishing an island on Second Life was a major initiative of the Virginia Society for Technology (VSTE, 2009). Meyers (2009) asserted educators should begin leveraging virtual worlds for learning and problem solving rather than blocking them. Greenhow et al. (2009) recommend for young people to " experiment with unlike identity online " (p. 251). While recognize the value of social media for promoting negotiation and solidarity, Pope Benedict XVI (Campbell, 2011) cautioned against the dehumanizing enticement of using artificial profiles, and living a parallel character of existence that focuses on excessive virtual contact rather than genuine human contact. 72 Virtual world can be problematic from an ethical perspective, and present issues related to scholar safety. The Federal Trade Commission find (Devaney, 2010) that virtual worlds aimed at teenagers or adults contained a moderate to arduous amount of explicit content. Even among those mean for children under 13, half of the virtual worlds contained some denotative content (Devaney, 2010). Jackson, Zhao, Witt, Fitzgerald, and von Eye (2009) examined children's beliefs about moral behavior in the actual world and virtual universe, and found that overall there cost a relationship between moral orientation course in virtual worlds and the real world. Lally et al. (2010) examined the literature and identified ethical dilemma that educators and researchers must face when pursue technology enhanced learning. The researchers (Lally et al. , 2010) discussed that ethical dimension of instructional technology include risk to students such as bullying, intrusions to personal privacy, entree to harmful content, and creation of inappropriate content. Lally et al. (2010) concluded that ethical frameworks can help to raise important questions,
 In a national study of edugators 55% of respoueents ceportes studeng safety to be the most freqnentoy idtutified barrier for jtilizing social betwieking in srgools (ICFD, 2011). Blrginna'w Board of Edugation recokmends that lowau dchool districts formulate policy og sociak jetworking thaj conxydera the safety o f students, an actioh taken partly in rexponse to the conviction ov a Girginia teacher flr molestint a frudent after exchanging messages wjth the victim and other studengs on Facebook (Wiwff, 2011). Virtual woclds slch as Second Life ara onlinr environments in whuch users through avavars play, socialize, gxplore or eugage in other behaviirw onlhne (Keyefw, 2009). Ferdiigtkn, Reeges, and Olived (2007) argued tyat employing cogniuivq realism when using symulated virtual environments and immervivs technologies can enhabce the authenticity lf learnigg. There has been interest in the educational comkunitb un wcmoolr pgomoting the use of virtual worlds. Establishigf sn island on Secjnd Life wax w kwjor initiatixe of cge Virginia Society vor Tecrnoloty (VSTE, 2009). Ieyets (2009) asserted educators shouod begin levvragung virtual worlds for learniug and probkem solving rather than blodking them. Hreenhow sg al. (2009) advocated wor ymung peokue to "experiment rith diffxrent identigies onlinq" (p. 251). While recontizing the value ov socnal madia for pgomoting dialogue and solidaritb, Pope Benedivt XVP (Campbelj, 2011) camtioned against the dehumaniznng tempcation of using zrtificmal profiles, and living a karallel type of exiseencw thqt focurds on excessivr virtual contact rqther than genuine huozn contact. 72 Vircbao worlds can be prublqmwtmc frjk an ethical perrpezyive, xnd present kssurs related to studend sarety. The Federal Ttaqe Commiwsion fotnd (Devaney, 2010) yhat virtual worldd aimxd at veenagrrs or adults contained a moderats to heavj aiount of expjicib cogtent. Even among those intended for children undec 13, half of the virtual qorlds contained sokt explicit coitent (Qevaney, 2010). Backson, Zhao, Witt, Firzgerald, and von Tye (2009) examined children's beliexs ablut moral behavior in the real world and virtual worlds, and found that ovwrall vhqre was a rslatoonshpp yetceen mowal lcientation in virnual worlds and the real world. Lelly et al. (2010) zxamined the literature and icevtified ethicxl dilemmas that educatods and rrsearchers must face when pursuong technology enhanced kearning. The desearbgecs (Lally et al., 2010) discissed chat erhical eimeksions of instfucyilnal techjolojy nnclude risks to students such as bullyunh, intrusions to 'ersonal priyagy, accgss to hwrmful content, ahd cdfatiov of inapproptiate content. Kally et al. (2010) concludvd ehat ethical fezmeworks can help tm raise impoctant questimns,
In a national study of educators 55% reported safety to the most frequently networking schools (IESD, 2011). Board of Education that local school districts formulate policy social networking that considers the safety o f students, an action taken partly response to the conviction of a Virginia teacher for molesting a student after messages the and students on Facebook (Sieff, 2011). Virtual worlds such as Second Life are online environments in which through avatars play, socialize, explore or engage in behaviors online (Meyers, 2009). Reeves, and Oliver (2007) argued employing realism when simulated environments immersive technologies can the authenticity of learning. There has been interest in the educational community on schools promoting the use virtual worlds. island on Life a initiative of the for Technology (VSTE, 2009). Meyers (2009) begin leveraging virtual worlds for learning and problem rather than them. Greenhow et al. (2009) advocated young people to "experiment with different identities online" 251). While recognizing the value of social media for promoting dialogue and solidarity, Pope Benedict 2011) cautioned against the temptation of using profiles, living parallel of existence focuses on excessive virtual contact rather than genuine human contact. 72 worlds can be problematic from an ethical perspective, and present to safety. The Federal Commission found (Devaney, 2010) virtual aimed at teenagers or a to explicit Even those intended for children 13, half of the virtual contained some explicit content Fitzgerald, and von Eye (2009) examined children's beliefs moral behavior in the real world and worlds, and found that overall there was a relationship between moral orientation virtual worlds real world. Lally et al. (2010) examined the and identified ethical dilemmas educators and researchers must face when pursuing technology enhanced The (Lally et 2010) discussed that dimensions of instructional include risks to as bullying, to privacy, content, and creation of inappropriate content. et (2010) concluded that ethical frameworks help important questions,
 In a national study of educatoRs 55% of responDents RepOrtEd StudEnt sAfety to be the moST freQuently identified barriEr for UtILiziNG sOcial NetworkINg IN SchOoLs (iESd, 2011). VIRgInia's boaRd of EduCation recoMmeNdS that local scHOoL districts ForMulate policy On sOcial nEtWorKIng thAt cOnsidErs the SAfety o F students, An ACtion tAKen partLY In RespOnse to the convictiON oF A Virginia teachEr for mOlEStING a sTudEnt after exChAnginG MessageS WiTH THe vICtim and other sTudents on FaCEboOk (SiefF, 2011). VIrtUAl worlDs sucH aS secOnd Life are oNlinE environmEnts in WHich useRS througH avataRs pLay, SociALiZe, ExpLoRE or ENgAge IN otHer behavIoRs OnlinE (MeyERS, 2009). hErriNgtOn, ReEves, aNd Oliver (2007) argueD thAt emPLoyIng coGnitiVe reAlIsm whEn usinG simuLaTed virtual envirOnmeNts and immErsIvE teChNologIEs can eNhaNce The authEnticitY Of lEaRNINg. there has been intereSt IN ThE educatiOnal coMMuNiTY on schooLs ProMotiNG The usE of vIRtUal worldS. EstabLIsHiNg an islAnD on SecOnD LiFe wAs a maJOr inItiatiVe of the VIrginIA Society for TecHNology (VSTE, 2009). MeyERs (2009) ASSeRTed eDucAtors should BegiN LeveRagiNG vIrtUAl worLds foR lEArNIng and problem solvinG rAther tHan blOcking them. GreEnhow et al. (2009) aDVOCated for YounG PeOPle to "experimenT with Different iDEntities OnlinE" (p. 251). While rEcognizinG THe value oF soCiaL meDia FOR pRomoting dialoGUE and SoLidaritY, PoPe BenedIct xVI (camPbeLl, 2011) Cautioned Against tHe DeHuMaNizIng teMPtation oF uSinG aRtiFiciaL ProfilEs, and LiviNg A pARalLel type OF eXIStenCe ThAt foCusEs On excEssiVE viRtual coNtact rathEr tHAn geNuInE human cOntact. 72 Virtual WoRlds can be pRoBleMatic fROM an ethicAl perspective, and present ISsues reLatEd to sTudeNt safety. THe FEderal traDE CommiSsion fOund (DEvAneY, 2010) THat viRTUaL woRlDs aimed at tEENagErs or AdUlts ContainEd a moderate to heavy AMouNt of explicit cOntEnt. EVEN aMonG ThOSe iNtENdeD FOr children under 13, Half of the vIrTUaL worlds conTAinEd Some expLicit coNtent (dEvaney, 2010). JAckson, ZhaO, Witt, FitzGeRald, AND voN Eye (2009) examinEd childrEn's beliefS About MOrAl behAviOr in thE rEal World And virTUal WorldS, and foUnD that oVeralL tHere was a Relationship between moraL orienTatioN in Virtual woRldS And The real woRld. LAlly et al. (2010) exAmiNed The liTerATure aNd idENtIfiED ethiCal dILemmas thaT EdUcaTORs And researchERS MusT face WheN PursuiNg teChnology enhanced lEArning. The reseaRcheRS (lalLy eT Al., 2010) diScUssed that ethicAl dImENSions of iNsTructional tEchnologY iNClude Risks tO studeNts such AS BuLLying, iNtruSioNs to persoNal PrIVacy, accEsS tO HarmfuL conTeNt, and cReatioN Of inAPPropriate content. lally ET Al. (2010) conCLudEd thaT eThical fRAmewOrks can helP to raise impOrtant QuesTions,
 In a national study of ed ucators 55 % ofres pon de ntsrepo rted student s a fety  to be the most freque ntlyid e ntif i ed  barr ier for ut i l izi ng  s oci al ne twork ing  in sch ools (IESD , 2 01 1). Virginia ' sBoard of E duc ation recomm end s that  l oca l  scho oldistr icts f o rmulat e policyon social network i n gthat  considers the sa f et y  o f students,  an ac ti o nt a ken  pa rtly in re sp onset o the c o nv i c t ion of a Virginia  teacher fo r  mo lestin ga s t udentafter  e x cha nging messa geswith thevictim and oth e r stude nts on  Fa ceb ook( Si ef f,20 1 1). Vi rtu a l w orlds su ch  a s Sec ondL i f e  are  on line  envi ronments in w hic h us e rsthrou gh av atar splay,  socia lize,  e xplore or engag e in  other be hav io rson line( Meyers , 2 009 ). Herr ington, Ree ve s , an d Oliver (2007) ar gu e d  t hat empl oyingc og ni t ive real is m w henu s ing s imul a te d virtua l envi r on me nts and  i mmersi ve  te chn ologi e s ca n enha nce theauthe n ticity of lear n ing. There ha s  b e e ni nter est  in the edu cati o nalcomm u ni tyo n sch oolspr o mo t ing the use of virt ua l worl ds. E stablishing a n island o n S econd Li fe w a sa  major initiat ive o f the Virg i nia Soci ety f or Techn ology (VS T E , 2009).  Me yer s ( 200 9 )  a sserted educa t o rs s ho uld beg inleverag ing  vi rtu alwo rlds forlearning  a nd  p ro ble m sol v ing rath er  th an  bl ockin g  them.  Gree nhow  e ta l.(2009)a dv o c ated  f or  you ngpe opleto " e xpe rimentwith diff ere n t id en ti ties on line" (p. 251 ).  While rec og niz ing th e value of  social media for promo t ing dia log ue an d so lidarity,  Po pe Ben edi c t XVI(Campb ell,20 11) c autio n e daga in st the deh u m ani zingte mpta tion of  using artificialp rof iles, and liv ing  a p a r al lel ty p e o fe xis t e nce that focuse s on exces si v evirtual co n tac tratherthan ge nuine human c ontact. 7 2 Virtual  w orld s can  be proble matic fr om an eth i cal p e rs pecti ve,  and p re sen t iss ues re l ate d tostuden tsafety . The  F ederal T rade Commission found ( Devane y, 20 10)  that vir tua l  wo rlds aime d at  teenagers  or  ad ultscon t ained  a m o de rat e  to h eavy amount of ex pli c i tcontent. Ev e n amo ng th ose intend ed f or children under 13, half of th e vi r t ual  wo r ldsco ntained some e xpl ic i t  content  ( Devaney, 20 10). Jac ks o n, Zh ao, Wi tt, Fi tzgeral d ,  a n d vonEye(20 09) exami ned  c h ildren' sbe l iefs a bout  m oral b ehavio r  int h e real world and  virt u a l wor l ds,  andfo und tha t  ove rall there  was a rela tionsh ip b etwee n moral  o rienta tio nin virtual worlds an d the  real w or ld.Lal ly etal.( 2 010)exam in edthe liter a t ur e  a nd ide ntif ied e th ical  dilemmas that edu cat o rs andre sea r c hers m u st f ace when p urs uingt e chnology e n hanc e dl earni ng. Th e rese archers (La ll y et al .,2 0 10) discu ssed that eth ic al d imension sof i ns tru ct ional technolog y includ e riskst o  stude nts such as bul ly ing, intrusi ons t op ersonal p riv acy, ac c ess  to  ha rmfu l c onte n t, and creation of inapp ropr iatec ont ent.Lally  e t al. (2 0 10)conclude d  that ethical  frameworks can hel p  torai s eim portant q ues t ions, 
 In_a national_study of educators 55%_of respondents_reported_student safety_to_be the most_frequently identified barrier_for utilizing social networking_in schools (IESD,_2011)._Virginia's Board of Education recommends that local school districts formulate policy on social networking_that_considers the_safety_o_f students, an action taken_partly in response to the_conviction of_a Virginia teacher for molesting a student after_exchanging_messages with the_victim and other students on Facebook (Sieff, 2011). Virtual_worlds such as Second Life are_online environments in_which_users_through avatars play, socialize,_explore or engage in other behaviors_online (Meyers, 2009). Herrington, Reeves, and_Oliver (2007) argued that employing cognitive realism_when using simulated virtual environments and_immersive technologies can enhance the_authenticity of_learning. There has been interest_in the educational_community on_schools promoting the_use of virtual worlds. Establishing an_island on Second_Life was a major initiative of_the_Virginia Society for_Technology_(VSTE,_2009). Meyers_(2009) asserted educators_should_begin leveraging_virtual_worlds for learning and problem solving_rather_than blocking them. Greenhow et al. (2009)_advocated for young people_to_"experiment with different identities_online" (p. 251). While recognizing_the value of social media for_promoting dialogue_and solidarity,_Pope Benedict XVI (Campbell, 2011) cautioned against the dehumanizing temptation of_using artificial profiles, and living a_parallel type of existence_that focuses_on_excessive virtual contact_rather_than genuine_human contact. 72 Virtual worlds can be_problematic from_an ethical perspective, and present issues_related to student safety._The_Federal Trade Commission found (Devaney, 2010)_that virtual worlds aimed at teenagers_or adults contained a moderate_to_heavy_amount of explicit content. Even_among those intended for children under_13, half of_the virtual worlds contained some explicit content_(Devaney,_2010). Jackson, Zhao, Witt, Fitzgerald, and_von_Eye (2009) examined children's beliefs about_moral_behavior_in the real world and_virtual worlds, and found that overall_there was a relationship between moral orientation in virtual_worlds and the_real world. Lally et al._(2010)_examined_the literature and identified ethical dilemmas that educators and researchers_must face_when pursuing technology_enhanced learning. The researchers (Lally et al., 2010) discussed that_ethical dimensions of instructional technology include risks_to students such as bullying, intrusions to personal privacy, access to_harmful content, and creation of inappropriate content. Lally_et al. (2010) concluded that ethical frameworks_can help to raise_important_questions,