Your SlideShare is downloading. ×
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Digital citizenship
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.

Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Digital citizenship


Published on

The is a presentation that reviews different components about digital citizenship

The is a presentation that reviews different components about digital citizenship

Published in: Education
  • Be the first to comment

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide
  • • Do I recognize when there is an issue of inappropriate use oftechnology? Why or why not?• Have I considered the appropriateness of my actions? Why or why not?• Can I differentiate which of my actions are considered misuse or abuse?Why or why not?• Am I aware of the implications of my actions when using technology?Why or why not?
  • • Am I violating laws, policies, or moral codes by using technology in thisway? Why or why not?• Have I seen, read, or heard of similar situations? What was theoutcome?• Does Digital Citizenship provide direction for determining theappropriateness of my actions? How?
  • • Given the information available, have I made the best decision in thissituation? Why or why not?• How would others, who I respect, act in a similar situation?• Do the tenants of Digital Citizenship support my action in this situation?Why or why not?
  • • Am I satisfied with my decision? Why or why not?• Am I satisfied with the outcome of the situation? Why or why not?• Did my behavior have a positive or negative influence on others? Why?• Do I go back and evaluate how I used the technology and look forchanges that might be considered for the future? Why or why not?• Do I think about the nine areas of digital citizenship and see if there areimprovements that should be evaluated? Why or why not?
  • Transcript

    • 1. Digital LiteracyDigital EthicsDigital Citizenship
      Sister Geralyn Schmidt, SCC
    • 2. What is Digital Literacy?
      The functional skills of knowing about and using digital technology effectively
      The ability to analyze and evaluate digital information
      Knowing how to act sensibly, safely and appropriately online.
      • Understanding how, when, why and with whom to use technology
    • 3. What is Digital Literacy?
      Teach and assess basic computer concepts and technicalskills so that people can use it in everyday life to develop new social and economic opportunities for themselves, their families, and their communities
    • 4. What is Digital Literacy?
      National Technology Plan
      Information literacy:
      the ability to identify, retrieve, evaluate, and use information for a variety of purposes
      Media literacy:
      the ability to consume and understand media, as well as communicate effectively using a variety of media types;
      Digital citizenship
      the ability to evaluate and use technologies appropriately,
      behave in socially acceptable ways within online
      develop a healthy understanding of issues surrounding online privacy and safety.
    • 5. Digital Literacy
      All this requires a basic understanding of technologies themselves and the ability to make increasingly sound judgments about the use of technology in our daily lives.
      National Technology Plan
    • 6. Focus Question
      Can you be literate in today’s society without having technology skills?
      What kind of skills are essential for today?
    • 7. Digital literacy IS a necessity and NOT an option. It is a skill set needed by many in our society, not merely a select few. It cannot and must not be reserved only for the young, who apparently "have no fear" when it comes to technology. Both digital immigrants (the older generation) as well as digital natives must learn, practice, and continually strive to improve their digital literacy skills.
      If the Internet represents a digital frontier, we are its pioneers, and the challenges we will encounter on our "virtual trail drives" are likely to be numerous as well as unpredictable. We need to be prepared.
      Digital Literacy NOW! By Wesley A. Fryer, May 1, 2004
    • 8. 1. Google Tools Knowledge
      2. Google Earth Knowledge
      3. Wiki Knowledge
      4. Blogging Knowledge
      5. Spreadsheets Skills
      6. Database Skills
      7. Social Bookmarking Knowledge
      8. Social Networking Knowledge
      9. Web Resources in content area
      10. Web Searching skills
      11. Web2.0 Tools
      12. Interactive White Board skills (SmartBoard and Promethean)
      13. Website design and management skills
      14. Presentation Tools
      15. IM knowledge
      16. Video and Podcasting
      17. RSS feeds
      18. Mobile and Handheld Computing
      19. Virtual Worlds
      Collaboration & Communication Tools
    • 9. Lets Discuss
      How, as educators do we meet the demand of an ever increasing amount of technical knowledge?
    • 10. Let’s Discuss
      How do we know what is the RIGHT TOOL in which to teach an item?
    • 11. Why do we need to be Literate?
      Participate in new kinds of learning
      Confidence does not mean competence
      Access information pertinent to information and services, employment, social inclusion and learning opportunities
    • 12. Literacy Objectives
      Believe it or not? (Evaluating accuracy)
      Check it out! (Cross referencing sources of information)
      Dodgy downloads (Downloading safely and legally)
      • Find it! (Retrieving information efficiently)
      • 13. Search smarter (Using search engines effectively)
      • 14. Points of view (Recognizing opinion and bias)
      • 15. What’s the point? (Understanding purpose and audience)
      • 16. Link to learning (Recognizing the learning opportunities of the web)
    • 17.
    • 18. Digital Literacy -- Workforce
      Digital Literacy = economically secure (Wikipedia)
      Many jobs require working knowledge of computers/internet/cell and smart phones
      White collar jobs – high use of computers
      White collar jobs – analyze data
    • 19. Digital Literacy -- Education
      Technical developments change education
      Knowing credible sources
    • 20. Digital Literacy in Society
      Communication regarding social trends
      Stay in contact with others
      Timely exchange of information
      Prevents believing hoaxes, photo manipulations, email frauds, phishing
    • 21. Information Literacy
      Ability to:
      Know what information is needed
      Understand how information is organized
      Identify the best sources
      Evaluate the sources
      Share the results
    • 22. Why Information Literacy Important?
      Huge amounts of information
      Not all is created equal
      some is authoritative, current, reliable, but some is biased, out of date, misleading, false.
      The types of technology used to access, manipulate, and create information will likewise expand
    • 23. Focus Question
      How to we TEACH students how to use information properly?
      How do we eliminate Informational Smog?
    • 24. Media Literacy
      Education for media literacy often uses an inquiry-based pedagogic model that encourages people to ask questions about what they watch, hear, and read. Media literacy education provides tools to help
      people critically analyze messages, offers opportunities for learners to broaden their experience of media, and helps them develop creative skills in making their own media messages.
    • 25. Media Literacy
      "Web 2.0 tools and ubiquitous access to the Internet on mobile devices have transformed the way we gather, understand, and create information and, ultimately, how we build knowledge. These dramatic changes have fundamentally altered how we work, play, and interact with each other, yet are not widely reflected in schools. Media Literacy sets out to remedy that by providing a clear and logical framework around which
      educators can build curriculum that systematically teaches the media literacy skills kids need to make sense of and thrive in tomorrow’s digital, interactive, global village."
      Frank Gallagher, Executive DirectorCable in the Classroom
    • 26. Media Literacy
      Media refers to all electronic or digital means and print or artistic visuals used to transmit messages.
      Literacy is the ability to encode and decode symbols and to synthesize and analyze messages.
      Media literacy is the ability to encode and decode the symbols transmitted via media and the ability to synthesize, analyze and produce mediated messages.
      Media education is the study of media, including ‘hands on’ experiences and media production.
      Media literacy education is the educational field dedicated to teaching the skills associated with media literacy.
    • 27. Focus Question
      How do we educate students with regards to Media Literacy?
      Why do you think this is important?
    • 28. Digital Ethics
      Ethics and the Internet
      The virtue disposing people to protect and promote the common good is solidarity. It is not a feeling of “vague compassion or shallow distress” at other people's troubles, but “a firm and persevering determination to commit oneself to the common good; that is to say to the good of all and of each
      individual, because we are all really responsible for all”. Especially today solidarity has a clear, strong international dimension; it is correct to speak of, and obligatory to work for, the international common good
    • 29. What is Digital Citizenship?
      Curriculum that teaches responsibilities of a member belong to a digital society
      Member of a society agrees to live and act according to norms
      “Laws” are created to protect people’s health, property and rights
    • 30. Focus Questions
      What do you consider “modern technology”?
      How does an adult use technology?
    • 31. Focus Question 2
      How does a student use technology?
    • 32. Where are the responsibilities?
      • Digital Communication
      • 33. Digital Etiquette
      • 34. Digital Responsibility
      • 35. Digital Education
      • 36. Digital Commerce
      Digital Rights
      Digital Safety
      Digital Security
      Digital Access
      Ribble, Bailey and Ross, 2004
    • 37. Learning Framework
    • 38. Learning Framework: Awareness
      Awareness is:
      Knowledge of Technology and how it affects others and myself
      Students need to role play situations
      where people use technology
      that annoys others
      What would be the appropriate
      response for both user and
      people around them?
    • 39. Learning Framework: Understanding
      Understanding: Ability to grasp the uses of technology that are considered appropriate or inappropriate
      Users need to identify misuse or abuse or appropriate technology useHave students discuss what technology is appropriate or inappropriate in school.
    • 40. Learning Framework: Action
      Action: Using technology in the most appropriate wayUse technology by understand the implications to others and self.Have students create scenarios where someone uses technology after they have moved through the first two steps (Awareness and Understanding) before they act (e.g., excusing themselves and moving off to a more private area to take a cell phone call) and times when it is obvious when students react to technology without thinking (e.g., “cutting off” a face-to-face conversation to answer a cell phone).
    • 41. Learning Framework: Deliberation
      Deliberation: Thinking about how technology was used and determining if it was appropriate
      Digital Reflection should begin each time a a student decides to use another “toy”.