Shortened version of digital citizen

1. Integrating Digital Citizenship into the Classroom
with MyBigCampus
Anastasia Trekles
Clinical Associate Professor, Purdue University Calumet
Board Member, Indiana Computer Educators (ISTE Affiliate)
atrekles@purdue.edu

2. Outline
Introductions and goals
Digital citizenship in your school and classroom
MyBigCampus (MBC) for digital citizenship best practices support
More information

3. Objectives
By the end of the session you will be able to:
Discuss the issues between school network filtering and 21st century education
Identify the nine elements of Digital Citizenship
Describe why MyBigCampus is a useful tool for teachers, schools, students, and
parents with regard to Internet safety and digital learning
Use MyBigCampus to collaborate with students and other teachers
Create assignments, quizzes, and lesson bundles with MyBigCampus
Manage cloud-based documents, profiles, and interactions within MyBigCampus

4. When we limit kids’ access and ignore the problem,
they look at school “computing” like this...

5. Or worse...

6. Learning doesn’t happen when students are bored - we know
this already!
So we do what we can to engage them, but are school policies
holding us back?

7. Students generally will use the Internet the way they want to,
and access the sites they want to, while away from home (see
Yan, 2009).
They also spend a lot of time trying to circumvent our best
efforts to “protect” them online at school.
WHY?

8. Don’t we want this instead?

9. What does it mean to be a “Digital Citizen” anyhow?
Nine themes of Digital Citizenship (http://www.digitalcitizenship.net/
Nine_Elements.html)
Access: Full participation in society
Commerce: Buying and selling of goods
Communication: Exchange of information
Literacy: Understanding appropriate uses of technology
Etiquette: Standards of conduct and procedure
Law: Responsibility for actions and deeds
Rights and Responsibilities: Understanding our digital freedoms
Wellness: Physical and psychological well-being in the online world
Security and Self-Protection: Precautions to guarantee safety

10. Why Schools Find it Difficult to Teach
Digital Citizenship
The Children’s Internet Protection
Act (CIPA) is the primary law
enforcing filtering on school
networks
Public schools and libraries must
be CIPA-compliant in order to
receive Federal E-Rate funds
40% of libraries employ CIPA-
required filtering on their networks
100% of schools employ those (See Jaeger & Yan, 2009)
same filters

11. (Mis)Understanding CIPA
CIPA dictates that filters block visual imagery on the Internet that is:
Obscene
Contains child pornography
Is “harmful to minors”
CIPA compliance (and compliance with the Children’s Online Privacy Protection Act
[COPPA]) requires an Internet safety policy that addresses:
Limitations on access to inappropriate materials online
Safety and security when using electronic mail, chat rooms, and other communication forums
Unauthorized access and circumventing of filters through hacking
Dissemination of personal information of minors

12. (Mis)Understanding CIPA
CIPA does NOT:
Have any impact on teachers or other adults at the school (or library)
Prohibit teachers from overriding filtering of sites when needed for
educational purposes
Require the blocking of social media sites like YouTube, Wikipedia, or
Facebook
Refer to “inappropriate” text, only imagery
Address intellectual property, cyberbullying, plagiarism, or any other
ethical issues related to Internet use

13. Digital Citizenship
Hollandsworth, Dowdy,
and Donovan (2011)
provide an interesting
study of what is actually
taught at many schools
Many are not following
state standards, and/or
concentrate only on
certain things

14. Online is Different
Can we really control everything
kids see online?
Many schools realize that they can’t
Some are implementing digital
safety and citizenship curriculum
due to state standards and new E-
Rate regulations
But what does this curriculum look
like?

15. Elements of Complete DC
In order to incorporate digital citizenship themes (http://www.digitalcitizenship.net/
Nine_Elements.html) more fully, it is necessary to:
Allow full participation and access to communication and sharing to happen online
Help students understand context and what is and is not appropriate to share, use, and
remix
Ensure that students understand issues of public versus private information
Ensure that students understand the difference between advertisements and real content
Allow students to come to their own conclusions, and help them reflect on why they made
those choices
Enforce reasonable consequences of inappropriate actions

16. State Core Standards
The Common Core Standards adopted by many states stress digital
literacy and the ability to comprehend and apply information in a
variety of ways from grade 2 on up (http://
www.corestandards.org/about-the-standards/key-points-in-english-
language-arts)
So, if we are not exposing students to opportunities to make
important discriminations and decisions in the real online space that
they occupy beyond school, then we are doing them a disservice

17. Suggested Reading
Children’s Online Privacy Protection Act, 91 U.S.C. §§ 6501-6506 (2010).
Children’s Internet Protection Act of 2000, Pub. L. No. 106–554, 20 U.S.C. §§ 6801, 6777, 9134 and 47 U.S.C. § 254.
Cooke, L. (2007). Controlling the net: European approaches to content and access regulation. Journal of Information
Science, 33(3), 360-376. doi: 10.1177/0165551506072163
Frechette, J. (2005). Cyber-democracy or cyber-hegemony? exploring the political and economic structures of the
internet as an alternative source of information. Library Trends, 53(4), 555-575, 664.
Hollandsworth, R., Dowdy, L., & Donovan, J. (2011). Digital citizenship in K-12: It takes a village. TechTrends, 55(4),
37-47. doi: 10.1007/s11528-011-0510-z
Houghton-Jan, S. (2010). Internet filtering. Library Technology Reports, 46(8), 25-33, 45.
Hunter, C.D. (2000). Internet filter effectiveness – Testing over- and underinclusive blocking decisions of four popular
web filters. Social Science Computer Review, 18(2), 214-222. doi: 10.1177/089443930001800209
Jaeger, P. T., & Yan, Z. (2009). One law with two outcomes: Comparing the implementation of CIPA in public libraries
and schools. Information Technology and Libraries, 28(1), 6-14.

18. Suggested Reading
Lessig, L. (1999). The law of the horse: What cyberlaw might teach. Harvard Law Review, 1999(113), 501-549.
Lazarinis, F. (2010). Online risks obstructing safe internet access for students. The Electronic Library, 28(1),
157-170. doi: 10.1108/0246047011023441
Jukes, I., McCain, T., & Crockett, L. (2011). Education and the role of the educator in the future. Phi Delta
Kappan, 92(4), 15-21.
Jansen, B. A. (2010). Internet filtering 2.0: Checking intellectual freedom and participative practices at the
schoolhouse door. Knowledge Quest, 39(1), 46-53.
Oxley, C. (2010). Digital citizenship: Developing an ethical and responsible online culture. International School
Librarianship: Selected Papers from the IASL Annual Conference, 1-11.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon 9(5), 1–5. Retrieved from http://
www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-
%20Part1.pdf.

19. Suggested Reading
Preston, C.B. (2007). Zoning the internet: A new approach to protecting children online. Brigham Young
University Law Review, 2007(6), 1417-1469.
Ramaswami, R. (2010). Nothing to LOL about. THE Journal, 37(6), 24-30.
Rodden, K. (2003). The Children’s Internet Protection Act in public schools: The government stepping on
parents’ toes? Fordham Law Review, 71(5), 2141-2175.
Weigel, C., James, C., & Gardner, H. (2009). Learning: Peering backward and looking forward in the
digital era. International Journal of Learning and Media, 1(1), 1-18. doi: 10.1162/ijlm.2009.0005
Willard, N. (2010). Teach them to swim. Knowledge Quest: Journal of the American Association of School
Librarians, 39(1), 54-61.
Yan, Z. (2009). Differences in high school and college students’ basic knowledge and perceived education
of Internet safety: Do high school students really benefit from the Children’s Internet Protection Act?
Journal of Applied Developmental Psychology, 30(3), 209-217. doi: 10.1016/j.appdev.2008.10.007

20. Web Resources
Balanced Filtering: http://balancedfiltering.org/
Speed of Creativity: http://www.speedofcreativity.org
Marc Prensky’s writings: http://www.marcprensky.com/writing
Camille Maydonik’s portfolio: http://eportfolio.camilleteaches.com/artifacts/
researchpapers/the-importance-of-digital-citizenship/
CIPA Overview: http://www.fcc.gov/guides/childrens-internet-protection-act
Social Media tips from the Federal Trade Commission: http://www.ftc.gov/bcp/edu/
pubs/consumer/tech/tec14.shtm
iSafe: http://isafe.org