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Citizenship Digital Age

Citizenship Digital Age



Presentation slides for METC session, Citizenship in the Digital Age

Presentation slides for METC session, Citizenship in the Digital Age



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  • Popular models/frameworks for Digital Citizenship:NETS for StudentsRibble and BaileyC3 Matricx from iSafeMicrosoft’s DC and Creative ContentSimple K12 PS21 Program
  • There a many models for articulatingdigital citizenship; Bailey and Ribble’s is one of the more established frameworksCitizenship applies to all grade levels/disciplines; every teacher must bear responsibility for making responsible behavior part of their classroom experience
  • Student learning and academic performance are the reasons we provide students with access to technology1. Digital Access: skype, twitter del.icio.us, blogger2. Digital Literacy: Using technology wisely  - understanding where to get information, how to evaluate it for authority and usefulness to the task; e.g. Creative Commons, Google, website eval.3. Digital Communication: Web 2.0 is the participatory web, you and the students can contribute the information, conversation, ideas that make up the wwwe.g. wikipedia, blogger
  • This category typically receives the most attention in schools b/c we focus on behavior and not learning outcomesNo shortage of hype and bad data regarding these elements4. Digital Security and Safety: electronic precautions to guarantee safety/physical well-being in a digital technology worldtopics: myspace / facebook safety, cyberbullying, sextingcyberstalking, password securityAlso about how to keep your machine safe from viruses, worms, spam etc5. Digital Etiquette: electronic standards of conduct or proceduretext message bullying, how to consider audience when blogging for the outside world,6. Digital Rights and Responsibilities: those freedoms extended to everyone in a digital worldcopyright, plagiarism, finding cc images, how to cite, citation generating sites (citations machine, easybib 
  • 7. Digital Commerce: electronic buying and selling of goodspassword security, how to tell if a website is secure, pfishingschmes 8. Digital Health and Wellness: physical and psychological well-beingErgonomics, screen timeArticle of CyberSafety tips by age 9. Digital Law: rights and restrictions All of these topics are important but often only digital law is addressed in many schools 
  • The nine themes of digital citizenship are broad and require more specific implementation strategies to live in the academic program. The PS21 program from SimpleK12 includes interactive lessons on all major digital citizenship topicds.
  • Is subscription based and we are doing a four month pilot.
  • The eight themes/topics are derived from the major frameworks we explored and are adapted to meet the needs of our school community. The are supported by specific activities at each grade level; the goal is a spiraled scope-sequence.
  • In addition to drawing from activities developed by PS21 and iSafe, we utilized a number of additional (and free) resources

Citizenship Digital Age Citizenship Digital Age Presentation Transcript

  • Citizenship in the Digital Age
    Jeff Suzik, ChrissyLaycob, Patrick Woessner
    Mary Institute & St. Louis Country Day School
  • 2
    Teens, Technology & Us(we’ve been here before…)
    Millennials “…have grown up mastering rapidly changing technology and constant multitasking. For them, a world without cell phones or Internet access is unimaginable. With family and friends only a few buttons or keystrokes away, telephoning or emailing—if only to discuss something as mundane as the weather—is such an ingrained habit, it’s almost second nature.”
  • 3
    Howe and Strauss, Millennials Rising:
    “For those parents who, as children, spent whole weekends away from home, the thought of not knowing what their nine-year-old is doing for eight hours at a stretch is unfathomable today.”
    Neil Howe and William Strauss, quoted by Bridget Booher, “Helicopter Parents.” Duke
    Magazine online, January-February 2007.
    (accessed January 3, 2008).
  • 4
    Generational Fears/Concerns about Youth
    Are not new!
    Late-19th-century industrialization and urbanization led to a new pattern for relations between “teens” and their parents
    Emergence of the comprehensive public high school in the early 20th century
    The long-term effects of the G.I. Bill and Post-World War II affluence on teen/adult relations
    Invention of the “Teen-ager”
    Development of a broad-based “youth culture”
  • 5
    Since the turn-of-the-twentieth century, then—and lasting right up until today—generation after generation of young people and adults have increasingly come into conflict, and it probably is not going to change anytime soon!
  • 6
    Example #1: What was it??
    It “encourages isolation and splitting”of families, and “puts children on a narrowly defined developmental path, and contributes little to social skills.”
    It is “corrupting our youth”and “is not wholesome”.It “mesmerizes our children…teaches gambling and breeds aggressive behavior.”
  • 7
    VIDEO GAMES (1980s)
    Glenn Collins, “Video Games:
    A Diversion or a Danger?” New
    York Times, February 17, 1983,
    p. C1.
    Mrs. Ronnie Lamm, quoted by
    William E. Geist, in “The Battle
    For America’s Youth.” New York
    Times, January 5, 1982, p. B2.
  • 8
    Example #2: What was it??
    It “exerts a harmful influence…upon the public mind and morals, and particularly upon the minds of youth and children.”
    and it has “steeped the youth of our country in filth and degradation.”
  • 9
    MOVIES (1930s)
    Central Conference of American
    Rabbis, quoted in “Rabbis
    Denounce ‘Harmful’ Movies.”
    New York Times, June 19, 1934,
    p. 24.
    Reverend Dr. S. Parkes Cadman,
    quoted in “Cadman at Drexel
    Denounces Movies.” New York
    Times, June 19, 1934, p. 15.
  • 10
    Example #3: What was it??
    It “may well be…an insidious force that causes children to be more aggressive, fearful, materialistic and callous, while at the same time makes them more passive, less robust and damages their educational potential.”
  • 11
    TELEVISION (1970s)
    Richard Flaste, “Screening TV
    For Uncritical Young Eyes.”
    New York Times, March 11,
    1977, p. 31.
  • 12
    Example #4: What was it??
    is “a communicable disease”is “cannibalistic and tribalistic”and just “another form of adolescent rebellion.”
  • 13
    ROCK-N-ROLL (1950s)
    “Rock-and-Roll called
    ‘Communicable Disease’.”
    New York Times, March 28,
    1956, p. 33.
  • 14
    What do all of these examples have in common?
    Young people embracing new forms of technology/activity that adults do not understand or know about (early adopters)
    New technologies/activities involving thematic content with which adults are uncomfortable
    Through these new technologies/activities, young people form “community” and speak a “language” that is theirs & theirs alone
    Adults feel confused and left out of the picture, begin to worry and/or get angry about their loss of influence over “kids today”
  • 15
  • 16
    Millennials & Technology Today
    Like previous generations of 20th and early-21st century teens, Millennials embrace technological innovations and use technology far more readily than their parents and other adults
    However, having been born after 1990, Millennials have never really had to adapt to technologies of various types—technology has been a part of their world & their culture for their entire lives
  • 17
    Millennials Gen.X/Boomers
    55% have a social
    networking page
    28% write blogs
    27% have produced
    web pages
    64% of teens 12-17
    Have some personal
    online content
    20% have a social
    networking page
    8% write blogs
    14% have produced
    web pages
    Pew Internet & American Life Project, cited by Rhonda Bodfield Bloom, “Grown-Ups
    Have Long Way to Go to Rival Teens’ Technology Grasp.” Arizona Daily Star online,
    January 3, 2008. http://www.azstarnet.com/business/218901 (accessed January 3, 2008).
  • 18
    Why does this concern us?
    Uncomfortability with the “unknown” & the “unmonitorable”
  • Parent Education
  • It IS a parent’s Responsibility!
    Don’t expect that children and teens will “make good choices”
    Get involved as much as possible
    Set the standards immediately and when your children are young.
    Don’t leave the parenting to monitoring software
  • How much do parents know?
    93% of parents felt they knew what their children were doing on the internet.
    41% of students grades 5-12 said they do NOT share information with their parents about what they are doing online.
    (I-Safe, 2005-2006)
  • Moral Development
    Adolescence is the time to develop moral identity
    Moral Development closely tied to brain development
    Moral Identity
    Personal, internalized values about what is safe and unsafe, right vs. wrong
    Online World = Lack of inhibition
    Do things online you would never do in person
    You can’t see me, I can’t see you
    Need to develop standards and values for safe and responsible online choices
  • Developing Moral Compass Online
    Focus on values and standards you have established – do you talk openly about them?
    Shift away from rules and threats to emphasis on values and standards.
    What happens when values and standards are violated – can cause harm to self or others.
    Help child understand how actions can cause harm even if you don’t see person.
  • Online Moral Development (Cont.)
    Discuss pitfalls of making decisions when emotional
    Challenge unhealthy values and standards in the media
    Teach ethical decision-making guidelines
    Is it kind and respectful to others?
    How would I feel if someone did this to me?
    What would a trusted adult think if they saw this?
    Would I do this in the real world, face to face?
  • Tips for Parents
  • How can Parents monitor their kids online?
    Start as early as possible
    Make it an enjoyable experience
    Ask questions
    Find out who they are talking to and what are they posting online
    Be positive about the good choices they make
    The goal is to have your child regularly invite you into their online world.
  • What about privacy?
    There is no such thing as privacy online!
    Yes, even with privacy features.
    All their activities should be under your open and direct supervision.
    Your children should be able to earn the right to greater privacy as they get older.
  • Establishing a Digital Citizenship Program
  • A Comparison of Frameworks
    Framework Comparison Matrix
  • A Closer Look: Digital Citizenship in Schools
  • Digital Citizenship: Ribble and Bailey
    Digital citizenship can be described as the norms of appropriate, responsible behavior with regard to technology use.
    • In their book Digital Citizenship in Schools, Gerald Bailey and Mike Ribble identify nine elements of digital citizenship that can be grouped into three broad categories:
  • Student Learning and Academic Performance
    Digital Access: full electronic participation in society
    Digital Literacy: the process of teaching and learning about technology and the use of technology
    Digital Communication: electronic exchange of information
  • School Environment and Student Behavior
    Digital Security and Safety: electronic precautions to guarantee safety/physical well-being in a digital technology world
    Digital Etiquette: electronic standards of conduct or procedure
    Digital Rights and Responsibilities: those freedoms extended to everyone in a digital world
  • Student Life Outside the School Environment
    Digital Commerce: electronic buying and selling of goods
    Digital Health and Wellness: physical and psychological well-being
    Digital Law: rights and restrictions
  • A Closer Look: Protecting Students in the 21st Century
  • Simple K12’s PS21 Program
    Online, web-based
    Comprehensive: Offers components for students, teachers, and parents
    Addresses all topics required by law
    • Covers the latest technologies and 21st century concerns facing our teens
  • PS21 Overview
  • The MICDS Framework
    Cyber Safety
    Cyber Security
    Copyright and Fair Use
    Electronic Communication
    Social Networking and ORM
    Grades 5-8
    MICDS Framework with Activities
  • Program Resources
  • Lessons Learned
    Utilize a variety of instructional strategies; a standard format is simple but not always effective
    Need to weigh benefits/drawbacks of large vs. small group setting; consistency or intimacy
    Scope, sequence, and timeframe; how much, how deep, and how often
  • Questions or Comments?
    Session Wiki with Additional Information
    Jeff Suzik: jsuzik@micds.org
    ChrissyLaycob: claycob@micds.org
    Patrick Woessner: pwoessner@micds.org