Digital Citizenship community evening


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  • One of the strengths of our community is that we have a diverse range of opinions, beliefs and values. Our community ICT survey confirmed that this is also true in the area of technology use at school!The purpose of tonight is not to debate the ins and outs of these varying values and beliefs, but to share information with you about current and future use of technologies at Maungaraki School.
  • From OECD White Paper – The Nature of LearningSERVICE LEARNING - Contextualised, Authentic Learning that results in Social Action – Knowledge is only meaningful when we use it to make our world a better placeHOME SCHOOL PARTNERSHIPS – individualised learning means knowing and understanding our learners and their needs, COOPERATIVE LEARNING – workforce is increasingly collaborative, importance of relationshipsFORMATIVE ASSESSMENT – Enabling us to best meet individual needs in areas such as Literacy and MathematicsWhere are learners in their learning, where are they going? What needs to be done to get them there?INQUIRY BASED LEARNING – involvement in meaning ful projects that require sustained levels of engagement, collaboration, research, management of resources and actions.LEARNING WITH TECHNOLOGY – technology enables us to leverage types of learning that would otherwise not be possible
  • While we are going to share some of our ideas about what this might look like at Maungaraki School as the evening progresses, we are also accutely aware that this is an ever changing landscapeEducation is always about 10 years behind society. Education is conservative, we are careful about our children and don’t do things suddenly. But the world around us has moved on, and we need to move on too.These changes are going to happen whether we like it r not. There is no longer a question about whether we have to do this.. The question is how do we gear ourselves for it so that our learners are not at a disadvantage.
  • Slate --- One size fits allBooks --- Differentiated learningDigital Devices --- Individualised learning, increasing ownership for learnerGLOBAL – For first time we can access any of the world’s information to retrieve, analyse and recreatePERSONAL – anything that can be digitised can be personalisedMOBILE – anytime, anywhere, anyplace, anyperson, any deviceEASILY SHARED – new content is owned by no one and shared by everyoneSOCIALOFTEN FREE – answers are free in half a secondCOCREATED – collaboration is a real effectINTERACTIVE – we lead the world in this – 3D animation etc…Engagement – School vs Learning – research rom schools that have been early adopters (such as the Manaiakalani cluster of schools in Auckland – Woolf Fisher & Auckland Uni) show that technology is increasingly extending learning more meaningfully beyond the traditional hours of 9 – 3
  • Changes in technology have casued us to rethink how we view ICT in schools. Focus has moved away from learningto use the technology, to using technology to learn. Shift away from the machine, and onto the user.This is a good thing!
  • We have chosen to adapt the Netsafe version of Digital Citizenship: Our intention is to use this, along with the many other resources available through the mountain of digital citizenship or “Cyber smart” sites available, to develop a framework around the various skills and competencies our learners need. Technological and environmental changes mean that the concept of internet safety has fundamentally changed in a short passage of time. Few would deny that the effects these changes have had, and continue to have, are transformational. These transformations, driven by positive effects on teaching and learning, mean that internet safety now plays a direct role in the practices of a digitally literate population.  As more people and organisations conduct learning, commerce, relationships, and civic activities on the internet, they need to be confident that they are safe and secure in these practices. Internet safety has moved from protecting people and organisations to giving people the skills, knowledge and confidence to maximise opportunity online.This new environment can allow for increased and higher participatory use of technology in education. Students and teachers are, and will be, increasingly immersed in an ultra-fast and mobile participatory web experience. In this highly fluid environment, the effectiveness of technological and policy measures that schools have previously relied on to protect users from risk is decreasing. Attention must therefore shift to increasing the capability of young people as participants in a digital society or ‘digital citizens’, and the capability of teachers as guides of the digital society.~ Netsafe 2012
  • Background information and Procedures available share ways that digital citizenship fits within our Strategic Aims…All well and good to see this on paper – the current reality for our learners:
  • Learners who can ThinkCollaborateCurate & Share knowledgeOn a global stage
  • User agreement is the version that we will use for middle school up – junior school will be utilising the same format – but with simplified language…
  • Adapted Netsafe model
  • Procedures outline in more detail – copies at the door…
  • For us to be able to take full advantage of the range of opportunities technology provides we need to think about how we can increase accessibility to devices for our children:SQ 2 pods of ipads, cow, shared between 11 classesBYOT older chn bring technology from home (could be as simple as an ipod touch)Uniform devices purchase of the same device for all students at older year levels…(potentially supported by a bulk purchase agreement / discount)
  • Digital Citizenship community evening

    1. 1. Maungaraki School ICT & Digital Citizenship Community Evening Thanks for coming this evening. While you are here we hope to: Share summary results from the ICT survey • Keep you informed on changes in the use of ICTs in education • Share information from each of the teams as to current use of technology • Share our thinking about the future of Digital Citizenship and ICT at Maungaraki School • Provide you with suggestions of ways you can work with us • Share the BOTs revised policy •
    2. 2. The Building Blocks for Innovative Learning Environments Formative Assessment Inquiry Based Learning Service Learning Cooperative Learning Home School Partnerships Learning with Technology
    3. 3. Community Survey Summary – Safety  Almost all respondents 70 60 50 40 Not Concerned 30 A Little Concerned Concerned 20 Extremely Concerned Don't Know 10 Overuse/Addiction Copyright Pornography Bullying Scams and Fraud Computer Security 0 Loss of Privacy  3x Access to inappropriate material 2x Bullying 80 Identity Theft  Online challenges that we are concerned about Child Predators acknowledge 1 or both parents as being “in charge” of the internet. 1 acknowledged shared responsibility with children.  94% of respondents are confident they can keep children safe online  9% of respondents have children who have experienced a problem with online safety at home.
    4. 4. Community Survey Summary – Internet & Learning  Parents overwhelmingly value the    Focus our use on teaching and learning Balance our use of technology with other things Ensure our systems are safe and secure 50 40 30 20 Strongly Agree 10 Agree 0 I have read the agreement, understand it and signed it with/on behalf of my child.  Respondents expect us to: 60 School consults me before making changes restricted, teacher determined) 70 Have an opportunity to have my say in the way school uses technology represent a full range of differing opinions, from those who wanted to restrict individual sites (Facebook, YouTube, Twitter, Facetime) to those who want no restrictions (but a focus on education) with a group in the middle who mention generic restrictions (adult/sexual, violent, age 80 Understand how school uses technology  Suggestions regarding restrictions Feelings about ICT at School Technology has an important part to play in learning use of the internet as a learning tool Disagree Strongly Disagree Don't know
    5. 5. Our Changing World  Ken Robinson clip
    6. 6. How Technology is Transforming Education  Slate  Books  Digital Devices  Learning Revolution – Pressure for change comes from shifts in the way we now access Knowledge: GLOBAL MOBILE SOCIAL COCREATED PERSONAL EASILY SHARED OFTEN FREE INTERACTIVE  Information superabundance  Engagement in School vs Engagement in Learning   9 – 3 learning a thing of the past Learners as active agents in learning These shifts in models of learning change learner relationships to their teachers, to the rest of the world, and to the very material they are learning.
    7. 7. ICT vs Digital Citizenship PAST - Shift from…  Thinking about technology as something that is dangerous or unsafe  Focusing policy/procedures on technology  Learning how to „work‟ the technology  Receptive – using technology to help me learn FUTURE - Shift to…  Sharing responsibility for managing the challenges presented by technology  Focusing policy/procedures on the users  Using the technology to enhance learning  Productive – using technology as a means for me to share my learning
    8. 8. Digital Citizenship at Maungaraki School DEFINITION A digital citizen:  Is a confident and capable user of ICT  Uses technologies to participate in educational, cultural, and economic activities  Uses and develops critical thinking skills in cyberspace  Is literate in the language, symbols, and texts of digital technologies  Is aware of ICT challenges and can manage them effectively  Uses ICT to relate to others in positive, meaningful ways  Demonstrates honesty and integrity and ethical behavior in their use of ICT  Respects the concepts of privacy and freedom of speech in a digital world  Contributes and actively promotes the values of digital citizenship Netsafe, 2012
    9. 9. Digital Citizenship at Maungaraki School VISION & VALUES Vision – We Aspire to Excellence In relation to Digital Citizenship this means we will:  Ensure learners have the tools, skills, and strategies to excel in their future world, making them confident, connected, actively involved, lifelong learners.  Maximise opportunities for learning that the effective use of technology can bring.       Our Values – in the context of Digital Citizenship: Integrity – children are expected to use technology responsibly and safely. Persistence – learners can manage ICT challenges effectively. They can use technology effectively to enhance learning and solve problems. Independence – our learners are confident, safe and capable digital citizens. They use technology to enhance self-management and their learning. Creativity – learners use technology effectively to learn, create, and share their understandings. Cooperation – as responsible digital citizens, learners use technologies to relate to others and collaborate with their learning in positive, meaningful ways. Respect – learners will respect concepts of privacy and freedom of speech in a digital world.
    10. 10. Kowhai: Using ICT as a tool for learning "My buddy and I used the iPad for typing up my really cool story. We then printed it" Y2 "I've made a graph on the computer" Y3 "I did a puppet play with my buddy from Room 10" Y1 “I’ve used power point to make a safety poster" Y3 “I’ve started making a book about the Titanic using book creator on the iPad" Y2 "We use doodle buddy and send them in an email" Y1 Skills: foundational - Turn devices on and off correctly - Save, edit, print work, email, publish - Learning how to use different media - Use of buddy system to achieve success (Tuakakana-Teina) SUPPORTED AND HIGHLY TEACHER DIRECTED Attitude Knowledge - Safety - Curiosity - Flexibility & Perseverance - Cooperation - Feeling of Success - Safety - Purpose of tools - Strengths of tools to choose from
    11. 11. Kowhai: Using ICT in the classroom Technology in the classroom allows for learning to be captured; children to be motivated & engaged: Knowledge Reinforcement, Consolidation & Practice Recording; Designing; Publishing – allowing for wider audiences to access; taking photos Synthesis; New Ideas & thinking tools; Discussion, sharing with wider audience; Research, questioning and discovery At the heart of it all we focus on the learning each child needs and choose the most appropriate tool available to us.
    12. 12. Nikau – How we use Technology Knowledge • • • • • • Hardware skills Software skills Emailing Microsoft office Camera/video use Search engines – key words, skim and scan Skills • Learning apps like spelling city/basic facts practice • Edu-creations • Document sharing • Blogging • Presentations to share learning • Practice safe and responsible use of technology • Digital Footprint awareness • Positive attitude using all technology that supports collaboration, learning and productivity Attitudes
    13. 13. Nikau – How we use Technology  Nikau student clip
    14. 14.  Totara student clip
    15. 15. Where to Next? WE ARE EXCITED ABOUT THE POTENTIAL FOR:  Learning that happens Anytime, Anyplace, for Any person using Any device  Using knowledge in meaningful ways    Learn/Create/Share cycle Social Action Individualised contexts CHALLENGES WE FACE:  Accessibility of devices  Balancing school, parent, student responsibilities and expectations  Security and Safety  Dynamic nature of both tools and information
    16. 16. Working Together As a school we will:  Develop a digital citizenship framework  Introduce new Responsible Use Agreements  Ensure our use of ICT is meaningful within the context of learning  Provide ongoing learning for teachers to ensure they stay „up with the play‟  Ensure we have safe practices through revised procedures You can help us by:  Talking with your children about their RUA when they bring it home at the beginning of each year  Engage in your child‟s learning by:   Viewing (and commenting on) class blogs Asking questions about how particular apps or games link with learning  Talking to your child about what Digital Citizenship might look like at home
    17. 17. Board Policy Rationale Maungaraki School supports a Digital Citizenship model for the promotion of safe and responsible use of technology. The board recognises that by fostering a culture of successful digital citizenship in our students, staff and our wider community we are encouraging everyone to take responsibility for themselves and others in their use of ICTs. This allows us to harness the potential that technology brings to the teaching and learning process, while minimising, and learning to effectively respond to, the challenges we may experience while using them in a learning context. The Principal Shall Not Fail To:  Develop and maintain procedures around the safe and responsible use of the internet and related technologies (ICTs). These internet safety procedures will recognise the value of the technology and encourage its use in a teaching and learning context while helping to minimise and manage related challenges that may be experienced by students, teachers and the wider school community.  Consult with parents and the wider school community, as to how it intends to use ICT and where possible explain how it benefits the teaching and learning process.  Address the needs of students and other members of the school community to receive education about the safe and responsible use of information and communication technologies.
    18. 18. Netsafe - Learn, Guide, Protect The LGP model allows us to focus on creating a student-centered pathway from a protected environment to a self managing state  LEARN: Educating students to develop positive, ethical behaviours in cyberspace  GUIDE: Having professional learning resources and lesson activities for educators to teach digital citizenship  PROTECT: The technology, infrastructure, and procedures that support the development of a safe and secure technology environment.
    19. 19. Where to from here?  There is no longer a question of whether we have to „go digital‟, the question is, how do we gear ourselves for it so that our young people are not at a disadvantage?  We are at a Crossroads:    Status Quo? BYOT? „Uniform‟ devices?
    20. 20. Digital Citizenship Resources for parents     