Citizenship• A confident and capable user of ICT• Uses technologies to participate in educational,cultural, and economic activities.• Uses and develops critical thinking skills online.• Is literate in the language, symbols and texts of digitaltechnologies.• Is aware of ICT challenges and manages themeffectively.
Digital Citizenship• Uses ICTs to relate to others in positive,meaningful ways.• Demonstrates honesty, integrity and ethicalbehaviour in their use of ICT.• Respects the concepts of privacy and freedomof speech in a digital world.• Contributes and actively promotes the values ofdigital citizenship.
New Zealand Curriculum - Keycompetencies-thinking,- using language, symbols,and texts-managing self-relating to others-participating and contributing
Values shared• Survey on home behaviour• School values discussed withcommon language.• Distilled into Classroomconstitution and agreements.• WHAT does behaviour look andsound like• Signing Responsible UserAgreement online and offline.
Digital Citizenship• DEVICES• CYBERSAFETY• Hook-line INFORMATION• Personal Currency
• DEVICES: How we care for and maintain both ourpersonal and shared devices.Charged athomeLabelledCleanedTimemanagedPasswordprotected
My behaviour online should reflect thevalues and expectations of my behaviouroffline.Write itand standby it asyouwould if itwas faceto face.
Hook-lineinformation• Online and offline information• The ability to distinguish between fact and opinion• Triangulate resources• Dont overlook print• Expert testimony
PERSONAL CURRENCY• Your personal information is like $ online.• Your sharing of information gives you access to yourfree trial but at a cost to your privacy.• Your ability to create and consume media in aresponsible way.• What is the state of your digital dossier?
FIRST PERSON ACCOUNTS• Responding to reflections from students (in anLMS or website) in their own space demonstratesvalue of their own accounts and encouragesdialogue.
The Importance of FACE toFACE• Body language and facial expression are nuances wecannot easily replicate online• Tone of voice can affect the message as much as ormore than the meaning of the words themselves.• Distance can enable indifference. Cause and effectrelationship cannot always be seen.
ACTIVITY MIRROR DESIGNTo demonstrate the importance of bodylanguage and facial expressions incommunicating.1) In pairs, share between 8-10 Popsicle sticks ofdifferent colour.2)Each person should have the same number andassortment of colour as their partner.3)Decide who will be A and who will be B. Sittingback to back,A creates a design on the floor withtheir Popsicle sticks.4)A then verbally, but while also remaining back toback, instructs B on how to create a mirrordesign.5)B attempts to create their Popsicle design exactlyas A has instructed.6)After the instruction, A and B step away from their
QUESTIONS that surprised us along theway:• At what point do students own their data?• What should that data look like by the end of Year 2,6, 8, 13?• My parents are asking for FB to be used to shareschool notices. If we do this, what are theimplications?• What happens to resources created by teacherswhen they leave a school for another? Who owns it?• Parents and students taking photos and video at
Citizenship and some video snippets fromTakapuna Normal IntermediateTakapuna Normal IntermediateTakapuna Normal Intermediate• BYOD @ TNIS - Phase 1• http://vimeo.com/37571467• Taka tidbits on Cell phone safety• http://vimeo.com/44357379• Taka tidbits on Distracted drivers &devices• http://vimeo.com/53616105
Digital Citizenship projecthttp://bit.ly/digitalcitizenshipnzhttp://bit.ly/digitalcitizenshipnz• Defining digital citizenship• Basic ICT skills• Online safety, privacy, and sharing• Copyright, copyleft, plagiarism• Online relationships• Online research• Critical thinkingSome contributors of DigitalCitizenship group at National Library, Term 3 2012MODULES:
BYODDeclare it!Sign and submitDevice AgreementLabel it!Prove it!*Care for it!