This session explored the considerations when developing a digital citizenship matrix or scope and sequence for implementation in your school. The session scaffolds the planning process and considers a variety of delivery programs.

1. Designing a digital
citizenship program
June Wall
Consultant in eLearning and
Libraries

2. Overview of
webinars
1. Digital Citizenship @ your school.
 What is the purpose of Digital Citizenship in the
context of learning and safe and ethical use of
technologies in schools. Who is the Digital
Citizenship for – students, staff, parents or
everyone? Some core essential strategies and
resources will be included.
2. Tools, strategies and resources for digital citizenship.
 Engaging teaching resources and strategies
3. Designing a digital citizenship program.
 Explore how to design a digital citizenship program
for your school.

3. Outcomes for a Digital Citizenship program?
Skills, values and
attitudes

4. Matrix for digital citizenship
Dr Mike Ribble
Digital Citizenship in Schools 2nd ed. (2011) ISTE

5. Digital access
• Systems work toward providing technology opportunities for all
students within their schools.
• Technology leaders provide technology to students for use in school and out, such
as a one-to-one laptop program.
Digital commerce
• Students become informed consumers so they can safely purchase items online.
• Students spend the time to research what they want to purchase, then take the time
to identify “safe” sites with the best prices.
Digital communication
• Students take online courses (or mixed delivery—part face-to-face, part online) that
are designed to keep them interested in the material.
• Teachers use digital technologies in new and innovative ways, such as creating
content for the web that can be accessed by students away from the classroom.
Digital Literacy
• Students take online courses (or mixed delivery—part face-to-face, part online) that
are designed to keep them interested in the material.
• Teachers use digital technologies in new and innovative ways, such as creating
content for the web that can be accessed by students away from the classroom.
Digital etiquette
• Students work with their teachers to understand what information can be shared
from their cell phones or netbooks and when it is appropriate to do so.
• When communicating in a chat room, users learn the rules of the group before
becoming involved in the conversation

6. Digital law
• Students understand what can be downloaded without charge and what is
considered copyrighted material and should be paid for.
• Students inform an adult of others sharing nude or semi-nude photographs
(sexting).
Digital rights and responsibilities
• Students cite websites or other digital media sources when using information for
class projects.
• Educators inform students of their rights when using digital technologies, but also
instruct them on their responsibilities.
Digital Health and Wellness
• Technology leaders learn how to promote health and wellness with technology.
• Teachers model digital safety in their classrooms and expect their students to do
the same.
Digital Security
• Users take the time to make sure their virus protection and firewalls are properly
updated and configured to protect personal information.
• Teachers and parents talk to students about the dangers of providing information to
anyone over the Internet.

7. A Digital Citizenship scope and sequence
K- 10
K-2
•Digital Communication – computers etc are a communication device and we need to be careful
as to how we “speak” with each other
•Digital Literacy – Understand how to use the device and how to email with appropriate “talk”
3-4
•Digital etiquette – Cyberbullying, appropriate language for SMS, email and online forums
•Digital law – copy and paste, the rights and wrongs;
•Digital security – passwords and staying safe online
5-6
•Digital communication – protocols and purpose of using wikis and blogs
•Digital law – acknowledging sources; identifying and reporting inappropriate content;
•Digital health and wellness - amount of time online;
7-8
•Digital etiquette – AUPs and what they mean at school; cyberbullying;
•Digital communication – social networking tools;
•Digital health and wellness – ergonomics; amount of time online;
•Digital security – backups, virus protection and firewalls;
9-10
•Digital law – piracy; ethical use of sources,
•Digital rights and responsibilities – responsibility for safety of self and others, privacy and the
web;
•Digital health and wellness - addiction;

8. Starting to plan
1. Who is the audience?
2. What are the relevant
demographics?
3. What is the context of the
school?
4. Does the learning culture
enable flexibility?
5. What professional learning
is needed for teachers?
6. How will it be delivered?

9. Who is the audience?
Teachers
Parents
Students

10. What are the relevant
demographics?
 Socio economics and impact on
lifestyle?
 How do students use technology at
school and at home?

11. What is the context of the
school?
 ICT integrators? Teacher librarians? Other
teaching staff?
 ICT rollout of iPads or laptops? Lab based
desktops?
 Expectation within academic standards for
integrity and how this is enacted in practice.

12. Does the learning culture enable
flexibility?
 Timetables?
 Pedagogical practices?
 Staff culture?

13. What professional learning is needed
for teachers?
 Are all teachers competent and confident with the
elements of digital citizenship and the relevant
skills?
 How can teachers be upskilled?

14. How will it be delivered?
 Online?
 Face to face?
 Blended learning approach?
 Via home room or pastoral system or via class
teacher?

15. Digital Citizenship program options
 Program run across all year levels within the library program.
 Program mapped to the curriculum and explicitly identified for
specific subjects and years inclusion in their units.
 Program run at specified time in the year within an identified unit for
each year level.
 Program run ex timetable for core elements. In this instance there
would be 4-6 lessons as part of the induction rollout of devices or
access as an example.
 Flipped classroom model
 Online with activities or an assignment or research project.

16. Program run across all year levels
within the library program.
 Using an existing library or information literacy
program
 Digital citizenship integrated with research skills
 Runs throughout all learning from the library

17. Library program
Advantages
 Expertise of teacher
librarian
 Managed at a whole
school focus
Disadvantages
 Could be out of
context of class
learning
 Possible
inconsistencies or
practice across all
staff when they are
not responsible for
program

18.  Program run across all year levels within the library program.
 Program mapped to the curriculum and explicitly identified for
specific subjects and years inclusion in their units.
 Program run at specified time in the year within an identified unit for
each year level.
 Program run ex timetable for core elements. In this instance there
would be 4-6 lessons as part of the induction rollout of devices or
access as an example.
 Flipped classroom model
 Online with activities or an assignment or research project.

19. Program mapped to the curriculum and
explicitly
identified for specific subjects and years
inclusion in their units.
 Map Digital Citizenship (DC) scope and sequence to
the core curriculum of English, History and Science
 Embed the DC skills within the curriculum units K-6
or 7-10

20. Embedded in Curriculum
Advantages
 Learning is in context
of core subjects
 Placed in core subject
areas where allowed
time is greater
Disadvantages
 Possibly disjointed in
practice due to
different departments
being responsible

21.  Program run across all year levels within the library program.
 Program mapped to the curriculum and explicitly identified for
specific subjects and years inclusion in their units.
 Program run at specified time in the year within an identified
KLA or learning area for each year level.
 Program run ex timetable for core elements. In this instance there
would be 4-6 lessons as part of the induction rollout of devices or
access as an example.
 Flipped classroom model
 Online with activities or an assignment or research project.

22. Program run at specified time in the
year within an identified unit for each
year level or subject.
 Develop unit of work for the beginning of Term 2.
 Ensure that the whole scope and sequence is
covered across the K-6 or 7- 10 range.

23. Subject based program
Advantages
 The whole school
focusses on digital
citizenship for a small
unit of work within the
core subjects.
Disadvantages
 Specially timed
programs often lost
relevance to students
when outside of the
usual timetable.
 Possibility of digital
citizenship program
being shortened or
subsumed due to
other time based
issues.

24.  Program run across all year levels within the library program.
 Program mapped to the curriculum and explicitly identified for
specific subjects and years inclusion in their units.
 Program run at specified time in the year within an identified unit for
each year level.
 Program run ex timetable for core elements. In this instance
there would be 4-6 lessons as part of the induction rollout of
devices or access as an example
 Flipped classroom model
 Online with activities or an assignment or research project..

25. Program run ex timetable for core
elements.
 As appropriate, use 4 – 6 lessons outside of the
timetable in a secondary school or as a special
program in a primary school.
 Could be run as induction or intro to device rollout
or beginning of Yr 7 or as part of National child
protection week.

26. Specific program
Advantages
 Intensive focus on
digital citizenship as
appropriate to age
 Could be linked to
rollout of technology
for specific years
 Use of non class
based teachers to
support program
Disadvantages
 Finding time outside
of the timetable in a
secondary school is
difficult.
 In a primary school,
this could be yet
another “extra”

27.  Program run across all year levels within the library program.
 Program mapped to the curriculum and explicitly identified for
specific subjects and years inclusion in their units.
 Program run at specified time in the year within an identified unit for
each year level.
 Program run ex timetable for core elements. In this instance there
would be 4-6 lessons as part of the induction rollout of devices or
access as an example.
 Flipped classroom model
 Online with activities or an assignment or research project.

28. Flipped classroom model
 Create video tutorials as homework designated
by the school.
 Run discussion seminars or sessions to check
understanding or awareness.
 This could be done in a secondary school through
home room groups or pastoral welfare groups
 This could be in a primary school showing the video
in year cohort and discussing issues in class

29. Flipped model
Advantages
 Content videos or
other media are the
students responsibility
 Emphasis at school is
on discussion after
reflection
 Could incorporate
parental learning and
involvement
Disadvantages
 In the lower years in a
primary school, this
model could be
difficult if parents are
not involved.
 Lack of technology
access outside of
school would exclude
some students

30.  Program run across all year levels within the library program.
 Program mapped to the curriculum and explicitly identified for
specific subjects and years inclusion in their units.
 Program run at specified time in the year within an identified unit for
each year level.
 Program run ex timetable for core elements. In this instance there
would be 4-6 lessons as part of the induction rollout of devices or
access as an example.
 Flipped classroom model
 Online with activities or an assignment or research project.

31. Online learning
 Create online learning activities with the
expectation that students must complete the
online activities by a particular date.
 Use a quiz as evidence of understanding
 Students write a journal of their understanding as
they complete the online activities

32. Online learning
Advantages
 Easily updateable
 Consistent delivery
 Can be a homework
task
 Can automate
evaluation
Disadvantages
 Some learners do not
suit this style of
learning
 If this is more a
“hands off” approach
then authentic
learning may not
occur

33. What will be the best for your
school?

34. My contact details
june@junewall.com.au
Twitter @junewall
http://www.slideshare.net/junewal
l/