This document outlines a proposed pathway for developing digital citizenship education across multiple year levels in a school. It covers topics such as digital footprint, online relationships, effective internet searching, evaluating online content, legal issues surrounding online media, and engaging parents in their child's digital citizenship development. Practical classroom ideas and resources are provided for each year level to teach key concepts in a developmentally-appropriate manner. The goal is to help students safely and responsibly navigate the online world.
Brian Housand, Ph.D.
brianhousand.com
@brianhousand
Since the dawn of the computer revolution, the promise of PERSONAL Computing has been ever present. Yet, when we simply leave students to their own devices, technology can serve to depersonalize their experiences. This is especially true of their educational experiences. Meanwhile, as teachers we struggle to effectively manage truly differentiated learning environments. However, this need not be the case. Together, we will explore the possibilities and potential afforded by today’s technology and empower you to utilize technology resources to make learning personal, meaningful, and differentiated for today’s connected students.
Setting out to sea getting students on course for their careersShawn Grimes
Choosing a career path can be overwhelming when you are a high school student. However, it is important for students to begin thinking about and taking action toward their desired careers during this time. Our talk at SxSWedu shared some tips for all of us to prepare students for careers.
Brian Housand, Ph.D.
brianhousand.com
@brianhousand
Since the dawn of the computer revolution, the promise of PERSONAL Computing has been ever present. Yet, when we simply leave students to their own devices, technology can serve to depersonalize their experiences. This is especially true of their educational experiences. Meanwhile, as teachers we struggle to effectively manage truly differentiated learning environments. However, this need not be the case. Together, we will explore the possibilities and potential afforded by today’s technology and empower you to utilize technology resources to make learning personal, meaningful, and differentiated for today’s connected students.
Setting out to sea getting students on course for their careersShawn Grimes
Choosing a career path can be overwhelming when you are a high school student. However, it is important for students to begin thinking about and taking action toward their desired careers during this time. Our talk at SxSWedu shared some tips for all of us to prepare students for careers.
Describes uses of online role-play to teach argumentative writing along with examples of a role play related to the issue of identifying "unhealthy" foods.
Online Implementation of AB 705 In MathFred Feldon
Third Annual Statewide California Acceleration Project (CAP) Conference 2019. Online learning is an attractive option to an ever-increasing number of diverse students. Supporting AB 705 in the online modality is a real challenge. Coastline College, with 85% purely online enrollment in math, is meeting the challenge.
5 Ways to Help Your Students Be Future ReadyVicki Davis
The slides for the presentation 5 Ways to help your students be future ready shared with Akron City Schools in June 2018. Many of the stories are not included in the slides - just contact Vicki Davis https://www.akronschools.com/3T for more information
GAME ON! Integrating Games and Simulations in the Classroom Brian Housand
Brian Housand, Ph.D.
brianhousand.com
@brianhousand
GAME ON! Integrating Games and Simulations in the Classroom
It is estimated that by the time that today’s youth enters adulthood that they will have played an average of 10,000 hours of video games. By playing games, research suggests that they have developed abilities related to creativity, collaboration, and critical thinking. Come explore the history of games and simulations in the classroom and investigate ways that current games and simulations in digital and non-digital formats can be meaningfully and purposefully integrated into your learning environment.
Confident And Connected Keynote Web VersionSuzie Vesper
A keynote that looks at being part of a connected world, how classrooms are making connections (based around the key competencies in the New Zealand curriculum), and issues that need to be considered when working online in education.
Describes uses of online role-play to teach argumentative writing along with examples of a role play related to the issue of identifying "unhealthy" foods.
Online Implementation of AB 705 In MathFred Feldon
Third Annual Statewide California Acceleration Project (CAP) Conference 2019. Online learning is an attractive option to an ever-increasing number of diverse students. Supporting AB 705 in the online modality is a real challenge. Coastline College, with 85% purely online enrollment in math, is meeting the challenge.
5 Ways to Help Your Students Be Future ReadyVicki Davis
The slides for the presentation 5 Ways to help your students be future ready shared with Akron City Schools in June 2018. Many of the stories are not included in the slides - just contact Vicki Davis https://www.akronschools.com/3T for more information
GAME ON! Integrating Games and Simulations in the Classroom Brian Housand
Brian Housand, Ph.D.
brianhousand.com
@brianhousand
GAME ON! Integrating Games and Simulations in the Classroom
It is estimated that by the time that today’s youth enters adulthood that they will have played an average of 10,000 hours of video games. By playing games, research suggests that they have developed abilities related to creativity, collaboration, and critical thinking. Come explore the history of games and simulations in the classroom and investigate ways that current games and simulations in digital and non-digital formats can be meaningfully and purposefully integrated into your learning environment.
Confident And Connected Keynote Web VersionSuzie Vesper
A keynote that looks at being part of a connected world, how classrooms are making connections (based around the key competencies in the New Zealand curriculum), and issues that need to be considered when working online in education.
Whether you are a student, parent, an educator, or a concerned friend of the family, there are ten steps you can take to stop and prevent bullying:
1. Pay attention. There are many warning signs that may point to a bullying problem, such as unexplained injuries, lost or destroyed personal items, changes in eating habits, and avoidance of school or other social situations. However, every student may not exhibit warning signs, or may go to great lengths to hide it. This is where paying attention is most valuable. Engage students on a daily basis and ask open-ended questions that encourage conversation
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
2. To learn more about the different
areas of digital citizenship
To gain some practical classroom
ideas for teaching digital
citizenship
To develop a school-wide digital
citizenship pathway
3. Digital Citizenship
Pathway Overview
Digital Footprint
Online Relationships
Surfing the Web
4.
5.
6. Describe what happened when Billy went
online (REMEMBERING)
What was the main idea of this video?
(UNDERSTANDING)
Do you personally know of (or heard of)any
other similar instances? (APPLYING)
What do you see as other possible
outcomes of Billy’s behaviour?(ANALYSING)
If you where the employer, how would you
have handled this situation? (EVALUATING)
8. Proposed pathway for the
development of knowledge around
digital footprints
Year 1 Year 2
Blogs- Follow specific
What are blogs. guidelines
Why do we have to make quality
them. comments:
How do we use them. Positive/constructive
Who views them. comments
What is shared. Language of success
Be the best you can Audience awareness
be.
9. Proposed pathway for the
development of knowledge around
digital footprints
Year 3/4 Year 5/6
Independently follow All interactions and posts
quality guidelines: (record of learning, chats,
Read and respond Facebook, surfing, social
appropriately. media) follow me for my
Use blog ‘etiquette’ life.
Critical thinking. Who am I connected to?
How am I advertising What am I permitting from
myself? others?
How does this affect my Do I know what is going
future? on online?
10. Proposed pathway for the
development of knowledge around
digital footprints
Year 7/8
Who am I connected to?
What am I sharing with others?
What impression of myself am I giving
to others?
11. THINKERS KEYS – The What If Key?
A child from your class discloses to
you that someone they know online
has left a comment that says, “U r
hot! Wana meet in Square on
Sat?”
With the person next to you,
discuss and prepare a role play
around how you would deal with
this situation… 8 minutes…go…
12. Year 1 Year 2
Teacher models Students use specific
specific ways to models of
leave appropriate appropriate
comments comments provided
by the teacher.
Who do I write to?
What do I say?
Why do I say it that
way?
13. Year 3/4 Year 5/6
Specific lessons on Specific lessons on:
consequences of Am I safe?
inappropriate comments. Are my friends safe?
Buddy classes to ensure What can I do about it if
everyone develops a we are not safe?
relationship online.
Specific lessons on:
Am I safe?
Are my friends safe?
14. Year 7/8
Specific lessons on:
Am I safe?
Are my friends safe?
What can I do about it if we are not
safe?
15. On the web find an article about
‘WINDFARMS’
In a group of 4 assign the following roles
and come up with a brief summary to
report back;
BLACK HAT – judgement/assessment
WHITE HAT – facts and figures
YELLOW HAT – advantages and benefits
GREEN HAT – alternative ideas, creativity
16. Year 1 Year 2
Am I where I am meant to be Teach KEY Words
on the computer? Teacher directed use
(bookmarked sites only) of key word searches
What keys am I pushing? independently using;
I need to ask for help. bookmarked sites.
Teacher directed and planned Is this what I am looking for?
prior to the lesson for a specific If not STOP
purpose. Teacher directed and planned
Make and use a list of prior to the lesson for a specific
reputable sites. purpose.
Make and use a list of
reputable sites.
17. Year 3/4 Year 5/6
Teach KEY Words Independent searching using KEY
Teacher directed words
independent searching of sites- Is this what I am looking for?
initially provided by the teacher. If not STOP
Is this what I am looking for? Critical thinking.
If not STOP Is the information I find accurate?
Begin to independent searching Triangulating information.
using KEY words. Begin to modify searches
I need to know about this - Know a list of reputable sites.
where/what do I go to or do to find Hyperlink to legitimates sources.
out?
18. Year 7/8
Independent searching using KEY words.
Modify searches
Is this what I am looking for?
If not STOP
Critical Thinking.
Need to be directed to a list of reputable sites.
specific teaching around critical thinking,
checking sources.
Always having a range of sources to think about.
19. NEXT SESSION;
Digital Media
Digital Responsibility
Parents and Whanau
20. PART ONE REVIEW;
Digital Footprint
Online Relationships
Surfing the Web
PART TWO;
Digital Media
Digital Responsibility
Parents and Whanau
21. To learn more about the different
areas of digital citizenship
To gain some practical classroom
ideas for teaching digital
citizenship
To develop a school-wide digital
citizenship pathway
29. Year 1 Year 2
Real and Imaginary. Introduce ‘What is
Watch cartoons and real?’
documentaries. Examples given of
Taking and viewing enhanced graphics
videos
30. Year 3/4 Year 5/6
Is it real? Critical thinking.
Search for examples Analyse and discuss
to discuss eg. BBC graphics in
Penguins. magazines,
Critical thinking. advertisements,
Is it real? How can we movies
tell? Consider multiple
Consider multiple sources.
sources Use Green screen
Acknowledge source
31. Year 7/8
Who owns images and information?
Can I manipulate images?
Do I believe everything I see?
Explicit teaching of legalities.
Consider multiple sources.
33. Creative Commons
licencing;
Find a CC photograph or
video clip of a Jeep
SRT8/Jesus/Cows/Bullet
Proof vests
34. Year 1 Year 2
Introduce the idea of Teacher explains and
‘ownership‘ role models the
You drew it - you own correct process for
it. downloading images
Teacher role models and music consistently
the correct process for during the year.
downloading images
and music.
35. Year 3/4 Year 5/6
Explicit teaching of legal issues Explicit teaching of
such as appropriate sites to find
reusable digital media legalities of use of
Teacher models correct images and music,
practice when using others
property.
e.g. copyright,
Teacher models creative commons.
acknowledging source. Acknowledge source.
Teacher models correct
practice when using others
property.
36. Year 7/8
What am I legally allowed to sign up for?
What is free and what do I need to pay
for?
copyright, plagiarism, Creative
Commons licensing, languages,
Acknowledge source.
Consequences of plagiarism.
37. Watching, informed,
involved and
engaged?
Frustrated/
confused/
uninformed/
unconnected? Too busy,
not
interested?
38. Year 1 Year 2
Parents informed of Parent Meetings to
and give permission inform and
for use of internet at communicate about
school. blogs, commenting
and sharing of work
39. Year 3/4 Year 5/6
Parents provided with Parents informed of
information about the
implications for children - the need to monitor
footprint /relationships. students internet use
Parents provided with
information about the legalities
for appropriate
of: footprints and
What is free and what do I relationships.
need to pay for?
copyright, plagiarism, licensing,
language
Acknowledge source.
Consequences
40. Year 7/8
Parents informed of the need to monitor
students internet use for appropriate
footprints and relationships.
What am I legally allowed to sign up for?
What is free and what do I need to pay
for?