This presentation provides an overview of the nine elements of digital citizenship: digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and wellness, and digital security. It discusses how these elements relate to students' use of technology both in and outside of school and their responsibilities as digital citizens. The presentation aims to raise awareness of digital citizenship issues among students and communities to help improve learning outcomes and prepare students for college, careers, and civic participation. Case studies and statistics are used to illustrate risks of online behavior like cyberbullying, sexting, and interacting with strangers, emphasizing the importance of educating students on topics like digital ethics, safety, and
This document is a reflection essay on digital citizenship by Laura C. Cole. It discusses several key aspects of digital citizenship, including digital communication, literacy, and etiquette. It also addresses issues around digital law, such as copyright, plagiarism, cyberbullying and pornography. Finally, it examines digital health and safety topics like digital eyestrain, addiction, and cyberbullying leading to youth suicide. The essay reflects on the author's learning experience in the digital citizenship course and how she can apply the knowledge outside the classroom.
School llbraries are a logical place to learn safe, ethical, and effective digital skills. But what if you don't have a laptop for every lap? Strong, savvy digital citizens know the rules of a healthy on-line presence and where to find helpful resources and support for their work. Much of that information may be taught as young as kindergarten and without even logging on. Learn where to find some great lessons for your library to promote a healthy cyber-community at your school.
This document outlines the need for schools to develop digital citizenship programs to prepare students for responsible technology use. It discusses how students today are immersed in technology but do not always use it appropriately. The document defines digital citizenship and its nine elements, including digital access, communication, etiquette, literacy, law, rights and responsibilities, health and wellness, and security. It describes a school's digital citizenship task force that was established to rewrite technology policies, provide teacher training, and develop classroom resources around digital citizenship. The summary emphasizes that schools must teach digital citizenship as technological advances continue and responsible use can no longer be assumed just because students know how to use different technologies.
AISD5 (Integrity & Technology) - Article 2 (Final)
This article was prepared by the students of Ahlcon International School, Delhi, India for EUMIND Project.
This document discusses four key questions related to shaping citizenship and safety in digital spaces:
1. What do we know? It summarizes research on teens' experiences with social media and online behaviors.
2. How do we know it? It cites several studies from organizations like Pew Internet Research Centre and the EU Kids Online study.
3. What do we need to do? It argues we need to help students learn to use digital tools productively and place them in the context of community and responsibility.
4. How will we do it? It recommends educating teachers and parents on legal risks of social media to address disparities in understanding between students and adults.
The document discusses various aspects of cybersafety including:
- The goals of cybersafety education which are to help people recognize online risks, make informed decisions, and take actions to protect themselves.
- The "3 Cs of Digital Citizenship" which are having appropriate contact, content, and conduct online.
- Tips for parents, educators, and communities to help youth become responsible digital citizens including keeping communication open, monitoring internet activity, and empowering communities.
- Guidelines around screen time, ethical use of technology, sharing personal information, maintaining online relationships, and digital security.
The document discusses the nine themes of digital citizenship, with a focus on digital commerce. It defines digital commerce as the electronic buying and selling of goods. It notes benefits of digital commerce include a large share of market economy being done electronically and more options for buying and selling goods. However, it also mentions a limitation is the potential for misuse, such as online gambling. It concludes digital commerce has a huge impact on society through the electronic dissemination of information.
Digital Citizenship: Responsible Behavior in a Digital WorldDebra Hargrove
The document discusses the concept of digital citizenship and its nine elements. It provides examples of appropriate and inappropriate digital communication and commerce behaviors. It emphasizes the importance of ensuring all students have equal digital access when assigning online tasks and discusses challenges around new technologies.
This document is a reflection essay on digital citizenship by Laura C. Cole. It discusses several key aspects of digital citizenship, including digital communication, literacy, and etiquette. It also addresses issues around digital law, such as copyright, plagiarism, cyberbullying and pornography. Finally, it examines digital health and safety topics like digital eyestrain, addiction, and cyberbullying leading to youth suicide. The essay reflects on the author's learning experience in the digital citizenship course and how she can apply the knowledge outside the classroom.
School llbraries are a logical place to learn safe, ethical, and effective digital skills. But what if you don't have a laptop for every lap? Strong, savvy digital citizens know the rules of a healthy on-line presence and where to find helpful resources and support for their work. Much of that information may be taught as young as kindergarten and without even logging on. Learn where to find some great lessons for your library to promote a healthy cyber-community at your school.
This document outlines the need for schools to develop digital citizenship programs to prepare students for responsible technology use. It discusses how students today are immersed in technology but do not always use it appropriately. The document defines digital citizenship and its nine elements, including digital access, communication, etiquette, literacy, law, rights and responsibilities, health and wellness, and security. It describes a school's digital citizenship task force that was established to rewrite technology policies, provide teacher training, and develop classroom resources around digital citizenship. The summary emphasizes that schools must teach digital citizenship as technological advances continue and responsible use can no longer be assumed just because students know how to use different technologies.
AISD5 (Integrity & Technology) - Article 2 (Final)
This article was prepared by the students of Ahlcon International School, Delhi, India for EUMIND Project.
This document discusses four key questions related to shaping citizenship and safety in digital spaces:
1. What do we know? It summarizes research on teens' experiences with social media and online behaviors.
2. How do we know it? It cites several studies from organizations like Pew Internet Research Centre and the EU Kids Online study.
3. What do we need to do? It argues we need to help students learn to use digital tools productively and place them in the context of community and responsibility.
4. How will we do it? It recommends educating teachers and parents on legal risks of social media to address disparities in understanding between students and adults.
The document discusses various aspects of cybersafety including:
- The goals of cybersafety education which are to help people recognize online risks, make informed decisions, and take actions to protect themselves.
- The "3 Cs of Digital Citizenship" which are having appropriate contact, content, and conduct online.
- Tips for parents, educators, and communities to help youth become responsible digital citizens including keeping communication open, monitoring internet activity, and empowering communities.
- Guidelines around screen time, ethical use of technology, sharing personal information, maintaining online relationships, and digital security.
The document discusses the nine themes of digital citizenship, with a focus on digital commerce. It defines digital commerce as the electronic buying and selling of goods. It notes benefits of digital commerce include a large share of market economy being done electronically and more options for buying and selling goods. However, it also mentions a limitation is the potential for misuse, such as online gambling. It concludes digital commerce has a huge impact on society through the electronic dissemination of information.
Digital Citizenship: Responsible Behavior in a Digital WorldDebra Hargrove
The document discusses the concept of digital citizenship and its nine elements. It provides examples of appropriate and inappropriate digital communication and commerce behaviors. It emphasizes the importance of ensuring all students have equal digital access when assigning online tasks and discusses challenges around new technologies.
This presentation is an attempt to explode the mythology that has wrapped itself around Generations Net & Google. Through the lens of the recent JISC reports, we try and separate the wheat from the chaff.
What is the purpose of a digital citizenship program? Who is the audience in schools - teachers, parents, students? This presentation looks at some of the research and discusses the factors to consider when developing a digital citizenship program for your school.
The document summarizes research on generational differences and how they relate to technology use. It discusses definitions of generations and characterizations of groups like the Silent Generation, Baby Boomers, Gen X, and Net Generation. It also explores the idea of "digital natives" and how younger generations' upbringing alongside technology has impacted how their brains process information. However, more recent research finds individual factors better predict technology use than generational labels. The document advocates for developing digital literacy skills and rigorous research to understand students' diverse learning experiences.
Here are the answers to the Cyber Bullying assessment:
1) True - Bullying is any severe or pervasive physical or verbal act or conduct that is intentionally harmful to another person.
2) D - All of the above. A cell phone, computer, and laptop could all potentially be used in cyber-bullying.
3) A - EC 48900r prohibits cyber-bullying in California schools.
4) C - For safety and supervision, a parent should allow their child to work on a laptop in an open area like the dining room where they can monitor the child's online activities.
5) D - For monitoring purposes, a parent should have their child's social media passwords and
This document discusses digital citizenship and its applications for English language teaching. It defines digital citizenship as the norms of behavior regarding technology use. The 9 elements of digital citizenship are outlined, including digital access, commerce, communication, literacy, etiquette, law, rights and responsibilities, and security. The role of teachers is to foster digital citizenship skills like critical thinking, ethical use, and understanding social reasons for technology policies. Examples of how to teach digital media safety, raise awareness of digital footprints and reputation, and foster literacy competencies like copyright are provided. Developing a culture of online interaction and sharing relevant experiences can help students become safe and effective digital communicators.
The document discusses various topics related to online safety, including internet usage statistics, common online risks for children like inappropriate content and cyberbullying, tips for safe internet use like using family safety software and keeping communication open with children, and threats to computer security like viruses, spam, and identity theft. It provides advice on how to create strong passwords, protect sensitive data and devices whether at home or on public WiFi, and emphasizes being cautious of phishing attempts, unauthorized downloads, and social engineering attacks online.
International comparison of the state of Internet safety for children and youthThinkB4UClick
This document provides a summary of survey results from three primary schools (in Slovenia, Spain, and Turkey) regarding internet safety and cyberbullying among students and parents. Some key findings:
- Most students in all three countries have internet access at home and use social media daily, though awareness of dangers varies.
- Parents are concerned about internet dangers but many lack knowledge on safety topics like cyberbullying. Most want more education from schools.
- While cyberbullying is recognized as a problem, most students still see physical violence as the greatest threat.
This document provides information about digital media use among youth and discusses various social and ethical issues related to social media and technology. It includes statistics about time spent using media, social networking profiles, texting habits, and risks like cyberbullying, sexting and online harassment. It also provides tips and resources for staying safe online and dealing with problems like bullying.
1) The article discusses the issue of cyberstalking and cyberbullying among teenagers. It provides an example of a US teenager, Megan Meier, who committed suicide after being cyberbullied by a fake online friend.
2) Experts note that teenagers are vulnerable to committing cybercrimes due to their attraction to technology and lack of maturity. They may cyberstalk or bully others due to jealousy, peer pressure or a desire to feel powerful.
3) The article provides advice for parents on how to help children who are cyberbullies or victims of cyberstalking, such as communicating with them, contacting authorities, and seeking professional help. It stresses the importance of online safety
Digital citizenship refers to safely, ethically and compassionately using technology both online and offline. It involves managing risks to safety and privacy, building a positive online reputation, and developing leadership and resilience. Being a good digital citizen means thinking before posting, using privacy settings carefully, supporting others, and teaching skills to peers and elders. Overall digital citizenship is about utilizing technology while considering its effects on oneself and others.
Digital literacy involves having the skills to use technology effectively, evaluate digital information, and act appropriately online. It includes information literacy, media literacy, and digital citizenship. Developing digital literacy is important for education, employment, and full participation in today's digital society. Teaching digital literacy requires addressing awareness of appropriate technology use, understanding social norms, taking responsible actions, and reflecting on one's digital behaviors.
This document discusses the 9 elements of digital citizenship:
1. Digital Access - Ensuring all have access to technology resources and sharing information.
2. Digital Literacy - Knowing how to use technology and assess online information.
3. Digital Commerce - Understanding online buying and selling as well as associated risks.
4. Digital Law - Respecting ownership of digital content by citing sources.
5. Digital Etiquette - Behaving appropriately online as in real life.
6. Digital Rights and Responsibilities - Exercising rights while fulfilling responsibilities online.
7. Digital Communication - Knowing what's appropriate to share through digital means.
8. Digital Security - Protecting oneself through strong passwords, backups,
This document provides an overview of Common Sense Media's Digital Passport program. The Digital Passport is a free, interactive curriculum that teaches digital literacy and citizenship skills to 3rd-5th grade students. It covers topics like privacy, security, cyberbullying, and more through mini-games. Students earn badges for completing modules and can print a certificate upon finishing all topics. The document discusses implementing Digital Passport in a school library and the resources available to educators to support digital citizenship education.
This document provides an overview of the College of Computing and Digital Media (CDM) at DePaul University. It discusses CDM's history, facilities, enrollment numbers, degree programs offered, partnerships with local high schools, and more. Specifically:
1) CDM was formed in 1981 as the Department of Computer Science and has since grown to include the School of Computing, School of Cinematic Arts, and School of Design. It is led by Dean David Miller who has been at DePaul for 35 years.
2) CDM has space in multiple buildings on DePaul's campus and enrollment of approximately 1,200 students pursuing degrees in various computing and digital media fields.
3) The college works
The document discusses digital citizenship and appropriate technology use. It addresses issues like cyberbullying, creating strong passwords, and developing good digital etiquette or "netiquette". Schools play an important role in teaching students how to safely and responsibly use technology.
Web2.0: Theory & Application in the Classroomveb2k5
The document discusses how Web 2.0 technologies can be effectively used in K-12 classrooms to engage digital native students. It notes that today's students are immersed in technology from a young age and learn differently compared to past generations. While schools aim to incorporate technology, there is often a gap between how students and educators use technology. The document argues that Web 2.0 tools that enable collaboration, communication and creation can help develop important 21st century skills if educators embrace these technologies rather than resist them due to security concerns.
Digital citizenship covers several topics related to responsible use of technology and the internet. These include digital access by students to communicate and access information online, various communication tools, digital literacy to appropriately locate and use digital information, privacy and safety issues when sharing personal information publicly, netiquette about polite online behavior, rights and responsibilities of internet users, digital laws regarding copyright and authorized use of content, health issues from overuse of technology, and digital commerce through online shopping sites. The document provides examples for each topic to illustrate responsible and legal online behavior.
Digital citizenship involves understanding both the rights and responsibilities of using technology and engaging online. It consists of themes like appropriate online etiquette, information literacy, understanding technology, ethics and law, and online safety. The document provides 6 simple rules of digital citizenship: stay safe online; think before posting; respect others' privacy; spread positivity, not hurt; give and get credit for creative work; and contribute to the online world in positive ways. These rules are meant to help create a digital world that users can be proud of and inspire others.
This document discusses digital etiquette and citizenship. It explains that as technology use increases, it is important to teach people how to use technologies appropriately and respectfully. Digital etiquette refers to polite behaviors online, such as avoiding insults, cyberbullying, and using acronyms that others may not understand. The document outlines some examples of good digital etiquette, like getting permission before posting photos of others, and bad digital etiquette, like cyberbullying. It stresses the importance of respecting others and using technology responsibly.
IAO publishes the White Paper for the month of April, 2017. In this White Paper you will read about Cyberbullying, a new emerging issue in schools around the world and what role can educators play in dealing with the offenders.
Digital citizenship refers to the safe, responsible, critical, and effective use of digital technologies and engagement online. It is important for educators to teach digital citizenship to students as they inhabit a world transformed by technology, to prepare them to participate positively in their communities. Teachers must also educate themselves on digital citizenship through professional development in order to properly teach students how to competently and respectfully engage online, avoid cyberbullying, and protect their personal information and well-being in the digital world.
This presentation is an attempt to explode the mythology that has wrapped itself around Generations Net & Google. Through the lens of the recent JISC reports, we try and separate the wheat from the chaff.
What is the purpose of a digital citizenship program? Who is the audience in schools - teachers, parents, students? This presentation looks at some of the research and discusses the factors to consider when developing a digital citizenship program for your school.
The document summarizes research on generational differences and how they relate to technology use. It discusses definitions of generations and characterizations of groups like the Silent Generation, Baby Boomers, Gen X, and Net Generation. It also explores the idea of "digital natives" and how younger generations' upbringing alongside technology has impacted how their brains process information. However, more recent research finds individual factors better predict technology use than generational labels. The document advocates for developing digital literacy skills and rigorous research to understand students' diverse learning experiences.
Here are the answers to the Cyber Bullying assessment:
1) True - Bullying is any severe or pervasive physical or verbal act or conduct that is intentionally harmful to another person.
2) D - All of the above. A cell phone, computer, and laptop could all potentially be used in cyber-bullying.
3) A - EC 48900r prohibits cyber-bullying in California schools.
4) C - For safety and supervision, a parent should allow their child to work on a laptop in an open area like the dining room where they can monitor the child's online activities.
5) D - For monitoring purposes, a parent should have their child's social media passwords and
This document discusses digital citizenship and its applications for English language teaching. It defines digital citizenship as the norms of behavior regarding technology use. The 9 elements of digital citizenship are outlined, including digital access, commerce, communication, literacy, etiquette, law, rights and responsibilities, and security. The role of teachers is to foster digital citizenship skills like critical thinking, ethical use, and understanding social reasons for technology policies. Examples of how to teach digital media safety, raise awareness of digital footprints and reputation, and foster literacy competencies like copyright are provided. Developing a culture of online interaction and sharing relevant experiences can help students become safe and effective digital communicators.
The document discusses various topics related to online safety, including internet usage statistics, common online risks for children like inappropriate content and cyberbullying, tips for safe internet use like using family safety software and keeping communication open with children, and threats to computer security like viruses, spam, and identity theft. It provides advice on how to create strong passwords, protect sensitive data and devices whether at home or on public WiFi, and emphasizes being cautious of phishing attempts, unauthorized downloads, and social engineering attacks online.
International comparison of the state of Internet safety for children and youthThinkB4UClick
This document provides a summary of survey results from three primary schools (in Slovenia, Spain, and Turkey) regarding internet safety and cyberbullying among students and parents. Some key findings:
- Most students in all three countries have internet access at home and use social media daily, though awareness of dangers varies.
- Parents are concerned about internet dangers but many lack knowledge on safety topics like cyberbullying. Most want more education from schools.
- While cyberbullying is recognized as a problem, most students still see physical violence as the greatest threat.
This document provides information about digital media use among youth and discusses various social and ethical issues related to social media and technology. It includes statistics about time spent using media, social networking profiles, texting habits, and risks like cyberbullying, sexting and online harassment. It also provides tips and resources for staying safe online and dealing with problems like bullying.
1) The article discusses the issue of cyberstalking and cyberbullying among teenagers. It provides an example of a US teenager, Megan Meier, who committed suicide after being cyberbullied by a fake online friend.
2) Experts note that teenagers are vulnerable to committing cybercrimes due to their attraction to technology and lack of maturity. They may cyberstalk or bully others due to jealousy, peer pressure or a desire to feel powerful.
3) The article provides advice for parents on how to help children who are cyberbullies or victims of cyberstalking, such as communicating with them, contacting authorities, and seeking professional help. It stresses the importance of online safety
Digital citizenship refers to safely, ethically and compassionately using technology both online and offline. It involves managing risks to safety and privacy, building a positive online reputation, and developing leadership and resilience. Being a good digital citizen means thinking before posting, using privacy settings carefully, supporting others, and teaching skills to peers and elders. Overall digital citizenship is about utilizing technology while considering its effects on oneself and others.
Digital literacy involves having the skills to use technology effectively, evaluate digital information, and act appropriately online. It includes information literacy, media literacy, and digital citizenship. Developing digital literacy is important for education, employment, and full participation in today's digital society. Teaching digital literacy requires addressing awareness of appropriate technology use, understanding social norms, taking responsible actions, and reflecting on one's digital behaviors.
This document discusses the 9 elements of digital citizenship:
1. Digital Access - Ensuring all have access to technology resources and sharing information.
2. Digital Literacy - Knowing how to use technology and assess online information.
3. Digital Commerce - Understanding online buying and selling as well as associated risks.
4. Digital Law - Respecting ownership of digital content by citing sources.
5. Digital Etiquette - Behaving appropriately online as in real life.
6. Digital Rights and Responsibilities - Exercising rights while fulfilling responsibilities online.
7. Digital Communication - Knowing what's appropriate to share through digital means.
8. Digital Security - Protecting oneself through strong passwords, backups,
This document provides an overview of Common Sense Media's Digital Passport program. The Digital Passport is a free, interactive curriculum that teaches digital literacy and citizenship skills to 3rd-5th grade students. It covers topics like privacy, security, cyberbullying, and more through mini-games. Students earn badges for completing modules and can print a certificate upon finishing all topics. The document discusses implementing Digital Passport in a school library and the resources available to educators to support digital citizenship education.
This document provides an overview of the College of Computing and Digital Media (CDM) at DePaul University. It discusses CDM's history, facilities, enrollment numbers, degree programs offered, partnerships with local high schools, and more. Specifically:
1) CDM was formed in 1981 as the Department of Computer Science and has since grown to include the School of Computing, School of Cinematic Arts, and School of Design. It is led by Dean David Miller who has been at DePaul for 35 years.
2) CDM has space in multiple buildings on DePaul's campus and enrollment of approximately 1,200 students pursuing degrees in various computing and digital media fields.
3) The college works
The document discusses digital citizenship and appropriate technology use. It addresses issues like cyberbullying, creating strong passwords, and developing good digital etiquette or "netiquette". Schools play an important role in teaching students how to safely and responsibly use technology.
Web2.0: Theory & Application in the Classroomveb2k5
The document discusses how Web 2.0 technologies can be effectively used in K-12 classrooms to engage digital native students. It notes that today's students are immersed in technology from a young age and learn differently compared to past generations. While schools aim to incorporate technology, there is often a gap between how students and educators use technology. The document argues that Web 2.0 tools that enable collaboration, communication and creation can help develop important 21st century skills if educators embrace these technologies rather than resist them due to security concerns.
Digital citizenship covers several topics related to responsible use of technology and the internet. These include digital access by students to communicate and access information online, various communication tools, digital literacy to appropriately locate and use digital information, privacy and safety issues when sharing personal information publicly, netiquette about polite online behavior, rights and responsibilities of internet users, digital laws regarding copyright and authorized use of content, health issues from overuse of technology, and digital commerce through online shopping sites. The document provides examples for each topic to illustrate responsible and legal online behavior.
Digital citizenship involves understanding both the rights and responsibilities of using technology and engaging online. It consists of themes like appropriate online etiquette, information literacy, understanding technology, ethics and law, and online safety. The document provides 6 simple rules of digital citizenship: stay safe online; think before posting; respect others' privacy; spread positivity, not hurt; give and get credit for creative work; and contribute to the online world in positive ways. These rules are meant to help create a digital world that users can be proud of and inspire others.
This document discusses digital etiquette and citizenship. It explains that as technology use increases, it is important to teach people how to use technologies appropriately and respectfully. Digital etiquette refers to polite behaviors online, such as avoiding insults, cyberbullying, and using acronyms that others may not understand. The document outlines some examples of good digital etiquette, like getting permission before posting photos of others, and bad digital etiquette, like cyberbullying. It stresses the importance of respecting others and using technology responsibly.
IAO publishes the White Paper for the month of April, 2017. In this White Paper you will read about Cyberbullying, a new emerging issue in schools around the world and what role can educators play in dealing with the offenders.
Digital citizenship refers to the safe, responsible, critical, and effective use of digital technologies and engagement online. It is important for educators to teach digital citizenship to students as they inhabit a world transformed by technology, to prepare them to participate positively in their communities. Teachers must also educate themselves on digital citizenship through professional development in order to properly teach students how to competently and respectfully engage online, avoid cyberbullying, and protect their personal information and well-being in the digital world.
Digital citizenship refers to being responsible, respectful, and safe when using technology and the internet. There are nine themes of digital citizenship that should be taught: digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and wellness, and digital security. Teachers, especially school librarians, should educate students on these themes so that students can make smart and respectful decisions online.
Information Literacy and Online SafetyDonna Murray
This document discusses information literacy and online safety. It defines information literacy and media literacy. It notes that the amount of new information online has grown exponentially. It emphasizes that students need skills like critical thinking, problem solving, digital citizenship, and research skills to navigate the digital world. The document outlines potential online risks like predators, cyberbullying, and sharing private information. It recommends parents communicate with their kids, set rules, use filters and monitors, and teach media literacy skills to promote online safety.
This presentation discusses the nine elements of digital citizenship: digital access, digital commerce, digital communication and collaboration, digital etiquette, digital fluency, digital health and welfare, digital law, digital rights and responsibility, and digital security and privacy. Each element is briefly defined and examples are provided of how teachers can educate students about each one, such as assigning appropriate internet access, teaching safe online buying and selling, discussing proper online communication etiquette, and identifying misinformation. The overall message is that digital citizenship skills are important for students to participate safely and responsibly online.
This document discusses digital citizenship and what it means to be a good digital citizen. It defines digital citizenship as norms of appropriate and responsible technological use. There are 9 elements of digital citizenship including digital access, commerce, communication, literacy, etiquette, law, rights and responsibilities, health and wellness, and security. The document emphasizes that teachers should model good digital citizenship and provides examples of how teachers can do this, such as using social networks constructively and knowing copyright laws. It also lists resources for teaching digital citizenship.
The document discusses the need for schools to develop digital citizenship programs to prepare students for responsible technology use. It outlines that students now grow up surrounded by technology but do not always use it appropriately. Schools should help students understand they are citizens in the digital world and develop programs around the nine elements of digital citizenship, including digital access, communication, etiquette, literacy, law, rights and responsibilities, health and wellness, and security. The document emphasizes that teaching digital citizenship should be a priority and responsibility of the entire school community.
This document outlines an action plan to prevent cyberbullying and promote healthy technology use among students. The main objectives are to educate parents about digital citizenship and cyberbullying, encourage discussion between parents and children about internet use, and enhance communication between educators and parents. The plan defines key terms like cyberbullying and digital citizenship. It provides resources for parents on cyberbullying prevention and suggests having children fill out internet usage logs that parents can sign daily to facilitate discussion. The goal is collaboration between home and school to ensure technology is used safely.
1) The document discusses legislation around protecting children online, including educating minors about cyberbullying, social media, and appropriate online behavior.
2) It provides statistics on teen internet and cell phone use, including texting, taking photos, and being cyberbullied.
3) The document outlines responsibilities of schools, teachers, administrators, and other staff to educate students on digital citizenship and internet safety.
This document provides 10 internet safety tips for students, including checking age restrictions on sites, talking to trusted adults about anything that makes them uncomfortable online, protecting personal information, using strong and unique passwords, and balancing screen time with other activities. It emphasizes teaching digital citizenship by integrating lessons into the regular curriculum, using real-life scenarios to discuss issues, providing students with practical strategies, and involving families. The document contains posters summarizing the tips that teachers can print or share.
This document summarizes a presentation about parenting in the digital world. It discusses digital citizenship, myths versus realities about technology and teens, and strategies for bullying prevention. The key points are that parents should talk to their kids about technology, set rules for tech use, get involved in their online activities, encourage digital citizenship, and recognize technology's importance in their lives. While kids are confident users, they still need guidance to use technology wisely.
This document proposes a digital citizenship action plan to implement digital citizenship curriculum and skills school-wide. It involves collaboration between technology teachers, classroom teachers, and parents. Technology teachers would teach annual Cybersmart lessons on topics like privacy, cyberbullying, and internet safety. Classroom teachers would assign a weekly digital task connecting to these skills. Parents would assist students with homework connecting digital skills to real-world examples. The goals are to decrease cyberbullying and increase safe, responsible technology use among students after 3 and 5 years.
Designed for community leaders, Parenting the Net Generation addresses family interests and concerns on issues that arise when young people go online. The workshop touches briefly on many key Internet issues including safety, privacy, marketing, ethics and cyberbullying, and evaluation of online information.
it expresses youths must follow the etiquette of social media, even facebook and twitter can disturbs the studies that can be healed by online counselling
This keynote address critiques how digital practices in education can include or exclude marginalized learners. The speaker argues technology alone does not determine inclusion; teachers play a vital role through their attitudes and practices. Exclusion can occur when educators prioritize technology over learners, question some students' right to access, or allow risk perceptions to dominate. The speaker provides examples of exclusion and advocates empowering learners and embracing their potential. Hope lies in learner-centered approaches like community technology centers where students teach themselves and feel empowered. Educators must believe in learners' abilities and encourage discovery learning to maximize technology's benefits for inclusion.
This document provides an overview of digital citizenship for parents. It discusses what digital citizenship means, how the digital landscape has changed for teens, relevant laws like COPPA and CIPA, the concept of a digital footprint, tips for monitoring a teen's online activity and social media use, resources for teaching digital citizenship at home and in schools. The document emphasizes getting involved, learning about the platforms teens use, checking privacy settings, advising on appropriate content, and finding quality resources to guide digital citizenship.
This document discusses digital citizenship and defines key related concepts. It explores the differences between digital natives and digital immigrants. Digital natives are comfortable with technology while digital immigrants have adapted to new technologies. The document also outlines the core rules of netiquette, including showing respect for others online. Finally, it examines the role of teachers in promoting responsible use of technology and developing students' digital citizenship skills.
Overview of Digital Citizenship, adapted from the LISD Moodle site: http://moodleweb2.lisd.net/schoolweb/course/view.php?id=3912&edit=0&sesskey=j3EItp97YW
This document contains information from a digital citizenship presentation or discussion at Maraetai Beach School, including:
1) Definitions of key terms like digital citizen and how the school supports students in becoming responsible digital citizens through an approach of learning, guiding, and protecting students.
2) Ways the school educates students about digital citizenship at appropriate age levels and models responsible technology use.
3) Suggestions for how parents can support their children's safe technology use such as understanding user agreements, visiting the Netsafe website, having open discussions, and learning about apps and sites their children use.
4) There was an opportunity for questions and answers at the end of the presentation or discussion.
The document outlines the nine elements of digital citizenship which are: digital access, commerce, communication, literacy, etiquette, law, rights and responsibilities, health and wellness, and security. It defines each element and provides examples of how they apply to students, teachers, and parents using technology appropriately and responsibly in the 21st century digital world. Educators must teach digital citizenship skills to ensure full participation, commerce, and communication online, while respecting intellectual property, personal wellbeing, and network safety.
The document discusses using iPads in the classroom and provides tips and strategies for integrating them into lessons. It recommends several education apps, including Whiteboard Free for collaborative work, Super Why to teach letters and sounds, and Skype to allow students to communicate like walkie-talkies around the school. The document emphasizes using iPads to enhance student engagement, promote visual and social learning, and foster differentiated instruction through interactive activities.
The document appears to be a collection of prompts for students to read various articles, stories, and other materials online and then write a summary of what they read. The prompts cover a wide range of topics and sources and encourage students to choose something that interests them, read it, and write a brief summary to share with the class. The goal seems to be getting students engaged with reading different types of content and teaching their classmates about what they learned.
This document provides an overview of basic Mac functions and applications for new Mac users. It discusses the desktop, file management, system preferences, basic applications like Stickies, Spotlight, Calculator, and Safari. It also mentions Microsoft Office versus iWork applications, and iLife applications like iPhoto, GarageBand, iTunes, and iMovie. The document emphasizes that technologies can enhance student interactions with knowledge, peers, and distant learning opportunities when used effectively in the classroom.
The document is an excerpt from Dr. Seuss's book "Oh! The Places You'll Go" which encourages the reader that today is their day to go to great places. It tells them they have the freedom to choose their direction in life and that with their brains and determination they will succeed at whatever path they choose, topping all the rest at a 98 and 3/4 percent success rate. It concludes by telling the reader their mountain is waiting so to get on their way.
The document is an excerpt from Dr. Seuss's book "Oh! The Places You'll Go" which encourages the reader that today is their day to go to great places. It tells them they have the freedom to choose their direction in life and that with their brains and feet they can avoid streets they don't want to go down. It assures the reader that wherever they go, they will succeed and be the best, moving mountains along the way.
Google Docs allows users to create and collaboratively edit documents, spreadsheets, presentations and forms online from any internet-connected device. Changes are automatically saved and shared with the group in real-time. Google Sites enables teams to build and manage websites together to share information within an organization or publicly. Both tools facilitate collaboration and accessibility of information from anywhere.
This document discusses effective uses of technology in the classroom to engage students. It begins by posing questions about whether technology fundamentally changes instruction and if it is an add-on or integral to good teaching. Several quotes emphasize using technology to expand student interactions. A framework is presented for evaluating technology use based on whether it enhances physical, social, and cognitive interactions. Research on effective instructional strategies is shown along with examples of how technology can support each strategy. Guidelines are given for selecting software based on the interactions it provides and designing lessons around tasks rather than just incorporating technology. The presenter's contact information is provided at the end.
Classroom technologies can enhance developing assessment and instructional feedback in three key ways:
1) Formative assessment and instructional feedback are improved through the use of learner response systems like clickers, which allow for frequent assessment of student progress and immediate feedback.
2) Summative assessment is also enhanced with technologies like clickers, as they provide immediate results and save scoring time.
3) Various technologies provide alternatives to the traditional 100-point grading scale, instead using rubrics to provide more detailed feedback aligned to learning objectives.
The document summarizes research from the Marzano Research Lab on using interactive whiteboards and clicker devices to enhance instruction and assessment. The research found that using interactive whiteboards was associated with an average 16 percentile point gain in student achievement. When used by an experienced teacher with extensive training who used the board 75% of the time, achievement gains increased to an impressive 29 percentiles. However, the technologies were only effective when supported by good instructional practices like individualizing instruction, collaborative work, engaging content, and using data to improve. Simply using the technologies without addressing quality or ongoing training provided no benefits and sometimes harmed achievement.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
2. When you see the audio icon in the top right
corner on a slide…click on it to hear audio to go
with the slide.
When you see the home icon in the top right
corner on a slide…and click on it, you will return
to the Nine Elements of Digital Citizenship home
slide.
This presentation is created purposefully to
create an awareness for the K-12 communities of
learners and is based on the work of Ribble,
Mike, and Gerald Bailey. Digital Citizenship in
Schools. Eugene: Iste, 2007. Print.
4. • The Nine Elements
• Purpose of the Nine
Elements
• Technology in
Schools Today
• The New
Citizenship
5. Digital Access
Digital
Commerce
Nine Elements Digital
Communication
of
Digital Literacy
Digital
Citizenship
Digital Etiquette
Digital Law
Digital Rights &
Responsibilities
Digital Health &
Wellness
Digital Security
6. Student Life
Outside the
School
Digital Commerce Environment
Digital Law School
Environment and
Student Behavior
Digital Health
Digital Security
& Wellness
Digital Etiquette
Student
Digital Rights &
Learning & Responsibilities
Academic
Performance
Digital Communication
Digital Access
Core Goals:
Improving learning Digital Literacy
outcomes and
preparing students
to be college &
career ready and
upstanding
citizens
7. Definition: Full electronic participation in society
Does everyone in your school have equal
opportunities as far as technology use is
concerned?
Do all students have the opportunity to be
involved in a digital society?
8. Definition: The electronic exchange of information
Cell phones, blogs, discussion boards, instant
messaging, videoconferencing, and email have
changed the way technology users communicate.
Today‟s forms of communications have changed
the way technology users communicate and created
a new social structure governing who, how and
when people interact
9. Do I use email, blogs, cell phone and instant
messaging technologies appropriately when
communicating with others?
What rules, options and etiquette do students
need to be aware of when using digital
communication technologies?
Do we need to be in contact with other
people all of the time?
Do we understand what is appropriate when
communicating with other technology users?
10.
11. Definition: The capability to use digital
technology and knowing when and how to use
it.
Should technology be used to access
information to learn new concepts?
12. Teachers & Students need to understand that
certain technology skills are critical to
reaching college/career readiness – just liking
technology is NOT enough.
We all need to understand how to use
technology appropriately!
13.
14. Definition: The
standards of conduct
expected by other
digital technology
users.
Are students aware of
others when they use
technology?
Do students realize
how their use of
technology affects
others?
15. Definition: The
privileges and freedoms
extended to all digital
technology users, and
the behavioral
expectations that come
with them.
What rights and
responsibilities do
students have in a
digital society?
16. Definition: The
precautions that all
technology users must
take to guarantee their
personal safety and the
security of their network.
How do students protect
their technology in a
digital society?
How can students be
taught to protect
themselves and their
equipment from harm?
23. Atany given moment there are
over 50,000 online sexual
predators surfing social sites
looking for victims.
None of their intended targets
are over 16 years of age.
24.
25. When the victim was 14 years old, she was
struggling, like many girls her age, with her
parents, her self esteem and uncertainty about
life. She sat at her computer and decided to visit
a Christian chat room. Within minutes, she
received an instant message from a man who
would devastate her life and the lives of her
family members forever more.
26. The 39-year-old perpetrator was so skilled at
manipulation, that over a period of months, he
succeeded in gaining her trust, convincing her
that he was the only one who really loved her, and
that her parents were the enemy. After 9 months
of grooming the victim through computer and
phone conversations, the perpetrator moved to
Lexington to be with her. The relationship soon
became sexual and continued for the next 8
months, until police became involved.
27. The perpetrator was charged with multiple
sex offenses and was sentenced to 11 years
in prison. It‟s difficult to imagine the effect
a crime like this has on a family. On the
following slides, are excerpts from the
Victim‟s Impact Statements submitted to the
court on behalf of this young victim?
28. “He spent nine months grooming her, sucking her into his
lies, making her believe that nothing was as important as
her, forging a bigger and bigger gap between her and her
family.”
“Our daughter told us that when she met him face to face
for the first time, that he was ugly, fat, and smelled
bad, but he had so successfully brainwashed her by
then, that it didn‟t matter. He told her she was his „soul
mate‟ and that they would get married when she was
eighteen.”
29. “She went into a Christian chat room and came out a few hours
later with an internet pedophile. This man moved from Oregon
to Lexington for the sole purpose of molesting a 14-year-old
girl.”
“The impact on our family is almost indescribable. My
daughter, who was an honor student, is now in a therapeutic
institution trying to recover from these events. Instead of
spending her second year of high school with her family, she is
away from home and will probably be there for a long time.”
“For me personally, I cannot sleep at night and as hard as I
have tried to protect my daughter, I was unable to protect her.”
30. “He lied to me, manipulated me, and used me for
sexual acts. I constantly am thinking of how much I
really want to go back and change things. I never
would have accepted an instant message from him in
the first place. However, the fact of the matter is this:
these things did happen, they can‟t be changed and I‟ll
have to live with them forever.”
“This person took away my innocence. He stole it from
me. I did feel pressured to perform and receive sexual
things. I‟ll never get that back. He told me he was
going to die very soon. That was so emotionally
draining. It‟s a lot of work to have my heart pulled in
48 different directions all at once. “
31. “When a detective told me I couldn‟t talk to him, I
literally thought that was the end of the world. I
thought he was the only person that cared about
me or loved me, I decided to try to kill myself and
overdosed on pills.”
“It‟s very difficult for me to forgive myself for
being with him.”
32.
33. People have hundreds of
online friends without
realizing that it is the same
as giving them a key to
their front door.
Facebook – What not to post
34. Are you confident your friends have secure sites and
protected passwords?
Are you confident they won‟t walk away from a public
computer without logging off their social site?
Are you confident they don‟t share account
information with other members of their family?
Do you allow pictures of your family to be taken and
uploaded to online sites by your friends?
35. A Picture is worth
1000 words
But is it worth your life?
36.
37.
38.
39. Definition: The legal
rights and restrictions
governing technology
use.
Are students using
technology the way it
was intended?
Are students infringing
on others‟ rights by the
way they use
technology?
Should students using
digital technologies be
accountable for how
they use digital
technologies?
40.
41. 4 out of 5 accidents
(80%) are caused by
distracted drivers
42. What is one of the biggest
driving distractions today?
TEXTING !!
44. 47 % of adults surveyed text while driving
34 % of teens text while driving
45.
46.
47. Have an open conversation with
child about “sexting” or
“texting” and how once media is
sent it can‟t be retrieved.
Megan’s Story
48. Children may not fully realize that their best friend in
middle school may be their worst enemy in high school.
Teach the consequences of trusting people not to
share their pictures or texts.
53. 7 out of 9 students are
bystanders to bullying…
54. Bystanders are kids and teens who
witness bullying and cyberbullying
in action, who do and say nothing.
Very often they don‟t know what to
do. They‟re afraid of retaliation or
fear that their own group will
exclude them for helping
an outsider.
55. 80% of the time, an
argument with a bully will
end up in a physical fight.
56. Playground statistics - Every 7
minutes a child is bullied.
Adult intervention - 4%
Peer intervention - 11%.
No intervention - 85%
57. Bullies are more likely to skip & drop out of
school, smoke, drink get into fights and be
arrested at some point in their life.
60% of boys who were bullies in middle
school had at least one criminal conviction
by the age of 24.
58. 58% have not told their parents or an
adult about something mean or hurtful
that happened to them online.
59.
60. Your child comes home with
torn, damaged, or missing
pieces of clothing, books, or
other belongings
68. • Never pass along harmful or cruel messages or images.
• Delete suspicious email messages without opening them.
• Step up to friends who are bullying and tell them to stop.
• How to use technology to block communication with
cyberbullies.
• Speak to kids about the importance of telling a parent or
adult about any bullying they‟re witness to. –
Communication is key!!!
70. Definition: The
elements of
physical and
psychological well-
being related to
digital technology
use.
71. Definition: The buying and selling of goods
online
Are students aware of the opportunities and
problems associated with purchasing items
using technology?
Should students be made more aware of how
to purchase goods and services through
digital formats?
72. The Generation Y group (ages 8-24) now
spends $196 billion per year online
(shop.org, 2006)
This generation spends much more time on
the Internet than on television
74. You should have 3 documents created during
this presentation.
◦ What is Digital Citizenship (graphic organizer)
◦ Safe Online Talk (Opportunities and Pitfalls)
◦ Reflection
Submit the three documents through Blackboard
Editor's Notes
Take a couple of minutes to think about this question. Jot down your thinking. Throughout this interactive presentation, keep thinking about this question. You may have some ideas now, and if you do, please take a couple of minutes to jot them down. Then as you progress through the presentation jot down your thinking as you experience new learning.
The Nine Elements of Digital Citizenship are listed on this slide. They are: Digital Access, Digital Commerce, Digital Communication, Digital Literacy, Digital Etiquette, Digital Law, Digital Rights and Responsibilities, Digital Health and Wellness, and Digital Security. If you would like you can Click on any of the nine icons on the right side of this slide to learn more about each of the nine elements of digital citizenship. Look for the HOME icon located in the top right corner to return to this slide.
This is a visual model of how the elements of digital citizenship relate and connect to one another as well as to the core goals of improving learning outcomes and preparing students to be college and career ready as well as upstanding citizens. Take a few minutes to familiarize yourself with this model.
Think about this….Technology provides opportunities for large numbers of people to communicate and interact very quickly. However, not everyone has access to all the tools of this new digital society. Because of socioeconomic status, disabilities, and physical location (among other factors), these opportunities are not equally available to all students or teachers. Examples of Appropriate Digital Access: District administrators work toward providing technology opportunities for all students within their schools. Technology leaders provide technology to students who do not have access to technology.
Email provides a written record of the message. Consequences to this built in record keeping feature include the fact that once an email is sent there is a record. This means users need to think about what they say when using email. Too often, emails are sent without considering who might see them or how they might be interpreted. Some times speaking to someone face-to-face can solve a situation faster than multiple e-mails. ActivityRound 1: Think of a time when you experienced receiving an electronic exchange of information that left you feeling uncomfortable. You just didn’t think it was the best way to receive the information. Round 2: Think of a time when you experienced sending an electronic exchange of information that you later discovered probably wasn’t the best way to deliver the information.Round 3: Think of a time when you have try to support someone who received an electronic exchange of information and was upset by the information.
Are these today’s forms of communication good or bad? I would offer the communication tools themselves are valuable! It is only how an individual chooses to use of them that makes them good or bad!
Technology-infused teaching and learning is becoming more commonplace every year and it is my goal, it becomes as transparent as the chalkboard and pencil. However, teaching how to use technology appropriately has not kept pace. Learning with technology does not always include instruction on appropriate and inappropriate use.Meet the perfect example, Regan is an incredible kid who is totally digital literate. I love that at her age she already knows how browsers work, which search engines are the best to locate what topics, she is a texting queen yet is totally literate and professional when communicating through email. I love she has explored learning opportunities on the web and yet when she knows her own limitations and asks for assistance.Question:The buzz words coming from Arnie Duncan’s office right now for educators is they should be building their own personal learning networks. (Twitter, Facebook, Linkedin, Pinterest) Do any of you have a PLN?
Problem: We have teachers who think digital literacy does not rank as high in importance as traditional literacies in reading, writing, and mathematics!There are kiddos who love to use technology and are pretty savvy at using it, but need to be nurtured and taught to grow and flourish and become digital literate and college/career ready!
As members of a digital society, we are asked to do what is best for the larger group. To do this, we must think about how our technology use affects others. Good digital citizens respect others and learn ways to use technology courteously and effectively.
Digital Rights and Responsibility IssuesTipsKET (Kentucky Educational Television) purchases Discovery media for all Kentucky Public schools. If you post their media on a website where others who have not paid for a subscription to their product are able to download or watch the media you are in violation of their contract. You purchase a license for Microsoft Office 2010. You have A LICENSE and should only install it on 1 computer.Take AUPs seriously! You should read, understand and follow the AUP!!Using online material ethically, including citing sources and requesting permissions.Using technology to cheat on tests and assignmentsReporting cyberbullies, threats and other inappropriate use.
More often than not, security faults occur not because of flaws in the equipment but because of the ways people use it. We give away our passwords without thinking of the consequences. We do not take the time to speak to our children about meeting people on the Internet. Young people often view strangers on the Internet as potential friends they have not yet met. Too often students correlate their social status in the digital world with the number of online “friends”, “followers”, etc….
Introduce the video:How many of you have….Created a profile on an Internet site?Filled out a form online?Chatted on IM or with any Chat tool? Sent and Email?Typed your name in Google? Were there any results about you? Explain that filling out a form, sending an email to a friend, posting a photo and pretty much everything one does online – even the simple act of visiting a website or using a search engine – leaves a trail. This trail is called a digital footprint, is made of bits and pieces of information on one’s computer and on other computers and servers around the world, which allow other people to learn about you. Play The Digital Footprint video – carefully watch the imagery in the video and think about what the images might convey about privacy.
What kinds of things are on the bulletin board or walls in a classroom? Imagine if everything in a classroom was pinned up on a bulletin board in the local grocery store. Would you be comfortable with all this information begin up for everyone who walks in the grocery store to see? There is certain information that might be fine to show anyone. But there is also personal and private information, such as individuals’ addresses, birth dates, and photos of their family vacations, which is not meant for most people’s eyes.
Activity:How many of you have been taught - don’t talk to strangers?Complete the graphic organizer on the following slide after viewing the video clip.
Yes its true a picture is worth a thousand words, but no I don’t believe any picture is worth your life. There is no story that brings meaning to these words of advice than that of the Bowling Green, KY tragedy of Jamie Stice.
The Jamie Stice tragedy all started with her choice to share a profile picture that would eventually cost her life.
Jamie posted this photo of her pregnant belly on Facebook making it available for all her “FB friends to see”.
There will always be people who do not follow the rules of society and who engage in activities that run counter to the ideals of society as a whole. In this regard, digital society is no different. As such, consequences are being established for those who act as bad digital citizens – users who steal others’ information, hack into servers, create and release viruses, and so on.
Students need to be aware of the physical dangers using digital technology. Carpel tunnel syndrome, eye strain, and poor posture. Importance of exercise – a life outside the digital world (typical tech folks)
Digital Commerce plays a large role in college/career readiness. Learning to become an intelligent consumer is an important aspect of good citizenship.Includes: Online buying through commercial sites, auction sites, and other Internet locationsOnline selling through auction sites and other Internet locationsMedia subscriptions and purchases made through media software such as iTunesBuying and selling “virtual merchandise” for online games
Reflection I want you to think about your reflection in 3 parts. So now that you have completed this presentation focused on the world of Digital Citizenship reflect upon a time during this learning experience you were perhaps hearing some of the content for the first time. WHAT happened to you as a member of the digital society we live in during this experience. Now reflect upon the learning from the experience. So What? Why do you think this experience has been powerful? And finally think about this….Now What? What are ways you might be considering to extend the learning to others. How might you spread the word?