This document discusses digital citizenship and its importance. It defines global digital citizenship as using technology responsibly and for the benefit of oneself and others. The document outlines five tenets of global digital citizenship: personal responsibility, global citizenship, digital citizenship, altruistic service, and environmental stewardship. It also identifies nine elements of digital citizenship such as digital access, commerce, security, etc. The document emphasizes that as the world becomes more interconnected through technology, people need to act responsibly and help others both online and offline as global digital citizens.
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
Digital Literacy Skills in the 21st Century from the book
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
Often times, teachers master the art of writing very good cognitive and psychomotor instructional objectives. So good that what happens is that most of the students become not only intelligent but "airheads". Some also will aim for the grade, but after that enduring grading period, or semester, they forget everything. Affective objectives help the students appreciate the lessons, retain them longer, and find connections in the real world (yes, algebra is present in the market place). Affective objectives help the teacher integrate values formation in all subjects/courses.
Download it here: https://drive.google.com/open?id=0B-NSFQQ2b9P2Q3ZrTVVhWEZfaWc
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
Digital Literacy Skills in the 21st Century from the book
TECHNOLOGY FOR TEACHING AND LEARNING I BOOK
COPYRIGHT 2019
BY: PURITA P. BILBAO, ED D
MA. ASUNCION CHRISTINE V. DEQUILLA, PHD
DAISY A. ROSANO, PHD
HELEN B. BOHOLANO, LIB, ED D
Often times, teachers master the art of writing very good cognitive and psychomotor instructional objectives. So good that what happens is that most of the students become not only intelligent but "airheads". Some also will aim for the grade, but after that enduring grading period, or semester, they forget everything. Affective objectives help the students appreciate the lessons, retain them longer, and find connections in the real world (yes, algebra is present in the market place). Affective objectives help the teacher integrate values formation in all subjects/courses.
Download it here: https://drive.google.com/open?id=0B-NSFQQ2b9P2Q3ZrTVVhWEZfaWc
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Max Scheler's Hierarchy of Values is a topic from values education subject of college of education students, max scheler, pleasure values, vital values, spiritual values, values of the holy
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.
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this is a module 4 lesson 2 in technology for teaching and learning 1 which present different educational sites and portals as well as digital tool that can be use by teacher.
Included in this slides are the steps in making an ePortfolio using a platform such as a google site. Another topic in this lesson is Gibb's reflective cycle
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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.
2. MODULE OUTCOMES
Described the community of learners as citizens
who share and utilize digital materials.
Practiced standard netiquette in sharing and
utilizing shared materials among learning
communities.
Identified examples of Intellectual Property Right in
educational setting.
Showed, given examples, and observed social,
ethical and legal responsibility in the use of
technology tools and resources.
3.
4.
5. LESSON OUTCOMES
Recognized the five tenets of global digital
citizenship and the 9 elements of digital
citizenship.
Compared and contrasted one’s role as a
citizen of a community and that of a digital
world.
Shared ways on how can observe social,
ethical, and legal responsibilities in the use of
technology tools and resources.
7. Digital Citizenship vs. Global
Citizenship
Global Citizenship
Sees the world as a
community in which
all people live and
prosper together.
Digital Citizenship
Adheres to guidelines
that govern the
ethical and
responsible use of
technology and acts
responsibly in all
relationships and
interaction in the
digital world.
8. Global digital citizen
Is a responsible, ethical citizen leveraging
technology to foster community on a global
scale through connection and compassion.
Understand that we can govern technology for
the benefit of both ourselves and others.
It is a citizen that views world as an
interconnected community.
10. Personal responsibility
Includes demonstrating how we manage
ourselves in matter such as personal finance,
ethical and moral boundaries, personal health
and wellness, and relationships of every kind,
both online or offline.
11. Global citizenship
Understand that technology has dissolved
boundaries between all the world’s
people.
We now communicate, collaborate and
celebrate across all levels of society.
This leads to cultivating understanding,
acceptance, compassion and humility.
12. Digital citizenship
Covers appropriate and exemplary
behavior in our online environments.
It’s about working towards making our
transparent digital world safe for ourselves
and others.
13. Altruistic service
Altruism defined as “having a selfless
concern for the well-being of others,”
The global digital citizens
acknowledge that they share this
world with many different people.
Include embracing the opportunity to
exercise charity and goodwill for the
benefits of others.
14. Environmental stewardship
This practice is all about common-sense values
and an appreciation for the beauty and majesty
that surround us every day.
Encourages every student o take a positive
stand on personal, local, regional, national and
international actions regarding the preservation
of what is essentially our “environmental
community”
15. Why do we need to be Global Digital
Citizens?
From Watanabe-Crockett (2017)
Personally, we face the daily possibility of online
fraud, identity theft, and online bullying.
Globally, even as technologically intertwined as
we are, there is also a level of disconnection in our
lives.
Altruistically, we have more means to help others.
Environmentally we continue to face growing
threats such as climate change, resource
depletion, industrial pollution, digital pollution and
more.
16. Elements of Digital Citizenship
(https://www.thinglink.com/scene/753442770672
156672 )
18. Reference
Bilbao, et.al. (2019). Technology for Teaching and
Learning 1. Quezon City, PH: Lorimar Publishing, Inc
http://www.digitalcitizenship.net/
http://www.eduscapes.com/sessions/socialtech/
Nine elements of digital citizenship in
https://www.youtube.com/watch?v=gYe11RNG-
tZU
