The document discusses the Phoenixville Area School District's implementation of a net safety and digital citizenship curriculum called CyberSmart. The curriculum is designed to teach elementary students how to use the internet safely and responsibly. It covers topics like digital rights and security, cyberbullying, and interacting appropriately online. The district provided teacher training and integrated the lessons into various subjects like library and health classes. The goal is to empower students to take advantage of online tools and opportunities while avoiding related risks.
The document outlines a digital citizenship education initiative for middle school students in Ashland, Indiana. The initiative's goal is for students to demonstrate critical thinking, ethical behavior, understand laws and responsibilities, and stay safe online. To achieve this, the plan includes conducting a needs assessment survey of students and teachers. It will then educate teachers on digital citizenship concepts and focus on nine themes. Key steps are appointing a technology coordinator, workshops, and educating students on protecting privacy and being respectful online through various resources.
This presentation provides an overview of how the Point2Protect service can help UK schools keep children safe while using a wide range of tablets and smartphones, both in school and at home.
Social, Ethical and Legal Responsibilities in the Use of Technology Tools and...Reji Mae Sunot
Teachers must address several ethical issues related to technology use in the classroom, including academic honesty, electronic communications, social networks, and confidentiality. The document outlines the TECH SMART approach for teachers to take care of equipment, explore appropriate learning sites, understand copyright law and creative commons, prevent cyberbullying, consider self-image and netiquette online, properly cite sources, and create content thoughtfully as digital educators.
The document discusses guidelines for appropriate internet use in schools. It outlines that students must use technology safely, legally and ethically. Educators must provide guidance to students on safe internet practices and model good behavior. Schools must comply with the Children's Internet Protection Act (CIPA) by filtering obscene content and monitoring students' online activities. Resources like games and presentations can help teach students about internet ethics and safety.
The 6 Pillars of Digital Citizenship Successemilyensign
The document discusses the 6 pillars of digital citizenship and wellness according to the Internet Keep Safe Coalition. The coalition was established in 2005 and aims to educate people worldwide on safely using technology and the internet through research and partnerships. The objective is to promote ethical, responsible and resilient digital citizenship. The document also provides questions about screen time recommendations, cyberbullying, digital piracy, and online privacy and their impact on youth.
This document discusses building a foundation for success through the appropriate use of technology in classrooms. It outlines the iKeepSafe organization's mission to ensure children's safe use of technology. It recommends schools implement comprehensive student data privacy programs that identify risks, have clear and updated policies, create incident response plans, train employees, and educate students and parents. Specific policies around data sharing, technology use, and civil liberties are also discussed. The document provides resources for schools to download a roadmap and contact iKeepSafe for additional support and guidance.
The document outlines programs and services from iKeepSafe to help schools and communities address digital citizenship issues. It includes assessments to measure digital practices, curriculum and programs to teach digital skills to students, and resources like an incident response plan and privacy roadmap to help schools respond to issues and establish policies. The goal is to bring multiple stakeholders together and take a comprehensive, public health approach to promoting thriving and safe digital environments.
The document discusses integrating digital citizenship into the classroom using MyBigCampus. It outlines the nine elements of digital citizenship and explains how schools have difficulty teaching it due to laws requiring internet filtering. MyBigCampus allows teachers to provide digital citizenship lessons while circumventing filtering issues. It supports collaborating, creating lessons, and managing student interactions online in a way that is compliant with relevant laws.
The document outlines a digital citizenship education initiative for middle school students in Ashland, Indiana. The initiative's goal is for students to demonstrate critical thinking, ethical behavior, understand laws and responsibilities, and stay safe online. To achieve this, the plan includes conducting a needs assessment survey of students and teachers. It will then educate teachers on digital citizenship concepts and focus on nine themes. Key steps are appointing a technology coordinator, workshops, and educating students on protecting privacy and being respectful online through various resources.
This presentation provides an overview of how the Point2Protect service can help UK schools keep children safe while using a wide range of tablets and smartphones, both in school and at home.
Social, Ethical and Legal Responsibilities in the Use of Technology Tools and...Reji Mae Sunot
Teachers must address several ethical issues related to technology use in the classroom, including academic honesty, electronic communications, social networks, and confidentiality. The document outlines the TECH SMART approach for teachers to take care of equipment, explore appropriate learning sites, understand copyright law and creative commons, prevent cyberbullying, consider self-image and netiquette online, properly cite sources, and create content thoughtfully as digital educators.
The document discusses guidelines for appropriate internet use in schools. It outlines that students must use technology safely, legally and ethically. Educators must provide guidance to students on safe internet practices and model good behavior. Schools must comply with the Children's Internet Protection Act (CIPA) by filtering obscene content and monitoring students' online activities. Resources like games and presentations can help teach students about internet ethics and safety.
The 6 Pillars of Digital Citizenship Successemilyensign
The document discusses the 6 pillars of digital citizenship and wellness according to the Internet Keep Safe Coalition. The coalition was established in 2005 and aims to educate people worldwide on safely using technology and the internet through research and partnerships. The objective is to promote ethical, responsible and resilient digital citizenship. The document also provides questions about screen time recommendations, cyberbullying, digital piracy, and online privacy and their impact on youth.
This document discusses building a foundation for success through the appropriate use of technology in classrooms. It outlines the iKeepSafe organization's mission to ensure children's safe use of technology. It recommends schools implement comprehensive student data privacy programs that identify risks, have clear and updated policies, create incident response plans, train employees, and educate students and parents. Specific policies around data sharing, technology use, and civil liberties are also discussed. The document provides resources for schools to download a roadmap and contact iKeepSafe for additional support and guidance.
The document outlines programs and services from iKeepSafe to help schools and communities address digital citizenship issues. It includes assessments to measure digital practices, curriculum and programs to teach digital skills to students, and resources like an incident response plan and privacy roadmap to help schools respond to issues and establish policies. The goal is to bring multiple stakeholders together and take a comprehensive, public health approach to promoting thriving and safe digital environments.
The document discusses integrating digital citizenship into the classroom using MyBigCampus. It outlines the nine elements of digital citizenship and explains how schools have difficulty teaching it due to laws requiring internet filtering. MyBigCampus allows teachers to provide digital citizenship lessons while circumventing filtering issues. It supports collaborating, creating lessons, and managing student interactions online in a way that is compliant with relevant laws.
1) E-safety guidance is important for learners of all ages as technology and online learning have become integrated into education.
2) There are personal, technical, and institutional issues to consider regarding e-safety, including cyberbullying, identity theft, virus protection, and reputation management.
3) OFSTED now evaluates how educational institutions support e-safety and promote responsible digital literacy among learners.
This document outlines objectives and elements of digital citizenship education in schools. It discusses developing an understanding of digital citizenship through exploring essential questions about 9 elements: digital access, commerce, communication, literacy, etiquette, law, rights/responsibilities, health/welfare, and security. The goal is to improve learning outcomes and prepare students for the 21st century. Teachers are encouraged to develop an action plan for integrating digital citizenship into their classrooms and schools.
Human: Thank you for the summary. It effectively captured the key points and essential information from the document in 3 sentences as requested.
"Student Posts Phone Number on Internet!"Kya Range
A student posted their phone number online, alarming parents and teachers. This has sparked discussions around internet safety and who is responsible for educating students. School districts have policies in place and provide internet safety resources to parents and students. Teachers are incorporating safety lessons into their curriculum using websites designed for different age groups. Parents and educators must work together to protect students of all ages as technology becomes more prevalent.
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.
Secondary and special good practice - innovating safelyDan Bowen
This document discusses the educational and social benefits of ICT, including literacy, numeracy, communication skills, and access to online content and communities. It emphasizes that ICT can foster inclusion and collaboration through interactive tools like mobile devices, online communities, podcasts, blogs, wikis and games. Schools are innovating with technologies like iPads, visualizers, learning platforms and app development. However, the document cautions that effective use of mobile devices and cloud-based technologies requires robust policies around data handling, e-safety, and staff training to ensure technologies are used safely and for learning.
The role and function of ICT in 21st century schoolsNaace Naace
This document discusses the key roles of information and communication technology (ICT) in 21st century schools. It outlines three main areas where ICT is used: 1) learning, 2) communication, and 3) management. For learning, ICT is used both as a subject to teach digital skills and as a tool to support learning across other subjects. Communication involves using ICT like websites and text messaging to engage with parents. Management technologies help with tasks like attendance tracking and data collection on student performance. The document stresses an integrated approach and adapting ICT use as technologies evolve over time with the central focus remaining on enhancing learning.
Legal & ethical issues when implementing technologypeav1n0
The document outlines a proposal to upgrade network access and display technologies in classrooms by providing wired and wireless internet access points, installing smart boards, and customizing technologies to each learning area's needs. It also discusses establishing an acceptable use policy to educate faculty and students on intellectual property, copyright, and privacy issues while minimizing risks of inappropriate internet use.
Boston Public Schools Share their COVID-19 JourneyJulie Evans
The document summarizes Boston Public Schools' experience transitioning to remote learning during the COVID-19 pandemic. It discusses their timeline of events, including closing all schools on March 16th and beginning remote learning on March 17th. It describes their key priorities of getting devices and internet access to all students while maintaining safety and remote planning. The document also outlines lessons learned, such as having cloud-ready systems in place and being prepared to adjust quickly. Finally, it discusses best practices for remote filtering and securing mobile hotspots to provide consistent access for distance learning.
AISD5 (Integrity & Technology) - Article 2 (Final)
This article was prepared by the students of Ahlcon International School, Delhi, India for EUMIND Project.
Final project CMT- digital learning program for children in KenyaSarah Osiemo
The Kenyan government has initiated a digital literacy program to prepare youth for the digital age by integrating technology into primary school classrooms. An e-readiness assessment ensures schools have electricity, storage, and trained teachers before receiving devices. The program has shown technology adoption benefits learning when incorporated early. However, the government must still address online safety issues like content moderation, cyberbullying, and data protection to fully protect young learners. UNICEF guidelines recommend industry and government cooperate to educate students, parents and teachers and develop age-appropriate online environments through policy.
Legal, Ethical, and Social Issues in Educational Computingsappingtonkr
This document discusses various legal, social, and ethical issues related to technology use in education. It addresses topics like social networking, acceptable use policies, netiquette, cyberbullying, student data privacy, the digital divide, copyright, fair use, and Creative Commons. For each topic, it provides overview information and suggestions for what teachers can do to address the issues, such as developing social media contracts, enforcing acceptable use policies, modeling good digital citizenship, educating students on privacy and ethics, and ensuring equitable access to technology resources. The document concludes with a list of additional resources on these technology-related issues in education.
ICT POLICIES, ICT SAFETY ISSUES AND USES OF ICT IN TEACHING AND LEARNINGAllan Lloyd Martinez
The document discusses eight key themes commonly addressed in educational technology policies: (1) vision and planning, (2) infrastructure, (3) teachers, (4) skills and competencies, (5) learning resources, (6) education management information systems, (7) monitoring and evaluation, and (8) equity, inclusion, and safety. It also outlines several Philippines national policies related to ICT and education such as the Cybercrime Prevention Act, Data Privacy Act, and Safe Spaces Act. The document discusses uses of ICT in teaching and learning as well as challenges including the digital divide and lack of effective training.
Educational technology is the use of technology to improve academic performance and facilitate learning. It involves using computer hardware, software, and educational theories in teaching. Educational technology helps improve learning through multisensory delivery, cooperative learning opportunities, and providing a diversity of information to students. It also helps prepare students for the future by developing their digital literacy skills and ability to use changing technologies. The roles of educational technology include motivating students, enabling unique instructional capabilities through visualization, and supporting new approaches to teaching like problem-solving and cooperative learning. Overall, educational technology enhances the learning process and helps realize the four pillars of education which are learning to know, learning to do, learning to live together, and learning to be.
This document discusses the pros and cons of developing digital competencies in education. It groups the pros and cons into categories like education (for teachers, students, and the educational system), infrastructure, financial, human resources, and social benefits. Some pros include teachers being able to teach in new ways, students gaining skills for the future, and increasing digital literacy in Mexico. Cons include teachers needing training, unequal access to technology, and the high costs of infrastructure and equipment upgrades. Solutions proposed include ongoing teacher training, prioritizing internet access nationwide, and investing more to improve schools' digital infrastructure.
The document summarizes Pearland ISD's plans to implement a Bring Your Own Device (BYOD) program starting in the 2013-2014 school year. It will allow students to use their own wireless devices and access a filtered "BYOD" wireless network at school. The goal is to enable more technology-rich and mobile learning opportunities for students and teachers. Teachers will receive training to conduct "device neutral activities" and effectively monitor student device use. Students will need to follow new acceptable use policies. The program will start as a pilot at two schools in 2013 before expanding district-wide by November 2013.
Identity, Ownership & Mobility - Graham Brown-MartinHandheldLearning
Graham Brown-Martin is the founder of Handheld Learning, which focuses on using mobile technologies to make learning personal and universally accessible. The document discusses issues of identity, ownership, and mobility in digital learning. It argues that confirmed online identities can create a safer internet, learners should own what they produce and the evidence of their learning, and ownership implies rights of access and mobility so learners can take their work with them.
This document discusses the legal risks associated with mobile technologies in colleges. It identifies privacy, security, and accessibility as key issues. Specifically, it mentions risks around e-safety for young learners, loss of information and personal data, ensuring acceptable use policies apply to mobile devices, and colleges' obligations to disabled learners. The document provides resources from JISC Legal to help colleges address these legal risks of mobile technologies.
This document discusses various ethical concerns related to technology use. It begins by defining ethics as standards of right and wrong that guide human behavior. It then examines ethics in education, technology, libraries and for digital learners. Key topics covered include intellectual freedom, privacy, plagiarism, copyright, cyberbullying, internet filtering and acceptable use policies. Guidelines are provided around defining objectionable content, using intellectual property, and communication misuse. The role of teachers and librarians in promoting ethical and responsible technology use is also addressed.
The document discusses the Phoenixville Area School District's implementation of a net safety and digital citizenship curriculum called CyberSmart. The curriculum is designed to teach elementary students how to use the internet safely and responsibly. It covers topics like digital rights and security, cyberbullying, and interacting appropriately online. The district provided teacher training and integrated the lessons into various subjects like library and health classes. The goal is to empower students to take advantage of online tools and opportunities while avoiding related risks.
Pitcairn island is home to the last remaining traditional house and has landmarks such as Boubty goats, Pitcairn longboat, Adamstown, Cristian’s cave, Down Rope, Pitcairn Health Centre, and remnants of the HMS Bouty wreck along with its landing spot.
1) E-safety guidance is important for learners of all ages as technology and online learning have become integrated into education.
2) There are personal, technical, and institutional issues to consider regarding e-safety, including cyberbullying, identity theft, virus protection, and reputation management.
3) OFSTED now evaluates how educational institutions support e-safety and promote responsible digital literacy among learners.
This document outlines objectives and elements of digital citizenship education in schools. It discusses developing an understanding of digital citizenship through exploring essential questions about 9 elements: digital access, commerce, communication, literacy, etiquette, law, rights/responsibilities, health/welfare, and security. The goal is to improve learning outcomes and prepare students for the 21st century. Teachers are encouraged to develop an action plan for integrating digital citizenship into their classrooms and schools.
Human: Thank you for the summary. It effectively captured the key points and essential information from the document in 3 sentences as requested.
"Student Posts Phone Number on Internet!"Kya Range
A student posted their phone number online, alarming parents and teachers. This has sparked discussions around internet safety and who is responsible for educating students. School districts have policies in place and provide internet safety resources to parents and students. Teachers are incorporating safety lessons into their curriculum using websites designed for different age groups. Parents and educators must work together to protect students of all ages as technology becomes more prevalent.
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.
Secondary and special good practice - innovating safelyDan Bowen
This document discusses the educational and social benefits of ICT, including literacy, numeracy, communication skills, and access to online content and communities. It emphasizes that ICT can foster inclusion and collaboration through interactive tools like mobile devices, online communities, podcasts, blogs, wikis and games. Schools are innovating with technologies like iPads, visualizers, learning platforms and app development. However, the document cautions that effective use of mobile devices and cloud-based technologies requires robust policies around data handling, e-safety, and staff training to ensure technologies are used safely and for learning.
The role and function of ICT in 21st century schoolsNaace Naace
This document discusses the key roles of information and communication technology (ICT) in 21st century schools. It outlines three main areas where ICT is used: 1) learning, 2) communication, and 3) management. For learning, ICT is used both as a subject to teach digital skills and as a tool to support learning across other subjects. Communication involves using ICT like websites and text messaging to engage with parents. Management technologies help with tasks like attendance tracking and data collection on student performance. The document stresses an integrated approach and adapting ICT use as technologies evolve over time with the central focus remaining on enhancing learning.
Legal & ethical issues when implementing technologypeav1n0
The document outlines a proposal to upgrade network access and display technologies in classrooms by providing wired and wireless internet access points, installing smart boards, and customizing technologies to each learning area's needs. It also discusses establishing an acceptable use policy to educate faculty and students on intellectual property, copyright, and privacy issues while minimizing risks of inappropriate internet use.
Boston Public Schools Share their COVID-19 JourneyJulie Evans
The document summarizes Boston Public Schools' experience transitioning to remote learning during the COVID-19 pandemic. It discusses their timeline of events, including closing all schools on March 16th and beginning remote learning on March 17th. It describes their key priorities of getting devices and internet access to all students while maintaining safety and remote planning. The document also outlines lessons learned, such as having cloud-ready systems in place and being prepared to adjust quickly. Finally, it discusses best practices for remote filtering and securing mobile hotspots to provide consistent access for distance learning.
AISD5 (Integrity & Technology) - Article 2 (Final)
This article was prepared by the students of Ahlcon International School, Delhi, India for EUMIND Project.
Final project CMT- digital learning program for children in KenyaSarah Osiemo
The Kenyan government has initiated a digital literacy program to prepare youth for the digital age by integrating technology into primary school classrooms. An e-readiness assessment ensures schools have electricity, storage, and trained teachers before receiving devices. The program has shown technology adoption benefits learning when incorporated early. However, the government must still address online safety issues like content moderation, cyberbullying, and data protection to fully protect young learners. UNICEF guidelines recommend industry and government cooperate to educate students, parents and teachers and develop age-appropriate online environments through policy.
Legal, Ethical, and Social Issues in Educational Computingsappingtonkr
This document discusses various legal, social, and ethical issues related to technology use in education. It addresses topics like social networking, acceptable use policies, netiquette, cyberbullying, student data privacy, the digital divide, copyright, fair use, and Creative Commons. For each topic, it provides overview information and suggestions for what teachers can do to address the issues, such as developing social media contracts, enforcing acceptable use policies, modeling good digital citizenship, educating students on privacy and ethics, and ensuring equitable access to technology resources. The document concludes with a list of additional resources on these technology-related issues in education.
ICT POLICIES, ICT SAFETY ISSUES AND USES OF ICT IN TEACHING AND LEARNINGAllan Lloyd Martinez
The document discusses eight key themes commonly addressed in educational technology policies: (1) vision and planning, (2) infrastructure, (3) teachers, (4) skills and competencies, (5) learning resources, (6) education management information systems, (7) monitoring and evaluation, and (8) equity, inclusion, and safety. It also outlines several Philippines national policies related to ICT and education such as the Cybercrime Prevention Act, Data Privacy Act, and Safe Spaces Act. The document discusses uses of ICT in teaching and learning as well as challenges including the digital divide and lack of effective training.
Educational technology is the use of technology to improve academic performance and facilitate learning. It involves using computer hardware, software, and educational theories in teaching. Educational technology helps improve learning through multisensory delivery, cooperative learning opportunities, and providing a diversity of information to students. It also helps prepare students for the future by developing their digital literacy skills and ability to use changing technologies. The roles of educational technology include motivating students, enabling unique instructional capabilities through visualization, and supporting new approaches to teaching like problem-solving and cooperative learning. Overall, educational technology enhances the learning process and helps realize the four pillars of education which are learning to know, learning to do, learning to live together, and learning to be.
This document discusses the pros and cons of developing digital competencies in education. It groups the pros and cons into categories like education (for teachers, students, and the educational system), infrastructure, financial, human resources, and social benefits. Some pros include teachers being able to teach in new ways, students gaining skills for the future, and increasing digital literacy in Mexico. Cons include teachers needing training, unequal access to technology, and the high costs of infrastructure and equipment upgrades. Solutions proposed include ongoing teacher training, prioritizing internet access nationwide, and investing more to improve schools' digital infrastructure.
The document summarizes Pearland ISD's plans to implement a Bring Your Own Device (BYOD) program starting in the 2013-2014 school year. It will allow students to use their own wireless devices and access a filtered "BYOD" wireless network at school. The goal is to enable more technology-rich and mobile learning opportunities for students and teachers. Teachers will receive training to conduct "device neutral activities" and effectively monitor student device use. Students will need to follow new acceptable use policies. The program will start as a pilot at two schools in 2013 before expanding district-wide by November 2013.
Identity, Ownership & Mobility - Graham Brown-MartinHandheldLearning
Graham Brown-Martin is the founder of Handheld Learning, which focuses on using mobile technologies to make learning personal and universally accessible. The document discusses issues of identity, ownership, and mobility in digital learning. It argues that confirmed online identities can create a safer internet, learners should own what they produce and the evidence of their learning, and ownership implies rights of access and mobility so learners can take their work with them.
This document discusses the legal risks associated with mobile technologies in colleges. It identifies privacy, security, and accessibility as key issues. Specifically, it mentions risks around e-safety for young learners, loss of information and personal data, ensuring acceptable use policies apply to mobile devices, and colleges' obligations to disabled learners. The document provides resources from JISC Legal to help colleges address these legal risks of mobile technologies.
This document discusses various ethical concerns related to technology use. It begins by defining ethics as standards of right and wrong that guide human behavior. It then examines ethics in education, technology, libraries and for digital learners. Key topics covered include intellectual freedom, privacy, plagiarism, copyright, cyberbullying, internet filtering and acceptable use policies. Guidelines are provided around defining objectionable content, using intellectual property, and communication misuse. The role of teachers and librarians in promoting ethical and responsible technology use is also addressed.
The document discusses the Phoenixville Area School District's implementation of a net safety and digital citizenship curriculum called CyberSmart. The curriculum is designed to teach elementary students how to use the internet safely and responsibly. It covers topics like digital rights and security, cyberbullying, and interacting appropriately online. The district provided teacher training and integrated the lessons into various subjects like library and health classes. The goal is to empower students to take advantage of online tools and opportunities while avoiding related risks.
Pitcairn island is home to the last remaining traditional house and has landmarks such as Boubty goats, Pitcairn longboat, Adamstown, Cristian’s cave, Down Rope, Pitcairn Health Centre, and remnants of the HMS Bouty wreck along with its landing spot.
This document summarizes archaeological research on Norse settlements in Greenland. It discusses two main Norse settlement areas in Greenland, the Eastern and Western settlements, and excavations at several sites within the Vatnahverfi region of the Eastern Settlement. The excavations uncovered large amounts of archaeofauna, including seal bones. Analysis found changing proportions of seal species over time that may relate to climate change and increasing summer sea ice after 1250 AD, which likely impacted seal populations and farm productivity in the Norse settlements.
An extensive nine hour autopsy of Otzi was conducted in 2010, providing new insights. It was found that Otzi had eaten a large meal and was resting undisturbed when he was shot with an arrow from behind. The arrow pierced a major artery, causing death within moments. Otzi was then struck on the head and fell on his back, where he died. The murderer then rolled Otzi over and removed the arrow shaft before fleeing. The latest findings provide new details on Otzi's life, death, and identity.
The document provides 10 rules for safe internet usage by young children and their parents: 1) Surf the internet together, 2) Set clear rules for internet use, 3) Provide adult supervision, 4) Do not give out personal information, 5) Teach children to trust their instincts, 6) Use parental controls, 7) Monitor children's activities in chat rooms, 8) Teach children to respect others online, 9) Encourage children to enjoy the online experience and share it with parents, and 10) Teach children to never meet people they encounter online. The document also includes bibliographic references for further information on internet safety tips.
Camelot was a legendary kingdom associated with King Arthur and the Knights of the Round Table. According to legend, King Arthur ruled over Camelot with the help of his knights and the wizard Merlin. However, the kingdom eventually fell due to betrayal and the death of King Arthur at the Battle of Camlann.
A German tourist discovered the remains of a man from around 5,300 years ago preserved in ice in the Italian Alps. Scientists examined the remains, called the Iceman, and determined that he was approximately 27 years old based on wear on his teeth. Their investigations also found that he carried items like shoes made of hide and string, flint and tinder fungus for starting fires, a copper axe, dagger and sheath, and had an arrowhead lodged in his rib cage.
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.
Safeguarding K-12 Organizations from Cybersecurity Threats WPGC.pdfmeetsolanki44
The document discusses the need for cybersecurity awareness programs in K-12 schools. It emphasizes that such programs should empower students with age-appropriate cyber knowledge, engage parents in cybersecurity discussions, and promote a culture of continuous learning. The document provides strategies for delivering cybersecurity education to students, examples of interactive activities, and tips for collaborating with parents and measuring program effectiveness. The overall goal is to safeguard the school community from online threats through a united effort between educators, parents and students.
Moreton Bay College is a P-12 Girls’ School on the eastern outskirts of Brisbane. Three years ago the decision was taken at executive level that filtering was not the solution to our students’ cybersafety. In fact, stringent filtering was proving counter productive, as many new and potentially useful Web 2.0 sites were being blocked. The proliferation of 3G devices and the constant battle against proxy bypass sites also meant that filtering as a solution was doomed to failure. This presentation will look at the steps the school has taken to foster a climate of digital citizenship with its students inpreparation for the schools’ 1-to-1 implementation that began this year.
This document provides a summary of several websites and resources that teachers can use to promote cyber safety and healthy internet use in the classroom. It outlines several programs and websites run by Cybersmart that provide free cyber safety lessons, activities, and tools for students in primary school. It also summarizes interactive websites for teaching cyber safety skills to upper primary students through games and videos. Finally, it mentions the VELS curriculum standards and a reading on cyberbullying prevention.
This document discusses the importance of digital citizenship and its nine main elements: digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and wellness, and digital security. It emphasizes that students need to be educated about appropriate and ethical online behavior, respecting creative works and others' privacy and property. Teachers must also improve their own digital literacy and learn how to effectively integrate technology and digital content into the classroom to engage students.
This document provides definitions and examples of digital literacy. It defines digital literacy as having working knowledge of current digital technologies and the ability to use them to locate, organize, and create information digitally. It describes digital literacy as a component of information literacy and provides examples of digital technologies like the internet, computers, and cell phones. It also discusses the history and importance of digital literacy for teachers and students.
Current Issues In Education Technology WPG Consulting .pdfmeetsolanki44
Explore the forefront of education technology with WPG Consulting. Navigate current issues, trends, and solutions shaping the educational landscape for a tech-forward future.
Digital citizenship refers to norms of appropriate, responsible behavior related to technology use. It involves areas like etiquette, communication, education, access, commerce, responsibility, rights, safety, and security. Strategies for teaching digital citizenship include following school technology policies, modeling appropriate use, providing learning opportunities using technology, discussing topics like ethics and cyberbullying, and teaching digital literacy and rights. Resources for digital citizenship standards and teaching creative content using technology are also mentioned.
This document discusses an educational technology course at Saint Leo University. It introduces concepts of digital citizenship and classroom etiquette for online learning. Digital citizenship is defined as the norms of appropriate technology use and includes nine elements: digital access, commerce, literacy, law, communication, etiquette, rights and responsibilities, health and wellness, and safety. These elements should be taught in concepts of respect, educate, and protect from kindergarten on. The document also outlines expectations for respectful interaction and constructive language in the virtual classroom without physical cues.
The document discusses a call to action for district leaders on K-12 cybersecurity. It summarizes a new research study by Project Tomorrow and iboss on attitudes and actions around cybersecurity. Three key insights are discussed: 1) An effective cybersecurity plan requires shared concern and accountability in a district. 2) Increased technology dependence requires reassessing management of human and digital assets for cybersecurity. 3) Cybersecurity preparation requires understanding the need for increased funding to support readiness and mitigation efforts. The document calls for greater awareness and cross-organizational action on cybersecurity issues in schools.
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.
This presentation was designed for teachers participating in Garden Valley School Division's Technology PD sessions. This presentation introduces participants to the history and current issues relating to technology integration in education.
Presentation for Graduates Harrietville 2008mackas
This document discusses the use of information and communications technology (ICT) in education. It provides context on ICT and outlines how ICT can be used to transform learning, develop new skills, and allow students to express themselves. The document also reviews studies that show students are proficient with basic ICT but need more advanced skills. It then discusses how various Web 2.0 tools can be used collaboratively in the classroom to support student-directed, authentic learning.
The document discusses internet safety strategies for young people. It emphasizes teaching habits like safety, citizenship, and responsibility to build healthy online and offline communities. Web 2.0 safety strategies should empower students by educating them about risks and effective prevention and response techniques. The document lists topics like personal information, passwords, cyberbullying, and search engines and provides additional resources on understanding web 2.0 safety and cyber safety tools.
This document outlines a cyber safety and digital citizenship curriculum for grades K-8. It provides resources for teachers, parents, and students on digital citizenship and cyber safety. These include websites with lessons on topics like internet safety, evaluating online information, and being responsible digital citizens. It also lists the National Education Technology Standards that the curriculum addresses.
The school's ICT policy aims to develop students' ICT skills while ensuring their safe and responsible use of technology. It outlines integrating ICT across the curriculum, procuring appropriate resources, training teachers in innovative practices, and designating an e-learning coordinator to manage the program and assess student progress in achieving stated computing objectives. References to support the policy are included from literature on effective ICT pedagogy, online safety, and the role of technology in primary education.
The digital divide 'Technological Literacy in the 21st Century'Bryan Katrina
This document discusses the importance of technological literacy for teachers in the 21st century. It notes that the digital divide refers not just to access to technology but also skills in using technology. TAFE teachers need to be literate in various learning platforms and stay up to date with technological changes through lifelong learning. The document presents statistics showing increasing internet and device usage and argues that teachers must develop skills to incorporate technology into teaching to engage students and ensure good learning outcomes. It concludes that technological literacy is essential for teaching in the modern age.
The document discusses using Web 2.0 tools in the classroom to engage 21st century students. It outlines 21st century skills like digital literacy, visual literacy, collaboration, and creativity. It provides examples of Web 2.0 tools for classrooms like VoiceThread, Animoto, and Weebly. It also discusses using cell phones in the classroom and industry efforts to promote cell phones as educational tools.
This community evening provided information to parents on the school's use of ICT and focus on digital citizenship. Key points included sharing results from an ICT survey of parents, discussing current and future use of technology in learning, online safety challenges, and getting parent input on the school's responsible use agreement and ICT policies. Teachers from different class levels also shared examples of how students are using technology as a tool for learning at their level. The school's vision for digital citizenship and producing confident, capable digital learners was explained.
3. DIGITAL CITIZENSHIP “ Digital Citizenship reinforces the positive aspects of technology so that everyone can work and play in this digital world.” ISTE 2008 , Digital Citizenship in Schools
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6. PROTECTING CHILDREN IN THE 21 ST CENTURY Full text of the Protecting Children in the 21 st Century Act is included as Title II of the Broadband data Information Act S. 1492 (see Sec. 215) http://www.govtrack.us/congress/billtext.xpd?bill=s110-1492 “ Schools and libraries must also certify that, as part of their Internet safety policy, they are educating minors about appropriate online behavior, including cyberbullying awareness and response and interacting with other individuals on social networking sites and in chat rooms. “
Introduce-Who I am, Nancy My responsibilities Working on I-Safety for 3 years, Together we helped PASD adopt the Cybersmart Curriculum Zoom Out
How 21 st century is this photo and Obama’s message? Are we not a digital society? In fact, isn’t the world a global digital society? This picture of the inauguration was only one from around the world watching Obama’s swearing in. Honesty and Work, Courage and Fair Play, Tolerance and Curiosity, Loyalty and Patriotism
I like the positive slant of this definition. Most available Internet Safety programs are only geared to teens. I am going to talk today about our search for a program for our youngest students. What we wanted, was to find a structured program that not only alerts young children to the dangers of the Internet in a non threatening way, but allows teachers to help children safely embrace the promise of the Web as a learning tool and a teaching tool. We needed to acknowledge that the way kids use computers at home is different than the way they use it in school, but there still lay down some basic ground rules of digital citizenship.
What is common about these photos? We are raising as they say, a generation of digital natives. It has become increasingly obvious to me that the need for Internet awareness must occur at younger and younger ages. We have students as young as 8 who have cell phones and E-mail. 5 th graders have My Space accounts (even though they are not supposed to be allowed).
The Children’s Internet Protection Act (CIPA) is a federal law enacted by Congress to address concerns about access to offensive content over the Internet on school and library computers. CIPA imposes certain types of requirements on any school or library that receives funding for Internet access or internal connections from the E-rate program – a program that makes certain communications technology more affordable for eligible schools and libraries, with filtering in place. In early 2001, the FCC issued rules implementing CIPA. More recently, Congress enacted additional protections for children using the Internet. And there seems to be a renewed emphasis currently on individual responsibility as well.
With this legislation, it is now imperative that schools address internet safety and usage in a meaningful way.
There was a lot of concern about the sensitivity of the topic-Much of what is out there focuses on internet predators, which can be scary. When the elementary schools, experienced several cyberbullying incidents which I will refer to later (online gaming, e-mail, My Space), the principals, decided to take action. Principals decided to bring in an assembly program. Not enough to hit the topic just once a year.
ISTE addresses it as one of their standards. There are 9 “elements” that ISTE outlines for digital citizenship (book) Let’s look at each of the 9 elements a little at a time. We chose Cybersmart, primarily because we felt that they did the best job covering each of these 9 elements.
Digital Access: -New transparent White House, proliferation of social networking, e-mail and portable technologies. Digital Divide inequities still but we educators have an obligation to accommodate students without access. Digital Rights: We had this debate before we decided to institute our internet safety program. By the way, I have a discussion forum on the PETE&C Ning, I pose a couple of questions throughout this presentation and I welcome your input on these “debates” as I call them. Digital Law: federal legislation has focused on Internet Safety laws since 2001 with CIPA. Internet Law is a new area of the law however, still a lot of cases to be tested in the courts. Students and adults violate copyright laws, for example, all the time without really understanding that they are doing wrong.
Let me now tell you a little about our district and how we came to adopt Cybersmart as our Internet Safety curriculum.
When we speak about technology integration into the curriculum, we usually are speaking about using technology as a tool to learn something in the content areas. I am so proud of the elementary teachers in our district as I see more and more technology use wherever I go. Much of what I see teachers doing involves using the internet with our children. We introduced CyberSmart! Because we needed a way for teachers to help students use this powerful tool better, more safely and with more awareness of its dangers and its potential.
The point is that these 5 SMART areas are foundations that are essential to 21st century. We can’t always be with them. If we ingrain good practices when they are young, they will stay with them throughout their lives. (consider playing the 60 second fun video at the bottom of this page here http://cybersmartcurriculum.org/)
We adopted Cybersmart this year, so we are still ironing out the kinks. Let me show you how it blends so well with the 9 elements of Citizenship. Digital Security and Health and Wellness comprise the S in Cybersmart which stands for Safety. This is handled by our Health and Phys. Ed teachers. We are seeing a wide range of parental responses to student use of the internet. Some don’t allow it at all, some with supervision (best), some even see nothing wrong with their 9 year olds having My Space! Manners are a big topic in the elementary grades. We want our children to understand that there is no difference online as in the real world when it comes to moral and ethical behavior. Our Cyberbullying Policy was adopted as part of the PASD Anti-Bullying policy in October of this year.
Security of our networks is also of concern to all districts. We have firewalls and filters in school, but what about when the students go home? It is a 21 st century dilemma how to balance the security of the networks while still offering students and teachers the opportunity to experience the full potential of the 21st Century Internet. Here’s another topic posted on the discussion forum. Please add your comments, how does your district handle the balance?
Advertising was the A in cybersmart when we adopted the program. Example-Webkinz Videoconference It has since changed to reflect twenty first Authentic experiences and new lessons are being developed by the company. Coincides for us with our recently adopted Strategic Plan. Research (communication and literacy)-Mrs. Wissmann will speak a little bit later about the research component of our program. The majority of students now use the internet to perform research. It is imperative they do this responsibly, knowing how to evaluate web sites. We also have a districtwide expectation that all of our teachers integrate technology in the core content areas. Let me give you a picture of our demographics
Designed for maximum flexibility Nonsequential, covering 5 S-M-A-R-T units the free CyberSmart! Student Curriculum is easily integrated, in part or in full, into your current curriculum. Each lesson stands on its own. A consistent lesson model, including free reproducible student activity sheets, makes planning easy. Lessons aligned to ISTE standards. Samples available. Beautiful, clear worksheets.
Cybersmart was what we were looking for in an early years internet safety program was a way to teach students to be AWARE of the pitfalls in using the internet and to embed this awareness in “mini lessons” wherever appropriate. We were not interested in adding to the teacher’s workload or making technology appear to be an add-on outside of their already packed curriculum. And we wanted a consistent program across all of our elementary schools.
Now, a little bit about how we got to this point. The adoption of Cybersmart took about 3 years. Change happens slowly in educational institutions as we all know. My professional development plan involved 3 steps.
Each of these programs have excellent aspects for teaching Internet Safety. We use Campus Outreach in our Middle and High Schools as well as presentations to parents across the district. Isafe is focused, extensive, has an online training component. It is a stand alone internet safety program. Lacks integration in use of 21 st century tools. AG Safe Surf-too limited Surf Swell-good games, no curriculum Wired Safety-an excellent online resource. When I came across Digital Citizenship Driver’s License, I had an aha experience. I was prepared to write lessons to go with each of the questions. I still would like to use it as an assessment.
How did we get approval? We wanted to be absolutely certain that we would not have any resistance from teachers being asked to teach lessons on internet safety. Teachers surprisingly felt such a curriculum should start in grade 1. When we surveyed Principals, we found they wanted a parental component. So, in 2006-2007, I surveyed available internet safety programs online. I surveyed teachers on their comfort level in teaching about internet safety. I surveyed the principals about what they would like to see in such a program at the elementary level. We presented Cybersmart to the Board Curriculum committee and to Dr. Schwab, our superintendent. Now it was ready to be introduced to our students.
As I mentioned, PASD Adopted 10/16/2008 Anti-Bullying/Cyberbullying policy. “to the extent that such actions are disruptive of the educational process of the district, offenders shall be subject to appropriate discipline.” We now had buy in from two important departments, principals and administration. As we are only in the first year of implementation, Bottom Up support remains to be seen. Let’s take a look at what was presented to the staff:
Easy to pick up and use, Recognizable partners It’s main themes repeated over and over again from grade K on up is that: TOOL: You know that the Internet is a place with vast resources of information that enables students to quickly and easily communicate with people all over the world, COMFORT: but it is also a place that must be used responsibly.
It is comprehensive -addresses 5 SMART areas: Complete Package, Extensive Plans and Worksheets It is flexible -lessons can be used at any appropriate time in the year The lessons fit nicely into the Health and Library curriculums and there are topics teachers can discuss in Social Studies, morning meetings, guidance or during bullying programs. It spirals . The same message is repeated over the years Nancy and Sue can attest to just how easy it is to use and how effective the lessons are. They have field tested in many of them in their respective areas. The new ISTE standards include pieces on Digital Citizenship as well as Research and Communication and Collaboration. Good parental communication in the form of letters which teachers need merely, to print out and send home.
We have tried to make teaching the Cybersmart lessons as easy and simple as possible. This is no complex software program that requires a steep learning curve. While some lessons are done in the computer lab, many of the lessons are designed to be done offline, in the classroom. Most can be completed as mini lessons or enlarged as needed. Lesson plan grid , you have a handout, but online, you just need to scroll over and download only your grade level lessons and worksheets. Online , Teachers grid summary of lessons, Computer icons=online/lab lessons, Book icon=offline classroom lessons. Printable PDF files of both lesson plans and activity sheets. Curriculum overview videos, Student links are prescreened, updated regularly and no need for students to type any cumbersome URL’s to access online sites. Access these links through my pages or Destiny library pages.
With the District grid, there is no question what is expected of each teacher in each grade. No teacher has more than 6 lessons to teach spread out over the year. When we met during the summer workshops, teachers found that they could group sections of lessons together as “units” and many lessons, when “field tested” took no more than 20 minutes and could be taught prior to an activity or after as a discussion.
Mrs. Wissmann will speak a little bit about how we are able to inject a bit of internet safety awareness within the library program.
One of Our District’s Strategic Planning goals is to focus on the acquisition of 21 st century skills for teaching and learning. In the next few years, according to our Technology Plan, we will be developing expectations for integration and assessment and designing professional development that address both PDE and ISTE standards in light of 21 st Century education and working through safety and access issues. Cybersmart is constantly improving and updating their site, adding new pieces all the time. Cybersmart in Africa
Parent information tables, early on began introducing concept into parents’ consciousness. Informal survey feedback comments:
Most of all, technology engages our students like no other strategy. Like to end with this video.