This document provides an overview of a professional development session on promoting and modeling digital citizenship and responsibility. The session introduces the ISTE technology standard on this topic, demonstrates relevant tech tools, and provides support materials and resources. It discusses digital citizenship elements like access, commerce, literacy, etiquette, rights and responsibilities, security, health and wellness, law, and communication. Examples are given of how teachers can integrate these elements into regular lessons using websites and Web 2.0 tools like StoryBird, Voki, warning sign generators, and Animoto. Attendees are encouraged to develop their own technology-infused lessons and activities.
Intellectual Property Rights on the Development and Use of Digital MaterialsIra Sagu
this slides includes different intellectual works and guidelines on online use of copyright materials. it also presented various example that differ between copyright infringement and plagiarism. This lesson is the last topic in Technology for Teaching and Learning 1.
Intellectual Property Rights on the Development and Use of Digital MaterialsIra Sagu
this slides includes different intellectual works and guidelines on online use of copyright materials. it also presented various example that differ between copyright infringement and plagiarism. This lesson is the last topic in Technology for Teaching and Learning 1.
A presentation by Eileen Buhr about teaching digital citizenship skills to elementary school students. It summarizes a webinar by Craig Badura, while also providing a brief rationale for teaching digital citizenship, an outline of topics to cover, and links to a variety of other resources.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. This session
• Who I am
• Overview of this ISTE-T Standard
• Introduction to and demonstration of tech
tools that can be used to address this
standard
• Support materials and resources
3. Today’s Notes and Other Info
Technology resource for
Lincoln Public Schools faculty;
http://tech-standards-lps.wikispaces.com
Learning.com created this wiki to provide
faculty with access to resources
demonstrated and discussed today.
4. Just to think about during
these two PD days….
What does it mean to
teach in the 21st Century?
YouTube Video
5. Before we begin!
Collaborative Discussion Board Set-up
Ideally this workshop would be largely hands-on but due to
the logistics of the day, computers are not available for
every staff member to use to participate.
So.....we will model a way to have you (your students) post
your ideas/thoughts about our topics anonymously using
the free web2 tool corkboard.me and your smart
phone, tablet or laptop.
Just put this URL in your browser:
http://corkboard.me/Wc0UVALK5K
6. Essential Question:
What Does It Mean
To Be
A
Digital Citizen?
http://www.flickr.com/photos/fotochronicle/4474503647/
7. Standard: Promoting and Modeling
Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities
in an evolving digital culture and exhibit legal and ethical behavior in
• their professional practices.
Advocate, model, and teach safe, legal, and ethical use of digital
information and technology, including respect for copyright, intellectual
• property, and the appropriate documentation of sources
Address the diverse needs of all learners by using learner-centered
strategies providing equitable access to appropriate digital tools and
• resources
Promote and model digital etiquette and responsible social interactions
• related to the use of technology and information
Develop and model cultural understanding and global awareness by
engaging with colleagues and students of other cultures using digital age
communication and collaboration tools
11. Why Teach Digital Citizenship?
It keeps children safe.
Keeping children safe and secure is a top
priority whether in the virtual world or not.
12. Why Teach Digital Citizenship?
It fosters important, time-honoured ethical beliefs and
character values such as
Respect, Kindness, Compassion, Virtue.
13. Why Teach Digital Citizenship?
It allows children to take their place as contributors
in the 21st century global community.
14. Why Teach Digital Citizenship?
It empowers children to learn with others and to
take advantage of the wealth of powerful web
resources and new technologies.
15. Why Teach Digital Citizenship?
It develops creativity and critical thinking skills
that will become increasingly important in an
ever changing, technology-rich world.
https://learn-the-ropes.wikispaces.com/For+Educators...Resources
16. As a teacher, are there
obstacles that you foresee
in teaching digital
citizenship?
What might they be?
go to
17. The 9 Elements of Digital
Citizenship
To understand the complexity of digital
citizenship and the issues of technology
use, abuse, and misuse, Mark Ribble has
identified nine elements that together make
up digital citizenship...
Are we ourselves
practicing and modeling
these elements? Are we
practicing what we
preach??
http://shapea.com/site_media/images/idea_guy.png
18. The 9 Elements of Digital Citizenship
1. Digital Access
• Making sure that all students have equal
access to digital tools like laptops, digital
cameras and the Internet
• Providing time and equipment for students
with special needs
• Making students aware of locations and
resources you can use off campus
Petr Kratochvil publicdomainpicture.net
19. The 9 Elements of Digital Citizenship
2. Digital Commerce
• Using computers to buy and sell items on
commercial websites and auction sites
• Subscribing and purchasing media using
tools like iTunes
vancouverfilmschool flickr.com/creativecommons
20. The 9 Elements of Digital Citizenship
3. Digital Literacy
• Learning about the basics of using a
computer
• Evaluating online resources to make sure
they are truthful and accurate
• Learning how to find information on a
specific topic on the Internet
21. The 9 Elements of Digital Citizenship
4. Digital Etiquette
Using technology
in a way that doesn't
affect others negatively
• Using technology only when it is appropriate
• Respecting others online by not posting
information that is hurtful or untrue.
22. The 9 Elements of Digital Citizenship
5. Digital Rights and Responsibilities
• Following Acceptable Use Policies
• Using technology responsibly
• Reporting inappropriate use
of technology resources
23. The 9 Elements of Digital Citizenship
6. Digital Security
• Protecting hardware and network security by
using secure and secret passwords
• Protecting personal security
by not posting personal
information online
24. The 9 Elements of Digital Citizenship
7. Digital Health and Wellness
• Using proper hand placement and posture
when keyboarding
• Balancing time spent
using digital tools with
time spent offline
25. The 9 Elements of Digital Citizenship
8. Digital Law
• Understanding how to use and share
music, photos, and movies legally
• Creating original works that are free from
plagiarism
• Respecting the privacy of others and the
integrity of networks in terms of passwords
and data
26. The 9 Elements of Digital Citizenship
9. Digital Communication
Exchanging information using:
• email
• cell phones
• instant messaging
• text messaging
• web pages/blogs/wikis
http://www.flickr.com/photos/angeloangelo/
27. So how do we make
sure we are
addressing these
Elements of Digital
Citizenship?
28. Can you connect what you
have just learned about
(Digital) Citizenship with the
lessons you
alreadyteach?How??
go to
29. Don’t reinvent the wheel!
Integrate the standard
as much as possible within regular
CCSSlesson plans but makeuse of
web resources andweb2.0 tools!
Some
ideas to
start with...
30. Start your lesson with activity and
discussion prompters...you can start
with some resources found in
Then, direct your students in an
activity or assessment using an
appropriate web resource or
web 2.0 tool
31. Activity Sites For Young Citizens
• http://www.brainpop.com/spotlight/digitalcitizens
hip/
Get a free teacher account for this unit
• http://pbskids.org/webonauts/
• http://www.childnet.com/kia/primary/smartadvent
ure/default.aspx
smart decisions adventure videos
• http://www.netsmartzkids.org/AdventureGames
• http://tv.disney.go.com/disneychannel/commons
ense/Phineas&Ferb
32. Do you have a favorite
student-friendlyweb 2.0
tool?
How do you use it?
Please share it!
go to
33. Example Activity 1
Digital Citizenship Element: Digital Etiquette
Resources: Learning.com activity resource: EasyTech
Netiquette and Cyber Bullying Discussion
Brainpop free digital etiquette quiz
Activity:Write a story about two children.
One is using technology in a way that is hurtful to others
and one is using technology appropriately.
Web 2.0 tool:Storybird
How to use Storybird
34. Example Activity 2
Digital Citizenship Element: Digital Security
Resources: Netsmartz.org safety online
Safe Families pledge
Activity:Create as a class or individually, an Internet
Safety Pledge*.Usecorkboard.meto gather ideas.Use the
Volki tool to animate the pledge. Embed the result(s) on
classroom website or a wiki.
Web 2.0 tool: Voki
Voki in the classroom
*for very young students, this pledge migh
t be developed for general safety
35. Example Activity 3
Digital Citizenship Element: Digital Security
Resources: Learning.com activity resource: EasyTech
Identity Theft Discussion
Microsoft's Online Security Basics
Activity:Students will generate "warning signs"
illustrating ways to protect their identity online; they can
export several signs into slide show tools such as
MovieMaker, Photostory and Animoto; gather all in a wiki
Web 2.0 tool: Warning Sign Generator; Animoto;
wikispaces
How to use Animoto
36. How Do You Develop Your Own
Lessons and Activities?
Maastricht Student Blog
37. Developing a Lesson Using ISTE
Lesson Template
Try your hand at developing
a technology infused lesson.
38. Digital Citizenship
Activity Resources
Remember,visit the Tech Standards Wiki for
Lincoln Public Schools for an extensive list of
resources that can be used for this standard
as well as a list of education-friendly web 2.0
tools:
http://tech-standards-lps.wikispaces.com/
39. What we learned
• Standard : Promoting and Modeling Digital
Citizenship and Responsibility
• Web 2.0 tools investigated
(just some suggestions!):
o StoryBird
o Voki
o Warning Sign Generator
o Animoto
o corkboard.me
40. If you'd like, leave your questions or
comments about today's session by
using the corkboard.me tool
http://www.flickr.com/photos/horiavarlan/4273168957/