Slides from the webinar that was held on September 30, 2015 about the release of the policy guide, Digital Citizenship Education in Saskatchewan Schools.
Iicd education 5 years learning web version (small)Julian Moreno
This document discusses IICD's work over 5 years using ICT to improve education in developing countries. IICD has worked with 71 projects across 12 countries in Africa and Latin America, focusing on 5 areas: 1) Creating and upgrading educational materials, 2) Improving teacher competencies, 3) Improving school management, 4) Strengthening youth employability, and 5) Integrating ICT into policy and strategy. The document outlines IICD's approach of participatory project design and local ownership, and provides examples of projects in areas like developing digital learning tools, using video for teacher training, and implementing school administration systems.
Lessons Learned in Higher Education from the COVID-19 Crisisafacct
The COVID-19 pandemic has disrupted education systems around the world, affecting over 1.6 billion students. While developed countries transitioned to online learning more smoothly, developing countries faced greater challenges due to limited internet access and infrastructure. This crisis presents both challenges and opportunities. It has highlighted inequities but also stimulated innovation. Moving forward, systems must focus on inclusion, addressing learning losses, and harnessing technology. Reimagining education through flexible learning pathways and unleashing innovation can help build back stronger.
This document discusses the history and development of e-learning and online professional development (e-PD) for educators. It traces the origins of distance education back to the 18th century and highlights universities like the University of London that began offering distance learning degrees in the 1800s. The development of the internet allowed for the rise of the first fully online university in 1996. The document then discusses research that has found e-PD can improve targeted student outcomes when teachers participate in a coordinated series of online courses. It also outlines strategies for achieving critical mass adoption of e-PD innovations.
Project 24 will build upon the succes of Digital Learning Day to create and share meaningful, relevant materials and resources. Project 24 is an ongoing activity aligned directly with the current activities of Digital Learning Day. Project 24 will not be just another planning tool – the Alliance is identifying nationally recognized experts to participate on teams representing teachers, principals, CTOs, and district administrators. The Alliance, working with national membership organizations and these subject-matter experts, will develop a series of materials targeted to specific audiences throughout Project 24 including:
This document discusses trends in online learning and best practices for online teaching. It notes that online learning is growing rapidly and will disrupt traditional education systems. Quality online learning is interactive, collaborative, and inquiry-based. Effective online teachers promote learner autonomy, active participation, collaboration, and authentic assessment of 21st century skills. They use technologies and strategies like multimedia, reflection tools, collaborative projects, and feedback to support students' engagement and success in online environments.
Presented at LOEX 2017 with Trudi Jacobson
Librarians and faculty members from three institutions collaborated to adapt a metaliteracy Digital Citizen badge for use with graduate literacy education students. The multi-faceted goal is not only for these students to affirm their roles as digital citizens, but also to actively teach and model such citizenship to their prospective students. This grant-funded project, which adapts content from an existing metaliteracy badging system, incorporates mechanisms to encourage a community of users, and serves as a model for collaborations with faculty across various disciplines.
In this session, project collaborators will briefly introduce metaliteracy (metaliteracy.org), provide an overview of the badging system (metaliteracybadges.org), and discuss the components added for this project, and mechanisms that worked well for collaborating. We are not only concerned with collaboration within the grant team; we also built components that will encourage educators to create open access learning objects for an Educators Corner and an Educators Conference.
Drawing from expertise as co-creators and researchers in initiatives such as the new ACRL Information Literacy Framework and the Connecting Credentials (connectingcredentials.org) and Global Learning Qualifications Frameworks (funded by the Lumina Foundation), we have worked together to create a robust resource that will be available to every SUNY institution, and, ultimately, to interested institutions beyond SUNY. We encourage participants to actively engage in the presentation by contributing ideas for badging opportunities based on your own professional development and curricular goals to an open forum in the Educators Corner.
Iicd education 5 years learning web version (small)Julian Moreno
This document discusses IICD's work over 5 years using ICT to improve education in developing countries. IICD has worked with 71 projects across 12 countries in Africa and Latin America, focusing on 5 areas: 1) Creating and upgrading educational materials, 2) Improving teacher competencies, 3) Improving school management, 4) Strengthening youth employability, and 5) Integrating ICT into policy and strategy. The document outlines IICD's approach of participatory project design and local ownership, and provides examples of projects in areas like developing digital learning tools, using video for teacher training, and implementing school administration systems.
Lessons Learned in Higher Education from the COVID-19 Crisisafacct
The COVID-19 pandemic has disrupted education systems around the world, affecting over 1.6 billion students. While developed countries transitioned to online learning more smoothly, developing countries faced greater challenges due to limited internet access and infrastructure. This crisis presents both challenges and opportunities. It has highlighted inequities but also stimulated innovation. Moving forward, systems must focus on inclusion, addressing learning losses, and harnessing technology. Reimagining education through flexible learning pathways and unleashing innovation can help build back stronger.
This document discusses the history and development of e-learning and online professional development (e-PD) for educators. It traces the origins of distance education back to the 18th century and highlights universities like the University of London that began offering distance learning degrees in the 1800s. The development of the internet allowed for the rise of the first fully online university in 1996. The document then discusses research that has found e-PD can improve targeted student outcomes when teachers participate in a coordinated series of online courses. It also outlines strategies for achieving critical mass adoption of e-PD innovations.
Project 24 will build upon the succes of Digital Learning Day to create and share meaningful, relevant materials and resources. Project 24 is an ongoing activity aligned directly with the current activities of Digital Learning Day. Project 24 will not be just another planning tool – the Alliance is identifying nationally recognized experts to participate on teams representing teachers, principals, CTOs, and district administrators. The Alliance, working with national membership organizations and these subject-matter experts, will develop a series of materials targeted to specific audiences throughout Project 24 including:
This document discusses trends in online learning and best practices for online teaching. It notes that online learning is growing rapidly and will disrupt traditional education systems. Quality online learning is interactive, collaborative, and inquiry-based. Effective online teachers promote learner autonomy, active participation, collaboration, and authentic assessment of 21st century skills. They use technologies and strategies like multimedia, reflection tools, collaborative projects, and feedback to support students' engagement and success in online environments.
Presented at LOEX 2017 with Trudi Jacobson
Librarians and faculty members from three institutions collaborated to adapt a metaliteracy Digital Citizen badge for use with graduate literacy education students. The multi-faceted goal is not only for these students to affirm their roles as digital citizens, but also to actively teach and model such citizenship to their prospective students. This grant-funded project, which adapts content from an existing metaliteracy badging system, incorporates mechanisms to encourage a community of users, and serves as a model for collaborations with faculty across various disciplines.
In this session, project collaborators will briefly introduce metaliteracy (metaliteracy.org), provide an overview of the badging system (metaliteracybadges.org), and discuss the components added for this project, and mechanisms that worked well for collaborating. We are not only concerned with collaboration within the grant team; we also built components that will encourage educators to create open access learning objects for an Educators Corner and an Educators Conference.
Drawing from expertise as co-creators and researchers in initiatives such as the new ACRL Information Literacy Framework and the Connecting Credentials (connectingcredentials.org) and Global Learning Qualifications Frameworks (funded by the Lumina Foundation), we have worked together to create a robust resource that will be available to every SUNY institution, and, ultimately, to interested institutions beyond SUNY. We encourage participants to actively engage in the presentation by contributing ideas for badging opportunities based on your own professional development and curricular goals to an open forum in the Educators Corner.
"Towards digital thinking and practices: Experiences of Sri Lankan teachers and students" - Presentation made at the ICDE Virtual Global Conference Week 2021 - 28.10.2021
Reducing Equity Gaps & Creating Reliency with OERUna Daly
Textbook affordability and flexibility is more important than ever in times of shrinking budgets, enrollment concerns, and remote learning. Students’ lives have been disrupted and helping them get back on track to complete their education is critical. Open educational resources significantly reduce student costs and have been shown to improve outcomes particularly for traditionally underserved populations. Open resources also provide flexibility for faculty as they continue to adapt their teaching for unfolding circumstances.
Join the Midwestern Higher Education Compact as they host the Community College Consortium for Open Educational Resources (CCCOER) to hear how higher education institutions can work together on open education policy, professionalism, stewardship, and sustainability across regional and state boundaries to find solutions to common challenges. CCCOER is leading conversations with regional leaders of open education (RLOE) to support statewide and national projects for expanding access while creating resilience and sparking innovation at institutions of higher education.
Presenters: Denise Cote, PhD, Librarian, College of DuPage; and Una Daly, MA, Director, CCCOER
The document discusses creating an accredited K-12 international blended distributed learning program. Key points:
1. SD73 wanted to build a unique online international education model that incorporated both asynchronous and synchronous learning, with the latter helping to reduce dropout rates.
2. The proposed model is blended, combining online and face-to-face learning. Students meet with their BC teacher synchronously once per week and work with a facilitator and cohort of students overseas.
3. An International Online Learning Association of BC (IOLA) is proposed to provide a coordinated approach for BC school districts to offer accredited online international programs at scale through collaboration and a focus on quality.
"DEI Project in Latin America: Plan and preliminary findings" by Carina Bossu and Viviane Vladimirschi was presented at the 2 March 2021 GO-GN webinar.
Blog posts:
Proyecto DEI en Latinoamérica: Plan y resultados preliminares: http://go-gn.net/webinars/proyecto-dei-en-latinoamerica-plan-y-resultados-preliminares/
Projeto DEI na América Latina–Plano e dados preliminares: http://go-gn.net/webinars/projeto-dei-na-america-latina-plano-e-dados-preliminares/
DEI Project in Latin America: Plan and preliminary findings: http://go-gn.net/webinars/dei-project-in-latin-america-plan-and-preliminary-findings/
The Convergence Academies program aims to increase student engagement and achievement by integrating students' interests and informal learning experiences into the classroom using a "connected learning" approach. This is accomplished through Digital Ateliers that provide creative spaces for exploration with digital media and mentors, as well as redesigning instruction to incorporate more hands-on and interest-driven activities. An evaluation found that the program motivates students and improves attendance, GPAs, and 21st century skills among participants.
CANeLearn Webinar - A Fall Like No Other (Part 2): Voices from the FieldMichael Barbour
Barbour, M. K., LaBonte, R., & Nagle, J. (2020, December). A fall like no other (Part 2): Voices from the field [Webinar]. Canadian eLearning Network. https://youtu.be/BV6DySJIzlA
The document outlines the agenda and sessions for an away day event for the eLearning Team at the University of Greenwich. The day includes sessions on introducing Greenwich Connect, a university initiative to enhance learning through connectivity and networks. It involves breakout sessions for participants to debate and evaluate issues and opportunities around key themes. The document provides examples of current projects underway as part of Greenwich Connect's first year, including reconfiguring learning spaces and enhancing the virtual learning environment. An organizational chart is presented, outlining the governance structure and roles of units involved in supporting Greenwich Connect.
Improving teaching and learning 21 connect 2013 - compressAnita Drossis
The document discusses Learning Connections (LC), an online community that aims to improve teaching and learning for the 21st century. LC provides blended professional learning opportunities for educators that include online and face-to-face elements. It involves school districts collaborating to share best practices and resources. Research on LC found it effectively supported building educator capacity through collaboration, personalized learning, and developing 21st century skills in students.
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum. Forum conducted at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Find it, make it, use it, share it_ learning in digital Wales - Typesetting -...Janet Hayward
This document summarizes the recommendations of a task group on improving digital learning in Wales. It calls for establishing a new organization called "Hwb" to lead the development of digital resources and skills for teachers. The key recommendations are to: 1) establish Hwb to oversee digital learning, 2) create a governance group including practitioners, 3) prioritize training teachers' digital skills, 4) develop a national collection of digital resources, and 5) ensure learners and teachers can access resources anywhere on any device. The goal is to inspire digital learning and prepare students for a digital world.
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum Summary. Presentation at the Australian Council for Computers in Education Conference, Brisbane, Australia.
"2013 Trends In Online Learning Virtual Blended And Flipped Classrooms"Julie Evans
This document summarizes a presentation about trends in online learning from a 2013 Project Tomorrow event. It discusses administrators' growing acceptance of online learning as part of digital conversion efforts. It also examines how teachers are using virtual, blended, and flipped classroom models and the perceived impact on student success and teacher effectiveness. Students' increasing demand for online opportunities is also covered, with a panel of experts discussing these topics.
AERA 2021 - Accepting Responsibility and Collaborating with Stakeholders to ...Michael Barbour
Barbour, M. K. (2021, April). Accepting responsibility and collaborating with stakeholders to challenge the post-truth narrative for the public good: An e-learning example. [Paper] Annual Meeting of the American Educational Research Association, virtual.
CIDER 2016 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2016, May). State of the nation: K-12 e-learning in Canada. An invited presentation to the Canadian Institute of Distance Education Research. Retrieved from https://athabascau.adobeconnect.com/p8pelg64w2i/
Student as producer and open educational resources: enhancing learning throug...Sue Watling
Student as producer and open educational resources: enhancing learning through digital scholarship in Effective Learning in Social Science (ELiSS), 4 (3).2012
Access and enhancing the quality of higher educationicdeslides
Sustainable Development Goals: Ensuring Access and Enhancing the Quality of Education. Lecture at the UNESCO IITE Series of Open Lectures at St. Petersburg State University of Aerospace Instrumentation 5-6 September 2016, St Petersburg, Russia
(1) Digital technologies are expanding access to education by making educational resources available online and globally. This allows for new forms of collaboration and learning.
(2) Open educational resources (OER) like online courses, textbooks, and learning objects are being shared openly online. This benefits students by lowering costs and giving educators new options for building learning experiences.
(3) For higher education to stay relevant, it needs to embrace openness and sharing of educational content through practices like adopting open textbooks. This will better serve students and allow education to keep pace with changes in technology and society.
The document summarizes a study on the adoption of the C-DELTA program by teachers and students in Sri Lanka. The study aimed to promote C-DELTA's adoption, evaluate its impact, and enhance digital literacy skills. Teachers participated in training workshops and implemented C-DELTA in their schools. Results showed that C-DELTA increased digital skills and changed practices to emphasize digital identity and safety. It also motivated teachers and students and improved technology integration in teaching.
The 4th Annual eLearning Innovators Conference & Expo (ELICE), an international conference for mobile educators, researchers, innovators & leaders, was held between 12th-16th September at KICD in Nairobi. This year's event attracted over 300 delegates during the five day event.
The 2016 theme, Powering Growth, saw us kick off conversations about mobile learning, competency based learning and digital literacy. From key notes - on gamification in learning, collaboratively building capacity for financial inclusion and using big data to empower decision making and M&E - to workshops and a networking mixer; the conference was a great opportunity to discover and discuss trends in the industry, network and build potential partnerships. www.elice.co
This document discusses the characteristics of 21st century teachers and the use of technology in education. It describes how 21st century teachers should be technologically competent, information literate, and committed to ongoing professional development. It also outlines how technology can be used for inclusion of all students, to connect schools and homes, and to provide online education opportunities. Key points include the need for teachers to integrate technology into lessons, develop technology skills, and participate in professional development on educational technology standards. The document also discusses using technology to support English language learners, students with disabilities, and students from low-income families to promote equitable access.
"Towards digital thinking and practices: Experiences of Sri Lankan teachers and students" - Presentation made at the ICDE Virtual Global Conference Week 2021 - 28.10.2021
Reducing Equity Gaps & Creating Reliency with OERUna Daly
Textbook affordability and flexibility is more important than ever in times of shrinking budgets, enrollment concerns, and remote learning. Students’ lives have been disrupted and helping them get back on track to complete their education is critical. Open educational resources significantly reduce student costs and have been shown to improve outcomes particularly for traditionally underserved populations. Open resources also provide flexibility for faculty as they continue to adapt their teaching for unfolding circumstances.
Join the Midwestern Higher Education Compact as they host the Community College Consortium for Open Educational Resources (CCCOER) to hear how higher education institutions can work together on open education policy, professionalism, stewardship, and sustainability across regional and state boundaries to find solutions to common challenges. CCCOER is leading conversations with regional leaders of open education (RLOE) to support statewide and national projects for expanding access while creating resilience and sparking innovation at institutions of higher education.
Presenters: Denise Cote, PhD, Librarian, College of DuPage; and Una Daly, MA, Director, CCCOER
The document discusses creating an accredited K-12 international blended distributed learning program. Key points:
1. SD73 wanted to build a unique online international education model that incorporated both asynchronous and synchronous learning, with the latter helping to reduce dropout rates.
2. The proposed model is blended, combining online and face-to-face learning. Students meet with their BC teacher synchronously once per week and work with a facilitator and cohort of students overseas.
3. An International Online Learning Association of BC (IOLA) is proposed to provide a coordinated approach for BC school districts to offer accredited online international programs at scale through collaboration and a focus on quality.
"DEI Project in Latin America: Plan and preliminary findings" by Carina Bossu and Viviane Vladimirschi was presented at the 2 March 2021 GO-GN webinar.
Blog posts:
Proyecto DEI en Latinoamérica: Plan y resultados preliminares: http://go-gn.net/webinars/proyecto-dei-en-latinoamerica-plan-y-resultados-preliminares/
Projeto DEI na América Latina–Plano e dados preliminares: http://go-gn.net/webinars/projeto-dei-na-america-latina-plano-e-dados-preliminares/
DEI Project in Latin America: Plan and preliminary findings: http://go-gn.net/webinars/dei-project-in-latin-america-plan-and-preliminary-findings/
The Convergence Academies program aims to increase student engagement and achievement by integrating students' interests and informal learning experiences into the classroom using a "connected learning" approach. This is accomplished through Digital Ateliers that provide creative spaces for exploration with digital media and mentors, as well as redesigning instruction to incorporate more hands-on and interest-driven activities. An evaluation found that the program motivates students and improves attendance, GPAs, and 21st century skills among participants.
CANeLearn Webinar - A Fall Like No Other (Part 2): Voices from the FieldMichael Barbour
Barbour, M. K., LaBonte, R., & Nagle, J. (2020, December). A fall like no other (Part 2): Voices from the field [Webinar]. Canadian eLearning Network. https://youtu.be/BV6DySJIzlA
The document outlines the agenda and sessions for an away day event for the eLearning Team at the University of Greenwich. The day includes sessions on introducing Greenwich Connect, a university initiative to enhance learning through connectivity and networks. It involves breakout sessions for participants to debate and evaluate issues and opportunities around key themes. The document provides examples of current projects underway as part of Greenwich Connect's first year, including reconfiguring learning spaces and enhancing the virtual learning environment. An organizational chart is presented, outlining the governance structure and roles of units involved in supporting Greenwich Connect.
Improving teaching and learning 21 connect 2013 - compressAnita Drossis
The document discusses Learning Connections (LC), an online community that aims to improve teaching and learning for the 21st century. LC provides blended professional learning opportunities for educators that include online and face-to-face elements. It involves school districts collaborating to share best practices and resources. Research on LC found it effectively supported building educator capacity through collaboration, personalized learning, and developing 21st century skills in students.
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum. Forum conducted at the Australian Council for Computers in Education Conference, Brisbane, Australia.
Find it, make it, use it, share it_ learning in digital Wales - Typesetting -...Janet Hayward
This document summarizes the recommendations of a task group on improving digital learning in Wales. It calls for establishing a new organization called "Hwb" to lead the development of digital resources and skills for teachers. The key recommendations are to: 1) establish Hwb to oversee digital learning, 2) create a governance group including practitioners, 3) prioritize training teachers' digital skills, 4) develop a national collection of digital resources, and 5) ensure learners and teachers can access resources anywhere on any device. The goal is to inspire digital learning and prepare students for a digital world.
Zagami, J. & Becker, S. (2016, September). ACCE Leadership Forum Summary. Presentation at the Australian Council for Computers in Education Conference, Brisbane, Australia.
"2013 Trends In Online Learning Virtual Blended And Flipped Classrooms"Julie Evans
This document summarizes a presentation about trends in online learning from a 2013 Project Tomorrow event. It discusses administrators' growing acceptance of online learning as part of digital conversion efforts. It also examines how teachers are using virtual, blended, and flipped classroom models and the perceived impact on student success and teacher effectiveness. Students' increasing demand for online opportunities is also covered, with a panel of experts discussing these topics.
AERA 2021 - Accepting Responsibility and Collaborating with Stakeholders to ...Michael Barbour
Barbour, M. K. (2021, April). Accepting responsibility and collaborating with stakeholders to challenge the post-truth narrative for the public good: An e-learning example. [Paper] Annual Meeting of the American Educational Research Association, virtual.
CIDER 2016 - State of the Nation: K-12 e-Learning in CanadaMichael Barbour
Barbour, M. K., & LaBonte, R. (2016, May). State of the nation: K-12 e-learning in Canada. An invited presentation to the Canadian Institute of Distance Education Research. Retrieved from https://athabascau.adobeconnect.com/p8pelg64w2i/
Student as producer and open educational resources: enhancing learning throug...Sue Watling
Student as producer and open educational resources: enhancing learning through digital scholarship in Effective Learning in Social Science (ELiSS), 4 (3).2012
Access and enhancing the quality of higher educationicdeslides
Sustainable Development Goals: Ensuring Access and Enhancing the Quality of Education. Lecture at the UNESCO IITE Series of Open Lectures at St. Petersburg State University of Aerospace Instrumentation 5-6 September 2016, St Petersburg, Russia
(1) Digital technologies are expanding access to education by making educational resources available online and globally. This allows for new forms of collaboration and learning.
(2) Open educational resources (OER) like online courses, textbooks, and learning objects are being shared openly online. This benefits students by lowering costs and giving educators new options for building learning experiences.
(3) For higher education to stay relevant, it needs to embrace openness and sharing of educational content through practices like adopting open textbooks. This will better serve students and allow education to keep pace with changes in technology and society.
The document summarizes a study on the adoption of the C-DELTA program by teachers and students in Sri Lanka. The study aimed to promote C-DELTA's adoption, evaluate its impact, and enhance digital literacy skills. Teachers participated in training workshops and implemented C-DELTA in their schools. Results showed that C-DELTA increased digital skills and changed practices to emphasize digital identity and safety. It also motivated teachers and students and improved technology integration in teaching.
The 4th Annual eLearning Innovators Conference & Expo (ELICE), an international conference for mobile educators, researchers, innovators & leaders, was held between 12th-16th September at KICD in Nairobi. This year's event attracted over 300 delegates during the five day event.
The 2016 theme, Powering Growth, saw us kick off conversations about mobile learning, competency based learning and digital literacy. From key notes - on gamification in learning, collaboratively building capacity for financial inclusion and using big data to empower decision making and M&E - to workshops and a networking mixer; the conference was a great opportunity to discover and discuss trends in the industry, network and build potential partnerships. www.elice.co
This document discusses the characteristics of 21st century teachers and the use of technology in education. It describes how 21st century teachers should be technologically competent, information literate, and committed to ongoing professional development. It also outlines how technology can be used for inclusion of all students, to connect schools and homes, and to provide online education opportunities. Key points include the need for teachers to integrate technology into lessons, develop technology skills, and participate in professional development on educational technology standards. The document also discusses using technology to support English language learners, students with disabilities, and students from low-income families to promote equitable access.
Social Media used as part of Co-Created Undergraduate LearningTom Davidson
The project is now in its third year of supporting the development of a new BSc in Business Management degree at the University of Southampton. It aims to enhance the curriculum and learning experience for first and second year students through co-created and technology-enabled approaches. This includes using social media and a variety of digital tools to build a learning community, deliver blended modules, and provide pre-sessional activities. The co-creation team now includes 20 students and 4 staff members. Feedback from students has been positive about increased engagement, but challenges remain around logistics, governance, and external reception of the innovative teaching methods. Going forward, the project aims to further increase digital literacy and social media integration into the degree program.
Working with students to make the most of digital - Jisc Digifest 2016Jisc
We know how important it is to engage learners in designing their digital learning experience, but how can universities and colleges make this work in practice, and at scale?
Participants will have the opportunity of hearing from two institutional case studies on student digital partnerships.
The session will help you reflect on where you are with your students’ digital experience, and plan your next steps.
The document discusses how registered teachers can embrace e-learning to meet the professional standards and criteria. It provides examples of how tools like blogs, videos, and online networks can be used to engage students, communicate with families, collaborate with colleagues, continue professional learning, and more. The overall focus is on how e-learning can support building relationships, cultural responsiveness, effective teaching, and ongoing reflection and improvement.
Discussions about the potential of digital technologies in education today increasingly
place the issue as part of a more comprehensive approach to innovation in education. Education systems and institutions are not averse to change in themselves, but there seem to be very powerful barriers in place that prevent digital technologies from reaching their potential in educational institutions and teaching and learning practices. Digitalization for fostering and enhancing learning, the impact of digital technologies on education itself has been shallow.
This document provides an overview of digital literacy and frameworks for understanding it. Digital literacy involves having the skills, knowledge, and mindset needed to engage safely and meaningfully in a digital society. It overlaps with information and academic literacies. The focus should be on cognitive abilities and contextual practices, not just functional skills. Effective digital literacy initiatives embed it in curricula, involve stakeholders collaboratively, and measure impact. Case studies from LSE and UEA showcase successful student-centered programs.
The Impact of Digital Learning Services.pptxedwarddavid26
digital learning services have revolutionized overall education by making it highly personalized, flexible, engaging, collaborative, and accessible. The significant impact of digital learning solutions on the education system helps address the challenges of traditional learning.
https://www.acadecraft.com/learning-solutions/
Paul McKean - Jisc - Building digital capability Arkin Buhara
This document discusses building digital capabilities in further education. It notes that digital literacies have become an important priority and providers want help identifying digital skills needs, gaps, and initiatives to improve skills. The document outlines elements of a proposed digital capability service, including diagnostic tools, leadership development, and online courses. It also discusses a workshop to raise awareness of preventing radicalization. Finally, it covers enhancing learners' digital experiences, including considering their expectations and needs regarding technology and gathering intelligence from learners.
Digital Learning: Learners expectations and experiences of technologySarah Knight
The document discusses a study by Jisc Digital Student Project that examined further education (FE) students' expectations and experiences with technology. The study gathered feedback from learners through focus groups, surveys, and consultation events. Key findings included the importance of accessible WiFi, organized virtual learning environments, and support for using personal devices. The goal is to better understand digital learner needs in order to enhance their experiences and support colleges in engaging students in ongoing technology discussions.
This chapter discusses the progression of K-12 online learning from its early days to the present. It describes how online learning has advanced through generations to incorporate various technologies and offer flexibility in when and where students learn. The chapter focuses on issues like the development of online content, professional development for teachers, technology requirements, funding, and recommendations for the future of online learning. It emphasizes the need for research on student achievement, collaborative networks, and sustainable models to ensure the continued success of K-12 online education.
Dr. Timothy Gadson - Leveraging Technology in Education: Empowering Educators...Timothy Gadson
Explore the dynamic world of educational technology alongside Dr. Timothy Gadson in this enlightening presentation, "Leveraging Technology in Education: Empowering Educators and Students." Delve into cutting-edge strategies and practical insights designed to equip educators with the tools they need to effectively integrate technology into their teaching practice. Discover how technology can be leveraged to engage students, personalize learning experiences, and promote equity in education. From digital resources to innovative teaching methods, this presentation covers a wide range of topics to inspire and empower educators to harness the full potential of technology in the classroom.
This document outlines five ICT education competitions organized by the Ministry of Education in Trinidad and Tobago in collaboration with Microsoft. The competitions are open to primary and secondary school teachers and students and are aimed at fostering the use of ICTs in teaching and developing 21st century skills. The competitions include innovative uses of ICT, digital posters, app creation, digital stories, and an innovative educator award. More information can be found at the listed website and contacts. The deadline for submissions is October 16, 2015.
Connected educator leading a connected generationspaul6414
The document summarizes a presentation given by Edward Aguiles and Sandra Paul about being a connected educator. The presentation discusses how the present generation is connected through technology and social media. It defines what it means to be a connected educator by being a connected learner, knowledgeable about web tools, and willing to use social media. The presentation explains why it is important for educators to be connected in order to engage students, participate in professional learning, and access resources.
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.
This document discusses the importance of developing digital literacy skills. It notes that 90% of new jobs will require excellent digital skills, so improving digital literacy is essential for employable graduates. It also explains that digital literacy skills allow students to research using online sources and complete academic work. Finally, it outlines some government programs and teaching strategies that aim to help develop digital literacy knowledge, such as providing internet access and training teachers on technology integration.
Jisc Change Agents' Network Webinar 13 May 2015Ellen Lessner
The document summarizes a webinar presented by the Change Agents' Network on supporting institutions to establish, implement, develop and sustain student partnerships. It introduces the Student Engagement Toolkit, which provides resources like case studies, best practices, and discussion cards. The webinar provided an overview of the toolkit and its resources, and explored themes like partnership set-up, implementation, capabilities development, and evaluation. Attendees were invited to pilot the discussion cards and ask questions. The Change Agents' Network aims to facilitate sharing of best practices around student partnerships through resources like this webinar and toolkit.
What the learners say: FE learners' expectations and experiences of technolog...Jisc
Is your college meeting your learners’ needs and expectations in relation to technology? This workshop shares current practice from providers who are engaging learners as active participants in the development of digital practices and strategies and will help equip you to develop best practice in your own college.
This document discusses the need to reform teacher education programs to better prepare teachers and students for a global digital era. It notes that most teacher education programs are doing a mediocre job of this. It then outlines trends driving this need, such as growth in online education and emerging technologies. It also summarizes research finding online learning can be effective when certain factors are in place. Finally, it discusses efforts underway to enhance online teacher professional development through networks and innovative programs.
Leading Towards Equity & Student AgencyJulie Evans
The document summarizes key findings from the Speak Up Research Project regarding the path forward for equity and student agency based on research insights. Some of the main points include:
1) The pandemic exposed inequities in access to technology and learning experiences, but districts have made progress in addressing the homework gap through initiatives like device and hotspot loan programs.
2) While access has improved, equity concerns remain regarding the efficacy of technology use, teachers' comfort levels with new learning models, and addressing students' diverse needs.
3) Students want more control and choice in their learning, seeing benefits to virtual learning like flexibility, but many still learn best with in-person interactions. Their vision for effective learning focuses
Similar to Provincial Webinar: Digital Citizenship Education in Saskatchewan Schools (20)
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Provincial Webinar: Digital Citizenship Education in Saskatchewan Schools
1. Digital Citizenship Education
in Saskatchewan Schools
A Webinar for School Divisions and Schools
September 30, 2015
Joanna Sanders, Digital Fluency Consultant
Ministry of Education
2. Webinar Recording Access
To access a recording of this
webinar and the presentation
slides following this session, visit
the digital citizenship section of
the I Am Stronger website.
VISIT http://iamstronger.ca
3. Webinar Outline
1. Background and Introduction
2. What is Digital Citizenship?
3. Overview of the Guide
4. Overview of the Continuum
5. Support for Implementation
6. How to Get Started
7. Questions and Answers
5. Digital Citizenship in
Saskatchewan Schools
A Policy Planning Guide for School Divisions and
Schools to Implement Digital Citizenship from
Kindergarten to Grade 12
http://goo.gl/I7koPsVISIT
6. Key outcomes state that both
students and educators need to
be able to use technology safely
and effectively to communicate
and collaborate with others in a
global digital society.
http://www.education.gov.sk.ca/TEF
Saskatchewan’s Technology in Education Framework
VISIT
7. Saskatchewan’s Action Plan to Address Bullying and Cyberbullying
• Released in November 2013
• Hon. Jennifer Campeau, MLA & Former
Legislative Secretary to the Minister of
Education for the Anti-Bullying Initiative
http://www.saskatchewan.ca/residents/education-and-learning/anti-bullyingVISIT
8. Saskatchewan’s Action Plan
to Address Bullying and Cyberbullying
Support Students to Develop Responsible and Appropriate
Online Behaviour
Recognizing that all students need to learn the proper
knowledge and necessary skills to develop appropriate and
responsible online behaviour and that teachers and schools will
need support to ensure this important work occurs starting in
Kindergarten through Grade 12:
Recommendation #4: It is recommended that the
Government of Saskatchewan work with school divisions to
provide teacher instructional supports and student resources
to teach appropriate and responsible online behavior to all
Kindergarten through Grade 12 students.
9. Saskatchewan’s Action Plan
to Address Bullying and Cyberbullying
Proposed Action: Support the instruction of appropriate
and responsible online behaviour for Kindergarten
through Grade 12 students.
The Ministry of Education:
• should provide school divisions with model digital citizenship
policies and guidelines for local adaptation and
implementation;
• should work with school divisions to provide teachers with
instructional supports and professional development
opportunities and students with digital learning resources.
10. Digital Citizenship Education and the
Education Sector Strategic Plan Connections
to the
ESSP
Consultations identified the importance of access to technology
to support quality learning environments.
Consultations identified need for
supports to deal with online bullying.
ESSP works to improve graduation rates by ensuring each
student is engaged in their learning, equipped and supported to
achieve success.
Opportunities to use technology in an engaging school
environment will help to support our students to use it safely
and responsibly in the future.
Supports and professional learning opportunities are needed for
teachers and administrators to effectively infuse technology into
the classroom.
11. How Was the Guide Created?
Ministry officials collaborated with:
A small working group consisting of school
division consultants.
Dr. Alec Couros and Katia Hildebrandt,
contracted researchers and writers from the
University of Regina.
13. What is Digital Citizenship?
“Digital Citizenship can be
defined as the norms of
appropriate and responsible
online behaviour.”
- Dr. Mike Ribble, http://digitalcitizenship.net
14. What is Digital Citizenship?
“Digital Citizenship is more than just a
teaching tool, it is a way to prepare students
for a society full of technology.”
- Dr. Mike Ribble
17. Who is the Guide for?
Audience
Main audience:
• School Divisions Officials
• In-School Administrators
Other interested audiences:
• Teachers
• School Community Councils
18. How Should this Guide Be Used?
Purpose
The Digital Citizenship Guide:
• Outlines a common frame of reference for the concept of
digital citizenship by defining what it is in the context of
learning and teaching.
• Provides supports for school divisions and schools to plan
for the integration of digital citizenship instruction through
all grades and subjects.
19. What is the Big Idea? Key
Concept
“Digital Citizenship is not intended to be a
stand-alone course, lesson or unit. Rather it is best
learned and understood when taught in context
through real-life examples and experiences.”
20. How Does this Fit into Curriculum? Curricular
Connections
Cross-curricular Competencies:
• Provide a curricular rationale for teaching
digital citizenship
• Highlight both the general importance of
technology in teaching and learning and
specific citizenship-related competencies
such as the ability to “communicate
effectively and ethically”.
• Was used to help inform the creation of the
Digital Citizenship K-12 Continuum to help
guide instructional integration of these
concepts and skills.
22. From “Acceptable Use”
to “Digital Citizenship”
Content
Example
Acceptable Use Policy
• Is presented in the format of what the
student “shouldn’t do”
• Defines the rules that learners and
educators must follow and may limit
technology use
• Often restrictive, intended to control or
prohibit particular behaviours
• Often operate on the assumption that
students will lose the privilege of
technology if they do not follow certain
rules
Responsible Use Policy
• Is presented in the format of what the
student “should do”
• Increased student responsibility for use
of technology to support learning
• Developed with students to create
common understanding of the
responsibility of accessing online
technologies as part of the learning
process
• Can contain clear expectations
regarding the use of technology in the
classroom
23. Key Considerations and Questions
for Discussions with Stakeholders Content
Example
Outline of each
element
Questions for
discussion
Key
considerations
25. Digital Citizenship Continuum
Intent: used to plan for instructional integration of digital
citizenship concepts and skills
Contains: essential questions and knowledge for everyone then
suggests understandings and skills at age appropriate
levels
Organized: by curricular grade groupings divided into three
categories (respect, educate and protect)
Taught: beginning in Kindergarten and span through Grade 12
K-12
Continuum
Digital Citizenship Continuum
K-2 3-5 6-9 10-12
Understand
Do
Understand
Do
Understand
Do
Understand
Do
ESSENTIAL QUESTIONS
AND KNOWLEDGE
FOR LIFELONG
LEARNING
26. K-12
Continuum
Important questions for
the consideration of
lifelong learners What do we want
students to know?
What do students
need to understand?
What do we want
students to be able to do?
Organized into
four grade groupings
Organized by category
and element
Digital Citizenship Continuum
27. Knowledge gained through understanding of concepts and skills experienced from K-12
K-12
Continuum
Digital Citizenship Continuum
30. Provided online professional development opportunity
#DCMOOC: a Massive Open Online Course on Digital Citizenship
• Introduced the concept of digital citizenship.
• Delivered online and free to over 900 registered
participants.
• Facilitated by Dr. Alec Couros from the
University of Regina.
• #DCMOOC ran in May and June 2014.
• Materials have been archived and are
accessible online.
• Online communities were established using
Twitter and Google+ and continue to be active.http://dcmooc.ca
Implementation Support PD
Opportunity
VISIT
31. Through a partnership with SaskTel and their “I Am
Stronger” campaign, the ministry is able to:
• provide a stand-alone site for students,
teachers and families to access anti-bullying
resources;
• co-sponsor community grants up to $1,000
for youth led initiatives; and,
• host the anonymous student online tool for
reporting bullying incidents.
http://iamstronger.ca
Implementation Support
One-Stop
Access to
Resources
VISIT
32. Provide access to licensed digital resources
for educators and students.
http://mediasmarts.ca
Implementation Support
Access to
Canadian
Resources
VISIT
33. Host provincial Student First Anti-Bullying Forums.
2013 Student First Anti-Bullying Forum
Video: http://youtu.be/KSR2Wn1N5Cw
2014 Student First Anti-Bullying Forum
Video: http://youtu.be/7KSlb0xyj8w
Calling all Grade 6-12 teachers and students!
Register your class today for the 2015 Student First Anti-Bullying Virtual Forum
being held online during National Anti-Bullying Awareness Week in November.
Implementation Support Youth
Engagement
http://iamstronger.caVISIT
35. Where to Start? School
Divisions
Considerations at the school division level:
• Do school board policies regarding the use technology in
schools need to be reviewed and updated?
• How will the availability of this guide be communicated to
in-school administrators and what expectations does the
school division have for how it should be used in schools?
• What needs and supports are required from the school
division level to support implementation?
36. Where to Start? Schools
Considerations for In-School Administrators:
• What is the digital citizenship policy guide and how can it
be used for school planning purposes?
• Are the students in the school using technology
respectfully and responsibly?
• Are student activities that occur online outside of school
impacting the learning environment in the school?
• What do stakeholders (students, staff and the School
Community Council) think about the need for digital
citizenship instruction in the school?
37. Where to Start? Schools
Considerations for In-School Administrators:
• Do current school policies and procedures need to be
updated?
• How will teaching staff need to be supported to infuse
digital citizenship concepts and skills into their teaching?
• What supports are required to support implementation?
38. Where to Start? Teachers
Considerations for teachers:
• What are the current realities facing the students in my
class?
• Are the students in my class using technology respectfully
and responsibly?
• Are student activities that occur online outside of school
impact the learning environment in the classroom?
• What are the current school board policies and procedures
regarding the use technology in schools?
39. Where to Start? Teachers
Considerations for teachers:
• Am I modeling proper digital citizenship for my students?
• How can I begin to infuse the continuum’s suggested
concepts and skills into my current practice?
• Who is available to support me if I have questions or need
help? How can I collaborate with other teachers?
• What are the learning resources available to me and my
students to deepen our understanding of digital
citizenship?
Following this event, a recording of the webinar and the presentation slides will be made available on the I Am Stronger website.
Today we are here to talk about the recently released Digital Citizenship policy planning guide for schools and school divisions. Let’s start by sharing a little bit of background to know where this document came about and how it was created.
An existing policy document that is used when considering the use of technology in schools is the Technology in Education Policy Framework, released in June 2013. It outlines direction and outcomes with regards to the use of technology and is supportive of the premise that learning how to use technology effectively and safely is important.
The TEF was used in 2013, when Ms. Campeau announced Saskatchewan’s Action Plan to Address Bullying and Cyberbullying after months of research and public consultations. This plan proposed key actions that can be taken to provide students, families and schools with the knowledge, skills, resources and supports to help children and youth to feel safe and accepted at school, in their community and online. The four themes contained in the action plan that emerged through the consultation and research process will guide the creation of safe, caring and accepting schools for all Saskatchewan children and youth.
The Action Plan stated 6 key recommendations to address bullying and cyberbullying in the province. The topic of today’s presentation, the focus on digital citizenship education, comes from the fourth recommendation in the report.
The second part of the report contained a number of proposed actions to act upon the recommendations. The proposed actions to support the instruction of appropriate and responsible online behaviour includes supports for school divisions, schools, teachers, students and parents.
We learned through, both through our anti-bullying consultations in 2013 and our Student First engagement process in 2014 that our students, schools and families need support to deal with online bullying. This type of bullying can occur at anytime, anywhere, both inside and outside of school buildings, due to the widespread use of social media and handheld devices. Social bullying can interfere with student success at school and we need to work together to ensure we create safe, caring, inclusive and accepting schools and communities.
Student First engagements also identified the need for students to be able to access technology as a part of a quality learning environment. Through the Education Sector Strategic Plan, we are working with the sector to improve graduation rates. This includes ensuring that each student is engaged in their learning, and is equipped and supported to achieve success. By offering opportunities for our students to use technology in an engaging school environment, they will learn how to use it responsibly and appropriately in their everyday lives. Our teachers and administrators also need supports and professional learning opportunities to help ensure that they are equipped with the knowledge and skills necessary to effectively infuse technology into their classrooms.
Using a Student First approach, this guide was developed in collaboration with the sector. Consultations were done with a small working group and the writing and research were done under contract with University of Regina professor, Dr. Alec Couros and sessional lecturer, Katia Hildebrandt.
Dr. Mike Ribble, co-author of Digital Citizenship in Schools, first defined Digital Citizenship in 2007. Dr. Ribble has become a leading expert on this concept. According to Dr. Ribble, digital citizenship can be defined as the norms of appropriate and responsible online behaviour.
Dr. Ribble also states that digital citizenship is more than just a teaching tool, it is a way to prepare students for a society full of technology. Digital citizenship instruction is a shared responsibility. It is something every teacher needs to take into account when planning for instruction, regardless of grade or subject.
When we take into account that it is the student and their needs that we are trying to address through our lessons, we need to make our instruction relevant and engaging to support their success. We have a shared responsibility for preparing students to be able to live, work and play in a digital world. That is their reality. They need to be able to see that there is no difference between a digital world and the real world. It is the same place and we all live there.
To help us to better understand the concept of digital citizenship, Dr. Ribble broke it down into three main categories (Respect, Educate and Protect) that further sub-divide to give us a total of 9 elements of digital citizenship. All elements are equally important concepts to understand and have been used to frame an outline of the concepts covered in this guide.
Earlier, when we looked at the definition of digital citizenship, we saw that there is no difference between the real world and the digital world. That is the world we live in. Just like we don’t have our students learn about the world around them by memorizing a list of rules and procedures and then act them out without question or context, we need to infuse digital citizenship skills and concepts into the subject matter they are learning about. These aren’t stand-alone lessons, courses or units but essentially real-life examples and experiences that work into the context of what students are learning.
The document “Saskatchewan Cross Curricular Competencies”, that was released by the ministry in 2010, states that cross curricular competencies are addressed through all areas of study and through school and classroom routines, relationships, and environments. Such inclusive, culturally diverse, resource-rich environments include increasingly networked, technology-rich classrooms. Embedded within these competencies is the effective use of technology for teaching and learning. This digital citizenship document was developed as a support to help guide the infusion of digital citizenship concepts and skills into the classroom and not a curriculum correlation document.
Teachers know their students and subject matter best. They are professionals and use that professional judgment when planning their lessons. Just like we differentiate instruction to meet individual student’s academic and physical needs, we need to consider the reality our students are living day-to-day when planning our lessons.
For example, how students learn about access to the Internet is going to vary depending on the circumstances and reality the students in the class are living. Students in remote northern and rural communities might have different understandings and needs then the students who attend a large suburban school with unlimited access to strong and stable Wi-Fi and an abundance of personal devices. The concept of access still needs to be explored but the approach will be different. Students with less access might need to spend more time to explore why they need access and why they might not have the best access and possibly explore solutions to the problem. Students who have no trouble with access might need support to understand when it is appropriate and not appropriate to use their personal devices. Just because we have them, do we always need to be using them?
This graphic from the guide provides a frame for the reader to help them to understand and plan for the implementation of digital citizenship education into a school division, school and classroom. Plans will need to be developed at a number of levels to help ensure everyone that supports our students in their lives is part of the discussion and the process. Plans may vary from school to school and school division to school division depending on a number of factors, including existing policies and procedures, student needs, existing infrastructure and technology plans, the comfort level of employees and parent interest and support.
An example from the guide to consider when developing school division or school-level digital citizenship policies is the section on acceptable use policies and responsible use policies: (pg. 13 in DC Guide)
It is important to recognize that while many schools already have in place Acceptable Use Policies (AUPs) that outline the use of technology in classrooms, these policies are often restrictive and are intended to control or prohibit particular behaviours, and they often operate on the principle that students will lose the privilege of technology if they do not follow certain rules. Digital citizenship policies, on the other hand, represent a more comprehensive view of technology-enhanced learning; they are based the concept of “one life” and therefore acknowledge the important role that online spaces play in education as well as students’ right to access, and they provide a framework for teaching students to act responsibly in digital spaces.
In the Digital Citizenship Continuum, it is suggested that the development of a Responsible Use Policies be done with students. This activity could be at the beginning of the year and put into student friendly language and context. This helps students to understand their part, how their actions impact others and how they can help to ensure that they have a clear understanding of expectations regarding the use of technology in their classroom. It is recommended that once a responsible use policy is co-constructed with students, that it be revisited periodically throughout the year during regular instruction. Example could include a reminder when bringing in a laptop cart to do research about how to use online research time effectively or when students are pulling out their own devices to do an interactive lesson with the teacher or to schedule an assignment reminder in their calendars. All of these things help students to develop responsible habits when using technology.
The guide contains a framework for discussion that provides an outline of the elements of digital citizenship, key considerations for schools and school divisions to consider with regards to each element as well as questions for discussion with stakeholders. Stakeholders can include school division leaders, school-based leaders, teachers, parents, students and other community members. After consideration and discussion of these questions, a school division and/or school can then develop their own digital citizenship policies and proceedures.
Intended to be used as a guide to help plan for the integration of digital citizenship instruction.
Contains essential questions and knowledge for all and then suggests understandings at age appropriate levels.
Organized by curricular grade groupings using Ribble’s 9 elements divided into 3 categories: respect, educate and protect.
These 3 categories should be taught beginning at the kindergarten level and span through Grade 12.
The concept of Ribble’s nine elements of digital citizenship is explained in detail in this guide. The nine elements have been divided into three categories:
Respect (digital etiquette, digital access and digital law)
Educate (digital communication, digital literacy, digital commerce); and,
Protect (digital rights and responsibilities, digital safety and security, digital health and wellness).
These three categories should be taught beginning at the kindergarten level and span through Grade 12. The digital citizenship continuum is to be used as a guide for in-school leadership and teachers in the classroom to help integrate digital citizenship instruction into the classroom. It contains the essential questions and knowledge that everyone needs to know at all levels and then is divided into four levels to create age appropriate understanding and demonstration of understanding.
If you look at the continuum for one of the nine elements, in this instance digital etiquette, you can look at how the essential questions and knowledge address the element. There are then suggestions for how to support students to understand the concepts as well as what students can do to help demonstrate their understanding of the concepts.
The creation of the digital citizenship continuum was a big request from the field as teachers that we talked to wanted to know where to start and where to focus their energies when integrating digital citizenship concepts and skills into their teaching. Digital citizenship instruction is a shared responsibility. It is something every teacher needs to take into account when planning for instruction because we are all sharing the responsibility or teaching students who need to prepare for .
It was created with the understanding that every teacher has different students and responsibilities through the classes and subjects they are assigned to teach. There is also a varying degree of opportunities for the infusion of technology into classrooms due to access and appropriateness to use technology with students. Therefore, the use of technology isn’t always necessary in order to address digital citizenship concepts and skills in instruction. They can be included in the stories we read, the discussions we have, the topics we write about and the explorations we embark upon.
In the spring of 2014, we offered a very successful massive open online course on digital citizenship. Its goal was to introduce the concept of digital citizenship to educational professionals and provided participants with the opportunity to discuss and explore the many issues and concerns we are experiencing when considering the digital realities our students are living. The course is archived and still accessible to those who want to access the lessons and resources contained within the course.
Through a partnership with SaskTel’s I Am Stronger campaign, we are able to:
house anti-bullying resources for the ministry, including digital citizenship resources.
provides a place for youth to connect and get involved in making their communities a better place.
host the online reporting tool for students to report bullying incidents.
provide access to grants of up to $1,000 to support youth led initiatives in schools and communities.
MediaSmarts is a Canadian not-for-profit charitable organization for digital and media literacy. Their vision is that children and youth have the critical thinking skills to engage with media as active and informed digital citizens.
The majority of their resources are free and through a provincial licensing agreement, teachers and students can access the licensed student learning modules and professional development workshops. Please contact me for more information or if you have trouble accessing the licensed resources. My contact information is at the end of this presentation.
The forum is an opportunity for students to share their experiences, work together to find possible solutions to address bullying and to encourage student responsibility in schools, communities and online. At the in-person forums in 2013 and 2014, students were encouraged to share the ideas from the forum with their schools so that together, they could work to create a safe and accepting learning environment for everyone.
The next forum is being planned during anti-bullying week in November 2015. It is being planned to be held using a virtual platform, rather than in-person, in order to offer the opportunity to participate in the forum to as many students as possible. This is your opportunity to put the digital citizenship guide into practice as many of the proposed activities being offered support concepts and skills contained in the guide and the continuum. We encourage you to check out the youth forum page on the I Am Stronger website to sign up your class for this great learning opportunity. This year’s forum is open to students in Grades 6-12.