Integrating Social Media Into Prevention Programscraig lefebvre
Presentation on social and mobile media at the Community Anti-Drug Coalitions of America National Leadership Forum XVII. Washington, DC. February 14, 2007.
Integrating Social Media Into Prevention Programscraig lefebvre
Presentation on social and mobile media at the Community Anti-Drug Coalitions of America National Leadership Forum XVII. Washington, DC. February 14, 2007.
How to Take Digital Citizenship Schoolwide?archana cks
When schools put devices such as Chromebooks and tablets into students’ hands, they also must teach students how to use the technology safely and appropriately. But students shouldn’t learn these critical lessons only in standalone workshops or assemblies.
source <> http://www.edubilla.com/blog/how-to-take-digital-citizenship-schoolwide-/
While 50% of the world is technically connected to the internet, how many are making meaningful use of its power? Similarly, how many truly have the digital skills necessary to transition from consumers of technology into creators, makers, and doers empowered by technology?
Digital literacy is important. The United Nations Sustainable Development goals repeatedly underline the importance of technology and inclusion as enablers of development. The pairing is essential – unless concrete efforts are made to give everyone access to the right skills, digital tools risk being a force for inequality. Without this foundation, there cannot be true inclusion, an especially dire challenge for forgotten stakeholders.
This presentation illustrates the massive amount of resources available to define digital literacy, while showcasing examples of both definitions and frameworks.
This presentation was provided by Micah Vandergrift and Hannah Rainey of North Carolina State University, during the NISO event "Privacy in the Age of Surveillance: Everyone's Concern." The virtual conference was held on September 16, 2020.
The digital conundrum: digital health and/or wellbeing?debbieholley1
Visiting Lecture: Plymouth College of Arts
In this first of our series of visiting lectures, Debbie Holley, Professor of Learning Innovation at Bournemouth University challenges us to explore the boundaries of the digital, while still ensuring that our own digital health and wellbeing is protected, along with that of our students. Debbie will share examples of her work leading teams embedding creativity (online) through the disciplines, with considerations for the health and wellbeing for all. We will conclude the talk with a panel discussion about how we may like to take some of the ideas forward. The event will be recorded, and the slides shared. Debbie has requested that you bring along your SMART (internet connected) mobile phones, but emphasises this workshop is suitable for all. Dr Ben Goldsmith, from the Bournemouth University learning technology team, will join us to talk about what is possible at the panel!
Debbie is a National Teaching Fellow, a Principle Fellow of AdvanceHE and on the JISC student experience experts panel. She has research interests in digital competence frameworks, augmented reality, virtual reality and simulations.
Ben is a Learning Technologist at Bournemouth University and a Fellow of AdvanceHE. His research interests include digital and media literacy, the use of media and digital content and tools in secondary and tertiary education, and the engagement of critical theory with approaches to learning.
You can follow Debbie on twitter @debbieholley1
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.
How to Take Digital Citizenship Schoolwide?archana cks
When schools put devices such as Chromebooks and tablets into students’ hands, they also must teach students how to use the technology safely and appropriately. But students shouldn’t learn these critical lessons only in standalone workshops or assemblies.
source <> http://www.edubilla.com/blog/how-to-take-digital-citizenship-schoolwide-/
While 50% of the world is technically connected to the internet, how many are making meaningful use of its power? Similarly, how many truly have the digital skills necessary to transition from consumers of technology into creators, makers, and doers empowered by technology?
Digital literacy is important. The United Nations Sustainable Development goals repeatedly underline the importance of technology and inclusion as enablers of development. The pairing is essential – unless concrete efforts are made to give everyone access to the right skills, digital tools risk being a force for inequality. Without this foundation, there cannot be true inclusion, an especially dire challenge for forgotten stakeholders.
This presentation illustrates the massive amount of resources available to define digital literacy, while showcasing examples of both definitions and frameworks.
This presentation was provided by Micah Vandergrift and Hannah Rainey of North Carolina State University, during the NISO event "Privacy in the Age of Surveillance: Everyone's Concern." The virtual conference was held on September 16, 2020.
The digital conundrum: digital health and/or wellbeing?debbieholley1
Visiting Lecture: Plymouth College of Arts
In this first of our series of visiting lectures, Debbie Holley, Professor of Learning Innovation at Bournemouth University challenges us to explore the boundaries of the digital, while still ensuring that our own digital health and wellbeing is protected, along with that of our students. Debbie will share examples of her work leading teams embedding creativity (online) through the disciplines, with considerations for the health and wellbeing for all. We will conclude the talk with a panel discussion about how we may like to take some of the ideas forward. The event will be recorded, and the slides shared. Debbie has requested that you bring along your SMART (internet connected) mobile phones, but emphasises this workshop is suitable for all. Dr Ben Goldsmith, from the Bournemouth University learning technology team, will join us to talk about what is possible at the panel!
Debbie is a National Teaching Fellow, a Principle Fellow of AdvanceHE and on the JISC student experience experts panel. She has research interests in digital competence frameworks, augmented reality, virtual reality and simulations.
Ben is a Learning Technologist at Bournemouth University and a Fellow of AdvanceHE. His research interests include digital and media literacy, the use of media and digital content and tools in secondary and tertiary education, and the engagement of critical theory with approaches to learning.
You can follow Debbie on twitter @debbieholley1
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.
Updated version.
Slideshow designed to guide cluster principals through a discussion and education process in regards to the issues around the use of web2.0 tools and to guide decision making for next steps as a district of schools.
Provincial Webinar: Digital Citizenship Education in Saskatchewan SchoolsJoanna Sanders
Slides from the webinar that was held on September 30, 2015 about the release of the policy guide, Digital Citizenship Education in Saskatchewan Schools.
Digital Citizenship in Education Visioning Safety and Responsibilities in Dig...ijtsrd
The inevitability of digital tools and technology usage has accelerated over the past 30 years and continues to grow rapidly. Digital interaction has become a part of everyday life and continues to covers our mind. This research assessed the likelihood of the respondents on how to deal technology properly. Using statistical tool and Survey Questionnaire, the data were analyzed using mean, percentages and t test two independent samples to measure the significant mean difference of the group respondents. The finding reveals that the group respondents were likely vulnerable when using digital tools. This includes the safety and security and their responsibilities. This study suggests that students and teachers were at risk during this advent of technology. Roberto L. Suson ""Digital Citizenship in Education: Visioning Safety and Responsibilities in Digital World"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd25123.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/25123/digital-citizenship-in-education-visioning-safety-and-responsibilities-in-digital-world/roberto-l-suson
How to Teach Digital Citizenship to Students A Comprehensive Guide for Teache...digitalrajnikant
n Whether you re wanting to explore the concept of digital citizenship or seeking to educate others about it, our blog offers a comprehensive resource for all your needs Read now!
free demo for sweedu education management software
https://sweedu.com/start-your-trial.php
B9_21_子供のプライバシー対策に必要なもの Speakers' slide deck for Privacy By Design Conference...Keiko Tanaka
Speakers' slide deck for Privacy By Design Conference 2023, session on Protecting Privacy of Children Through Data Governance.
Privacy by Design Conference 2023とは
プライバシーに関わる、文化、法律、テクノロジー、ビジネス、オペレーションなどのさまざまな立場の方が、多様な視点で対話を行うためのカンファレンスです。
15:20 ~ 16:20 「子供のプライバシー対策に必要なもの」
MyData Global Board Member 2020 & 2021 Dixon Siu
京都情報大学院大学 助教 田中恵子
EDDS創始者、ロンドン・スクール・オブ・エコノミクス客員研究員 ヴェリスラーバ・ヒルマン 氏
一般社団法人Privacy by Design Lab 代表理事 栗原宏平
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. Digital Citizenship: Customizing Your Approach to Meet Local Needs Larry Magid, ConnectSafely.org Anne Bubnic, K-12 Ed Tech Consultant
2. All of the resources we are sharing today can be found at these sites:
3. Teachers, schools and districts are in various stages of readiness to take on digital citizenship training. Some schools have less staffing, financial and/or time constraints than others. We can provide you with options for how to build a digital citizenship program that addresses your needs.
4. Why Teach Digital Citizenship? Brief Tour of Resources at ConnectSafely Brief Tour of Resources at Diigo Review of approaches to teaching digital citizenship. [No one size fits all].
5.
6. CA Education Code 51871.5 - AB 307 CA Education Code requires districts to educate pupils and teachers on Internet safety, including how to protect online privacy, avoid cyberbullying and avoid online predators.
7.
8. In the words of Professor Henry Jenkins… “Kids don’t need us watching over their shoulders. They need us to have their backs.”
9. Identify areas of concern Identify existing programs or lesson plans that might address those concerns. Determine if you want a turnkey system or to develop curriculum of your own. Start with a pilot project among a few motivated teachers.
13. Copy the Diigo hypertext code onto your school web site to start a live feed of digital citizenship information. http://bit.ly/grouplinkroll
14. 9 Elements of Digital CitizenshipBailey & Ribble http://www.digitalcitizenship.net Good Play Project (5 elements, emphasizing ethics) http://www.commonsensemedia.org/digital-citizenship
15. 3 C Policy FrameworkDavina Pruitt Mentle, University of Maryland http://knowwheretheygo.org/c3matrix
16. ISTE Standard IV (Teachers) a. 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. b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. c. promote and model digital etiquette and responsible social interactions related to the use of technology and information. d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
17. Note: Examples of best practices shown in this slide show can all be found on my diigo list: http://bit.ly/digitalcitizenship
18. Some models being used in our schools: Basic cybersafety content/links posted on school web site. Individual classroom teacher efforts One-time events: school assemblies for students/parents Annual intensive one-week focus on cyberbullying or other digital citizenship topics - with student deliverables. Year-long focus, with one digital citizenship topic per month Use of a structured ongoing program with scope and sequence and built-in assessment (commercial or nonprofit).
19. Ryan’s Story Presentation http://bit.ly/ryanstory http://bit.ly/adinasdecktrailer *Officers of the law and school psychologists also commonly used.
21. Other ways to integrate digital citizenship into the curriculum….
22. “On October 10, 2008, Congress passed the Broadband Data Improvement Act (Senate Bill 1492). The new legislation adds requirements that schools, as part of their Internet safety policies, educate minors about appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms, and cyberbullying awareness and response.” To meet these requirements, NMUSD has organized the following materials for classroom teachers to use during Cyber Smart Weeks. Teachers should plan to spend 10-15 minutes delivering information to students on the topic for that day. Daily Topics for Grades K-3 October 25 · How To Use the Internet Safely October 27 - Don’t Talk to Internet Strangers October 29 – Good Cybercitizenship November 2 – Good Computer Manners November 4 – Check for Understanding Daily Topics for Grades 4-12 October 25 – Identity Privacy and Social Networks October 27 – Online Safety October 29 – Piracy, Copyright, and Plagiarism November 2 – Acceptable Use, and CyberBullying November 4 – Check for Understanding
25. Aligned to curriculum standards and ISTE NETS.http://bit.ly/MontpelierDigCitizenship
26. Ready-made curriculum; ideal for schools that have support in place for a structured, curriculum-based program of instruction. http://www.commonsensemedia.org/digital-citizenship
27. MICDS Middle School – 9 Elements of Digital Citizenship “We will use these nine elements to learn about digital citizenship. Each month, we will explore one of the elements, in advisory and at home, so that all of us--students, parents, and teachers--can learn how to meet the challenges of the digital world.” http://dcpartnership.wikispaces.com/
30. Hereford High School The purpose of this Wikispace is to explore the "Right Way” and "Wrong Way" to use the internet, blogs, wikis, email and Social Networking websites. Popular sites such as Facebook or Myspace are used by many students on a daily basis. The majority of students also have cell phones and text message or instant message (IM) their friends. So the question is this: Do you know how properly use technology and Social Networking tools safely and effectively? http://healthsciencetechnology.wikispaces.com/
31. Positive, research-based lessons, discussions, activities and journaling, developed in collaboration with Dr. Patricia Agatston, co-author of Cyber Bullying: Bullying in the Digital Age.
32. Digital Citizenship Often we invoke the word "citizenship" in terms of rights to privacy and free speech. Butdigital citizenship is also about developing a moral compass and using our social media skills to protect, maintain and enhance our global society. We wish you good luck in your journey.