What is Digital Citizenship?
This week was the first week of my new Master’s class in Digital Citizenship. And let me tell you I was excited. Not because I haven’t enjoyed all the other classes and work I have been doing on my “Appy Hour” project, but this class really focuses on something that my own personal children struggle with and that many of the parents and students in our classrooms are beginning to struggle with also. I would even venture to say that I struggle with many of these things.
This week, I began reading one of the books for this course by Mike Ribble entitled Digital Citizenship in Schools. And this resource has been so helpful, not just in laying out the concepts of digital citizenship and the nine elements, but it has several chapters with actual lesson plans to teach different elements to both students and teachers. Anytime a book can lay out an idea for me, and not just have all these grand theoretical ideas, then I am much more invested. It has an interesting approach where students are exposed to the elements over and over again, much like an athlete practices skills over and over again to become better at their sport. I can appreciate that Ribble recognizes that this is not just a “one shot” kind of deal, where kids learn from one or two lessons and are supposed to remember them for the rest of their lives.
A second resource that I found useful was this short, simple video that lays out the nine elements of digital citizenship. I can see this video as being very useful as a tool to use in a staff development session when beginning to introduce digital citizenship to teachers and administrators. I like that it didn’t overwhelm the viewer with information or definitions, but laid out the nine elements quickly.
Another resource that I have really been enjoying for this class is Bullying: Beyond the Schoolyard by Sameer Hinduja and Justin Patchin. I have not finished it yet, but I am several chapters in and I am fascinated by the stories and research that has been done on cyberbullying. Of course, having children of my own, I have seen and even experienced it with them. I am always stunned when a teen takes their life, but of particular interest to me has always been the ones that seem to have a digital bullying problem. I’ve often wondered, why didn’t anyone know or help them? How did this get so out of control? After reading some of this book, I am realizing I don’t even know half of the ways children are cyberbullied and the statistics that go along with it. I can see this book as being a great resource for teachers and administrators, but also for school counselors and parents. This is the age our children are growing up in We have to protect them the best we can and if we don’t have a clue what is out there, how can we be expected to help them?
Another resource that I liked from this week is the information on the I-Citizen project. I have been a twitter follower of Marialice Curran for some time so I have seen many references to this project. I think this is a very impactful project to learn about and to view the video that the students created at the end was a very powerful statement to what it is to be a good digital citizen. If I taught older kids, I could see myself replicating some parts of this project and seeing what the outcomes would be for my students, and the classes they work with. I feel like this was the beginning of the movement for using Skype and Twitter to work collaboratively between classes from different locations on one project.
A final resource that I found interesting this week was the article by Jason Ohler titled “Digital Citizenship Means Character Education for the Digital Age”. I enjoyed how he broke down the idea of digital citizenship and equated it to the character education that has been around in schools for a long time. I also really enjoyed how he pointed out that school boards have to be the catalyst for making these character education programs encompass the digital age. The resources for ethical inventories at the end of the article were interesting, and I look forward to exploring them at a later time. I see him as a very influential person in the educational technology world right now and I look forward to reading more of his work.
I hope you have enjoyed this synopsis of my first week in my digital citizenship course. I look forward to sharing more resources with you every week.
Curran, M. (2012, June). iCitizen: Are you a socially responsible digital citizen. Paper presented at the International Society for Technology Education Annual Conference, San Antonio, TX. Retrieved from http://www.gonevirtual.org/uploads/6/0/8/6/6086473/icitizen_iste12_paper.pdf(PDF: icitizen_paper_M_Curran.pdf )
Hinduja, S., & Patchin, J. W. (2009). Bullying beyond the schoolyard: Preventing and responding to cyberbullying (2nd ed.). Thousand Oaks, CA: Corwin Press.
Ohler, J. (2012). Digital citizenship means character education for the digital age. Education Digest: Essential Readings Condensed for Quick Review, 77(8), 14-17. (PDF: Ohler_Digital_citizenship_means_character_education_2012.pdf)
Ribble, M. (2011). Digital citizenship in schools (3rd ed.). Eugene, Or.: International Society for Technology in Education.
Digital tattoos, open access, and social media
This week, we are looking at digital tattoos or footprints, the internet, and net neutrality. I like to think of myself as a pretty educated individual. I pay attention to the news and try to stay on top of what is going on in the world. But after reading Johnathon Zittrain’s book The Future of the Internet and How to Stop It, I realize that many things go on that we are not even remotely aware of. To be honest, I have not completed the text, but just reading the first few chapters and realizing how the internet came to be around the same time that I was leaving high school and entering college, and I really had no idea what was going on. That can be a little frightening. I have not always been one to be the first to try new things but my husband Theron has. I remember the first time he mentioned a TIVO, back when the technology was new. I thought for sure we would never use that thing. Now I can’t imagine life without a DVR. Who watches TV in real time? I hope to have time to finish this book after completing my work this week to learn even more about the internet and the dangers that can be associated with it.
I have really enjoyed all the videos that were shared about digital footprints to share with our students. I would love to see these shared on my school’s newscasts starting at the beginning of the year. I feel like students can never be too young to hear this. We tell our babies from a very early age things that we want them to remember for a lifetime (don’t do this, don’t do that). Why would we not do the same with digital citizenship issues? I know my own personal children could have benefitted from this from an early age (had these things existed yet).
I enjoyed the articles that dealt with net neutrality and open access. These are not topics that I am very familiar with so it was interesting to read them and hear the different sides to the arguments. I agree that everyone should have equal access to the internet and that providers should not be able to control the speed of access for people who pay more. This kind of situation would harm our education system as we are not going to be the people who have the ability to pay extra, so our students wouldn’t have the same access to information.
The articles that dealt with social media usage and teens were something that I am somewhat familiar with, being that I have a teenager and a pre-teen in my household at this time. I think that so many more articles need to be published on this topic, especially for educators to share with parents in our schools. Teens and pre-teens are moving at the speed that the technology is moving at. Even I, who most consider a pretty techie adult, have a hard time keeping up with the new apps and ways that teens are using social media to communicate. It reminds me of a few years ago when I tried to ground my son from social media. He was able to find different ways to communicate faster than I could catch him and so we began this game of cat and mouse for several months. I was having to read every article I could find about new apps and social media to keep up.
I am still really enjoying the topics that we are looking at in this class. I really look forward to our class discussions and I could see them going on for hours. If you are enjoying reading about what I am learning, let me know.
Lenhart, A. (2015). Teen, social media and technology overview 2015. The Pew Research Center. Retrieved fromhttp://www.pewinternet.org/2015/04/09/teens-social-media-technology-2015/
Long, C. (2015). What net neutrality means for students and Educators. Retrieved from http://neatoday.org/2015/03/11/net-neutrality-means-students-educators/
Open Internet. (2011). Retrieved July 25, 2016, from https://www.fcc.gov/general/open-internet
Perrin, A. (2015). Social networking usage: 2005-2015. Pew research Center. Retrieved fromhttp://www.pewinternet.org/files/2015/10/PI_2015-10-08_Social-Networking-Usage-2005-2015_FINAL.pdf
Reardon, M. (2015). 13 Things you need to know about the FCC’s net neutrality regulation. Retreived fromhttp://www.cnet.com/news/13-things-you-need-to-know-about-the-fccs-net-neutrality-regulation/
Zittrain, Jonathan. (2009). The future of the Internet and how to stop it. Retrieved from https://goo.gl/ees5S1
Copyright and Fair Use
Wow! This week has been intense. We focused on copyright, creative commons and fair use. This is a subject that I know very little about. Yes, I have had the training videos, and heard the lectures. But it wasn’t until I had to take actual scenarios of teachers using materials and break them down into what was covered by copyright and what was not, that I really started to get the material. I am definatley an example of an active learner, not a passive one. Using the internet to investigate different copyright scenarios was an eye opening experience.
The first resource that I found very helpful this week was an article entitled “Copyright Basics”, published by the US Government. This article was written in very easy to understand terms and contained very important information about what copyright is and what is covered by it. I found this useful to give me a background to build on as I read more materials. It is a good resource to keep handy for times when there is a question about copyright.
Another useful tool that I was introduced to this week is the Copyright and Public Domain document. This was so helpful when working through the scenarios because it was an easy reference tool to seeing which things were in the public domain. When the teacher chose to use materials that were in the public domain, there was no copyright infringement.
I enjoyed all the articles from the Creative Commons website, but the You Tube videos were much easier for me to understand. I was confused about all the different license types, but the video cleared things up. I understand the importance of using these licenses in my own work, and plan on getting my eportfolio and my videos licensed. Creative Commons is a relatively new idea, so I am sure that the information about it will become more abundant as it gains popularity.
I also found a helpful article series while searching for information on completing the scenarios. The Education World series on copyright was full of very useful information, especially for the classroom teacher. I found this resource invaluable while taking apart the scenarios to help figure out what was covered by copyright and what was not.
Copyright is not something that should be messed around with. I think Dr. Bedard said it best when she reminded us it is better to ask permission than not. Better safe than sorry. I plan on being much more vigilant when looking at copyrights. This is such an important part of Digital Citizenship, I need to set a really good example for my students, even if they are in Kindergarten.
Copyright Basics. (n.d.). Retrieved July 27, 2016, from http://www.copyright.gov/circs/circ01.pdf
Copyright Term and the Public Domain in the United States 1 January 20161. (n.d.). Retrieved July 27, 2016, from http://copyright.cornell.edu/resources/publicdomain.cfm
J. (2008, July 30). A Shared Culture. Retrieved July 27, 2016, from https://www.youtube.com/watch?v=1DKm96Ftfko
Morehouse, S. (2012). Explanation of the Creative Commons for Open Educational Resources. Retrieved July 27, 2016, from https://www.youtube.com/watch?v=XlNM1Ak95oU
Starr, L. (2010, May 25). The Educator’s Guide to Copyright and Fair Use. Retrieved July 27, 2016, from http://www.educationworld.com/a_curr/curr280.shtml
This week the focus has been on cyberbullying. I must admit I thought I knew a lot about this subject, but what I knew just barely skimmed the surface. Reading the book by Hinduja and Patchin really opened my eyes to a whole new level of information. Their book was first and foremost easy to read. It was full of important and relevant information and research about cyberbullying. The section of the book that dealt with the legal ramifications of cyberbullying was especially interesting, both for myself as a teacher and as a parent. I am going to recommend to my librarian to get several copies to put in our Parent section of our library, along with suggesting that the staff reads it. It was that good!
Another interesting piece of information that I encountered this week was the TED talk by Monica Lewinsky. I remember when all of this occurred. I was a young teacher and remember how it seemed like you couldn’t even turn around without seeing this splashed across the newspapers. I can only imagine how much worse it would have been in this day and age. I don’t think that either party would have escaped as unscathed as they did, although I feel she took a much bigger hit than he did. My teen knows who she is and gets the references, so I think that he might find this talk interesting, even if just to see how much the world has changed.
I found many online cyberbullying websites helpful when looking through the information that I encountered this week. The first was http://www.endcyberbullying.org. This website gives a lot of good information, along with having events related to cyberbullying. Another site that I found useful this week was http://www.nobullying.com. I found this site useful to add to the information about the two victims we discussed, in addition to learning about so many more. I think educators could use both of these sites to find relevant information to begin to address the concept of cyberbullying with their students.
I am very interested to try out the Nearpod lessons on Digital Citizenship that I found, especially the ones on bullying. This website has caught my attention as of late as a great way to feed this information to my students at their own pace instead of doing a whole group presentation of the information. I like that you can add toand/ or change their presentations to fit your needs and there are various ways to assess understanding of the concepts.
This week has been so enlightening. I think we really could have had an entire 5 week session just on cyberbullying. I am looking forward to reading and learning more about this subject on my own time.
End to Cyber Bullying Organization – End to Cyber Bullying Organization (ETCB). (n.d.). Retrieved August 03, 2016, from http://www.endcyberbullying.org/
Hinduja, S., & Patchin, J. W. (2009). Bullying beyond the schoolyard: Preventing and responding to cyberbullying (2nd ed.). Thousand Oaks, CA: Corwin Press.
NoBullying – Bullying & CyberBullying Resources. (2013). Retrieved August 03, 2016, from https://nobullying.com/
T. (2015). Monica Lewinsky: The price of shame. Retrieved August 03, 2016, from https://www.youtube.com/watch?v=H_8y0WLm78U
Tools for the most important job in the world. (n.d.). Retrieved August 03, 2016, from https://nearpod.com/
Digital Citizenship…Final Thoughts
My digital citizenship mantra is Digital Citizenship: Courtesy for the 21st century.
The last five weeks of “Digital Citizenship” have flown by. There is so much information out there about this topic. It is an ever evolving topic, so it can be quite challenging to keep up with the flow of information. I learned so much about digital citizenship. First off, I did not realize all the different topics that fall under the umbrella of this topic. Of course I knew of cyberbullying, and had some familiarity with privacy and safety. I did not think for a second about digital access falling under the topic of digital citizenship. We have to remember that all our students may not have equal access to technology, and we have to be prepared to level the playing field as much as we can. I did not realize the scope of digital law, including copyright, fair use, and public domain. Until I interacted with the ideas in a scenario, I really did not understand them very well.
My biggest accomplishment in this course was my ability to realize that there is no way that one person can possibly absorb every bit of information that is out there about digital citizenship. By really interacting and learning about the nine elements of digital citizenship, I feel like I have a really good grasp on the basic concepts involved. Now I have the base to build upon. Just as navigating the vast amount of information was a big accomplishment, it has also been my biggest problem. I feel like when looking at online materials about the subject, I am in a virtual pinball machine, where I can bounce from one site to the next until I can’t even remember where I started. The challenge for me is to keep myself focused on one subject at a time.
I have really enjoyed the weekly assignments, especially including the ones that have scenarios. I think I have a good grasp on how to research and find out what information is relevant to what I am trying to learn. I feel like these assignments really made me focus on the individual topics in a way that made the information “stick”. I found that I am pretty good at taking apart a situation into its individual parts and then figuring out all the relevant information.
This course has really made an impact on what I am going to be doing in my classroom this year and going forward. I have always been a teacher that talks about various subjects when teaching, but now I am challenging myself to expose my kindergarteners to appropriately leveled examples of digital citizenship. I realize that they are never too young to start hearing about the concepts involved. I would also like to get some information out to my parents about these concepts, to help them begin to build a base level of knowledge that will help them navigate their child’s digital future. This course has also strengthened my base of knowledge about the concepts, which will help me become a better leader. I already conduct my “Appy Hour” workshops, but now I can zero in and try to have some more digital citizenship examples for the teachers on my campus. By arming them with this knowledge, they can begin to be more aware of what they are telling their students in the “daily” conversations that we have in our classrooms.
The most meaningful information that I encountered in this course has to be the information about cyberbullying. I think being a mom of a teen and a preteen, this information is the most “real world” for me with my own children. My son was bullied in middle school, to the point where we had to pull him out for a few years. So, I have always been very aware of problems that my children might be having with others. When you add the digital element, the possibilities of this happening are endless. I would really like to start a club at my elementary school that discusses cyberbullying and what we can do about it as a school. By arming the children before they leave for middle school, hopefully we can equip them with the information that they need to navigate the rough waters of adolescence.
My suggestion for future students of this course is read all the material. The instructors give a wide variety of information on each subject so reading through all of it is very beneficial. If I could change one activity for the course, I am pretty sure it would be the formal paper from the last week of the course. Not because it is not a useful sign of what I have learned, but I just really don’t enjoy the more formal writing activities. I really enjoy more of the blogging, informal kind of writing. I am sure because that is more what I enjoy to read as an educator out in the trenches. Making the information more friendly for a busy teacher has always been more a goal for me.
Speaking about this course to other students and to the teachers I know, I really feel like there should be more staff development on the topics that we discussed in this class. I know, for example, that my district requires gang awareness training. I would like to see more training about cyberbullying and how to help with that. This class has opened my eyes to so many potential problems in the digital citizenship world, and some of them are relatively easy fixes. If more people took a course similar to this, some of the issues would become much easier to address and potentially eliminate. I hope you have enjoyed the last five weeks of digital citizenship. I know I have!
Digital Literacy in the Elementary Classroom
Ribble (2015) tells us that digital citizenship is “described as the norms of appropriate, responsible behavior with regard to technology use.” (Kindle Locations 480-481). Through much research, he has come up with what he considers as the nine important elements of digital citizenship. Digital citizenship is such an important part of our children’s future. What we were taught in our childhood about respect and manners has been magnified in the digital setting to have some much more serious consequences. In this paper, I will explore the nine elements and how I see them functioning in an elementary setting. I will also focus on the three that I feel like are the most important for that age group and why I believe they are the most important.
The first element that is identified is digital access. Digital access is everyone having equal access to technology. That is a very lofty ideal, but not as realistic, especially in high poverty areas. Ross (2015) states that students without high speed connectivity will eventually fall behind. Many of our parents choose to only have cell phones because they do not have the money to pay for internet service at their homes. So, even if their children have access to devices, which most of our intermediate and high school students do, they are unable to use them at their homes to complete assignments. Pasadena ISD has tried to address the problem by starting to put up towers that transmit free internet in the district. The problem is that it is in a very limited area as of right now, so not very many families have access to it. In the elementary setting, our students do not have access to devices outside of the school day. The devices we have are the ones that we as a school have written grants for. Our parents do have access to our school computer lab on the first Monday of every month at our Community Nights. Parents are also encouraged to come to the school library if they are in need of internet during the school day. I believe equal access would be a great goal, but as of now I don’t see that happening in the near future. This is not as important to us at the elementary level because our students are not given the devices that the older students are. The level of access that they have during the school day seems to be sufficient.
The second element is digital commerce. This is the buying and selling of items on the internet. Ideally, students would learn the ins and outs of internet spending, privacy, and security. We have a unit in our math curriculum that deals with financial literacy and I feel that this is the best place to address this element, especially with the younger students. Many of our students come in with the idea that internet shopping doesn’t cost money because they don’t see the actual exchange of money. That could be said of the shopping in stores too. I rarely have cash on me, and I remember my children telling me to use the card to get them toys when I told them we didn’t have the money. This is a very complex subject for our age of students. I think by teachers explaining the concepts to them with real world examples, the seeds are being planted for the later years when they will actually be doing the buying and selling online. I feel like this is an important skill for our students, but a pretty abstract one also.
The third element that Ribble discusses is digital communication. This is the sharing of information through technology. Examples of this include texting, emailing, video conferencing and social media communications. This is one of the most important elements for elementary aged students, as learning how to do this early will make it easier to continue the practices. This might be the single most important skill they can take in to their future. Aho (2005) states that “If we give them real exposure to loads of communication media, students can become adept users of the next generation of tools.” Children these days have very few personal role models, outside of their parents and teachers. They watch people online do some things that are inappropriate and get a great deal of attention for it. This is not setting our children up to learn how to behave in a way that is digitally responsible. Teachers can model good public communication skills by engaging in social media use with their class. Often, their parents themselves don’t always set the best example so we as educators have to try to be the one person in their lives that does what we ask them to do. This means that we have to monitor our own social media posts, even if they can’t access them. We need to practice what we preach, and think before we comment or email. I like to do think alouds with my students and I feel this would be a great way for them to hear me reason out why I shouldn’t post or answer someone in certain way. Of course, the situations would be made up by me, not real ones. There is so much bad behavior out on the internet, and it’s getting over a million hits. We have to try to balance what they are seeing with what we are telling them is the right thing to do. This will be quite a task, but I feel like in the elementary setting, we can easily combine this kind of lesson into a writing assignment.
The fourth element discussed in the book is digital literacy. This is learning about technology and how to use it. I feel like this is just as much an important skill for elementary teachers than students. Our students seem to have no trouble finding what tools are out there and using them for what they need. Crowley (2014) states that teachers should be helping students begin to build habits that are healthy when it comes to technology. My own children download apps all the time that they use for different purposes. These kids are not afraid of technology. Teachers need to work with the students on which tools to use and when they are appropriate. The teachers, on the other hand, are in desperate need of professional development in the area of technology integration. We are so pressed for time, and we need more training on how to use technology to replace some things, not in addition to them. With proper training, teachers will be able to achieve the ultimate goal of making the technology disappear in the classroom. I feel like this is a really important element, but more for the teachers than the students. There does not seem to be enough hours in the day to research and discover all the technology that is out there on our own. Our district really needs to strengthen their technology liaison job to be more of a coach to our teachers.
The fifth element is digital etiquette. This is the standards of behavior digitally. This is by far what I believe to be the biggest element that we need to focus on in the elementary setting. This element is by far the most concrete for our elementary students. They have been told to be nice their entire lives, so changing the focus to technology should be easier. Knorr (2011) states that because people can hide behind the anonymity of the internet, children are not seeing what good things internet has to offer them. This is why we need digital etiquette. I feel like exposing the kids to this at an early age will help build the foundation that we can use in the future. Sadly, many children these days have loved ones who have poor digital etiquette. And we know that children do what they see. Teachers need to be on the front lines of this issue, making sure that our students understand just how important this can be. In elementary, cyberbullying should be discussed in every grade level, and students should brainstorm better solutions. Students and teachers should role play situations in class. Students should also be given examples of how poor digital etiquette has hurt someone by not allowing them to get a job, keep a job, or get in to a good school. As long as the examples are developmentally appropriate, the students can begin at a very early age to make decisions about what kind of digital tattoo they want to leave behind. If there were only time to focus on one element in elementary school, I feel like this should be the one.
The sixth element is digital law. This is responsibility for what they do with regards to technology. In the elementary setting, I can see the opportunity for a base to be built about what is right and wrong in using technology. I feel like the older students will have more of a chance to put what they learned in elementary school into practice as their assignments have more of a chance to involve some law issues. By discussing subjects such as sharing things that don’t belong to them, downloading content illegally, and other unlawful issues, students can begin to add these ideas to their existing moral code. Our parents raised us to know right from wrong. Kids need someone to teach them the difference when it comes to the digital world. Many of the ideas around digital law are going to be a little hard for the elementary students to understand. Using many examples and real world experiences should help them get the concepts a little easier.
The seventh element is digital rights and responsibilities. This is the freedom that we all have in regards to technology. In the elementary setting, I feel like this is an important issue, but not in the same way as for the older kids. Students should be taught from a very early age to respect the work of others. If only teaching them to link a picture that they used to the site they got it from, we are giving them a foundation for the more intense practices later in their schooling. When our students create something in the elementary classroom, we need to be sure to check in with them often and make sure they aren’t using something that doesn’t belong to them. A lesson on Creative Commons would be so appropriate for our older elementary students. By showing in our own presentations, how we give credit to others and we protect our own works, the students will begin to see the importance of digital rights and responsibilities. But we cannot simply do it without pointing it out to make them aware of what we are doing.
The eighth element that Ribble discusses is digital health and wellness. This is about being physically and psychologically aware of our technology use and its effects. Marcinek (2013) states that we must teach our students about health and wellness offline before letting them jump online. That entails going over the dangers and benefits of technology use before even putting a device in their hands. By making sure that our students have the appropriate environment to work with technology in, we are encouraging them to be aware of this concept. In the elementary setting, this means making sure that our students are working in a way that is good for them physically. Being hunched over at a table that is too low or straining to work at a table that is too high are not ideal situations. Discussing screen time limitations with our students is also a good idea. They need to understand that there is such a thing as too much technology, and everyone should give themselves a break sometimes. Students need to be aware that technology addiction is a real struggle, and the older elementary students can be given some real world examples of people who have suffered the consequences of the addiction. In this day and age, we are all tethered to our phone. It is important that we try to show our students what we are suggesting, and put down our technology in favor of a good book, for example.
The final element is digital security. This is another element that I feel is a very important one to emphasize in the elementary classroom. Hertz (2015) states that “with children spending time online at younger and younger ages, it is vital that we explicitly teach young children how to protect themselves online.” Students need to be taught, from the instant that they begin interacting with technology some basic safety rules, such as you never share your entire name, location, or passwords. This will not be something that they will think of on their own. They assume everyone is nice and good. Even kids who have a pretty good grasp on the concept of “stranger danger” don’t automatically make the transfer to the digital world. Having discussions and lessons on digital safety are very important at this age. By making these practices automatic, hopefully they can become lifelong practices. There are a wealth of activities and lessons available through Common Sense media to address digital safety, and many of the other elements. Sometimes, we find that our parents need a little bit of guidance in this area also. Many of them grew up when the digital boom was taking place, and they may have fallen through the cracks when digital citizenship was just being explored. I find that sharing articles and websites with my parents is a great way to get them on board in a non- threatening way.
Although I feel like all nine elements are important, in the elementary level I would focus on safety, etiquette, and communication. I think that these three elements are the easiest for the youngest of students to understand, as they are usually pretty black and white concepts. By teaching the young kids about these elements, and giving them a good foundation in what is acceptable and what is not, I think we are setting them up to be successful digital citizens in their future.
There is so much I want to continue to learn about digital citizenship. I plan on rereading the book when my courses are finished and I have more time to explore the web addresses, and the search terms. I hope to share what I have learned with my school and district through my “Appy Hour” and some video presentations.
When preparing my digital citizenship presentation, I experienced the problem of editing myself down to keep my video at a length that is watchable. The information just wanted to pour out and I can see doing a video on each individual element. There is so much to learn about digital citizenship, I feel my video really just skimmed the surface of what there is to know. I had some trouble with my volume, as I was recording the audio straight into office mix to put it into my PowerPoint. I then went back and put a very soft background of music in Movie Maker to help with the volume problems. I like to use PowerPoint and Office Mix because I find that making PowerPoint slides is so user friendly. But let’s face it. PowerPoints by themselves can be pretty boring. With Office Mix, I can overlay the sound and export it to a video right from PowerPoint.
Aho, K. (2005, May 01). Teaching Digital Communication to All Students — THE Journal. Retrieved August 13, 2016, from https://thejournal.com/Articles/2005/05/01/Teaching-Digital-Communication-to-All-Students.aspx?Page=3
Crowley, B. (2014, October 29). What Digital Literacy Looks Like in a Classroom. Retrieved August 13, 2016, from http://www.edweek.org/tm/articles/2014/10/29/ctq_crowley_digitalliteracy.html
Hertz, M. (2015, October 21). How to Teach Internet Safety to Younger Elementary Students. Retrieved August 13, 2016, from http://www.edutopia.org/blog/internet-safety-younger-elementary-mary-beth-hertz
Knorr, C. (2011, May 05). 7 Rules to Teach Kids Online Etiquette. Retrieved August 13, 2016, from https://www.commonsensemedia.org/blog/7-rules-to-teach-kids-online-etiquette
Marcinek, A. (2013, November 26). The Path to Digital Citizenship. Retrieved August 13, 2016, from http://www.edutopia.org/blog/the-path-to-digital-citizenship-andrew-marcinek
Ribble, Mike. (2015). Digital Citizenship in Schools. [Kindle DX version]. Retrieved from Amazon.com
Ross, T. F. (2015, March 13). When Students Can’t Go Online. Retrieved August 13, 2016, from http://www.theatlantic.com/education/archive/2015/03/the-schools-where-kids-cant-go-online/387589/
Digital Literacy – Mantra and Presentation
We had to come up with our mantra on what we believed digital citizenship was, in 10 words or less. I came up with this:
Digital Citizenship – Courtesy for the 21st Century
We also created a short video presentation of the nine elements of digital citizenship. Please enjoy!