Category: Digital Citizenship
Dear Otto: How do I use avatars?
Dear Otto is an occasional column where I answer questions I get from readers about teaching tech. If you have a question, please complete the form below and I’ll answer it here. For your privacy, I use only first names.
Here’s a great question I got from Karela:
I would like something funny. I saw the site about making avatars. It is good for students above first grade but, how can they use those avatars later? I just saw a BUY option.
Avatars are great. They inform an overarching discussion on digital citizenship, privacy, and online safety. After all, why do we use avatars? I take every opportunity to use and discuss avatars with students, even if they show up on a website we’re using rather than as a student-directed project.
A few ideas on how to incorporate them into your curriculum and teaching:
Dear Otto: How do I teach Inquiry and Research in Middle School
Dear Otto is an occasional column where I answer questions I get from readers about teaching tech. If you have a question, please complete the form below and I’ll answer it here. For your privacy, I use only first names.
Here’s a great question I got from Ms. F:
Question: I teach 6th, 7th, and 8th grade Instructional Technology. I struggle with the district standard for Inquiry & Research. I can’t seem to find just the right type of assignment/topic because searching this, that, or the other thing is just random, out of context, an exercise in learning key word searching, finding reliable sites,synthesizing info. If I make it too simple they can find all the answers on one site and then just plug in the facts. I had 6th do a What-Happened-In-Your-Birth-Year project where they identified different categories and then searched for an event in that category: Movies (and then find the Oscar winner for that year), Sports, Science, etc. Right now the 7th grade assignment is comparing e-Readers (price, memory, size, features) using a spreadsheet, then drawing conclusions.
Any great ideas that would interest middle school students are welcome!!
THANKS!
Here are some ideas:
Teach Digital Citizenship with … Minecraft
The hottest topic in my elementary school tech classroom is Minecraft–and has been for several years. So I was thrilled when efriend, Josh Ward, offered to write an article for Ask a Tech Teacher connecting Minecraft and the most important topic in my classroom–Digital Citizenship.
Josh is the Director of Sales and Marketing for green hosting provider, A Small Orange. He is originally from Southeast Texas, but has called Austin home for almost 20 years. He enjoys writing about his passion for all things Internet related as well as sharing his expertise in the web hosting industry and education.
I think you’ll enjoy this article:
Teaching Digital Citizenship with Minecraft
A “digital citizen” is generally defined as “those who use the Internet regularly and effectively.” With children and teenagers moving more and more toward the Internet and away from television for their recreational and informational needs (95% of all teens from ages 12 to 17 are online, and 80% of those use social media regularly), the next generation of digital citizens isn’t just arriving, they’re already here.
Advertisers and corporations have known this for some time, and have begun targeting the youth demographic that will drive the country’s economic future, making responsible and informed “digital citizenship” that much more important.
The Internet has come to play a huge part in not only our daily lives, but our educational future, and these formative years are a perfect time to stress the importance of a free and open Internet, as well as developing a strong sense of civic identity, cooperation, and participation.
Book Review: K-8 Digital Citizenship Curriculum
Education has changed. No longer is it contained within four classroom walls or the physical site of a school building. Students aren’t confined by the eight hours between the school bell’s chimes or the struggling budget of an underfunded program.
Now, education can be found anywhere, by collaborating with students in Kenya or Skyping with an author in Sweden or chatting with an astrophysicist on the International Space Station. Students can use Google Earth to take a virtual tour of a zoo or a blog to collaborate on a class project. Learning has no temporal or geographic borders, available 24/7 from wherever students and teachers find an internet connection.
This vast landscape of resources is available digitally, freely, and equitably, but before children begin the cerebral trek through the online world, they must learn to do it safely, securely, and responsibly. This conversation used to focus on limiting access to the internet, blocking websites, and layering rules upon rules hoping (vainly) that students would be discouraged from using this infinite and fascinating resource.
It didn’t work.
Best practices now suggest that instead of protecting students, we teach them to be good digital citizens, confident and competent in the use of the internet.
This 70-page text (click for a peek inside) is your guide to what our children must know at what age to thrive in the community called the internet. It’s a roadmap for blending all the pieces into a cohesive, effective student-directed cyber-learning experience that accomplishes ISTE’s general goals to:
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- Advocate and practice safe, legal, and responsible use of information and technology
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- Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
- Demonstrate personal responsibility for lifelong learning
- Exhibit leadership for digital citizenship
Dear Otto: How Do I Teach Citations?
Do you have a tech question?[/caption]
Dear Otto is an occasional column where I answer questions I get from readers about teaching tech. If you have a question, please complete the form below and I’ll answer it here. For your privacy, I use only first names.
Here’s a great question I got from Mary:
Based upon the Common Core expectations, how should we have students in grade 3-4 and 5-6 cite sources for research?
There is no easier way to teach citations than using an online citation creator:
Plug the information in on your SmartScreen to show students how it is done, and let the citation creator do the rest. Take time to explain the importance of each entry so students understand. This is fundamental to molding digital citizens out of the wild digital natives who enter your classroom. Help them understand the responsibilities that go hand-in-hand with the rights they acquire by accessing information on the internet.
Here’s an example using EasyBib:
Dear Otto: How Can Students Keep Track of Passwords?
Do you have a tech question?[/caption]
Dear Otto is an occasional column where I answer questions I get from readers about teaching tech. If you have a question, please complete the form below and I’ll answer it here. For your privacy, I use only first names.
Here’s a great question I got from Kaylene in Ohio:
How do you teach students to keep track of the many usernames and passwords they will need when using all of the great web 2.0 tools? I personally use an encrypted Excel file, but what do you suggest for students in K-8?
Hi Kaylene
Great question. Here’s what I do for K-5: I have a binder by each station in the computer lab with a template for recording UN and PW for all accounts. This isn’t private (anyone could look in the binders), but most accounts don’t require any degree of security. The process is to get students used to tracking log-ins, that they have a source to check when they need a log-in. I do ask that each UN and PW be different so they acclimate to that and figure out a logic to accomplishing that which works for them. For example, they might come up with a sentence where they use the first letter of each word as the PW with some combination of number/symbol appended to the front or back.
How the Internet Neighborhood is Like Any Other Community
Education has changed. Teachers no longer lecture from a dais with student learning contained within the schoolhouse walls. Thanks to the pervasiveness of easy-to-use and free 
web-based tools, 93 percent of teachers have one or more computers in the classroom with internet access (National Center for Education Statistics–2009). Global home Internet users with fixed Internet access is expected to grow from 1.7 billion in 2011 to 2.3 billion by 2016 (VNI-SA Research)—that’s almost one-third of the world’s population.
Because of these changes, educators have come to expect students to participate actively in the learning process and transfer their knowledge from the classroom to life. For example, when preparing a class project, a fifth grader will do the research using the internet, collaborate with classmates on Google Apps, write the report with a web-based tool (i.e., Google Drive), share it with the world using digital tools (i.e., Animoto or Glogster), and then use those learned skills in other classes.
Students have become digital citizens. The question is: How do we as educators teach them to thrive in the digital world?
Now Available: K-8 Digital Citizenship Curriculum
Digital Citizenship Curriculum for K-8 (print or digital)
Why do teachers need to teach Digital Citizenship?
Education has changed. No longer is it contained within four classroom walls or the physical site of a school building. Students aren’t confined by the eight hours between the school bell’s chimes or the struggling budget of an underfunded program.
Now, education can be found anywhere, by collaborating with students in Kenya or Skyping with an author in Sweden or chatting with an astrophysicist on the International Space Station. Students can use Google Earth to take a virtual tour of a zoo or a blog to collaborate on a class project. Learning has no temporal or geographic borders, available 24/7 from wherever students and teachers find an internet connection.
This vast landscape of resources is available digitally, freely, and equitably, but before children begin the cerebral trek through the online world, they must learn to do it safely, securely, and responsibly. This conversation used to focus on limiting access to the internet, blocking websites, and layering rules upon rules hoping (vainly) that students would be discouraged from using this infinite and fascinating resource.
It didn’t work.
Best practices now suggest that instead of protecting students, we teach them to be good digital citizens, confident and competent in the use of the internet.
What’s included in K-8 Digital Citizenship Curriculum?
This 70-page text is your guide to what our children must know at what age to thrive in the community called the internet. It’s a roadmap for blending all the pieces into a cohesive, effective student-directed cyber-learning experience that accomplishes ISTE’s general goals to:
17 Topics to Teach K-8 About Digital Citizenship
Education has changed. No longer is it contained within four classroom walls or the physical site of a school building. Students aren’t confined by the eight hours between the school bell’s chimes or the struggling budget of an underfunded program.
Now, education can be found anywhere, by teaming up with students in Kenya or Skyping with an author in Sweden or chatting with an astrophysicist on the International Space Station. Students can use Google Earth to take a virtual tour of a zoo or a blog to collaborate on class research. Learning has no temporal or geographic borders, available wherever students and teachers find an internet connection.
This vast landscape of resources is offered digitally (more and more), freely (often), and equitably (hopefully), but to take that cerebral trek through the online world, children must know how to do it safely, securely, and responsibly. This used to mean limiting access to the internet, blocking websites, and layering rules upon rules hoping (vainly) that students would be discouraged from using an infinite and fascinating resource.
It didn’t work.
Best practices now suggest that instead of cocooning students, we teach them to be good digital citizens, confident and competent in 17 areas:
Dear Otto: Should I stick with age limits on websites?
Dear Otto is an occasional column where I answer questions I get from readers about teaching tech. If you have a question, please complete the form below and I’ll answer it here. For your privacy, I use only first names.
Here’s a great question I got from Leanne:
I am a Middle School teacher. Many of the teachers in my school want to use websites that state you need to be 13 or above. So far we have avoided them but as technology becomes more pervasive in our school and cooler and cooler websites become available, this is getting harder to stand by. How do you approach using websites that require 13 or above access?
Thank you, Leanne
And my answer:
