Category: Digital Citizenship

In these 169 tech-centric situations, you get an overview of pedagogy—the tech topics most important to your teaching—as well as practical strategies to address most classroom tech situations, how to scaffold these to learning, and where they provide the subtext to daily tech-infused education.

Today’s tip: What is Digital Literacy?

Category: Pedagogy

‘Digital literacy’ is one of those buzz words floated by experts as being granular to 21^st-century students. It’s everywhere, on everyone’s tongue, but figuring out what it means can be daunting. ‘Literacy’ is simple: the ability to read and write–so ‘digital literacy’ should be achieving those goals digitally.

Sounds simple. The difficult is in the implementation. Here are the sixteen transformative tools, activities, and/or knowledge bases digitally-literate students should be comfortable using:

1. annotation tool
2. backchannel device
3. class internet start page
4. class website or blog
5. cloud computing
6. digital citizenship
7. digital class calendar
8. digital databases
9. digital devices–such as laptops, iPads, Chromebooks, or desktops, for daily use
10. online information
11. sharing digitally to build knowledge
12. social media
13. student digital portfolios–to curate and collect work
14. email–or another method of communicating quickly outside classtime (such as messaging or Twitter)
15. virtual collaboration
16. vocabulary tool–to quickly decode words students don’t understand

For more detail on the tools, activities, and knowledge bases above—as well as the general topic of digital literacy—visit “Digital Literacy—What is it?” on Ask a Tech Teacher.

More on Digital Literacy:

• How to Assess Digital Literacy
• Digital Literacy in Busy Classrooms
• Digital Literacy–Too Important to Skip

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I reprint this post every October, to remind all of us about the treachery of bullying.

In October 2006, thirteen-year-old Megan Meier hung herself in her bedroom closet after suffering months of cyberbullying. She believed her tormentors’ horrid insults, never thought she could find a way to stop them, and killed herself. She’s not the only one. In fact, according to StopBullying.gov, 52 percent of young people report being cyberbullied and over half of them don’t report it to their parents.

Everyone knows what bullying is — someone being taunted physically or mentally by others — and there are endless resources devoted to educating both students and teachers on how to combat bullying. But what about cyberbullying? Wikipedia defines “cyberbullying” as:

the use of information technology to repeatedly harm or harass other people in a deliberate manner

Cyberbullying occurs on not just social media like Twitter, Facebook, and topical forums, but multiplayer games and school discussion boards. Examples include mean texts or emails, insulting snapchats, rumors posted on social networking sites, and embarrassing photos or videos.

How serious is it?

The National Youth Violence Prevention Resource Center estimates that nearly 30 percent of American youth are either a bully or a target of bullying. 7% of high school students commit suicide, some because of cyberbullying:

On October 7, 2003, Ryan Halligan committed suicide by hanging himself [after being cyberbullied by high school classmates]. His body was found later by his older sister.

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I don’t write enough about special needs so when Rose contacted me with an article idea, I was thrilled. Rose Scott is a literary teacher with a goal of making education comfortable for students with special needs. Her dream is to help students explore their talents and abilities.

In this article, Rose writes about a little-known problem that students may unknowingly suffer from that may make it look like they are plagiarizing when–to them–they aren’t.

Read on:

Many people have come to believe that plagiarism is intentional and evil, and all students whose works have text coincidences are shameless wrongdoers. While it may seem that the majority of plagiarists do turn out to be cheaters, there are exceptions. Have you ever heard of cryptomnesia?

Cryptomnesia, according to the Merriam-Webster medical dictionary, is “the appearance in consciousness of memory images which are not recognized as such but which appear as original creations.” In other words, a person says something for the first time (as he or she thinks), but in reality he/she has already mentioned it, and now just doesn’t remember the previous occurrence.

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#ISTE had an interesting discussion on how to foster digital citizenship in schools. This is especially critical because students are spending so much more time than ever before online. Here’s a peak at their conversation and then a link to the rest:

3 Ways To Foster Digital Citizenship in Schools

For teachers, it can be difficult to know when and how to instill digital citizenship skills. Fortunately, there are a number of ways to weave digital citizenship into the school day and for parents to reinforce it at home. ISTE has a few suggestions:

Read on…

For more on Digital Citizenship, check our K-8 curriculum here and these additional articles:

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Here are popular resources teachers are using to teach about digital citizenship. Click the titles for more links:

Avatars

Copyrights and Digital Laws

Curriculum

1. Applied Digital Skills–all tech skills
2. Google’s Be Internet Awesome–abbreviated course
3. K-8, scaffolded, Ask a Tech Teacher (with projects)

Cyberbullying

Cybersecurity

1. Cyber Patriot program–by the Air Force

DigCit–General

Digital Footprints

Digital Privacy

Digital rights and responsibilities

1. Digital Passport
2. Digital rights—sharing info

Digital Search and Research

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Information that will help you teach digital citizenship to your students. Below, you’ll find everything from a full year-long curriculum to professional development for teachers:

Resources:

Digital Citizenship: What to Teach When (a video)

Curricula:

K-8 Digital Citizenship Curriculum

More on Digital Citizenship

How to Grow Global Digital Citizens

Teaching Digital Rights and Responsibilities

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I’m a staunch believer that Digital Citizenship should be taught early and often. Education Week seems to agree. They have a great article on this topic you want to check out:

Educators: Teach digital citizenship early

Digital citizenship lessons should begin early, educators say. Darshell Silva, a librarian and technology integration specialist in Providence, R.I., says when children receive early guidance, they “are knowledgeable of dangers that are out there” by middle school and are less likely to engage in bullying.

Read on…

Here are more articles on DigCit from Ask a Tech Teacher:

• Tech Ed Resources for your Class–Digital Citizenship
• The 5 competencies of digital citizenship
• 3 Ways To Foster Digital Citizenship in Schools

Click for my K-8 Digital Citizenship curriculum.

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I get a lot of questions from readers about what tech ed resources I use in my classroom so I’m going to take a few days this summer to review them with you. Some are edited and/or written by members of the Ask a Tech Teacher crew. Others, by tech teachers who work with the same publisher I do. All of them, I’ve found well-suited to the task of scaling and differentiating tech skills for age groups, scaffolding learning year-to-year, taking into account the perspectives and norms of all stakeholders, with appropriate metrics to know learning is organic and granular.

Today: K-8 Digital Citizenship Curriculum

Overview

K-8 Digital Citizenship Curriculum—9 grade levels. 17 topics. 46 lessons. 46 projects. A year-long digital citizenship curriculum that covers everything you need to discuss on internet safety and efficiency, delivered in the time you have in the classroom.

Digital Citizenship–probably one of the most important topics students will learn between kindergarten and 8th and too often, teachers are thrown into it without a roadmap. This book is your guide to what children must know at what age to thrive in the community called the internet. It blends all pieces into a cohesive, effective student-directed cyber-learning experience that accomplishes ISTE’s general goals to:

• Advocate and practice safe, legal, and responsible use of information and technology
• Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
• Demonstrate personal responsibility for lifelong learning
• Exhibit leadership for digital citizenship

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June is National Internet Safety Month, thanks to a resolution passed in 2005 by the U.S. Senate. The goal is to raise awareness about online safety for all, with a special focus on kids ranging from tots to teens. Children are just as connected to the Internet as adults. This is a great list of internet cautions I got from an online efriend a few years ago. I reprint it every year because it covers all the basics, avoids boring details, and gives kids (and adults) rules to live by:

Not everything you read online is true

It used to be anything we read in print was true. We could trust newspapers, magazines and books as reliable sources of information. It’s not the same with the web. Since anyone can become published, some of the stuff you’re reading online isn’t true. Even worse, some people are just rewriting stuff they read from other people online, so you might be reading the same false information over and over again. Even Wikipedia isn’t necessarily a reliable source. If you’re researching something online, consider the source. Some poorly written, random web page, isn’t necessarily a good source. However, if you find a .gov or .org site, the information has a better chance of being true. Always look at who owns the website and whether or not they have an agenda before considering whether or not certain information is true.

Not everyone you meet online are who they say they are

This is the hard part because we want to trust our friends, even our online friends. The truth is, some of the people you meet online are lying about who they really are. Sometimes adults pretend to be kids and kids pretend to be someone else. They do this for a variety of reasons; grownups might want to try and have sex with kids or frenemies might want to act like friends to get information on someone they want to bully at school or online. Unless you know someone very well and can verify their identity, don’t trust that everyone who you speak to online are who they say they are.

Some people who are pretending to be kids really aren’t. There are grownups who pretend to be kids so teens and kids won’t get creeped out talking with them. This is never a good thing. Most of the grownups who are looking to talk to kids are looking for sex. Parents need to monitor their kids’ friends list and ask questions about the friends they don’t know. It’s more prevalent than you think and it COULD happen to you.

Not everyone you “friend” is your friend. Just like in the real world, not everyone you know is a friend. Think long and hard about the people you’re “friending.” Drama doesn’t just stay in school anymore, now it follows you home thanks to the social networks. Plus, stuff y

ou share with what you think is a private social networking page is a simple cut and paste away from being broadcast all over school. Also, be careful when friending friends of friends and friends of friends of friends. You don’t really know these people, why are you giving them access to your private life? Sometimes, it’s like giving them the keys to your house.

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We wrote about fake news earlier this week (How to defeat fake news–one teacher’s ideas). Here are additional resources you’ll find helpful in teaching about this topic:

1. Fake News game— from BBC
2. How to spot fake news — a video
3. Interview with a fake news creator
4. Make your own Fake News–with the Inspect tool (video); idea: change a website; ask students if they can tell it’s now fake
5. Spot the Troll–recognize fake SM accounts
6. TEDEd–how to choose your news
7. Why People Fall for Misinformation--Video)

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