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It is eye-opening and awakening information - guiding students from Old to New era of Digital Citizenship. Guiding students be positive and empowered digital citizens that micro monitoring them in ‘Don’t do this’ approach.

I as an ICT teacher will take some time at the beginning of the year or in any one of the units where it integrates to inquire deeper with students about the all the spheres of Digital citizenship - Digital Agent, Digital Self and Digital Interactor. However, It is necessary to develop Digital Citizenship as a mindset.

Over the days, though I have been preaching about Digital Citizenship, I never modelled that to my students. This would be my first step in implementing Digital Citizenship. Practice and model in every class, every day.

Digital Citizenship in two minutes by Nancy is a brilliant idea, where I can help make students real-life connections and learn in a positive way.

Be a modal Digital Citizen choice board will be my longterm goal. The tasks are very engaging and encouraging. I would immediately implement the idea of including Digital Citizenship norms in our Essential Agreements.

As we are reviewing our Anti-bullying Policy, this is my right time and opportunity to add cyberbullying element to the Policy.

Telling students what to do instead of what not to do is my way forward.

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We know that moving away from standalone lessons to ‘teach’ digital citizenship is best practice, but I’ve seen a slot of teachers reply on the Common Sense Media digital citizenship lessons as they’re pretty good, but then not revert back for the rest of the year. Digital citizenship has become a way of life as we can easily apply best practice daily, and model for for students. I think that teachers who are less confident can rely on a digital citizenship ‘pack’ or specified lessons, as long and the principles are looked at again and again, in an organic way.

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In my opinion, digital citizenship is a habit and attitude that needs to develop, for educators and students. Actually, the golden rule which often is used as a classroom rule "treat others the way you wish to be treated" also applies to digital citizenship: the permanence of actions using media is almost comparable to human relations, where one also should think before acting. Allowing students to engage in a positive, safe and legal zone is super important and therefore, Seesaw or Edmodo provide great opportunities for adults to monitor students' behaviour as well. In surveys e.g. on how to stay fit throughout the day, manage to have  a balanced diet in busy work-life and so on for example, students need to be aware of how to deal with intellectual property and gain experience which is also used in academic writing later on. Also, casual discussions with students on what kind of websites they navigate,... can be used as door openers to questions posed to the students on safety in physical life and online,... and questions around (data) protection. Definitely, digital citizenship is something ubiquitous that cannot be taught in isolation but integrated throughout the subjects- the more class teachers are valued as such and given the time with their class and allow them to build in rituals in the school days, the easier it becomes to holistically approach this and other topics worth integrating.

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Digital Citizenship is transitioning from the mysterious new kid on the block, to the old-fashioned norm that we all accept and believe in. Rather than teaching digital citizenship explicitly, in a manner that had some grand ceremony about it, we are now just teaching it on a day-to-day basis, crucially without exasborating the drama to it. Examples of this I can recall are cases where our students did email inappropriate emails to fellow students, and this was followed up with interrogative interviews, calls to parents, riot acts read etc.... to now, when such issues occur, it is simply a 'teaching moment', a moment to highlight to the wayward student the error of their ways. Obviously, if the episode was to escalate then greater attention is given to it.
My view of this though is as we teach students 'good manners', 'conflict resolution', 'etiquette', so we are with 'digital citizenship'. It is a part of our world now, a part of how we as humans exist, and as a consequence, we are all life-long learners in this quest, a patience is being developed by educators in teaching and guiding our young students on this journey.

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As a school, 3 years ago, we embarked on developing a comprehensive EdTech model and used the ISTE standards as a guide to support this. One of our first major projects was to develop a Digital Citizenship Program that was authentic, purposeful and real. It was critical to develop a program that was integrated into day to day learning opportunities (as pointed out in the article Digital Citizenship in two minutes or less). We assigned one of our team to lead this initiative with the support of others. She was able to map out the scope and sequence of Common Sense Media's Dig Cit curriculum, align Google's be internet awesome and find examples of how dig cit could be integrated into all grade levels K-10 to best support learners in a real and genuine way. Here is a snapshot of what it looked like over a year ago when I was still at the school - since then the resource has been updated, further integrated and more training provided. One additional note was that we brought in a non-negotiable that all teachers would be common sense certified educators and now that is a reality - prioritising staff training and the emphasis on ensuring all learners in our environment were safe and educated.

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It seems like we are in transition with converting people's outlook on the teaching of Digital Citizenship. We try to embed DigCit in authentic ways throughout all units/subjects and in theory we have a very progressive outlook on Positive Digital Citizenship. Yet in practice I see a lot of teachers still talking about the 'dangers' and less so about empowering students to become positive creators who are responsible online. We still have many cases where students are not making wise choices so I feel we have a long way to go. I think there needs to be more shared ownership of the teaching of Digital Citizenship and professional development to engage teachers with the 'new' way of thinking about digital citizenship.

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“Digital Citizenship is…the way you need to teach, ALL the time.”
I think I am on the fence with this one. This may be the end goal, however, this assumes (in my opinion) that every school has implemented tech in a meaningful way where learners are collaborating and sharing ideas; or even that they use technology in "every lesson every classroom and everyday".

We do not, each student and teacher is at a different stage.
We have only recently started taking steps in what I call - STEPS IN THE TECH DIRECTION-love a good pun. This has meant: teaching digcit in a separate conversation, especially in these initial stages.  Once the core understanding is there, it can be filtered out into other areas.

"In the #digcit community, most of us are working to move the narrative of kids’ technology use to one of positive norms, focusing on the opportunities inherent in social media rather than just the dangers."- Since the digital world is an unknown for us, I loved this approach and plan to be conscientiously aware of creating awareness in a positive way.

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I really liked Heather Marrs ideas for integrating Digital Citizenship into Seesaw use - I can see lots of potential there - I'm thinking this could be.a great infographic to share with educators.

I also love integrating digital citizenship with literacy through the use of picture books. I find them a great way to introduce a concept without it seeming 'preachy'. Some of my favourites are:
K-3

Dot by Randi Zuckerberg (wellbeing)

The Fabulous Friend Machine by Nick Bland (oversharing)

Troll Stinks by Jeanne Willis (trolling)

4-6

The Technology Tail by Julia Cook (digital footprint)

The Wretched Stone by Chris Van Allsburg (addiction)

Terms and Conditions by R Sikoryak (managing your data, fair use)

The Sad Little Fact by Jonah Winter (media literacy)

We can then take the ideas into our writing by responding to 'agony aunt' style emails with advice.

I'm on the hunt for picture books that address empathy and respecting diversity in digital spaces, would love to hear ideas from others!

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Nancy Watsons article really resonated with me because of the simplicity of talking through your personal thoughts, reflections and reasoning when it came to posting on social media and digital citizenship.
In Western Australia we have an interesting situation where our mandated curriculum states that our students should be sharing on online platforms from year 4 onwards, but our education department policy states that they are only allowed to in very restricted ways. This creates an interesting conundrum between teachers wanting to equip their students for their current reality and admin teams wanting to follow the education departments policies down to the final letter.
I think that sometimes we relegate social media to a taboo subject that we only speak to students about when we are warning them of the dangers of online predators and trolls.
Like any other social behaviour students will model what they see around them and these small incidental steps help to normalise a tricky subject and open up a dialogue that can be used to decode emerging situations.
My clients are usually very surprised that their students are using social media at all and find that once they open the gateway to open and honest discussions they learn a lot!

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My five cents worth... While I completely agree that #digcit must be embedded to be authentic and effective, it is a little like tech in general, teachers are at different points on the continuum. Although we are all digital citizens "whether we like it or not". Our current 'model' is to have me (as Ed Tech Coordinator) come in to kick start the thinking and dialogue as part of the curriculum but as a standalone conversation in the first instance. From there, ongoing digcit and use of tech tools should be integrated and I attend planning meetings for that purpose. Sounds great but doesn't always happen that way. Last year my predecessor put together an EdTech program, however, in its current form, it mostly sits outside the curriculum. We are sort of running a just-in-time over just-in-case approach. I think next steps are to identify actual places in the curriculum where aspects can be integrated authentically by releasing the responsibility of implementation over to teachers (with resources and support as required). All of this needs to come with a 'required' stamp from Admin. PLEASE, someone challenge me if I'm off on the wrong road to enlightenment!

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"Digital Citizenship is not a one-time lesson" as said by John Ross. Arguably, digital citizenship can no longer be confined to a single lesson, subject or criteria. We are in the age where we are all digital natives and we exist in a connected world. To enforce a lifestyle without recognizing this intrinsic fact is to lose meaning in the classroom.

What I have noticed is that students recognize this already. It is the teachers who are behind. For certain activities, I set up flipgrids and a few directions for the students to follow in terms of leaving feedback. Immediately, they reflect on their words, volume, presentation and what meaning they can infuse into a short clip. This authenticity already exists in the minds of students, even if they cannot always fully realize it. It is up to the teacher to direct them and enhance their capabilities.

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It is important to talk about Digital Citizenship in intentionally regularly. I agree with Nancy Watson when she said "“Every Teacher, Every Classroom, Every Day”.  As digital citizenship is so important today and in the future, it has to be a part of our daily learning and teaching. It has to be authentic and integrated meaningfully for the students. In the early years', SeeSaw is a great way to introduce Digital Citizenship in a authentic, meaningful, and safe environment.

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For my younger learners, my approach would be using storytelling to introduce the concept of Digital Citizenship. I would consider the use of some picture books with real-life scenarios to relate this concept. This would help them to understand the concept better.

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I think hitting DigCit from all fronts is key. We have dedicated lessons but then it’s also integrated into our PSHCE curriculum and this is now a requirement in the UK curriculum. DigCit safety is also a core part of our staff annual Child protection training so it’s made clear that is the responsibility of all staff in the school to support online safety ( not just the responsibility of the tech teachers ). We also try to integrate elements of DigCit into our house days where our tech leaders help run activities focused on elements of DigCit. Like Heather Marrs says it certainly important to keep drip feeding the concepts and model good practice to the children and colleagues. Little and often works the best. We use Seesaw as a fantastic safe place to explore online commenting with THINK and Zip it , Flag it,  Block it, helping to guide children in their everyday  practise. Kids still make mistakes, things still go wrong but we use these as teaching point and show that’s humans are not perfect but we can try to be the best we can, especially when online.

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I really liked what Heather Maars wrote about her use of Seesaw in the classroom. It provides many opportunities to embed digital citizenship. I would even go one step further and mention the opportunity to connect blogs.

What if your class connects with another class around the world and inquires into the same topic from a different perspective? This authentic experience allows them to learn and work in the interconnected digital world. Students ask each other questions and communicate and share their findings in a creative way. When creating something to share students need to be knowledgeable about copyright and intellectual property. Additionally, students comment on each others work in a positive and constructive way. They would need to reflect and think about the permanence of their work online.

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If you’re an IB school, the ATLs (Approaches to Learning) can help integrate classroom instruction/discussion with digital citizenship concepts. When you are sitting down to plan a Unit of Inquiry for example, try to cross-reference something like CommonSense Education’s Digital Citizenship Scope and Sequence lessons with the ATLs present in the Unit to see which ones naturally link and reinforce one another.

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Here is one specific example of a way that I worked with Spanish and French teachers to include Digital Citizenship. The inspiration was from the Common Sense Media lesson "Feeling on Display" for HS students. The lesson investigates appropriate ways that students should be posting, and responding to, social media. We took this and adapted the materials using Mentimeter to have students posting and commenting in their target language.

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I am big fan of connecting digcit to regular lessons. Just as the Don't Teach Digital Citizenship, Embed It article talked about, real context is critical to make Dgicit come to life for students. Otherwise, it is an add-on and not seen as having the same value as core curriculum areas by either teachers or students.

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Digital Citizenship  is important aspects of all digital learning online and offline. I feel it is a requirement to be integrated as tool across the year / Grade levels needs to be practiced across school irrespective of age groups.  We somehow forget not all adults are aware of Digital Etiquette, Digital citizenship norms and just online communication responsibilities. Lot of adults are also not equipped to support children in this aspect of learning. It requires whole school approach and focus should be on effective use of technology for different parts of our lives. It could be  for entertainment or learning or organising  whatever one is doing technology should be effective in doing those things better.

I totally agree with Nancy Watson when she quotes a child saying Adults are telling not to do stuff online but not actually showing how to use it properly. That goes along with our school line of action of Effective use of technology in all walks of life.

We as a school have included Digital Citizenship as strand for our ICT curriculum and vertical as well horizontally aligned with unit of inquiry.
Reflecting on Heather Marrs article "Don't Teach Digital Citizenship embed it" - I think we do embed  it quite well as part of our learning across year groups inform of Classblog for year 3, UOI Blogs for year 4 and Learning  journal blogs for year 5, Google Classroom for year 4 upwards. We have monitored online learning for our year 2s and 3s on scratch and Bookemon to facilitate Digital Literacy skills through class projects.

Moving forward we need to align the Digital Citizenship with NEW ATLS for Enhanced PYP to make authentic connections to Unit of Inquiry.

Mike Ribble - who has worked on the Digital Citizenship for years now has mentioned in his article that Digital Citizenship is way of life meaning  should be embed in life learning. Mike further explains the importance of digital citizenship curriculum in Primary school as the habits formed before 12 years of age stays for life and difficult to unlearn.
https://id.iste.org/docs/excerpts/DICIPA-excerpt.pdf
https://www.digitalcitizenship.net/home.html

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Many schools are using Seesaw with elementary aged students and as mentioned in the article "Don't Teach Digital Citizenship, Embed it" we should teach students digital citizenship in an authentic manner and what better way to do it in a relatively safe platform as Seesaw, teaching young children their responsibility and role as a digital citizen and digital interactor. Seesaw is used to demonstrate learning throughout many subjects. All the teaching will be coming from authentic teaching and learning as we will use examples, modeling positive digital interactions whenever the need arises.