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It's easy in Film.  As students edit, they need to use (and cite in the credits)  creative commons sources for adding soundtracks, images,  soundfx, etc While it's not something we've done before, I think it would be a good idea to have students create their own YouTube Channels to post their content , adding a positive online presence.  GIving feedback in the comments sections would  promote constructive online engagement. They could also curate their own playlists of Film resources.

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Most of our students do not have access to Twitter or Facebook. Their big social media tools are WeChat and Bilibili. Etiquette is not something that they inherently understand. Most of us learned our manners by being corrected in a group setting where a behavior was observed or language overheard by family, teacher or friends. For our students the opportunity for such modeling and guidance has been drastically reduced. The phone is generally only seen by them and the message discussed after it is too late. Our 6th grade Life Skills class is one of the first places in which these students are using MS Teams. The discussion threads in Teams have provided a contained social media space in which students can collaborate around coursework and be coached in the values and behaviors of New Digital Citizenship.

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5C's - Explanations - share/edit as you (all) wish!

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Response to Hurley - something we did in WAB last year for all G7 students, but could equally be used for almost any grade ~ 5 C's of Email Etiquette - Concise, Current, Courteous, Cautious and Clear!

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The 5 C's of Email - Sample Emails (2017-18)

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G7 ELA - I have already started integrating this year, with a unit called 'Technology and Me' - as part of the beginning of the unit, students brainstormed and noted all of the apps they were using - SnapChat, TikTok, Weibo, etc. They then researched who owned these apps, when they started, how many users they had, what features they had in common, what made them distinct, etc. They then started delving a bit deeper (with other articles I gradually fed them) about the 'stickiness' of these features, and how these features worked psychologically, as well as physiologically, to keep them interested. From there we went in some other different directions, but the groundwork here was to get students to understand the subtle ways in which the apps they were on the most often were manipulative so greater or lesser degrees. The ISTE Student Standards that were covered (implicitly, but planned to be more explicit next year!) were: 3 a, b, and C (Knowledge Constructor) and 6 a, b, c and d (Creative Communicator)

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Trev - Wellbeing and the crossover to Digital Citizenship

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Trev - Wellbeing and the crossover to Digital Citizenship

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We have been looking at how we can naturally integrate digital citizenship in to our curriculum, and there is a huge overlap with our wellbeing curriculum. Working closely with the head of wellbeing we were able to identify areas through the high school where we could promote positive digital citizenship/interactions.

Another way to promote this is to include the relevant criteria as part of peer assessment of work. Most student's know how to do this, they just choose not. Including this will allow for natural discussion about why clear referencing and correct use of images are important.

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I used to be very opposed to Twitter, but 2 people and an event convinced me otherwise. The first person shared about how he used Twitter as a means to "scrapbook" articles of interest that he really found interesting as Twitter was incredibly current. I've found over the years I have done exactly that, and many a great ideas including digital citizenship lesson ideas have been through the twittersphere. The second person was a teacher candidate. I was trying to reach out to a local tv station to profile and celebrate our student project, and nothing panned out through emails or calls, but one tweet by this teacher candidate immediately resulted in not only a response, but a profile on the evening news. It was an incredible lesson of the positive power of social media for our students (or as my friend @jcasatodd coins it #socialLEADia - mentioned in "Digital Citizenship Lessons in Two Minutes or Less" article). And finally when the ice storm hit Toronto in 2013, our house was out of commission for 7 days and the most up-to-date information was actually through Twitter where our city counsellor would give minute-to-minute updates on whether we would recover our power. I shared this story with our students of the power of social media, but it was also a great discussion of the dangers of sharing too much personal information where strangers might know your house didn't have power/you were not at home.

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Our students use images more and more in their creations, whether it be creating presentations, movies, posters/infographics, or creating t-shirts for their clubs. Every time I need to use an image or see a task where students might need to use an image, I see it as an opportunity to highlight ISTE student Standards 2c "Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property." It's such an easy way as Heather Marrs in her article "Don't teach Digital Citizenship, Embed it" reminds us, to make digital citizenship learning authentic. Teaching tricks like: 1. clicking on the "Tools" button to find images by usage rights 2. highlighting the fact that in Microsoft and Google you can search images by creative commons 3. sharing websites like pxhere, unsplash or pixabay which offers creative commons images  every time students need an image is a great way to remind students to be mindful of the intellectual property of others, and how they might want to protect their own intellectual property too.

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Den- Wikipedia- reliability of information

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Den- Wikipedia- reliability of information

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Often Wikipedia can be the go-to resource when researching. It can give a good overview of many subjects but it's important to highlight how it can be edited by anyone. Edit a page your students are likely to use, then await the big reveal after they record inaccurate facts. I've done this before when Grade 5 children were researching Darwin (he had a boat that was shaped like a beagle) and Guy Fawkes (he invented fireworks) and it's been very effective. Edits soon get removed, but I think this lesson for the students outweighs the inconvenience of the moderators. (You can also download a page and edit it then show it onscreen)

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1. Start with classes that have natural links and do a model lesson to build partnership with the teacher. For example, in ten minutes I'll be going into an IB Lang and Lit class to do a lesson on fake news - how people manipulate your emotions using language and what motivations they may have for doing so. It's a great way to bridge current and relevant learning into the context of an established syllabus.

2. Use video games as learning platforms. They are great tools for teaching content in engaging ways but also for doing explicit learning around how games make you feel and managing your emotional state. I've started doing this with my 4 year old son and he is already getting pretty good at stopping voluntarily if a game makes him upset or angry.

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I thought the "google yourself" activity was a simple and informative way of examining one's digital footprint and the impact that it has. I would do this with my students as a warm up followed by a discussion of digital citizenship and why it matters. This is not a term regularly used in our daily routines...yet...so it would be more meaningful to start integrating digital citizenship in a way that allows them to see the impact this has on their lives and what their responsibility is as a digital citizen.

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This is what actually happens in G7 of my school. One unit's formative assessment is to design a survey to collect students' opinion on environment preservation. After finishing inputting their questionnaire online, students are trying their best to find someone to answer it. The most convenient way for them to do it is to send an email to other students in school. And adding "G9 Students" as the receiver, they can easily reach all students of a certain grade. Now you can tell what happened next. Almost all other grades received tons of emails from G7 asking them to finish their online survey, which makes them so annoyed.

This is a good chance to embedding digital citizenship into the curriculum. The subject teacher just need to ask students a simple question: what do you feel if your inbox were full of requests from someone you don't know asking you to do an online survey? And what do you think is a better way to get the answer you want and won't interrupt others?

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As I am in the middle of revamping the G10 curriculum for World Civilization, I want to highlight the different ways we use technology in the unit. From there, I want to connect the ISTE digital citizen standards to the activities. Teaching my students how to be better digital citizens from the beginning of the school year, will help engrain the positive and proactive digital citizen in each of them. I really the mantra that the teacher said in the "Digital Citizenship Lessons" are when she said, "Every teacher, every classroom, every day." This can be reflected and practiced with the student when it is engrained in the assignment.

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1. Sentence starters
I like what the article DC Lesson in Two Minutes or Less discussed about helping student give meaningful feedback. Using sentence starters to prompt the kids to reflect better and to be able to give more meaningful feedback.
- Your post taught me that..
- This made me think of... because...
- I really like...
- Have you thought of...

2. Modeling -Learning by example
Teacher model proper use of online or offline sources. When we make resources, tasks, video, podcast, and the likes.  We need to model how we cite all our sources within our materials.

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I would start by
1.  looking at the current Statements of Inquiry across subjects, then the concepts that go with them,. (Quite easy to do through managebac)
2. Then having subject leaders look at which units lend themselves to one of the 9 elements of digital citizenship
http://www.digitalcitizenship.net/nine-elements.html
3. Where possible have IDUs that address the digital citizenship, where not, ensure that each subject covers an element in an academic year.

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In elementary have a class social media sight and on a daily bases gather as a class to post, review and think through various digital Citizenship related issues.  Modeling through doing together.  Talk through the image you want to promote and not promote, how and what to post and comment to build that image.

Lee Williams

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Nadine - shouting out great design that moves humanity further in communication accessibility

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Nadine - shouting out great design that moves humanity further in communication accessibility

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This is just so awesome https://city-press.news24.com/News/smart-glove-reads-sign-language-20190601?fbclid=IwAR36blk-2fBDUVax2JFOV8GecytEotGOhc8DH_OAq7rWhHd-FdKvPHM8knY

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Nadine - supporting people new to an online PLN

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Nadine - supporting people new to an online PLN

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If you have a well established network for example on twitter and someone new joins it's great to introduce them to various groups that may interest them as the group gets new input and the new person finds it easier to find networks that interest them.

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Nadine - sharing materials made for academic honesty using creative commons

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Nadine - sharing materials made for academic honesty using creative commons

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All teachers have in common that students need to make citations and we want students to understand the concepts not just apply rules. So I made some posters years ago with a fellow librarian and then wanted to update them to be more succinct. I posted them in various FB pages, they're CC share alike and in fact people have taken them and adapted them further - crowdsourcing at its best.

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When you see the good work of others, support them and give credit where due. Social interactions are a two way street, so make sure you are leaving room for oncoming traffic.

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Even if you would like to disagree with someone it is important to model a polite interaction.
Addressing the person by name, or Sir/Madam and not including incendiary language is a good start.

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Simply writing emails to students that at the very least start with their name and perhaps a greeting as well, clear body text with no emojis, etc. and a signature sign off with your name.