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Projeqt is a real-time dynamic presentation platform. Give your presentations a heartbeat by grabbing your old dusty presentations, or create one from scratch with our user-friendly dashboard, and let your stories free. By pulling live tweets or blog feeds, inserting an interactive map, adding audio notes or simply streaming videos that you've found on the web - they can all live in real-time and be shared for everyone to see.

Projeqt was created by TBWA\Worldwide and Pilot.is - a internal product development unit which creates products living at the intersection of marketing and engineering. My role as Founder and Designer on Projeqt was to lead overall Product Strategy, Design, UX and Marketing for the group.

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Company: TBWA + Pilot.is
Role: Founder and Lead Designer

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Projeqt is a real-time dynamic presentation platform. Give your presentations a heartbeat by grabbing your old dusty presentations, or create one from scratch with our user-friendly dashboard, and let your stories free. By pulling live tweets or blog feeds, inserting an interactive map, adding audio

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Edublogs is more than just WordPress

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Edublogs is more than just WordPress Edublogs enhances WordPress with education-specific features, themes, and plugins. We offer tailored tools for classroom management, student privacy, and collaborative learning. Our platform is designed to meet the unique needs of educators and students, with dedicated support and an active educational community.

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http://global2.vic.edu.au/

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The Department of Education and Training is no longer funding the use of Global 2 for Victorian public schools. All blogs hosted on Global 2 have been taken offline except for those listed below.

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The Department of Education and Training is no longer funding the use of Global 2 for Victorian public schools. All blogs hosted on Global 2 have been taken offline except for those listed below. Please send email to global2@edublogs.org if you need access to a blog that was hosted on Global 2.

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Wordle is a wizard. "word cloud" from text as typed by the user The prominence of the cloud depends on the words that appear frequently in the original text. which can customize the characters according to the desired style, such as fonts, layout styles and font color Images created through Wordle can be used in...

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Moodle turns 15, announces investment partnership with Education for The Many and starts to accelerate their five key growth projects: improving Moodle core, Learn Moodle curriculum, MoodleNet, Moodle Foundation (and opening an office in Barcelona) and expanding their Services & Partnership program.

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Flat Connections provides unique approaches to online global collaboration. We 'flatten' the disconnected classroom to become a global learning environment of the future. Online Connected and Collaborative Learning for Global Understanding Online Global Collaboration in the Curriculum A not-for-profit, specializes in the access to applications and the utilization of video conferencing for live interactive content and professional development, as well as web based collaborative learning environments for lifelong learners.

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https://primaryclasstech.weebly.com

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This Digital Portfolio is based around the 5 components of the Australian Curriculum ICT Capabilities (ACARA, 2015). The tools discussed are relevant to a Primary Years context and the learning...

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https://www.australiancurriculumlessons.com.au/2013/03/02/teaching-cybersafety-budde-basics-a-cybersmart-lesson/

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In this lesson, students recognise that there are serious security issues associated with the online world. They recognise that there are strategies for being secure and responsible online, just as there are for being safe and secure offline. Students learn that cybersecurity is the responsibility of every ICT user and will be able to Identify four basic cybersecurity strategies: a firewall, anti-virus software, keeping security software up-to-date, and email filtering.

Language for interaction - Understand that successful cooperation with others depends on shared use of social
conventions, including turn-taking patterns, and forms of address that vary according to the degree of formality
in social situations (ACELA1476).

Listen to and contribute to conversations and discussions to share information and
ideas and negotiate in collaborative situations (ACELY1676).

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a
growing knowledge of context, text structures and language features (ACELY1680).

Use software including word processing programs with growing speed and efficiency to construct and edit texts
featuring visual, print and audio elements (ACELY1685).

Investigate with ICT

Using ICT to plan and refine information searches; to locate and access different types of data and information
and to verify the integrity of data when investigating questions, topics or problems.
Communicate with ICT

Using ICT to communicate ideas and information with others adhering to social protocols appropriate to the
communicative context (purpose, audience and technology).

Operate ICT

Applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed.

Apply appropriate social and ethical protocols and practices to operate and manage ICT.

Open a web browser and go to https://budd-e.staysmartonline.gov.au/teachers/teachers/index.html

Click on the 'TOOB' Section
of the resource and watch the 'SCAMS' video

Discuss with the students that there are serious security issues

associated with the online world and ask what might they be?

List down these issues on the board and ask students to do the same in their books.

Explain that Cybercrime is a widespread and

growing phenomenon. Cybercrime

is a threat to critical infrastructure,

and the digital economy. It is also

a real threat to individual users. Then ask them how do they think Cybercrime might affect them? Record responses.

Explain that the consequence of not adopting
cybersecurity strategies can be

very costly, and may include the

loss of personal identity, privacy,

data, and devices.

Unsecured home-based computer

systems are the frontline of attack

for many cyber criminals.

There are simple steps that every

computer user needs to take to

secure their home-based system.

It is the responsibility of every user

to secure their computers and

internet devices. And now we're going to learn how.

Now show the students the student section of Budd-e by getting them to create an account at https://budd-e.staysmartonline.gov.au/primary/main.php. (if they haven't already done so)

Model how to start creating their very own Budd-e robot on their computers and how to name it (if they haven't already done so)

When finished, lead students to unlock the 'HEAD' of their Budd:e Robot.

"In this activity, the student is presented with a selection of 'enhancements' for their internet device that are represented by graphics. These enhancements include cybersecurity fundamentals (firewall, email filtering, anti-virus software, and security updates) as well as things that are nice to have-graphics, music, games and movies. The student is prompted with feedback to sort the things they 'need' to secure their device, from the things that are 'nice' to have. They also need to match the graphic depiction of these cybersecurity essentials to their definitions. In this way, the learner discovers the importance of cybersecurity fundamentals.
Conclusion:

Whole-class discussion to review learning objectives.

Brainstorm why there are cyber criminals and what they are after.

Brainstorm the sorts of data that people keep on computers, and make a list of good things that may be lost if a computer is corrupted.

Brainstorm ways we keep ourselves safe and secure in the offline world. Compare these strategies to safety and security strategies for the online world.

Discuss other cybersecurity measures like backing up data, and securing wireless networks.

Discuss why it's important to report (to teachers, parents or carers) anything bad that happens online: that it helps to make the web safer and more secure for everyone.

Anecdotal notes.

Completion of the Budd-e robot will show that the students have successfully learnt about the dangers associated with Scams.

The above work is able to be shared via a Creative Commons Licence and is courtesy of the Commonwealth of Australia. More resources can be found at https://budd-e.staysmartonline.gov.au/teachers/primary/index.html

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Teaching Cybersafety - Budd:e Basics - A Cybersmart Lesson - Australian Curriculum Lessons

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Summary: In this lesson, students recognise that there are serious security issues associated with the online world. They recognise that there are strategies for being secure and responsible online, just as there are for being safe and secure offline.

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http://behaviour.education.qld.gov.au/cybersafety/school-staff/Pages/cybersafety-resources.aspx

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This page provides links and information for teachers to teach students about cybersafety.

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http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/cyberteach5to6.aspx

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Respect

Focus: Positive online behaviours
VELS: Level 4
Objective: For students to develop an understanding of respect and positive and responsible conventions when communicating using a range of digital technologies and the internet.

Discussion prompts

Introduce or revise the term 'respect'. Students could look up this term in a dictionary and thesaurus, both electronic and hardcopy, compile and come up with definitions the whole class can agree on.

How does this link with our school values?

Invite students to describe situations where they have experienced respectful and non-respectful behaviours online.

Teaching ideas

Teaching idea 1: ACMA Unit

See Positive online communication on: ACMA Cyber[smart:] - The ACMA Units of Work

Selection of activities from this unit:

Teaching idea 2: Respect survey

Develop a ten-question quiz using Survey Monkey to survey your class in the finer points of respect or students could interview their classmates and create a video about respect. See: Survey Monkey

Set a live survey using Poll Everywhere where students answer pre-prepared survey questions. These results are graphed in real time using a data projector, giving a powerful representation of the data. See: Poll Everywhere

Note: Both the above mentioned sites both contain Terms Of Service statements at their homepages. Use this opportunity to discuss with your students the acceptable use of an online tool and the agreement they enter into when creating an account. The Poll Everywhere statement is much clearer and easier to understand compared to the Survey Monkey Terms Of Service document.

Teaching idea 3: Do you know your netiquette?

Ask students to do a Think-Pair-Share about the most recent way they exhibited respectful behaviour e.g. saying please, thank you; giving up seat on bus; holding door open for someone etc. What other forms of respect can we add to our list - (school, home, sporting club, social activities etc)?

Students choose one of the following technologies/online tools:

Groups should be of no more than four students and each technology may have more than one group assigned to it. In their groups, students brainstorm respectful behaviours associated with their chosen technology and use a graphic organiser or Freemind to capture their input. Each point in their list must be short and succinct.

Students research their topic and add any additional respectful behaviours to their list. Students discuss which of the identified respectful behaviours relate to personal safety.

Websites for student searching

Internet

Email

Mobile Phones

Blogging

Social Networking Sites

Teaching idea 4: Using the Visual Ranking Tool

Working in groups, students use the free Intel Visual Ranking Tool to rank the respectful behaviours related to their technology and justify their position. The whole group must agree with the order of the list and be prepared to defend the list. See: Visual Ranking Tool

Students work in their groups to develop a brochure (electronic or hardcopy) promoting respect and personal safety around the use of the technology they researched above. Their planning should include a storyboard which shows the details that will go on each page and which student is responsible for each task.

As an alternative, students could develop a 'How to' book on using technology respectfully for their peers or for junior primary students.

Teaching idea 5: BrainPOP

View the animation at: BrainPOP

Students can then complete the quiz and activities independently or as a group. This site provides additional information through the FYI and Q & A sections.

Teaching idea 6: Introduction to CyberQuoll

CyberQuoll is an online program composed of six episodes in which the characters present scenarios and cybersafety tips in an engaging cartoon format.

View: Episode 1 of CyberQuoll - Invasion of the Noobs

Teacher resources are available at Teacher's CyberQuoll

Who am I online? Who are my friends online?

Focus: What's real online?
VELS: Level 4
Objective: For students to develop an understanding of how avatars and handles can be used to protect their identity online and minimise risks in an online environment. They also develop appropriate avatars and handles, and identify potential dangers of online 'friends'.

Discussion prompts

What's an avatar? What are some examples of avatars that students know from movies, television or the internet?

What's a 'handle'?

Do any of the students have an avatar or a handle? How did they decide on what these would be?

When would you use an avatar or a handle?

How can the use of avatars and handles help keep us safe online?

What would you want your avatar or handle to say about you?

How might an avatar or a handle be inappropriate?

Teaching ideas Teaching idea 1: Meet my avatar
Note to teachers: In using any online tools with students, teachers should always check whether users must register first, what personal information might be required, the details of the privacy policy, how the personal information will be used and whether there are any age requirements to register. Teachers should also ensure that any advertising that appears is appropriate.

Explain to students that they are going to create their own avatar using doppelme

Take students on a tour of the site, highlighting the FAQs, the sign-in page. registration page and privacy policy (students do not have to register in order to save their completed avatar using doppelme), but teachers may wish to take students through this process. This could be used to reinforce the importance of managing passwords securely.

Ask students to create an avatar and choose a 'handle' (the handle could be used as their username).

Avatars can be embedded into other applications and online tools such as blogs, wikis, and PowerPoint presentations. Students could have their own page in a class wiki where they embed their avatar and describe some of the ways in which they keep safe online.

Working in pairs, ask students to take on the persona and handle of the avatar they have created and introduce themselves to a partner. They should describe themselves, their personalities, likes and dislikes.

Based on these conversations, ask students to decide whether they believed their partner's avatar. Did the avatar seem like a real person? Explain that the next task looks at avatars and how sometimes we can forget we are communicating with fictional characters.

Teaching idea 2: Are you for real?
This teaching idea uses three short one to two minute clips from the Australian Children's Television Foundation's program, Noah and Saskia.

Clip 1: In this clip, Saskia chooses an avatar in order to meet Max in Max Hammer's Web Weave.

Why did Saskia choose the paper bag avatar?

What do you think Max's avatar said about him?

What did Max mean when he said 'Reality is what you make it' and 'This reality is mine!'

Why did he throw Saskia out of his online space?

Clip 2: In this clip, Saskia goes back to Max Hammers Web Weave to again try to talk to Max, but this time creates a very different avatar for herself.

Clip 3: In this clip, Saskia goes to see her friend Renee to tell her about her chat with Max. Saskia feels that Max is real, but Renee reminds her that 'he's typing, words on a screen. He's an idea.' Why does Saskia feel that Max is real?

Who is right - Saskia or Renee? Provide a reason for your response.

Ask students to keep in mind the clips they have seen. Discuss:

What is friendship?

Why is it important to have friends?

Is everyone they interact with online a friend?

What's the difference between real friends and online friends?

What websites do students currently use where they have online friends?

How do they know these friends are who they say they are?

Ask which of the students have used chat and or social networking sites.

Ask students to describe rules they use to keep safe and minimise harm when using these tools.

Highlight safety tips from sites such as: Online friends - Cybersmart

Have students create a class list of tips on the safe use of chat and social networking sites based on the video clips and discussion. Ask students to include tips about the use of avatars, noting that even though they may seem like nice, friendly people, avatars are personas their owners have created.

Further resources
Protecting my online identity

Focus: My online identity
VELS: Level 4
Objective: For students to develop the understanding of protocols for publishing online; the use of credit cards, online forms and pop ups; the differences between personal information that should be kept private and that which it is safe to share; strategies they can use to protect their online identity and security and minimise harm; how to develop appropriate online profiles.

Discussion prompts

What is untrustworthy and unreliable content?

What is inappropriate and illegal content?

What do you do when confronted with unwanted content?

How do you protect your reputation online?

Teaching ideas

Teaching idea 1: Posti

Posti was developed by the Arts Centre as part of the FUSE Digital Content Progra and is an online adventure for primary students to explore cyberspace and their own responsibility as a digital citizen.

Cyberspace is exciting, revolutionary and potentially risky - a world for which ethics and behavioural etiquette are still being defined. Posti presents a controlled social media community in which students investigate the issues and risks of inhabiting an online environment.

Teaching idea 2: Finding stuff

CyberQuoll is an online program composed of six episodes in which the characters present scenarios and cybersafety tips in an engaging cartoon format.

View: CyberQuoll Episode 2 Finding stuff Chapters included in this episode:

The golden rules about email

Safe searching and family friendly search engines

Inappropriate content guidelines

Allow students to view Episode 2. Discuss as a class.

Ask students to suggest other search engines

Conduct a search on different search engines.

Teaching idea 3: My online profile

Discussion prompts

Discuss/revise the types of personal details that should not be shared with a stranger or posted online.

What are some potential dangers of posting this type of information?
Use students' suggestions to create a class list that highlights personal details that should never be posted online.

What is an online profile?

Why do some websites ask you to develop a profile about yourself?

What might be some of the dangers of creating a profile of yourself that is suggestive or has information that is untrue?

What should an online profile say about you?

Ask students to create an accurate online profile of themselves that does not contain any personal details that would not be appropriate for posting on the internet. A class wiki could be created for this purpose, with each student given a page on which to create their profile.

When they have finished, ask students to form groups of three or four and provide feedback on the profiles, using the class list created during the discussion as a guide.

View: CyberQuoll Episode 3 Making Waves Chapters included in this episode:

Some golden rules about chatting

What's a handle?

Keep things from the net on the net

Some golden tips about online identity

Which emails should you delete?

Some golden tips about viruses, attachments and online hoaxes

Chat for a while...

Some golden tips about net etiquette.

Allow students to view Episode 3 individually or in pairs, or view as a class using a datashow project and/or interactive whiteboard. If viewing as a class, you may wish to ask students to predict what the golden tips at the end of some of the chapters might be, then view the tips and compare.

Ask students to explain how their online profile is safe given the tips they have seen in this episode or suggest changes they need to make.

Students can then go on and develop a message about 'Protecting Your Identity' on the home page of the wiki as a class-based resource.

Teaching idea 4: Puttin' Stuff Up

View: CyberQuoll Episode 4 Putt'n Stuff Up

Chapters included in this episode:

Content misuse by others

Uploading 'appropriate' photos to the Internet

Golden rules of online publishing

Uploading photos interactive

Allow students to view Episode 4. Discuss as a class.

Students can upload appropriate photos to the class wiki space.

Another resource which complements Episode 4 is available at the OnGuardOnline website where they run the campaign 'Stop, Think, Click'. See: OnGuardOnline

Teaching idea 5: Who's trying to trick you?

View: CyberQuoll Episode 5 Trying It On Chapters included in this episode:

Using credit cards online

The four Ws

The lie detector

Tale of the evil pop-ups

The golden rules about forms and pop-ups

Allow students to view Episode 5. Discuss as a class.

Ask students to suggest other questions that could go in to the 'lie detector' and add to the wiki space.

Teaching idea 6 Budd:e:

budd:e E Security - Primary is an online activity-based learning program made up of nine activities. Students can complete the activities individually (within ten minutes). Ideally each task would be followed by a class discussion (within ten minutes). A comprehensive teachers' resources booklet is also downloadable from the site.

Teaching idea 7: Internet security

See Don't be fooled on: ACMA Cyber[smart:] - The ACMA Units of Work

Lessons 2 and 3 from this unit are titled:

Considering website authenticity

Evaluating websites

Students learn to identify 'bogus' websites and what is and is not valuable.

Teaching idea 8: Personal information

See Sharing personal information on: ACMA Cyber[smart:] - The ACMA Units of Work

Lessons 1-8 from this unit teach students to:

categorise personal information into three levels of privacy

distinguish between personal information that is safe to share online and that which is not

provide several examples of online forums that may request personal information

list at least 10 strategies for keeping themselves safe while online.

Further resources

Episode 6: Kids in Cyberspace (The Big Picture)

View: CyberQuoll Episode 6

This is revision of the Cyberquoll program.

Protecting my online privacy

Focus: My online privacy
VELS: Level 4
Objective: For students to develop an understanding of the importance of keeping passwords secure, Terms and Conditions and Privacy Statements on websites and how these can impact on their online privacy, and strategies they can use to protect their online identity.

Discussion prompts

Discuss/revise what makes a strong password and why passwords should be kept secure and not shared. List ideas.

Teaching ideas

Teaching idea 1: Setting up passwords

Ask students to work in pairs to check the information on Stay Smart Online: Set up and protect your passwords. See: Factsheet 15 - Understanding Password Security

As a class, ask students to compare the information they found on the websites with the class list. What changes might need to be made to the class list as a result and why? How can these tips help keep passwords secure?

Discussion prompts

Ask students to recall any websites they have used which require an online registration (e.g. Gmail or Hotmail account, online game sites, etc.).

What details were required? Why would the website owners want this type of information?

How do you decide whether it is safe to sign up to a website?

Teaching idea 2: Privacy role play

Ben tells his friend his password for MSN. A week later they have an argument and that night the ex-friend goes on MSN using Ben's account. He pretends to be Ben and is rude to the people that he talks to online. The next day Ben's mates don't talk to him because they believe it was him on MSN the previous night.

How often do you change your password? How often should you change your password?

Should you have the same password for every account you have online?

What else could happen if you share your passwords with friends?

How can you create strong passwords that would be difficult for people to guess?

Teaching idea 3: ACMA: Cybersmart Detectives

See: Cybersmart Detectives

Register for the Cybersmart Detectives interactive learning program. Cybersmart Detectives is an innovative online activity that teaches children key internet safety messages in a protected environment.

Students work online and in real time, connecting with community professionals to solve an internet-themed problem. The aim of the program is to educate and empower students to make more informed decisions in real life situations.

In the activity, students assume the role of an onlooker in their current year at a fictional local school. They are concerned about the welfare of a student at the school, particularly with that student's online activities.

Guided by a series of clues, students work collaboratively in teams to solve a mystery. Cybersmart Guides respond to the questions and theories posed by the students and guide the teams through each of the 'clues'.

As the scenario unfolds, the students discuss the risks of certain online and offline behaviours, and ways of managing those risks. Although the scenario presented in the activity is simulated, the sense of urgency that excites students taking part is very real.

Teaching idea 4: Read the small print!

Go to the Neopets site. Using an interactive whiteboard, spend a few minutes showing students around the site. See: Neopets

Go to My Account (from the navigation bar) and click on Edit Profile. Then click on Sign Up Now to create an account. What details are requested - do students think this is a safe online form to complete - why/why not?

Go back to the Home page and scroll down to the bottom of the page. Point out the links to the Terms and Conditions and Privacy Policy - have students seen these on other web pages before? Who has read them? What are they about? How might they help protect us online?

Go through these with the class. Why are the Terms and Conditions necessary? Are they easy to understand?

Go back to the site's home page and click on the Privacy Policy link. Why is this policy necessary? Is it easy to understand?

Neopets also has a link to Safety Tips. Go through these with the class. Why do they think the Neopets site has this section? Do all websites have this? Why/why not?

Go back to the Sign Up Now section of the site and ask the class whether they think it would be safe to sign up for this site now that they have read the Terms and Conditions and the Privacy statements? Explain to students that even though a site looks safe, they should always check with a parent/carer, teacher or other trusted adult before filling out any online form.

Now compare the Terms and Conditions and Privacy Policy on this site, especially written for students, to those found on a general website, such as Google. See: Google's Create an Account

Ask students whether they think it would be OK to fill out this online form - why/why not?

Scroll through the Google Terms of Service - how old do you need to be to sign up for Google services? What if you are not the required age?

Click on the Privacy Policy link at the end of the form which will take you to the Privacy Center, and then click on the Privacy Policy link in the navigation bar on the left-hand side. Scroll through this slowly so students can see the length of this policy. How are the Google samples different to the Neopets site samples? Ask students if they think the Google samples have been written for students/children? Why/why not? Discuss with students some possible rules about when it would be OK to register for a site or fill out any online form? e.g. when a parent/carer, teacher or other trusted adult is present; after they have read and understood the Terms and Conditions and Privacy Statement.

Ask students to go online and check to see if any of their favourite websites have Terms and Conditions, Privacy Statements and Safety Tips. Make up a class list of which sites do and which sites don't have this information. Students could continue to add to this list throughout the year to reinforce the importance of checking for this information and protecting their online privacy and identity.

Students should talk to their parents/carers or a trusted adult if they have registered for a site or completed an online form they are concerned about.

Protecting myself from cyberbullying

Focus: Cyberbullying
VELS: Level 4
Objective: For students to identify the types of technology that may be used for cyberbullying; define bullying and cyberbullying; generate solutions for dealing with a cyberbullying situation; generate preventative strategies to protect themselves from a cyberbullying situation; define the term bystander and analyse the difference between helpful and harmful bystanders; identify outside organisations which have been set up to provide assistance.

Note to teachers: The discussion to introduce the topic of cyberbullying should be contextualised within the school's Student Engagement Policy and the proactive steps to prevent any form of bullying, including cyberbullying. Teachers may wish to draw on this and ask students to complete a double cell diagram to show similarities and contrasts between bullying and cyberbullying. Students could complete this task using a Think-Pair-Share approach and ask each group to present their findings or complete the task as a whole class using an interactive whiteboard. See: Double Cell Diagram

Based on the students' double cell diagrams, ask students to develop a class definition of bullying and cyberbullying (if not already defined/explained in the school policy). A description of terms can be found at the Bullying. No Way! website which you may like to show students as a comparison with their definition. See: Bullying. No Way!

Teaching ideas

Teaching idea 1: Cyberbullying Unit

See Cyberbullying on: ACMA Cyber[smart:] - The ACMA Units of Work

This comprehensive unit contains five lessons, all approximately 45 minutes in length. Some of the learning outcomes include:

compare and contrasting bullying and cyberbullying

describe the roles and responsibilities of people involved in bullying

list strategies to deal with cyberbullying.

Teaching idea 2: What is cyberbullying?

Show students the list of technologies and their descriptions at Bullying. No Way! Are there other technologies that students would add to the list (e.g. digital cameras, and mobile phones)?

Have students work in pairs or small groups. On a large piece of paper, ask students to draw a table with three columns and label the first Technology, the second Type of Cyberbullying and the third column Preventative Action. In their pairs or groups, ask students to describe ways they know about where technology has been used to cyberbully others, for example, under the heading Technology, students could write Email and under the heading Type of Cyberbullying, students could write spread rumours about someone; email embarrassing photos of others. Under the heading Preventative Action, they could write delete emails; not forward emails.

When students have completed a number of examples of technologies and cyberbullying behaviours, have them present to class. Are all of the suggested strategies to avoid or respond to cyberbullying appropriate? Why or why not? What other alternatives might there be?

Compare with the strategies presented at So What can We Do? Compare with the strategies presented in the summary of cyber bullying actions at Smart Online, Safe Online

Teaching idea 3: Don't be a bystander

Ask students if they know what the term 'bystander' means? When have they been a bystander? e.g. witnessed an accident, saw a scene being filmed

Sometimes, just being a bystander can be unkind or mean, such as when you see something bad/unpleasant happening and you don't do anything to help. Provide students with some possible bullying situations where a bystander did nothing and ask them to develop a short scenario, for example a student deliberately knocking another's student's lunch to the ground; a student being teased and taunted by a group of students on their way to school each morning.

Why might the bystanders in these situations not have assisted? Why do some people choose to be bystanders in similar situations? Compare students' responses to those found at Bullying. No Way! and discuss the similarities and differences. See: Bullying. No Way!

Have students refer to the table they developed in the previous task. How would bystanders possibly act in the cyberbullying examples they described for the different technologies? Would the reasons for some people being bystanders in cyberbullying situations be the same as the reasons they identified earlier - why/why not?

Invite students to debate the statement: Bystander? You're Just as Guilty, drawing on the discussions that have taken place as part of this task.

Teaching idea 4: Cyberbullying - Don't stand for it!

View the video: Talent Show

Ask students whether they agree with the message at the end of the video? Ask students to imagine themselves as one of the students in the auditorium who had just heard Lindsay's speech and describe the action they would take.

Using the message at the end of the video as an example, have students select one or two technologies from their list in Teaching Idea 2 and develop other slogans/messages to prevent cyberbullying.

Teaching idea 5: So what should I do if I'm cyberbullied?

Following on from the two teaching ideas above, ask students what strategies are available to them if they are cyberbullied?

Compare the class list with the tips found at: Cyberbullying

Explain to students that there are outside organisations which have been set up to provide assistance. Highlight the information on assistance at Bullying. No Way! and Kids Helpline.

Teaching idea 6: ACMA: Cyber hero

Cybersmart Hero is an innovative online activity that teaches children about cyberbullying in a protected environment.Students work online, and in real time, connecting with community professionals to respond to a cyberbullying issue. The aim of the program is to educate and empower students to make informed decisions in real life situations.

In the activity, students play the role of a bystander who becomes aware of a cyberbullying problem at school. Students ultimately become concerned about the welfare of a fellow student, who is the subject of some targeted bullying through electronic media such as texts, emails, chat rooms and social networking.

As the scenario unfolds, the students are required to discuss the issues and make decisions about the responsible course of action. By the end of the activity students will be familiar with the issues around cyberbullying and how to respond to those issues if they are ever faced with similar situations.
Further resources

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Focus: Positive online behavioursVELS: Level 4Objective: For students to develop an understanding of respect and positive and responsible conventions when communicating using a range of digital technologies and the internet. Introduce or revise the term 'respect'. Students could look up this term in a dictionary and thesaurus, both electronic and hardcopy, compile and come up with definitions the whole class can agree on.

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https://www.edutopia.org/blog/internet-safety-younger-elementary-mary-beth-hertz

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How to Teach Internet Safety to Younger Elementary Students

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A lesson plan for helping students as young as kindergarten begin to understand how to be safe online.

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http://mediasmarts.ca/cyber-security/resources-teachers-cyber-security

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Resources for Teachers - Cyber Security | MediaSmarts

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As well as invaluable tools for keeping in touch with our friends, families and our work, mobile devices have become an increasingly big part of how we access the Internet. Unfortunately, while many smartphones are nearly as powerful as computers, we often don't use the same caution with them as we do with our computers-and they often don't have the privacy and security safeguards that come built into computers.

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http://www.teachhub.com/technology-classroom-digital-rights-responsibilities

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https://k12teacherstaffdevelopment.com/tlb/how-can-i-help-students-be-responsible-digital-citizens/

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E-learning, blended learning, on-line learning, integrating technology with classroom instruction, Bring Your Own Device (BYOD) initiatives - these are some catch words that have changed the dynamics of the academic world in present times. The explosion of technological development in society has inevitably presented a wide range of possibilities at the click of some keys. And even as schools and educators use the available tools for holistic education, it is essential that teachers and students are equipped to use technology responsibly. The instances of students as well as adults misusing and abusing technology are far too many to be ignored.
What is Digital Citizenship?
'Digital Citizenship' is a concept that helps teachers, technology leaders and parents to understand what students/children/technology users should know to use technology appropriately. It is more than just a teaching tool; it is a way to prepare students for a society full of technology. This would focus on the norms of appropriate, responsible technology use. Towards that end, one way of helping students is following the REPs.
REPs (Respect, Educate and Protect)
The concept of "REPs" is a way to explain, as well as teach the themes of digital citizenship. Each area encompasses three topics which should be taught beginning at the kindergarten level. When teaching these ideas the top theme from each group would be taught as one REP. For example the first REP would be: Etiquette, Communication and Rights/Responsibilities. This would continue through REPs two and three. This method helps to ensure that all students have covered the same topics and everyone has the basic ideas of digital citizenship.

Respect Your Self and Others

Etiquette: Understanding electronic standards of conduct or procedure.

Access: To work towards providing and expanding digital access.

Law: electronic responsibility for actions and deeds.

Educate Your Self and Connect

Communication: Understand electronic exchange of information.

Literacy: What technologies must be taught; how to use technology quickly and appropriately.

Commerce: How to be effective consumers in the digital economy.

Protect Your Self and Others

Rights and Responsibility: Understanding the freedoms extended to everyone in a digital world; how do digital rights and responsibilities work together?

Safety or Security: Electronic precautions to guarantee safety and protect information.

Health and Welfare: Physical and psychological well-being in a digital technology world.

The web is a good place to find resources regarding proper learning and citizenship on the internet. Listed below are some such resources that will help you promote safe e-learning whether you choose to follow the REPs format or do it in other engaging ways.

You can access more than 20 videos that are each 2-4 minutes long. These can be great conversation starters in class and can also be used in conjunction with their corresponding lesson plans.

Canadian not-for-profit charitable organization MediaSmarts has developed and delivered high-quality digital and media literacy resources aimed at advancing digital and media literacy in schools, homes and communities.

YouTube is one of the most easily and widely accessed resources for both students and adults. Its dangers are just as many. So it has devised an interactive curriculum aimed to support teachers. Topics covered include: YouTube's policies; How to report content on YouTube; How to protect their privacy online; How to be responsible YouTube community members?

The Digizen website provides information for educators, parents, careers, and young people to build their understanding of what digital citizenship is. It is a good resource for specific advice on issues such as social networking and cyber-bullying and how these relate to and affect online experiences.

Teachers often face the dilemma of how to handle situations of cyber-bullying that hurts students and disrupts classrooms, leading them to wonder, what should one say or do, what can one do to help students avoid such bullying? This toolkit will help take on those questions and take an effective stand against digital harassment.

This site explains how Digital Citizenship is a holistic and positive approach to helping children learn how to be safe and secure, as well as smart and effective participants in a digital world. It includes helping them understand their rights and responsibilities while recognizing the benefits and risks, and realize the implications of their actions, both personal and ethical.

This offers a variety of resources for parents, teachers and administrators to guide students to become positive digital citizens and leaders.
Discuss Here: What are some activities that you have used to talk about Digital Citizenship in your classroom?
About PLB

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What are some activities that you have used to talk about Digital Citizenship in your classroom?

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'Digital Citizenship' is a concept that helps teachers, technology leaders and parents to understand what students/children/technology users should know to use technology appropriately. It is more than just a teaching tool; it is a way to prepare students for a society full of technology.

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https://www.scisdata.com/connections/issue-103/know-your-rights-and-responsibilities-teaching-digital-citizenship/

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Know your rights and responsibilities: teaching digital citizenship - SCIS

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So, what is 'digital citizenship' and why is it so important? How can librarians network with parents and the wider community on issues related to digital citizenship? How can students be supported to become good digital citizens aware of both their rights and their responsibilities in this increasingly ubiquitous online world?

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https://www.teachinctrl.org/lessons/livingdigitalworld.php

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Cable Impacts brings you InCtrl, a series of free standards-based lessons, originally developed by Cable in the Classroom, that teach key digital citizenship concepts. These lessons, for students in grades 4-8, are designed to engage students through inquiry-based activities, and collaborative and creative opportunities.

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https://www.sophia.org/tutorials/digital-etiquette-2

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Video Transcription

Download PDF

Hi, and welcome to today's lesson, which is on a really important topic called digital etiquette. My name is Gino Sangiuliano, and I'll be guiding you through this tutorial.

Before we begin, let's review the nine elements of digital citizenship. Digital citizenship is the acceptable, appropriate, and responsible use of technology. The elements include digital access; digital commerce; digital literacy; today's topic of digital etiquette; digital law; digital rights; responsibilities; digital health; and finally, digital security.

As a teacher and a parent, sometimes those teachable moments are simply thrust upon you when you least expect them. Such was the case when my son, who was eight or nine at the time, sent a silly picture of himself to a friend. His friend responded with a not-so-kind caption, and so the discussion of digital etiquette began.

Let's define the term "digital etiquette." It's the basic and understood rules that everyone should follow in order to engage in appropriate digital interactions with others.

"Etiquette" is not a new term. However, when you add the digital component, differences arise. For example, teasing was once something that mostly happened verbally and face-to-face. Now it can take the form of messages and posts.

Bullying was also very direct and tangible. In the digital world of today, it can be anonymous, and happen 24/7. Fortunately many states have acted legislatively to address this serious issue.

Objects were once the target of theft. Today it's intellectual property that's at risk.

And finally, misrepresented information could be contained. Today, information can go viral in seconds, and is widespread and perpetual.

Here is a list of some common transgressions that are prevalent today. Unfortunately, due to the veil of anonymity, many individuals engage in these behaviors. Others do so simply because they haven't been taught not to. For example-- sending hurtful messages, hacking, illegal downloads, offensive language, plagiarism, and unethical practices.

A new term has entered our lexicon, and that is "netiquette." And teachers and adults have a responsibility to be role models, and actively teach appropriate online behavior to students of all ages.

First of all, it's never too early to start discussing this topic with youngsters. I have seen tips like this posted in many classrooms-- "Never send a message out of anger." "Anything posted or sent can never really be deleted." "Reread messages and posts before sending them."

You'll want to provide real life examples of how internet mistakes have destroyed reputations. If you're looking for some examples, just try Googling the phrase, "They loved your GPA. Then they read your tweets."

To summarize, we reviewed the nine elements of digital citizenship. We defined digital etiquette. We compared digital versus interpersonal etiquette. We discussed some common transgressions that occur. We talked about teachers as role models, and finally, how teachers should be teaching digital etiquette.

I'll leave you with this food for thought. Try looking carefully at the things you come across online. What digital etiquette breach do you encounter most often?

Now it's your turn to apply what you've learned in this video. The Additional Resources section will be super helpful. This section is designed to help you discover useful ways to apply what you've learned. Each link includes a brief description, so you can easily target the resources you want.

Thanks again for watching. Have a great day.

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We explain Digital Etiquette with video tutorials and quizzes, using our Many Ways(TM) approach from multiple teachers. In this lesson, you will learn about the 9 elements of digital citizenship. Specifically, the Digital Etiquette element of digital citizenship, why Digital Etiquette matters, and what Digital Etiquette looks like.

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https://educators.brainpop.com/bp-topic/digital-etiquette/

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Digital Etiquette

Mind your manners! This isn't just advice for bratty kids in the real world anymore, since online communication has completely changed the way we interact with one another! In this BrainPOP movie, Tim and Moby teach you about the do's and don't's of digital etiquette, a.k.a. netiquette. Learn how the rules of conduct we follow in our everyday lives apply to many different types of digital communication, from emails to instant messages to social networking websites. Discover how the Internet poses unique challenges to etiquette, and see how practices like flaming and trolling can transform a friendly message board into a verbal battleground. How can you fight online rudeness and help bring courtesy and respect back to the web? Start by watching this movie!

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Digital Etiquette Lesson Plans and Lesson Ideas | BrainPOP Educators

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Mind your manners! This isn't just advice for bratty kids in the real world anymore, since online communication has completely changed the way we interact with one another! In this BrainPOP movie, Tim and Moby teach you about the do's and don't's of digital etiquette, a.k.a. netiquette.

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https://www.literacyandnumeracy.gov.au/digital-literacy-activities

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What is Digital Literacy?

Digital literacy involves knowing how to use a range of technologies to find information, solve problems or complete tasks. Digital literacy is also about knowing how to act safely and respectfully online.

It is important that all children and young people in Australia learn to become 'digitally literate' in a safe and supportive environment, by engaging with the materials, data, systems, tools and equipment that are available in their schools and communities.

In order to drive children's digital literacy in schools, Digital Technologies has been developed as one of the learning areas of the Australian Curriculum. Digital Technologies aims to ensure that all students from Foundation to Year 10 benefit from learning about and working with traditional, contemporary and emerging technologies. Digital Technologies focuses on developing knowledge and understanding of data and digital systems and the processes and production skills involved in using digital technology.

Through the Australian Curriculum Digital Technologies learning area, students will have the opportunity to learn coding or programming skills and to develop the general capability of information and communication technology (ICT) competence. Coding or programming is a list of step-by-step instructions to get computers to do what you want them to do, to complete a task or solve a problem. Coding is what makes it possible for us to create computer software, apps and websites. ICT competence is knowing how to use traditional computers like desktop PCs and laptops, with a focus on practical skills in particular types of software.

Digital Technologies Hub

The Digital Technologies Hub is an exciting science, technology, engineering and mathematics (STEM) initiative that offers a single and easily accessible portal to a collection of freely available activities, learning sequences and other resources to support the teaching of the Australian Curriculum for digital technologies. The aim of the Hub is to increase teacher and student engagement and confidence with digital technologies, and increase student proficiency in coding and computer programming. The Hub is administered by the Department of Education and Training and delivered by Education Services Australia (ESA).

Australian Digital Technologies Challenges

The first four Australian Digital Technologies Challenges for Years 5 and 7 are now available for schools to use! Developed by the University of Sydney's Australian Computing Academy, the resources are the first in an online series of 23 free, structured, progressive teaching and learning activities and challenges for all year 5 and 7 students. All of the resources are aligned to the Australian Curriculum. The initiative includes lesson plans, professional learning and online support for teachers. The Australian Digital Technologies Challenges is an initiative of and funded by the Australian Government to 2020.

Digital Literacy resources and activities

CS First is a free Google resource for students to learn about coding. There's something for everyone! Students use computer science to complete projects on different themes, from fashion and design to storytelling, friendship and music. Students can try them all, or make an account and save a bigger project.
CS Unplugged
CS Unplugged is a collection of free learning activities that teach Computer Science through engaging games and puzzles that use cards, string, crayons and lots of running around. CS Unplugged is for students of all ages and computer abilities. The activities introduce students to Computational Thinking through concepts such as binary numbers, algorithms and data compression, separated from the distractions and technical details of having to use computers. Importantly, no programming is required to engage with these ideas!
Code Club Australia
Code Club Australia is a nationwide network of free, volunteer-led, after-school coding clubs for children aged 9-11. Code Club is about fun, creativity, and learning through exploring.

Code Club Australia creates projects for volunteers to teach at after school coding clubs. The projects teach children programming by showing them how to make computer games, animations and websites. To access Code Club's wonderful resources, see if there is a Code Club in your area or set up a new Code Club at your school! Register your Code Club and access the great resources. There are new projects every school term. Students will progress and learn as they use their imaginations and creativity.
eSafety Resources
The eSafety website has a range of online cyber safety resources available for primary and secondary students. eSafety activities teach students critical digital skills and promote discussion about online safety between young people and their parents, carers and teachers. There are also standalone lesson plans for primary classes designed to build a range of skills, knowledge and behaviours in students that will help to keep them safe online.

Code Club Australia and the eSafety resources are supported by the Australian Government.

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Digital literacy involves knowing how to use a range of technologies to find information, solve problems or complete tasks. Digital literacy is also about knowing how to act safely and respectfully online.

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http://mediasmarts.ca/teacher-resources/digital-literacy-framework/digital-literacy-framework-grades-4-6

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Because they are spending more unsupervised time online, these students need guidance about Internet safety and protection of privacy, and they also need to be taught about good citizenship and responsible Internet use.

As more of their school work requires Internet research, this is also a good time to teach students skills for conducting effective research and for authenticating online content including recognizing marketing messages, bias and stereotyping.

Students at this age are highly active in games and virtual environments, where they need to learn to apply empathy to their online interactions and to resist "upselling" techniques in those environments as well as to manage the amount of time they spend online.

Children this age are also increasingly sensitive to messages about body image and gender norms that they get from media, including digital media, and need help in engaging with these. Despite their growing awareness that media is constructed, they may still be frightened by realistic portrayals of violence, threats or danger - whether on the news or in television dramas.

FRAMEWORK ICON LEGEND

A Day in the Life of the Jos
Grades: 6-8

In this licensed educational game, students help the brother and sister team Jo and Josie with situations they encounter online as they go about a typical day in their lives. The modules are represented as five days in the lives of Jo and Josie, covering topics that research has identified as being important for youth: defusing drama (cyberbullying), data privacy, privacy and reputation, privacy ethics and authenticating online information.

Advertising All Around Us
Grades: 5-6

This lesson helps students to become more aware of the language and techniques used in print advertising, as well as the impact of advertising on their daily lives.

Avatars and Body Image
Grades: 4-6

In this lesson students are introduced to the concept of "avatars" and share their experiences creating and playing avatars in video games and virtual worlds.

Behaving Ethically Online: Ethics and Empathy
Grades: 4-6

In this lesson students are introduced to the idea that "hot" emotional states such as anger or excitement can make it harder for them to control how they act. They also discuss the concept of empathy and look at the ways in which digital communication can make it harder to feel empathy for other people.

Break the Fake: What's Real Online?
Grades: 3-5

In this lesson, students are introduced to the challenges of identifying what is real and what is fake online. After learning some simple steps to verify online information they create a poster that communicates the importance of questioning and double-checking online content.

Break the Fake Lesson Plan: Verifying Information Online
Grades: 6-9

In this lesson, students participate in a workshop that teaches them four quick, easy steps to verify online information. After practicing these four steps they create a public service announcement aimed at teaching one of these steps and spreading the message that it is necessary for everyone to fact-check information we see online every time we are going to share it or act on it.

Calling Out versus Calling In: Helping youth respond to casual prejudice online
Grades: 6-8

This lesson introduces students to the idea of "calling in" - reaching out to someone privately with the assumption that they didn't mean to do any harm - and explores how this idea can be applied both to casual prejudice online and when responding to stereotyping and other negative representations in media. Finally, students explore the different benefits of "calling out" and "calling in", and consider when the two strategies would be most appropriate.

Cyber Choices
Grades: 3-5

Cyber Choices is an interactive game designed to help students in grades 3 to 5 develop the skills and habits they need to make safe and responsible choices online. Delivered in an engaging online comic-book format (with accompanying audio to support developing readers), Cyber Choices lets students explore four different stories that cover key issues such as making good choices about their own and others' personal information, dealing with cyberbullying (as both a target and a witness) and managing online conflict.

Earth Day: Maps as Media
Grades: 4-6

In this lesson, students analyze maps as a medium and discuss how they are created, things they can and can't show, and their effectiveness at communicating environmental information.

Editing Emotions
Grades: 5-9

In this lesson, students learn about the history of film editing and how shot composition, juxtaposition of images and the use of rhythm and repetition in film editing can affect the emotional impact of a film.

Facing Media Violence: Rewriting the Story
Grades: 1-4

In this lesson, students explore how characters in media texts resolve conflict, then brainstorm alternative non-violent solutions to conflicts represented in media.

Game Time
Grades: 4-6

In this lesson students consider the positive aspects of video games as well as the ways in which games may take time away from other activities they enjoy. Students are introduced to the idea of balancing game and screen time with other parts of their lives and learn about the reasons why they may be tempted to spend more time playing games or find it difficult to stop playing.

Gender Stereotypes and Body Image
Grades: 6-7

This lesson makes students aware of the dangers of gender stereotyping and the media's role in perpetuating gender stereotypes.

Getting the Toothpaste Back into the Tube: A Lesson on Online Information
Grades: 6-8

In this lesson, students watch a short video that compares getting rid of personal information online to getting toothpaste back into a tube. After a short discussion of how visual analogies like this work, students discuss the meaning of the video (that information online is permanent.) They then read a series of short scenarios that help them identify four further principles of information online: that it can be copied, that it can be seen by unintended audiences, that it can be seen by larger audiences than intended, and that it becomes searchable.

Just a joke? Helping youth respond to casual prejudice
Grades: 6-8

One of the barriers to youth pushing back against prejudice is not wanting to over-react, particularly if they feel their peers were just 'joking around.' Humour, however, can often be a cover for intentional bullying and prejudice. In this lesson, students analyze media representations of relational aggression, such as sarcasm and put-down humour, then consider the ways in which digital communication may make it harder to recognize irony or satire and easier to hurt someone's feelings without knowing it. Students then consider how humour may be used to excuse prejudice and discuss ways of responding to it.

Media Literacy Key Concepts Lesson 5: Media Have Social and Political Implications
Grades: 5-8

In this lesson, students watch a video introducing the media literacy key concept that media have social and political implications. They discuss the idea of explicit messages in media products and then, after watching the video "It's Not Easy Being Green," discuss the idea that media products may have less obvious implicit messages. Students apply this analysis to another media work familiar to the class and then, in an optional final task, identify how a favourite media work has influenced them.

Online Marketing to Kids: Protecting Your Privacy
Grades: 6-9

This two lesson unit on online marketing explores the various ways companies use the Internet to target young people. The first lesson introduces students to the ways in which commercial websites collect personal information from kids and to the issues surrounding children and privacy on the Internet.

Prejudice and Body Image
Grades: 3-7

Through class discussion and activities, students begin to recognize how the media pressure us to achieve a certain looks and how media images may lead to prejudice against those who don't conform to their standards of attractiveness.

Social Smarts: Nothing Personal!
Grades: 3-6

A new smartphone is a big responsibility for kids, who have a lot to learn about using them safely, especially when it comes to protecting their privacy.

The Office of the Privacy Commissioner of Canada has created a graphic novel, Social Smarts: Nothing Personal! to help young Canadians to better understand and navigate privacy issues in the online world. The 12-page graphic novel is designed to appeal to kids aged 8-10.

Stay on the Path Lesson Two: All That Glitters is Not Gold
Grades: 5-6

In the second lesson in the Stay on the Path lesson unit, students learn how to authenticate online information by comparing "facts" from the website www.allaboutexplorers.com with more authoritative sources.

Stay on the Path Lesson Three: Treasure Maps
Grades: 5-6

In the third lesson in the Stay on the Path unit, students apply what they have learned in the first two lessons to find and verify information online.

Stay on the Path Lesson Four: Scavenger Hunt
Grades: 5-6

In the fourth lesson in the Stay on the Path unit, students apply their searching and critical thinking skills to learn how to find legitimate online sources for downloading and streaming movies, music and videos.

The Hero Project: Authenticating Online Information
Grades: 4-8

In this lesson students are introduced to Internet search skills through researching a personal hero. By focusing on the early parts of the research process, students learn to select well-defined topics, ask relevant research questions and select effective keywords.

Understanding the Internet Lesson 2: Pathways and Addresses
Grades: 4-6

In the second lesson in the Understanding the Internet unit, students gain a greater understanding of how messages are sent and received over the Internet.

Understanding the Internet Lesson 3: Build Understanding
Grades: 4-6

In the third lesson in the Understanding the Internet unit students identify and classify their own interactions with the Internet and will engage in a collaborative critical thinking activity that will have them examine the Internet from a variety of perspectives.

Understanding the Internet Lesson 4: Communication and Social Media
Grades: 4-6

In the fourth lesson in the Understanding the Internet unit, students compare and contrast a variety of online social networking platforms and build an understanding of how they work to share messages. They will reflect on basic online rules and explore concepts of safety and privacy when accessing and sharing information online.

Winning the Cyber Security Game
Grades: 5-8

In this lesson students discuss their online experiences and learn how to minimize the potential risks that may be associated with them.

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Digital Media Literacy Framework - Grades 4-6

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Students in the junior grades lack sufficient critical thinking skills to surf the Web alone, but MediaSmarts' Young Canadians in a Wireless World research shows that almost a third never or rarely use the Internet with an adult nearby.

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http://www.carnegiecyberacademy.com/

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Welcome to the Carnegie Cyber Academy, the most prestigious cyber defense training facility in the world. My name is Commander Omni. I am the school's dean.

At the Academy, we train our cadets in online safety so that they can protect themselves and others from the attacks of malicious Cyber Villains. The Internet is a growing part of our daily lives. It is my hope that future generations will be able to continue exploring Cyberspace in a safe and secure way.

Carnegie Cadets: The MySecureCyberspace Game made an impact in 2007 as a free comprehensive cyber citizenship game for children. Download and play- compatible with 2000/XP and Mac OSX (10.5).

View a demo video and the teacher's packet for the classroom.

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The Carnegie Cyber Academy - An Online Safety site and Games for Kids

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The Carnegie Cyber Academy website provides online safety information and Carnegie Cadets: The MySecureCyberspace Game, an educational game that teaches kids about internet safety.

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https://digitalliteracy.gov/resources-by-term/81

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http://www.thinkb4u.com/

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https://www.sophia.org/tutorials/digital-access-3

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Video Transcription

Download PDF

Hi and welcome to today's lesson. My name is Gino Sangiuliano and the topic we'll be covering today is digital access. But first, let's talk about digital citizenship because digital access is one of the nine key elements under that term. Digital citizenship is the acceptable, appropriate, and responsible use of technology.

The nine elements include digital access, digital commerce, digital literacy, digital etiquette, digital law, digital rights, responsibilities, digital health, and finally, digital security. I was talking with the school psychiatrist the other day, and she shared something that happened to her recently.

She was administering a standardized test so student and one of the questions was, why did you go to the library. Without hesitation, the fourth grader responded, I go to the library to use the Wi-Fi there. The psychologist gave her the correct score even though that wasn't one of the answers in the testing manual, which was published back in 2003. Times sure have changed.

So what is digital access, anyway? Well, simply put, is the full electronic participation in society. Sounds like a mouthful, maybe even a little bit intimidating, but when you think about it it's really what we do every day. At work, at home, even in our cars. So why does digital access matter? Well that's because schools and the way students learn has changed quite a bit in the last few years.

The teachers are no longer the sage on the stage delivering information to their students. In fact, things are much different today. Today's classrooms are filled with active participants, ready to take ownership of their learning. Classrooms are buzzing with collaboration, creativity, critical thinking, and multiple avenues of communication. Digital access is an important component that helps make this possible.

Digital access has also impacted the way we, as teachers, do our job. For example, lesson plans and cirriculum maps are now at our fingertips. Communication is no longer limited to phone calls or handwritten notes. There are many organization tools that replace the traditional three ring binders. For instance, Pinterest.

Teachers have never had more options when it comes to presenting information. Whether it's PowerPoint, Prezis, Vokis, there are many, many ways teachers can get their information to students. And finally, support. Offering differentiated support through use of flipped classrooms and blended learning has opened up a world of possibilities for students at school and even at home.

Many districts have made it a priority to have a single device for every individual student, or a 1 to 1 ratio. This is obviously a very expensive proposition. Other districts are moving towards BYOD, or bring your own device. This is a situation where schools provide an open network that allow students to connect their own devices and do their school work from there.

Unfortunately, this doesn't address the issue of students that don't have access at home and even impacts how teachers may have to present the material. Educators must continue to advocate for those students and make their families aware of programs that provide high speed internet at extremely low rates for those who need it.

In any case, part of our responsibility is to do whatever we can to help students become productive digital citizens. Let's review. We introduced the nine elements of digital citizenship and focused on digital access. We talked about why it matters. We discussed what digital access, or lack of, looks like. We talked about ways to provide digital access for students.

I would like to leave you with this final thought. Reflect on ordinary day and count the number of ways and reasons that you access technology.

To dive a little deeper and learn how to apply this information, be sure to check out the additional resources section associated with this video. This is where you'll find links targeted towards helping you discover more ways to apply this course material. Thanks again for watching. Have a great day.

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We explain Digital Access with video tutorials and quizzes, using our Many Ways(TM) approach from multiple teachers. In this lesson, you will learn about the 9 elements of digital citizenship. Specifically, the Digital Access element of digital citizenship, why Digital Access matters, and what Digital Access looks like

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https://www.iste.org/explore/articleDetail?articleid=584&category=In-the-classroom&article=

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As teachers work with students to understand online access, etiquette, health and wellness, and rights and responsibilities, there's one aspect of digital citizenship they often overlook: digital commerce. And yet it has significant implications for students, both personally and financially. The electronic buying and selling of goods, after all - be it on Black Friday or Cyber Monday, via Craigslist, or just through regular visits to the App Store - is now ubiquitous for people of all ages.

Clearly, it's time we start teaching about digital commerce. But what should we say? Print out this infographic to give students a cheat sheet for safe online shopping and selling. Then read on to get a quick-and-dirty curriculum plan.

Click the image below to download Infographic file (PDF)
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Mike Ribble, author of Digital Citizenship in Schools and director of information technology for Manhattan-Ogden Unified School District 383 in Manhattan, Kansas, says it's important for students to understand what digital commerce looks like today and what buying online means for all of us.

He says the ease with which things can be purchased online opens the door not only to safety and security issues, but to financial lessons as well. "We put locks on our phones, but when we hand it off to friend and family, things can happen," Ribble notes. Like when a child has access to a grandparent's phone and downloads an app without a second thought. After all, what's $1.99?

"The child isn't being malicious. Perhaps they just went ahead and followed the intuitive nature of today's digital commerce," Ribble explains.

Jenn Scheffer, mobile learning coach and instructional specialist for Burlington Public Schools in Massachusetts, confirms that the ease of online buying means we also need to be teaching kids about how to be savvy consumers. Scheffer, a former high school business and marketing teacher, says we shouldn't overlook smart online shopping when we teach about finance, especially since some students may be creating their own shopping sites to sell entrepreneurial products or services.

"Kids need to know that things like enrollment fees, delivery charges, special offers and rewards program will pop up and they can end up spending a lot more than they anticipated or buying things they didn't know they were buying," Scheffer says.

Ribble and Scheffer advocate for teaching students how to safely make online purchases. Here are several topics they say should be part of the discussion:

Website reliability. Show students how to check the URL bar and website address to see where a link is taking them. We often assume that links are taking us where we want to go, but that's not always the case. Does the URL bar say Target.com, for example, or something else? Checking the URL assures that users aren't being redirected to a secondary site that captures personal information.

Fraud and identity theft.These are often the biggest concerns in the discussion of digital commerce. Students need to know what to do if they think they've been defrauded or their identity has been stolen. Talk with students about how to report fraud and who they should tell: their email carrier, the primary website, website hosts like GoDaddy or On-Site, a social media company, their local consumer protection agency, or the state attorney general's office, depending on how the intrusion occurred.

Secure sites. Show students how to determine if a website is secure, especially if they are providing credit or debit card information. Look for URLs that include https. That "s" stands for "secure" and means the site has encryption to help protect financial information. A yellow lock icon in the lower right-hand corner assures the same protection.

Use of public computers. Kids often think nothing of logging in to a public computer and making a purchase at a library or school. Remind them that there's always potential for people to pull information off of public machines. It's not a bad idea to also talk about data skimming at ATM machines.

Money management skills. Take time to review basic money management. Students must understand that just because it's easy to click on something, that doesn't mean it's free. You will be responsible for paying the piper at some point.

Consumer skills. Students will also benefit from a lesson on how to be savvy consumers. Go over how to read product reviews, how to read and understand terms and conditions of purchases, and additional fees that can be added to purchases. Show them how to leave a review if a product or service they purchase is sub-par.

Leveraging social media. Many young people trust the reviews of online strangers more than friends. After all, it's easy to get caught up in Yelp reviews. Explain that they can also crowdsource information on products or services they are considering purchasing from folks they know and trust on social media platforms.

Looking for additional resources on digital commerce? Here are a few sites that might help:

For a closer look at all aspects of digital citizenship, check out Ribble's Digital Citizenship in Schools, recently released in its third edition.

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If online shopping and selling aren't part of your business and finance lessons, you're doing your students a disservice. Here's a printable infographic guide on safe online shopping for your classroom and a quick-and-dirty curriculum to teach students how to protect their financial and personal information online.

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https://www.commonsense.org/education/posters

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Free Classroom SWAG: Posters, video backgrounds & more! | Common Sense Education

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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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https://www.teachinctrl.org

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Cable Impacts brings you InCtrl, a series of free standards-based lessons, originally developed by Cable in the Classroom, that teach key digital citizenship concepts. These lessons, for students in grades 4-8, are designed to engage students through inquiry-based activities, and collaborative and creative opportunities.

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http://digitalcitizenship.org

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eSafety

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Classroom resources | eSafety Commissioner

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Discover resources designed to help schools and other educators teach online safety lessons.

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Audrey Nay

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Digital Intelligence (DQ) & Digital Citizenship teaching resources

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WHAT IS DQ? Digital Intelligence (DQ) is the sum of social, emotional , and cognitive abilities essential to digital life . It is having the necessary knowledge, skills and ability to adapt one's...

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Edutopia
https://www.edutopia.org/how-to-create-social-media-guidelines-school

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Produced in collaboration with Facebook.

Social media is fast becoming as ubiquitous as the air we breathe. In recent months, many schools and districts around the country have taken steps to create social media policies and guidelines for their students and staff. In my work with several districts to draft these documents, I have seen many approaches that work well, and some that don't.

That said, there is no silver bullet for administrators; every school, district, and state has a different set of circumstances. With that in mind, here are some steps that will help you determine the best approach for your own community.

1. Examine Your School Culture

When setting out on this journey, it is important to understand the prevailing beliefs about social media in your community.
Questions for Reflection

How are social media products currently being used by students? By teachers? By administrators and parents? How can they be leveraged for better communication?

What are the fears around social media in school?

Are there any "bright spots" where social media is already being used successfully?

Resources and Case Studies
2. Organize a Team
Questions for Reflection

Does everyone on the team share the same goal?

Is everyone committed to transparency?

What is your time frame?

Resources
This team should include educators who use social media in the classroom and those who do not. A district that I worked with recently chose to have a teacher and administrative representative from each grade level in the district, along with their heads of instruction and technology, school attorney, and two student representatives. You have to find a combination that works.

This team should be open and transparent in all their conversations and decision making, and be clear about their shared goal. Establish a website or webpage for the posting of notes, resources, and minutes from the meetings.

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How to Create Social Media Guidelines for Your School | Edutopia

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Produced in collaboration with Facebook. Social media is fast becoming as ubiquitous as the air we breathe. In recent months, many schools and districts around the country have taken steps to create social media policies and guidelines for their students and staff.

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https://oeru.org/learning-in-a-digital-age/

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The OERu makes education accessible to everyone. Coordinated by the OER Foundation, we are an independent, not-for-profit network that offers free online courses for students worldwide. We also provide affordable ways for learners to gain academic credit towards qualifications from recognised institutions.

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Common Sense Media
https://www.commonsense.org/education/student-interactives

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eSafety
https://www.esafety.gov.au/education-resources

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The Office offers a range of school based educational resources and programs to assist teachers guide students to become responsible digital citizens.

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Netsafe
https://www.netsafe.org.nz/the-kit/documents/digital-citizenship-policy-v1-1.docx

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https://www.edutopia.org/blog/digital-citizenship-culture-trust-transparency-andrew-marcinek

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Edutopia
https://www.edutopia.org/blog/digital-citizenship-culture-trust-transparency-andrew-marcinek

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Turning a forbidding acceptable use policy into a friendlier digital empowerment guideline can shift your school culture into a more tech-friendly place.

Photo credit: Institute of Play

An acceptable use policy is a document that is present in every school district around the country. The purpose of this policy is to provide safe parameters for exploring digital resources and using school-issued devices properly. It also ensures that schools do their very best to block out the darkest corners of the web. And while these policies are effective and required, they have not evolved in their semantics.

From Acceptable to Empowered

Within the development of these school-wide policies, several shifts need to happen. My observation about the need for a semantic shift, probably one of the biggest shifts requited, reflects how acceptable use policies are interpreted by students. Essentially, these policies read more like a legal document rather than a document that students can understand and carry out. Additionally, we need to shift the focus from "you shouldn't do that" to a sense of empowerment around technology. In short, schools should place a positive connotation around technology use.

Some districts have started implementing responsible digital use guidelines or empowered digital use policies. Regardless of the title you choose, it should provide a sense of purpose for using technology beyond the idea that "said devices may get me in trouble." Similarly, this policy should be something that all students can understand and interpret. It should be simple and direct without creating an air of fear when signing on the dotted line.

Here is an example that I've used to begin simplifying my district's Empowered Digital Use Policy:

I understand that using digital devices (whether personal or school owned) and the GDRSD network is a privilege, and when I use them according to the Responsible Use Guidelines I will keep that privilege.

I will:

Use digital devices, networks, and software in school for educational purposes and activities

Keep my personal information (including home/mobile phone number, mailing address, and user password) and that of others private

Show respect for myself and others when using technology including social media

Give acknowledgement to others for their ideas and work

Report inappropriate use of technology immediately.

This novel policy fits within the parameters of the Child Online Protection Act (COPA) and the Children's Internet Protection Act (CIPA) and doesn't cloud the tasks with lofty, legal verbiage. Another great resource for developing a school-wide policy for digital use is the wiki Unmasking the Digital Truth created by Dr. Wesley Fryer. Dr. Fryer breaks down the legal verbiage for each policy enacted by the federal government and shares what schools must comply with and what they can allow.

Health, Wellness, and Information

Once you've developed a policy, it's time to introduce the concept of digital health and wellness to students. This term may sound like I'm talking about calorie-counting apps, but it actually refers to making good choices online much like you would for your body's health. One of the best places to start is Common Sense Media. They offer iBooks and printable digital citizenship curriculum for grades K-12. These resources look great on an iPad, but they also offer a printable scope and sequence curriculum that allow teachers to prepare students for engaging in a digital space.

Beyond creating policy and teaching digital citizenship concepts, schools must include parents in these conversations around digital health and wellness. One of the biggest challenges for parents and schools is to develop policies and practice for a subject matter that is constantly in motion. As soon as you feel like you've gotten a handle on Instagram and Snapchat, something else comes along -- like Yik Yak -- that throws a curveball into every policy and practice you've created.

In my roles as both an instructional technology specialist and a director of technology, I used a variety of resources to make every attempt at staying ahead of the curve so that I could help the district, teachers, and parents understand what applications were out there and which of them posed an issue. Additionally, to inform parents on these new apps, I would offer community tech nights in our district. These events had a focused topic and took place in the evening. I targeted them toward parents but invited all community members to participate. The purpose was to share information about what apps students were using in class and what apps they might be using outside of school. In addition to the informative pieces, we would segue into a workshop setting where attendees could actually use the app itself to better understand how it works.

Whether your district employs technology or is just beginning to plan, it's never too late to start integrating lessons on digital citizenship. The two key elements in developing a healthy digital culture in your school are leading with transparency and establishing trust. Administrators and teachers need to place their trust in students and empower them to use the technology provided. This includes technology directors who may occasionally find it easier to block the entire internet rather than allow access to digital information. School administrators and teachers should also be upfront and open with the parents about what applications or digital resources they are incorporating into the classroom. If trust and transparency are leading your technology initiatives, schools will begin to see great successes in teaching and learning.

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Digital Citizenship: Developing a Culture of Trust and Transparency

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Turning a forbidding acceptable use policy into a friendlier digital empowerment guideline can shift your school culture into a more tech-friendly place. Photo credit: Institute of Play An acceptable use policy is a document that is present in every school district around the country.

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Common Sense Media
https://www.commonsensemedia.org/kids-action/blog/model-policy-for-digital-citizenship-and-media-literacy-in-public-schools

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Model Policy for Digital Citizenship and Media Literacy in Public Schools

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Voice your support for greater student access to digital citizenship and media literacy education today. Read the Kids Action update.

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https://education.nsw.gov.au/teaching-and-learning/curriculum/learning-for-the-future/digital-citizenship

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Overview of digital citizenship, including examples of learning areas and online dangers and summary of the departmental digital citizenship website.

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https://adventurousedtech.blogspot.com.au/2015/10/learning-about-becoming-good-digital.html

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Over the past 18 months, I have had the opportunity to work with others around the province to put together a new document to support school divisions work with schools and educators to help students build a better understanding of how to participate safely and responsibly in an online world.

Digital Citizenship Education in Saskatchewan Schools was created in response to the Saskatchewan Action Plan to Address Bullying and Cyberbullying recommendation that the Government of Saskatchewan work with school divisions to provide teacher instructional supports and student resources to teach appropriate and responsible online behaviour to all Kindergarten through Grade 12 students.

The guide, as well as supporting documents and resources, can be downloaded on the I Am Stronger website. There are versions in both English and French.
The guide offers:

a roadmap for developing division wide digital citizenship policies and school-specific digital citizenship guidelines and procedures;

tools and resources to support digital citizenship education; and

a digital citizenship continuum for Kindergarten through Grade 12 students.
The guide was developed based on the work of Dr. Mike Ribble and his 9 elements of digital citizenship. A great resource to learn more about this topic is his book, Digital Citizenship in Schools. It has been a favourite of mine since it was first published in 2007 and is now in its 3rd edition.

One of the most popular supports in this document is the Digital Citizenship Continuum from Kindergarten to Grade 12 that was created to support professionals as they infuse these concepts and skills into their teaching.

I encourage you to check out this document and share how you are supporting your students to become more responsible digital citizens.

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Learning About Becoming Good Digital Citizens

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Over the past 18 months, I have had the opportunity to work with others around the province to put together a new document to support school divisions work with schools and educators to help students build a better understanding of how to participate safely and responsibly in an online world.

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Renton Schools
https://www.rentonschools.us/Page/3210

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"Digital Citizenship includes the norms of appropriate, responsible, and healthy behavior related to current technology use, including digital and media literacy, ethics, etiquette, and security. Digital citizenship includes the ability to access, analyze, evaluate, develop, produce, and interpret media, as well as Internet safety and cyberbullying prevention and response."

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Peel Schools
http://www.peelschools.org/aboutus/21stcentury/byod/digcitizenship/Pages/default.aspx

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http://www.doversherborn.org/uploaded/Publications_Downloads/Digital_Citizenship_and_Internet_Acceptable_Use_Policy.pdf?1487171677740

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Arncliffe Public School
http://www.arncliffe-p.schools.nsw.edu.au/our-school/rules-policies/digital-citizenship-policy

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Arncliffe Public School | Digital Citizenship Policy

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Digital Citizenship Policy (docx 148 KB)

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https://www.hrsb.ca/sites/default/files/hrsb/c.013-digital-citizenship.pdf

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St Leonard's Primary School
http://www.leonardsgwav.catholic.edu.au/_uploads/_ckpg/files/Digital%20Citizenship%205_8_2.pdf

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https://education.alberta.ca/media/3227621/digital-citizenship-policy-development-guide.pdf

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http://www.digitaltechnologieshub.edu.au/teachers/scope-and-sequence

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Units are organised under relevant topics for each band with an overview and a visual map of the content descriptors and key elements. Each unit is organised into a sequence of four key elements with a summary of the key focus and what to teach, targeted supporting resources, assessment advice and support for differentiation through the provision of a matrix based on the SOLO taxonomy.

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https://www.commonsense.org/education/scope-and-sequence

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Interactive lessons and activities for all students!

Use digital citizenship lesson plans to address timely topics and prepare students to take ownership of their digital lives. Browse lessons by grade and topic below, or see an overview of the curriculum.
We've got more new lessons! Explore all lesson plans or check our lesson collections!

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DigCit Curriculum | Common Sense Education

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Research-backed digital citizenship lesson plans help schools navigate timely topics, such as cyberbullying, online safety, privacy, and media literacy.

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http://iamstronger.ca/userdata/files/244/K-12%20DC%20Continuum_e_1.pdf

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The Living Sky School Division in Canada has developed and shared an excellent digital citizenship continuum for students, parents and teachers. Covering students from pre-K to year 12, this public document covers topics such as:

responsible use of information

safety

communication

education

access

What a great idea to include teachers and parents in this document to encourage good modelling of digital citizenship at home and at school. Well worth a look.

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The Living Sky School Division in Canada has developed and shared an excellent digital citizenship continuum for students, parents and teachers. Covering students from pre-K to year 12, this public document covers topics such as: responsible use of information safety communication education access What a great idea to include teachers and parents in this document to encourage good modelling of digital citizenship at home and at school.

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http://iamstronger.ca/userdata/files/244/K-12%20DC%20Continuum_e_1.pdf

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https://www.bcps.org/growing_up_digital/Misc/BCPS-Digital-Citizenship-Scope-and-Sequence.pdf

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https://www.esmartschools.org.au/Documents/ess%20scope_seq_VIC_Sept2016.pdf

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https://plus.google.com/communities/117633234010941243215

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Twitter Hashtag: #digcitmooc This community accompanies an "OAC" (Open Access Course) on digital citizenship, spring 2015. This community also accompanied a MOOC on digital citizenship held during the spring of 2014. This is a course about digital citizenship, a relatively new area of inquiry that has emerged because of our desire to help students manage their digital lifestyles safely and responsibly, without losing their sense of inspiration and opportunity.

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https://www.livebinders.com/play/play?id=1346432

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https://www.edtechupdate.com/digital-citizenship/mooc/

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Digital Citizenship and MOOC - EdTech Update

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Browse Digital Citizenship and MOOC content selected by the EdTech Update community.

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http://www.jasonohler.com/wordpressii/

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Welcome to EDET 673 - Digital Ethics, a course about digital citizenship, a relatively new area of inquiry that has emerged because of our desire to help students manage their digital lifestyles safely and responsibly, without losing their sense of excitement and opportunity.
Why digital citizenship?
The web is so pervasive and invisible, and provides access to so many different kinds of experiences, that we have developed a keen and sometimes urgent interest in understanding how best to help our children navigate this new world.

In the K12 educational arena, this interest has been given the name "digital citizenship," a reference to our belief that the internet offers a kind of community experience. Our goal as educators is to help students, as well as ourselves, develop the skills and perspectives necessary to be able to interact in this new community in ways that help the community flourish in healthy, creative ways.

A primary goal of this course is to address the overabundance of resources in the area of digital citizenship. In my thirty-five+ years in educational technology, I have never seen an area of interest grow so rapidly in so many directions. The result is that educators are a bit overwhelmed by the resources, perspectives, activities, and opportunities available to them. It is my hope that this course helps participants navigate a pathway through this area's many issues and resources. Toward that end, we look at digital citizenship in three parts, at three levels: Part I- The Big Picture, Part II- Tools and Resources, and Part III- Topics and Student Activities.

In fact there is so much to consider and explore, a course like this could - and should, from a lifelong learning perspective - go on forever. What we address in this course just scratches the surface. But hopefully it will open up avenues of inquiry and application for you that can help you customize your approach to digital citizenship and help improve the ways you meet your needs in this area.
Who is this course for?
The primary audience for this course is K12 education practitioners, including teachers, students, administrators, and school board members. But this course is also for parents, community members, anyone from government or business- in short, anyone interested in the larger issues involved in living, learning, working and having fun in the digital age, particularly as those issues impact our children.

On one level, this is a Master's level course for students in the University of Alaska's Masters in Learning, Design and Technology. For these students, it is a required course.

On another level, this is an OAC (Open Access Course) for "extended students", a fancy way of saying this is a course for anyone. You can become very involved, just lurk or simply use it as a resource. There is no charge unless you want credit, in which case you need to sign up for the course and pay tuition. The course discussion and materials are available to the public. For course materials, come to this website. To join the discussion, join the Google+ Community Digital Citizenship MOOC 2018.

A few notes about MOOCs vs. OACS. The first time I offered this course, I did so as a MOOC- a "massively open online course." The intent was simply to open the course to anyone who wanted to take it. Those who paid tuition and completed assignments received credit, but everyone else was open to use course materials and be involved in course discussion.

Since that time, the term "MOOC" has taken on so many meanings, that it didn't seem wise continue to use it. Instead, this course is an OAC (pronounced OAK): an Open Access Course. This simply means that the course is open to anyone who wants to be involved- no charge, no assignments unless you want credit.

The course can be used as an organized body of knowledge, as the basis for courses by other institutions, for in-services, or personal educational pursuits. It can be used by parents, teachers, businesses, school boards or government agencies as a reference for better understanding the issues and opportunities associated with living a digital lifestyle. For extended students the course is free and there is no grading involved.

Specifics, questions/answers about the course

When does the course occur?
Spring semester, 2018.

What is the course name and number?
EDET 673 - Digital Ethics.

Taught by?
Myself (Jason Ohler), President's Professor and Professor Emeritus, Educational Technology, University of Alaska; Professor, Fielding Graduate University, Media Psychology PhD program.

Through?
The University of Alaska Southeast, School of Education

How to register?
For step-by-step instructions on how to register for the course,download this registration sheet.

Course requirements
Each week students need to complete two activities:

Add to the Google+ Community Conversation. Each student needs to post one major response to the week's course material, and at least 3 responses to colleagues' postings.

ePortfolio posting. Each week students need to post a one-page essay on their ePortfolios. This needs to be a reflective essay that addresses one idea in standard format: introduction, development, conclusion. Use this opportunity to clarify an issue or idea that is important to you.

A final project. typically this is some kind of case study resulting in the development of digital citizenship curriculum or, for administrators, plans for the integration of digital citizenship curriculum at the school or district level.

What books do students need to get?
Two books are required for those taking this course for credit:

Digital Community, Digital Citizen, by Jason Ohler. An electronic version of the book available to registered students for free through the UAS library. You need to sign into the UAS library site. If you prefer a paper-based copy, you can get one on Amazon.

Digital Citizenship in Schools, by Mike Ribble. The 3rd edition is preferable, but this is not available for free via the UAS library. However, the 2nd edition is, and will do for this course. If you are a registered student, you can access the 2nd edition in eFormat here. You will need to sign in to the UAS library first.

All other materials can be found on the web. These will be identified as you move through the course.
A history of innovation at UAS's School of Education
The idea of the MOOC came about because the MEd Tech program at the University of Alaska Southeast (UAS) has a long history of innovating within its means. It was one of the earliest ed tech programs created in direct response to desktop computing in the classroom in the early 1980s that addressed teacher and student empowerment, vs. programming and product development. Before the Internet was publicly available, the program had over 1000 online students during the days of USENET and BITNET.

It was also one of the first MEd Tech degrees to go online, and one of the first to offer an Ed Tech teaching credential that could be added to a standard teaching certificate. My dissertation was a Case Study of Online Community, one of the early efforts of its kind. The study was based on the online programs we had been developing well in advance of the Internet. In addition, the School of Education has been experimenting with MOOCs in a number of courses over the past few years.
Citations, credits
World, in header [Photoshop created image]. (2011). Created by Larry Addington for Corwin Press. It is a modified version of the cover of my book Digital Community, Digital Citizen. Thousand Oaks, CA: Corwin Press.

Mother, daughter at computer. Retrieved 12/1/2013 from Clipart.com. Used through a paid subscription.

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Digital Citizenship MOOC 2015 | Digital Citizenship MOOC 2015

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Welcome to EDET 673 - Digital Ethics, a course about digital citizenship, a relatively new area of inquiry that has emerged because of our desire to help students manage their digital lifestyles safely and responsibly, without losing their sense of excitement and opportunity. Why digital citizenship?

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https://www.futurelearn.com/courses/digital-society

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Becoming a Digital Citizen - Online Course

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Become a more informed digital citizen and engage with debate about what is appropriate in the modern world of social media

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Digital Citizenship - NSW Department of Education

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Digital Citizenship - NSW Department of Education

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http://www.digitalcitizenship.nsw.edu.au/Prim_Splash/documents/DC_implementation.pdf

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http://www.digitaltechnologieshub.edu.au/teachers/professional-learning/webinars/digital-citizenship

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Digital citizenship | Digital Technologies Hub

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View the webinars to increase your content knowledge, find out about topical issues and approaches related to implementing Digital Technologies in your school.

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Digital Citizenship in the New Zealand Curriculum

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Digital Citizenship in the New Zealand Curriculum

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http://elearning.tki.org.nz/Teaching/Digital-citizenship#js-tabcontainer-1-tab-4

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Digital citizenship / Teaching / enabling e-Learning - enabling eLearning

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Wellington High School DP, Dominic Killalea explains their Digital Citizenship programme, which begins at Year 9. Dominic also discusses some of the challenges they have faced opening up the network to students and how they have dealt with these challenges.

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Ministry of Education - New Zealand Government

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Ministry of Education - New Zealand Government

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http://elearning.tki.org.nz/Professional-learning/Digital-citizenship-modules

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Digital citizenship modules / Professional learning / enabling e-Learning - enabling eLearning

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These self-paced modules can be used for personal or staff professional development. Each module contains different activities that include questions for reflection. These can be worked through individually or with your colleagues. The modules are designed to be flexible. Select the content that is relevant to you and your school from each of them.

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https://www.fractuslearning.com/2014/09/09/digital-citizenship-poster/

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The below poster is now published under Creative Commons. Please feel free to share on your own blog, school site or social network.

With an ever growing list of daily interactions occurring digitally, the result of small online decisions can have a huge and lasting impact. As educators, it is critical that we convey this impact to students and consider all elements of Digital Citizenship when working with them in the digital world. In the words of the man who coined the nine elements of Digital Citizenship:

Digital Citizenship is more than just a teaching tool; it is a way to prepare students/technology users for a society full of technology - Dr. Mike Ribble

The below Digital Citizenship poster highlights the nine elements of Digital Citizenship as defined by Dr. Mike Ribble.

9 Elements of Digital Citizenship by Fractus Learning is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Download hi-res image for printing (right click and save).

Links and Additional Material
Feature image adapted from image courtesy of Flickr, Michael Kappel.

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9 Elements of Digital Citizenship - Printable Poster

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The below poster is now published under Creative Commons. Please feel free to share on your own blog, school site or social network. With an ever growing list of daily interactions occurring digitally, the result of small online decisions can have a huge and lasting impact.

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https://www.tes.com/lessons/S-BgVRB9zCqZNA/digital-citizenship-week-5-3-5

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Digital Citizenship Week 5 (3 5) - Lessons - Tes Teach

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Digital Citizenship ..Digital Safety, Responsibility and Awareness- For Elementary Students (Gr. 3-5)...Rules.Common Sense Media Rap - Standing Bear Elementary.Internet Safety for Kids K-3.Contract.iPad Rules.Classroom Posters and Resources for Teaching Students about Digital Citizenship ~ Educational Technology and Mobile Learning.Digital Passport by Common Sense Media | Digital Passport.Scope and Sequence | Common Sense Media.Contract.What is Digital Citizenship?

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K-12 Digital Citizenship Curriculum - Common Sense Media

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K-12 Digital Citizenship Curriculum - Common Sense Media

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https://www.commonsensemedia.org/sites/default/files/uploads/classroom_curriculum/commonsense_digitalcitizenshipcurriculum.pdf

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http://www.jacaranda.com.au/digital-citizenship/

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Ensure student safety online.

Jacaranda Digital Citizenship powered by CyberPass is an online digital citizenship education tool that provides Years 6-8 students with the skills and knowledge to participate responsibly and safely in a digitally-enabled world.

Accredited by the Australian Children's eSafety Commissioner, Jacaranda Digital Citizenship covers all areas of digital and media literacy as required by the curriculum, from cyber safety and cyber bullying, to researching, communicating, socialising and purchasing online.

Immediate feedback and visibility into performance provide students, teachers and schools leaders with insights into potential knowledge gaps

Addresses ICT capability competencies as required by curriculum, from cyber safety and cyber bullying, to broader issues related to overall digital citizenship

Includes a variety of award-winning education resources (games, interactives, videos and checklists) and scenario-based questions

Enables students to easily and independently complete the program, inside or outside regular classroom hours, with minimal teacher involvement

Accessible anywhere, anytime and on any device from the secure JacarandaPLUS online portal; option to provide a login to parents

Delivers personalised learning to students based on identified gaps in knowledge and skills

Why choose Jacaranda Digital Citizenship powered by CyberPass?

Enhance your brand and ensure student safety online, efficiently and effectively

Provides proof of "duty of care"

Leverages existing Jacaranda infrastructure and investment

Promotes proactive intervention of issues

Enables tracking of progress and results at an individual, class and/or school level

Help your students become savvy digital citizens, efficiently and effectively, so you can focus on your own learning area

Gives teachers confidence in their coverage of the ICT capability requirements (see how Jacaranda Digital Citizenship aligns with the curriculum)

Increases student engagement and makes learning more enjoyable

Saves time thanks to the development of skills necessary for classroom work and self-paced learning, which inspires student independence

Ensures the unique needs of students and classes are met

Helps identify gaps in student knowledge and facilitate intervention at the right time

Keep your child(ren) safe online

Gives parents confidence that their children are developing the skills and knowledge needed to become savvy digital citizens

Provides flexibility to become involved in their child's digital literacy education

Improves own digital citizenship knowledge and skills

Digital citizenship (or digital literacy) education can be difficult to navigate for teachers and school leaders. The requirements can be ambiguous and varied so it's not always clear what competencies students need to develop and how they should be addressed.

For example, let's compare the Australian Curriculum, Victorian Curriculum and NSW Australian curriculum. All include technology or ICT as a separate learning area, however, they differ in terms of their treatment as a general capability or skill that students are expected to develop across the learning areas.
Select a tab below to see how your curriculum treats the ICT capability.

In the Australian Curriculum (and formerly AusVELS), ICT is specifically called out as one of the seven General Capabilities that all students must learn. Teachers are expected to teach and assess general capabilities to the extent that they are incorporated within learning area content.

The ICT Capability incorporates five interrelated elements in the learning continuum: applying social and ethical protocols and practices when using ICT; investigating with ICT; creating with ICT, communicating with ICT and managing and operating with ICT.

Compared to the Australian Curriculum, the Victorian Curriculum F-10 is much more general in its direction. ICT is no longer a General Capability. Rather, these skills are either specifically embedded in the content descriptions of Mathematics, Media Arts, Geography, English and Digital Technologies, or schools have the flexibility to determine how these skills will be used in their teaching and learning programs for other curriculum areas.

NSW Australian curriculum

The NSW Australian curriculum echoes the need to integrate ICT across the curriculum but more clearly explains how teachers are expected to achieve this in their teaching and learning. For example, the syllabuses outline opportunities for students to locate, access and verify the integrity of data and information when investigating and researching, manage and operate ICT ethically and appropriately to investigate, create and communicate and evaluate interactions within a digital environment.

Once a student has completed the course, teachers and school leaders can have confidence that they have not only fulfilled their duty of care to keep them safe, but satisfied the curriculum requirements as well.

Why is Digital Citizenship education important?

It's clear that students need it

Children don't demarcate between their online/offline experiences

Children lack the personal/moral/social maturity that adults (generally) have and can apply to their use of technology

Children are faced with social situations online that they have no prior experiences of in their offline world

Children are facing situations (positive and negative) that their parents and teachers never experienced growing up

It's a part of a school's duty of care

According to the Australian Government, Australian schools, families and communities all have a responsibility to provide safe online environments and teach children how to use technology in positive and productive ways.

It's required as part of the curriculum

In the Australian Curriculum, ICT capability is one of the general capabilities that must be addressed through all learning areas. Teachers are expected to teach and assess general capabilities to the extent that they are incorporated within each learning area.

In the Victorian Curriculum, the ICT general capability skills are either specifically embedded in select content descriptions (Mathematics, Media Arts, Geography, English and Digital Technologies) or schools have the flexibility to determine how these skills will be used in their teaching and learning programs for other curriculum areas.

In the NSW curriculum, teachers are expected to teach students "to use ICT strategically to optimise their learning and promote opportunities through connectedness and digital media." Teachers have flexibility when determining how to apply ICT in their classroom.

Jacaranda Digital Citizenship powered by CyberPass is available to schools only. The cost is $10 per student (institutional license) or it is included for free as part of the Jacaranda Bundle a high quality digital learning package of 10+ engaging resources that comes with dedicated training and support,

Jacaranda Digital Citizenship is accredited by the Australian Children's eSafety Commissioner so schools can claim the cost of institutional licenses as part of the Digital Literacy School Grants (DLSG) program, which aims to embed the Australian Curriculum: Digital Technologies through a whole of school approach. Instructions for how to apply for the second round of grant funding will be published on the Department of Education and Training's website by 30 June 2017. For more information and to apply for a grant, visit https://www.education.gov.au/digital-literacy-school-grants-dlsg.

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Jacaranda Digital Citizenship | Jacaranda

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Ensure student safety online. Jacaranda Digital Citizenship powered by CyberPass is an online digital citizenship education tool that provides Years 6-8 students with the skills and knowledge to participate responsibly and safely in a digitally-enabled world.

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http://www.digitalcitizenshipquebec.ca/

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This website has been developed by teachers, education consultants, and librarians from the English education community of Quebec.

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https://globaldigitalcitizen.org/

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Home | Global Digital Citizen Foundation

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The Global Digital Citizen Foundation is a non-profit organization transforming learning globally through innovative professional learning and consulting.

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https://www.digitaltechnologieshub.edu.au/

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https://www.iste.org/standards/for-educators

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The ISTE Educator Standards challenge educators to deepen their practice, empower students and rethink traditional approaches to education.