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Digital citizenship is about more than online safety. It's about creating thoughtful, empathetic digital citizens who can wrestle with the important ethical questions at the intersection of technology and humanity.

In Digital Citizenship in Action, you'll learn how to teach and model digcit so you can help students be responsible and active in online communities. The course starts with the basics and moves outward to guide you in exploring various sets of learning standards, identifying frameworks for digcit education, integrating digcit across content areas, and even sharing how students can connect online to participate in social justice and sustainability projects.

This is a 15-hour, self-paced course with ongoing instructor support.

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@media (max-width: 767px) { .for-desk { display: none; } } @media (min-width: 768px) { .for-mob { display: none; } } Digital citizenship is about more than online safety. It's about creating thoughtful, empathetic digital citizens who can wrestle with the important ethical questions at the intersection of technology and humanity.

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https://www.weforum.org/agenda/2020/01/future-of-work/

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In 10 years, 90% of jobs will require digital skills. Image: Markus Spiske, Unsplash

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Future of Work

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In 10 years time, 50% of jobs will be changed by automation - but only 5% eliminated.

9 out of 10 jobs will require digital skills.

Young, low-skilled and vulnerable people - all need help with upskilling.

Over the next 10 years, 1.2 billion employees worldwide will be affected by the adaptation of automation technologies and AI. This is equal to 50% of the world economy and will disrupt US$14.6 trillion in wages. The magnitude of this digital transformation may be alarming, especially as it is projected to disproportionately affect vulnerable, low-skills populations. But in reality, automation will change the nature of work more than it displaces workers. Therefore, it is necessary for us to understand and address the challenges of automation, in order to build towards a sustainable and more equitable future of work.

It is important to note that while automation will change 50% of jobs, it is not expected to eliminate more than 5%. Rather than being replaced by computers, most workers will instead work alongside rapidly evolving machines. The future of work will see a shift in demand away from office support positions, machine operators, and other low-skill professions - and towards technology professionals such as computer engineers and information communication technology (ICT) specialists.

Workers will need to learn new skills in order to pursue these jobs or adapt to changes within their current roles. Yet despite concerns about automation, business leaders are not adequately preparing their employees with those necessary skills. While 45% of business leaders communicate about automation initiatives, demonstrating their awareness of the situation, only 15% communicate about upskilling initiatives.

This lack of attention to upskilling will lead to an urgent disparity between workers and jobs. In the future, 9 out of 10 jobs will require digital skills, yet today 44% of Europeans aged 16-74 lack even basic digital abilities. In Europe, the impending skills gap will lead to 1.67 million unfilled vacancies for ICT professionals by 2025. These future jobs demonstrate that the automation revolution does not necessarily mean the loss of work. Rather, it presents an opportunity and a call to action for targeted upskilling.

The lack of upskilling opportunities disproportionately affects populations who are already vulnerable today, who fill many of the low-skill jobs that will soon be fully automated. Without addressing this need, we are headed towards a future of increasing inequality.

Women, for example, comprise 65% of European employees but are only 17% of the European ICT workforce. In fact, a report from the World Economic Forum estimates that by 2026, 57% of the jobs set to be displaced by technology would have belonged to women. Workers of lower socio-economic levels are similarly vulnerable to the automation of jobs, and studies in schools show that those from lower socio-economic backgrounds have lower ICT usage and digital competences.

Youth is another population vulnerable to automation changes, especially those from rural areas and lower socio-economic backgrounds. Currently, young people comprise 17% of the world's population but 40% of the world's unemployed. This may be due in large part to the difference between work-related ICT skills, which include data management and desktop publishing, and the digital literacy commonly associated with youths, such as messaging and recreational Internet use. In fact, a 2019 UNICEF study in Lao PDR found that among youths aged 15-24 years old, only 34% in the top wealth quintile reported using ICT skills. This number falls to less than four percent for youth from the bottom 60%.

For emerging and developing nations, lower rates of Internet access further widens the digital skills divide. For example, a 2013 Pew Research Center study demonstrated that while 84% of the adult population uses the internet in the United States, only 8% of adults do so in Pakistan and 26% in Ghana. This geographic divide affects developed countries as well, where refugees and migrants from developing countries are especially vulnerable. In Germany, only 45 percent of Syrian refugees have a school-leaving certificate, and only 23% hold a college degree. These refugees lag behind Germans in terms of skills and education background, factors that make upward mobility difficult, as only 8% are hired as skilled workers. While there are 500,000 Syrian refugees currently looking for work in Germany, an overwhelming 75% are expected to remain unemployed even after 5 years.

These are all groups of workers who could be learning the ICT skills necessary to fill the demands of and power Europe's future economy. Yet without upskilling that is available to, and targeted towards, vulnerable populations, changes in automation will only exacerbate their unemployment in coming years.

Share of jobs at high risk of automation by 2030 Image: PwC, Statista

Despite the current lack of adequate upskilling for low-skilled workers, many public and nonprofit initiatives are actively working to address this need.

One successful model is the Grand Ecole du Numérique, a multi-stakeholder initiative founded by the French Ministry for the Economy and Finance. This program issues a label to ICT skills training programs that meet inclusiveness and diversity criteria, which then become eligible to receive funding for up to 80% of their costs through a grant from the Grand Ecole. Several of these digital upskilling programs are even targeted directly at vulnerable populations, such as the nonprofit Konexio which focuses on refugees and migrants.

To address the growing role of automation and AI in work, action must be taken. There is a need to grow and support existing upskilling initiatives for vulnerable populations, and there is an equal need for increased involvement from business leaders and the private sector. The changes brought by automation and AI do not need to be alarming. Rather, with increased and targeted upskilling, they can become an opportunity to empower low-skill workers and build a more inclusive future of work.

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What is the World Economic Forum doing about the Fourth Industrial Revolution?

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The World Economic Forum was the first to draw the world's attention to the Fourth Industrial Revolution, the current period of unprecedented change driven by rapid technological advances. Policies, norms and regulations have not been able to keep up with the pace of innovation, creating a growing need to fill this gap.

The Forum established the Centre for the Fourth Industrial Revolution Network in 2017 to ensure that new and emerging technologies will help-not harm-humanity in the future. Headquartered in San Francisco, the network launched centres in China, India and Japan in 2018 and is rapidly establishing locally-run Affiliate Centres in many countries around the world.

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The global network is working closely with partners from government, business, academia and civil society to co-design and pilot agile frameworks for governing new and emerging technologies, including artificial intelligence (AI), autonomous vehicles, blockchain, data policy, digital trade, drones, internet of things (IoT), precision medicine and environmental innovations.

Learn more about the groundbreaking work that the Centre for the Fourth Industrial Revolution Network is doing to prepare us for the future.

Want to help us shape the Fourth Industrial Revolution? Contact us to find out how you can become a member or partner.

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World Economic Forum articles may be republished in accordance with the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License, and in accordance with our Terms of Use.

The views expressed in this article are those of the author alone and not the World Economic Forum.

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Jobs will be very different in 10 years. Here's how to prepare

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Support must be offered to young, low-skilled and vulnerable people as 9 out of 10 jobs will require digital skills in 10 years time.

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https://eavi.eu/beyond-fake-news-10-types-misleading-info/

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The work needed to effectively filter information in our media-saturated environment takes time and skill. A study showed that the more content we consume, the more our ability to make decisions about its veracity becomes impaired. With 80% of Europeans now regularly going online, it is vital for the sustainable and effective functioning of democracy for citizens to be able to curate their media diets with a healthy critical eye.

Our Beyond Fake News infographic identifies the 10 types of potentially misleading news. It was created to be used in class with real-world examples to spark classroom debate and reflection on the ways that media is constructed.

We hesitated to put the term 'fake news' in the title of the infographic as, ironically, the term itself is a misleading simplification. Apart from the fact that the term has been co-opted to attack and silence mainstream media, the suggestion that there are simply two types of news; real and fake, doesn't leave much room for nuance.

Below this article, you will find a pdf version of the infographic as well as a dropdown list containing some resources for teaching the 10 Types of Misleading News.
The 10 types
Of course, neither of the 10 types can be seen in isolation to the others. Partisan news outlets may also be identified as propaganda . And propaganda can be found in a sponsored post . Pseudoscience and conspiracy theories certainly enjoy each others company, see: anti-vaccination movement and climate change denialism . Likewise, completely bogus content may entice its audience with a clickbait headline. Finding examples and identifying which categories they fit into is all part of the fun of using this graphic.
The motivations Impact levels Some help, please!
We will endeavour to find resources with which to use and compare with the infographic but we would love it you would suggest your own to us. Especially in languages other than English.

We would also love to hear your testimonials. Let us know of any successes you have had when using it, or if you think of any ways the graphic can be improved.
Translations
If you are able to translate the infographic into your mother tongue then you are an awesome person! We will credit you, of course. Contact us at [email protected] or reach out to us via our social media channels for more details .
With thanks...
We must also thank EAVI's individual members for their feedback as well as Katerina Chryssanthopoulou of the newly-formed Media Literacy Institute in Greece for her input and ideas while creating the graphic.
[click the image below for the pdf version]

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Infographic: Beyond Fake News - 10 Types of Misleading News - Seventeen Languages

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The work needed to effectively filter information in our media-saturated environment takes time and skill. A study showed that the more content we consume, the

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Center for Media Literacy | Empowerment through Education | CML MediaLit Kit ™ | | Empowerment through Education

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National Association for Media Literacy Education

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National Association for Media Literacy Education

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The National Association for Media Literacy Education (NAMLE) unites a community of educators committed to advancing media literacy education.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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https://namle.net/publications/a-parents-guide/

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NAMLE and our partner Trend Micro created a parent's guide to assist families in starting media literacy conversations at home. We focus on one simple piece of advice: teach your kids to ask questions. With real-life examples of conversations that may come up at home, the guide provides parents with some simple ways to encourage critical thinking at home.

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A Parent's Guide to Media Literacy | TrendMicro

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NAMLE and our partner Trend Micro created a parent's guide to assist families in starting media literacy conversations at home. We focus on one simple piece of advice: teach your kids to ask questions. With real-life examples of conversations that may come up at home, the guide provides parents with some simple ways to encourage critical thinking at home.

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PBS: Above the Noise-Confirmation Bias and your brain (video)

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PBS: Above the Noise-Confirmation Bias and your brain (video)

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Why Do Our Brains Love Fake News? | Above the Noise | PBS LearningMedia

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Ever have an argument with someone, and no matter how many facts you provide, you just can't get that person to see it your way? One big reason for this is cognitive bias, which is a limitation in our thinking that can cause flaws in our judgement.

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Whether it's recognizing fake news, media bias or just information overload, media literacy has never been more important.

While librarians, media specialists and writing teachers have traditionally taken the lead in teaching research skills and media literacy, it's increasingly up to teachers of all subjects and grade levels to make sure students are responsible producers and consumers of media content.

If media isn't your background as a teacher, the task can feel daunting.

"In order to have a democracy and a free society, we have to rely on the discernment and judgment of each and every citizen and that can only happen through education," says the Center for Media Literacy's president and CEO, Tessa Jolls. "They must have a methodology to rely on that's evidence-based and is, frankly, scientific."

Reading carefully and thinking critically have always been the basic tenets of media literacy, but those skills become more vital in the age of social media, citizen journalists, circular reporting and, yes, fake news. Those skills are the hallmarks of the Knowledge Constructor standard, which is part of the ISTE Standards for Students. The organizations below offer tips, videos, curricula and lesson plans to help educators guide students in navigating the media landscape.

This nonprofit organization develops resources for teachers using evidence-based, peer-reviewed longitudinal studies.

Stony Brook University's School of Journalism offers a curriculum toolbox for teachers with information on teaching media literacy.

This independent nonprofit organization offers a toolkit for educators on news and media literacy, geared by grade level, that includes lesson plans, videos, interactive games and professional development.

A classic, the CRAAP Test was developed by librarians at California State University, Chico, and reminds us to assess articles based on the Currency, Relevance, Authority (or source of the information), Accuracy and Purpose (meaning does the author have a particular intent). The American Association of Librarians has recently updated the CRAAP test to reflect added scrutiny to the authority component. For instance, authority shouldn't be assumed based on a person's title, but only in conjunction with the other factors, such as accuracy.

An off-shoot of Cyber Wise, the digital citizenship program, Cyber Civics is a media literacy curriculum developed for middle-schoolers that progresses from digital citizenship to information literacy and concludes with media literacy for positive participation.

ISTE member Shannon McClintock Miller has created a Padlet dedicated to media literacy resources and lesson planning ideas. You'll find everything from the basics of media literacy to teaching students to spot fake news.

ISTE author and media education consultant Frank W. Baker offers links to recommended books and other resources for educators. He recommends teachers post basic media literacy questions on their walls so that students can always refer to them. Baker also recommends students use a Google news aggregator to ensure they see a variety of resources. To ensure news sources are from across the full political spectrum, use a site such as AllSides to choose news from left, right and center.

This national organization for media literacy education provides policy and advocacy information, expertise and resources to to implement media literacy education in schools.

This project has been offering "drop-in" units focused on news matters, the First Amendment, the standards of quality journalism and current news and information landscape since 2008. Now, the News Literacy Project is making the lessons more widely available through its program, checkology virtual classroom. With the free basic version, teachers can offer the interactive lessons to an entire class, while a premium version provides individual student licenses for a 1:1 or blended learning model.

This compilation of resources from the George Lucas Educational Foundation is designed to help students learn to analyze, evaluate and communicate in a world with countless media sources and constant access to information.
Don't miss the Media Literacy Lightning Talk at ISTE20 Live, Nov. 29-Dec.5. No plane ticket or hotel reservation needed. Just register and get ready to engage and learn. Jennifer Snelling is a freelance writer based in Eugene, Oregon, and mother of two digital natives. This is an updated version of an article that originally published on April 11, 2016.

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10 resources to boost student media literacy

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Whether it's recognizing fake news, media bias or just information overload, media literacy has never been more important. While librarians, media specialists and writing teachers have traditionally taken the lead in teaching research skills and media literacy, it's increasingly up to teachers of all subjects and grade levels to make sure students are responsible producers and consumers of media content.

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Common Sense Digital Citizenship and Media Literacy Lessons

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Common Sense Digital Citizenship and Media Literacy Lessons

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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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We are an action platform dedicated to achieving the end of extreme poverty, powered by a community of millions of Global Citizens who believe in one world, one people - where everyone has an equal chance to thrive.

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OUR STORY

What started in 2012 as weekly Twitter chats using #StuVoice has grown into a national student-led call to action for more equitable schools. Student Voice works in all 50 states to position and equip students as storytellers, organizers, and partners who advocate for student-driven solutions to educational inequity. Our coalition strengthens the collective impact of our work.

Student Voice's work is driven by the belief that in order to achieve equity in schools, power must be meaningfully shifted towards young people most marginalized by the education system. Therefore, we model what we ask of institutions by actively elevating students to positions of decision making power across our work, starting with our entirely youth-led team. Composed of 15 high school and college students, our team brings together young people with deep experience in community action in distinct schools and contexts. We cultivate a growing base of student leaders, with 300+ engaged program participants from 36 states in our 2020-21 school year alone, and a network of 10,000+ students.

OUR WORK

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The By-Students, For-Students Nonprofit | Student Voice

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OUR STORY What started in 2012 as weekly Twitter chats using #StuVoice has grown into a national student-led call to action for more equitable schools. Student Voice works in all 50 states to position and equip students as storytellers, organizers, and partners who advocate for student-driven solutions to educational inequity.

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By Aaliyan Khan, Founder of The Positivity Project A few weeks ago, I had the very fortunate opportunity of attending the Forum For Young Canadians. It is a week-long program held in the nation's capital, where students from across the country learn about how the political system in Canada works, alongside networking with...

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Dear world leaders, we're watching you | GLOBAL GOALS WATCH 2020

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Film The Letter Signatories The Global Goals Key Moments Dear world leaders, We are watching you SHARE THE FILM #GLOBALGOALS Share on facebook Share on twitter Icon-instagram user-plus SIGN UP search Find out more about the Global Goals user-plus SIGN UP SHARE THE FILM #GLOBALGOALS Share on facebook Share on twitter Icon-instagram search Find out ...

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Find lessons on Digital Citizenship for all grades. Free interactive resources and activities for the classroom and home.

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Prof. Lesley Farmer Professor, California State University Long Beach

Mass media play an increasingly significant role in today's society. Even when one is not searching for information, mass media permeate everyone's environment, influencing their world view and decision-making. Therefore, young people need to consciously and critically analyze and evaluate mass media messages and only then decide how to respond. Otherwise, they will not make reasoned decisions, and they will suffer the consequences of their assumptions or ignorance. They must be media literate. Furthermore, as digital citizens, youth need to leverage media to give voice and generate information to contribute to their society.

Most youth feel comfortable using media for entertainment or communicating with friends, but they often do not have academic, technical or critical thinking skills or know how to express themselves effectively online in public discourse. On the other hand, when people use the Internet to exchange information, they are more likely to be civically engaged, which can apply to media, and longitudinal studies found that civically engaged youth are more successful later in life.

While media literacy is a lifelong skill, the logical time to start teaching such literacy is in K-12 educational settings so that all people have the opportunity to learn and practice media literacy, even as early as kindergarten. In advocating for media literacy education, the National Association for Media Literacy Education identified six core principles for such education: active inquiry and critical thinking about media, need to address all forms of media, reinforcement of lifelong skills, development of civic engagement, media as part of culture and a socialization agent, individual construction of meaning from media messages. Silverblatt, Ferry and Finan (1999) suggested five approaches to teach media literacy: ideological analysis based on cultural studies, autobiographical analysis, nonverbal analysis (paralanguage), mythic analysis (allegories and belief systems), and analysis of production elements such as visual principles and editing practices.

While media has not been integrated well into traditional curricula, its impact on political and daily decision-making highlights its need to be part of formal education. Obstacles include lack of teacher expertise, competing educational demands, and lack of resources. Nevertheless, several curricular areas lend themselves to the examination and expression of media, one of them being science. Teachers can use science-related fake news in the media to foster not only stronger scientific thinking but also increased research skills, improved communications skills, and science-oriented civic engagement. In particular, teachers can help students apply these skills to serve as citizen scientists.

Media-enhanced digital citizenship is most effective when addressed explicitly with authentic and meaningful tasks, especially creative media-based expression in public discourse. The following steps can guide instruction.

Awareness. Educators need to make youth aware that the quality of information can impact their lives, and that abusing media can have dire long-term concrete consequences.

Connection. Learners connect with media kinesthetically, intellectually, emotionally. However, before they can comprehend the information, they need to decode its "language", be it verbal, visual, or sound. Only then can they begin to understand the content in terms of associated concepts and societal consequences. When connecting to media from a digital citizen perspective, one of the most effective strategies is case studies: analyzing media messages for their production value, message and context, audience, and agenda.

Manipulating Information. Moving beyond the receiving, or consumer end, of media, youth should experience and hone their "producer" or contributing side of media in order to express and create digital citizen information" graphically, numerically, as a diagram, as a well-formed argument. They should learn how to manipulate knowledge representations; for example, learners might draw conclusions from data shown in a news cast by verifying and building upon the numbers to reveal patterns such as the relationship between gas emissions and health. As learners become proficient in different media manipulation strategies, they can begin to ascertain when a method would be appropriate given the nature of the information and the intended use of them. In public discourse, learners might create an infographic or a public service announcement.

Application. How does one act civically, particularly as a responsible digital citizen, within public discourse? Some student-empowering activities that enable learners to create and disseminate media as digital citizens include:

* creating products for the community: videos, podcasts, web pages

* capturing community oral and visual history

* training and mentoring civic members in responsible media use

* interning as citizen journalists

* participating in social initiatives such as TakingITGlobal, Youth Outlook, Chain of Change, Student Voices Project, and Global Citizen Project.

Teaching students about pro-active digital citizenship via media literacy is a social justice action in that it provides the conditions for thoughtful and caring engagement with the world - and the media tools to improve it. To reach these goals, educators need to actively collaborate with the entire school community to develop curriculum that addresses media literacy, digital citizenship and civic engagement.

Why is Media Education Critical in Today's Attention Economy?

Prof. Lesley Farmer Professor, California State University Long Beach

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Media Literacy: A Key to Digital Citizenship - WISE

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Prof. Lesley Farmer Professor, California State University Long Beach Mass media play an increasingly significant role in today's society. Even when one is not searching for information, mass media permeate everyone's environment, influencing their world view and decision-making. Therefore, young people need to consciously and critically analyze and evaluate mass media messages and only then decide how to respond.

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More schools are consider new ways to add news literacy and SEL to their teaching. There's never been a better time to combine these efforts.

To most educators, the word "firewall" calls to mind a computer system designed to block unauthorized access and protect users from unsafe content. But for decades, the term firewall also held a specific meaning related to news and media. It referred to the tradition of separating news content from the business of raising revenue through advertising. This prevented the need to make money from influencing how the news is reported.

That has all changed. In one of the most prominent examples, in 2013, Time Magazine became the first major news outlet to dissolve the separation between its newsroom and business sides to remain solvent. While the internet has (to some degree) democratized access to information, that shift has not come without consequences: Many traditional journalism outlets have collapsed, while online outlets frequently blur news and advertorial content. According to the Pew Research Center, newsroom employment at U.S. newspapers has dropped by nearly half since 2008, reflecting a 62 percent drop in ad revenue. Other news platforms haven't fared much better in an environment where clicks, not subscription models, are the new currency. Many journalists don't have the luxury of the firewall as their organizations push to make stories go viral.
Pulling the emotional trigger
Combine those factors with the rise of strategic disinformation online, and you understand why news literacy is so vital today. One incredibly effective strategy for increasing engagement with online content is to embed emotional triggers at every access point. A 2018 study found that "content that arouses strong emotions spreads further, faster, more deeply, and more broadly online." Littering headlines, sidebars, and photo captions with words eliciting an extreme emotional response and/or confirming existing biases increases the likelihood that a story, in video or text format, will be clicked, liked, and shared.

When we connect with news that triggers an extreme emotion like fear, anger, or outrage, our immediate urge is to express that emotion-often by passing on the information (and our feelings about it) to others. Too often, this happens without fact-checking or even reading the entire article. Once emotion is in the driver's seat, all our knowledge about how to parse credibility flies out the window. Creators and spreaders of disinformation count on this reaction. Chances are, if I'm outraged by a news story, and I share it, others in my network will also be outraged and pass it on to their networks, who will then share with theirs... and so on.

There is an inextricable, and yet largely untapped, link between information literacy and Social and Emotional Learning (SEL), defined as "process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions" by the Collaborative for Academic, Social and Emotional Learning (CASEL).

We know that news is often designed to trigger an emotional response. And yet, teaching kids to recognize and manage those triggers isn't always a component of news and information literacy protocols. While many schools are looking for ways to incorporate both news literacy and SEL right now, individually, we believe that the relationship between news and emotion creates an opportunity for them to be combined.

READ: A Media and News Literacy-Themed Mixtape for Tough Times
Helping kids think about how news affects them
Whether exploring headlines online or using an activity like this one from Common Sense Media, it's important for kids to consider what emotions the content creator was hoping to trigger, and why those triggers work. In this simple activity, we've asked learners to not only identify the language that might elicit an emotional response, but to also connect that language to a specific emotion. Asking younger kids how information makes them feel is a great way to develop a disposition of considering how news affects us as human beings. Older learners can take this activity one step further by discussing the target audience for each headline and considering who might be most affected by the sample triggers.

Most importantly, all learners need to see the "red flag" of a potential trigger as a reason to press pause and either a) manage their own emotional response to the information or b) recognize that red flags like emotional triggers are a sign that information may not be credible, and detective work is necessary before we believe and/or share the resource.

CASEL has developed five core competencies (pictured) to help learners manage emotional responses to both internal and external stressors. These core competencies can easily be applied to news/information literacy. What's more, the application of these competencies to news can be a powerful first step in helping prepare students for the later work of applying more general news credibility tests.

One of the reasons these traditional approaches to news literacy fail to be applied outside of school is that our students haven't yet learned how to manage the emotional triggers embedded throughout their screen-filled lives. "News literacy education has long focused on the significance of facts, sourcing, and verifiability," researcher Susan Currie Sivek wrote in the Journal of Media Literacy Education in 2017. "While these are critical aspects of news, rapidly developing emotion analytics technologies intended to respond to and even alter digital news audiences' emotions also demand that we pay greater attention to the role of emotion in news consumption."

For educators, this represents an opportunity. News literacy and SEL efforts have a lot in common. Both require learners to develop new ways of thinking. Both benefit from partnerships between school personnel and families. Both are most likely to be successful when integrated across content areas. And both seek to help kids develop healthy behaviors that will serve them both in and out of school.

As more schools consider new ways to add news literacy and SEL to the ways they serve kids, there's never been a better time to combine these efforts.

Read: Get Smart About Memes

Jennifer LaGarde and Darren Hudgins are co-authors of Fact Vs. Fiction: Teaching Critical Thinking Skills in the Age of Fake News.

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News Literacy Must Include Social Emotional Learning

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More schools are consider new ways to add news literacy and SEL to their teaching. There's never been a better time to combine these efforts. To most educators, the word "firewall" calls to mind a computer system designed to block unauthorized access and protect users from unsafe content.

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Five Key Questions Form Foundation for Media Inquiry

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In the MediaLit Kit ™, the Center for Media Literacy identifies Five Key Questions as the core of our inquiry-based media literacy pedagogy. Where do they come from? Like so many good ideas that evolve slowly over time, they are simply an innovative recasting of the Five Core Concepts which the early media literacy field adapted, in turn, from traditional categories of rhetorical and literary analysis.

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https://www.iste.org/explore/digital-and-media-literacy/Teaching%20fact%20vs.%20fiction%20when%20seeing%20is%20no%20longer%20believing

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Common Sense Education: Exploring Newspaper Bias

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Common Sense Education: Exploring Newspaper Bias

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Help students get beyond the buzzword.

It seems like any news report shared on Twitter or YouTube is inundated with "fake news" claims: comments calling out something for being "liberal propaganda" or "paid for by Russia." Most often these claims are just a way of dismissing facts or analysis that someone disagrees with.

The thing is, there are bigger, more harmful examples of bias and bad reportage. These rare but educational incidents get lost in the flurry of baseless "fake news" accusations. Case in point: Mark I. Pinsky at Poynter issued a powerful report on the shameful role Southern newspapers like the Orlando Sentinel and the Montgomery Advertiser played in normalizing and covering up injustice, racism, and violence against Black people in the decades following the Civil War, through the civil rights movement, and continuing today. Here we have an actual, high-stakes example of the news getting something wrong. It's important for students to examine cases like this -- and the political contexts surrounding them -- to build a more informed understanding of "fake news."

Recommended for:

Grades: 10-12
Subjects: ELA, social studies, newspaper/media, digital citizenship

Prep for teachers

In the classroom

Warm-up (five to 15 minutes) :

Before screening the video, ask students to take notes while they watch and to write down the five values.

Show the Ethical Journalism Network video "The 5 Core Values of Journalism."

Context and discussion (30 minutes) :

Optional : Hand out copies of the Society of Professional Journalists Code of Ethics.

First: Explain to students that even though they strive for accuracy and truth, sometimes newspapers get things wrong. And because they must be "accountable and transparent," they'll publish revisions, retractions, and even apologies.

Second: Project or hand out this AP article on the Montgomery Advertiser's apology for its coverage of lynchings. Make sure to explain that the newspaper was edited by a Confederate veteran who had a position of power and a vested interest in minimizing the damage of lynchings and blaming victims.

Third: Facilitate a discussion. Here are some possible questions you can ask.

Did the original reporting follow the journalist code of ethics? Which parts did?

Did the apology follow the code of ethics? Which parts?

How might an apology like this help or hurt people's perceptions about news today? If you were a newspaper editor, would you run an apology?

What did the newspapers stand to gain from minimizing racial violence against Black people?

Can you think of any similarly marginalized or disempowered groups subject to news and media biases today?

Exit ticket or homework (students can do in class or at home):

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Real Fake News: Exploring Actual Examples of Newspaper Bias | Common Sense Education

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It seems like any news report shared on Twitter or YouTube is inundated with "fake news" claims: comments calling out something for being "liberal propaganda" or "paid for by Russia." Most often these claims are just a way of dismissing facts or analysis that someone disagrees with.

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Article: The Journal (From Compliance to Culture)

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Article: The Journal (From Compliance to Culture)

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Viewpoint

Digital Citizenship: From Compliance to Culture

By Jeff Mao

My oldest son just started his senior year in high school. The night before his last "first day," I was looking for the annual photo of the occasion from his kindergarten year. I scrolled back through my Facebook posts only to discover - face-palm moment - I didn't use Facebook 13 years ago. I also I didn't have a cell phone with a camera then either. How quickly the world is changing around us, especially the technology and its use.

According to a 2015 study from the Pew Research Center, 92 percent of teens are online daily, and 24 percent of them describe their use as "almost constantly." In a Common Sense study, teens also report spending nine hours a day (with tweens ages 8-12 reporting six hours a day) using media and the internet - not including time spent on school work. Looking deeper at the data, we find that TV is still the dominant medium, with 58 percent of teens reporting daily viewing.

So, we know that traditional and internet media are central to the lives of our kids. Does it matter? The simple answer is yes. TV viewing can shape how children develop their sense of self. Research suggests that TV viewing can teach girls that their bodies exist to be sexualized and even that women are partially responsible for their own sexual assaults.

Additionally, kids report that they struggle to discern fact from fiction online when presented with "news." While kids say they prefer to get their news from social media, they also reveal that they trust and get most of their news from parents, teachers and other adults. Unfortunately, according to Pew Research, the majority of adults are getting their news from social media - and mostly from a single social media site. That can be problematic, as one analysis showed that leading into the 2016 presidential election, engagement with fake news stories outpaced real news stories on Facebook. So, are the adults actually helping kids discern fact from fiction?

While this may appear to paint a bleak picture, I see it as a call to action! As educators, our role is to help students learn to be safe, responsible and thoughtful digital citizens. Some may argue that digital citizenship instruction isn't a priority for schools or districts without 1-to-1 computing programs. Others may acknowledge the need for digital citizenship instruction but provide only compliance-level lip service with a single school assembly or require signatures on an unread Acceptable Use Policy. However, as I've outlined above, our students are watching TV and interacting online daily, and it is having an impact.

It's critical that schools recognize the importance of teaching digital citizenship and building a healthy school culture that includes responsible and thoughtful use of media and the internet among students and adults. Building a community's culture takes more than providing instruction; it takes a systematic intentional approach that engages the entire community of students, educators and parents.

Planning and Implementing a District Digital Citizenship Program

The first step to a successful program is establishing a shared vision for digital citizenship in your school community. It's important that this vision is understood and shared because the end result of the work is a community that absorbs and exhibits shared norms of behavior. While there are academic curricula available to aid with student instruction, this is less about completing lessons and scoring well on assessments and more about developing habits of mind and behaviors.

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examples of digital citizenship best practices

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Digital Citizenship: From Compliance to Culture -- THE Journal

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Viewpoint By Jeff Mao My oldest son just started his senior year in high school. The night before his last "first day," I was looking for the annual photo of the occasion from his kindergarten year. I scrolled back through my Facebook posts only to discover - face-palm moment - I didn't use Facebook 13 years ago.

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Edutopia: -Andrew Marcinek: Developing a DigCit Culture

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Edutopia: -Andrew Marcinek: Developing a DigCit Culture

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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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Online safety requires ongoing professional learning for staff and continuing education for parents. By Sandra A. Trach Principal, November/December...

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The ISTE Student Standards guide educators toward student-driven learning practices that prepare students to thrive in an evolving technological landscape.

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New Brunswick News (Devious Licks News Article)

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New Brunswick News (Devious Licks News Article)

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Students vandalizing N.B. schools as part of viral TikTok challenge | CBC News

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A social media challenge that encourages students to vandalize schools is wreaking havoc at high schools across Canada and the U.S. – even leading to students being arrested, in some cases.

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ISTE Digital Citizenship Poster (Complete Poster)

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ISTE Digital Citizenship Poster (Complete Poster)

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In 2020, the TFCN focused on fact-checking social media content related to the presidential election and COVID-19. Our national team of teen fact-checkers published 92 fact-checks related to COVID-19 as of Dec. 15.

TFCN fact-checks are unique in that they debunk misinformation and teach the audience media literacy skills so they can fact-check on their own. On average, 86% of respondents polled on the MediaWise Instagram account recently reported they were more likely to fact-check on their own after watching a TFCN fact-check story.

In 2021 this program will expand to produce 30 fact-check videos designed for YouTube. You'll be able to find those on our YouTube channel in January.

Follow @MediaWise on Twitter, Instagram, TikTok, Facebook and YouTube to see new fact-checks posted daily and learn how you can apply to be part of this program.

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In 2020, the TFCN focused on fact-checking social media content related to the presidential election and COVID-19. Our national team of teen fact-checkers published 92 fact-checks related to COVID-19 as of Dec. 15. TFCN fact-checks are unique in that they debunk misinformation and teach the audience media literacy skills so they can fact-check on their own.

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Teaching digital citizenship has never been more important. Prepare students to stay safe, solve problems, and become a force for good.

The DigCit Coalition, ISTE, and the Los Angeles Unified School District are hosting DigCit Connect - a virtual event on October 22. This free event will provide parents, educators and students with the tools they need to be creative, innovative and responsible members of the digital world. Join us to learn how you can kick-start the movement in your homes, classrooms, and beyond.

Explore the DigCitCommit Competencies

Digital citizenship is a critical skill for students of today and our leaders of tomorrow. These five competencies will shift the conversation from don'ts to do's.

Inclusive

I am open to hearing and respectfully recognizing multiple viewpoints and I engage with others online with respect and empathy.

Informed

I evaluate the accuracy, perspective, and validity of digital media and social posts.

Engaged

I use technology and digital channels for civic engagement, to solve problems and be a force for good in both physical and virtual communities.

Balanced

I make informed decisions about how to prioritize my time and activities online and off.

Alert

I am aware of my online actions, and know how to be safe and create safe spaces for others online.

Parents, educators and others with an interest in equipping students to thrive in digital environments can find an array of resources from our partners.

Do you lead a Digcit initiative within your state, district or organization? We'd love to learn more about the innovative work you're doing!

Contact Us

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The DigCit Coalition, ISTE, and the Los Angeles Unified School District are hosting DigCit Connect - a virtual event on October 22. This free event will provide parents, educators and students with the tools they need to be creative, innovative and responsible members of the digital world.

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https://t.co/IdysBFDk67?amp=1

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A gift of self awareness for yourself, and for others. Based on decades of research from Yale. Tell your Mood Meter mobile app how you feel and build emotional intelligence that lasts a lifetime.

Expand your emotional vocabulary Discover the nuances in your feelings.

Gain insights about your inner life Learn what's causing your feelings over time.

Regulate your feelings Use strategies to regulate your feelings: enhance how you manage your life.

Remember to check in with yourself Use reminders to check-in on your feelings throughout the day.

View your report Learn how your feelings are affecting your decisions, relationships, and performance.

Over time, you'll develop emotional intelligence skills that can help you in all areas of life.

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MOOD METER APP - Build Emotional Intelligence to Last a Lifetime

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A gift of self awareness for yourself, and for others. Based on decades of research from Yale

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https://docs.google.com/document/d/10KilCKzg8riP-O5w5yVKs6jfPSARXTOmOa6E8H4z5jU/copy

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Welcome to MotivatED Learning, my passion project filled with unique and engaging content for all aspects on teaching and learning. Explore my site and all that I have to offer; perhaps MotivatEd Learning will ignite your own passion for Educational Technology as well.

NEW Course! ISTE U: Digital Citizenship in Action!

Fall 2021

Brandman/Dominican Universities :

"Bringing Media Literacy into the K-12 Classroom."

Available for 2 graduate units

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Educational Technology | MotivatED with Lucykirchh

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Welcome to MotivatED Learning, my passion project filled with unique and engaging content for all aspects on teaching and learning. Explore my site and all that I have to offer; perhaps MotivatEd Learning will ignite your own passion for Educational Technology as well. NEW Course! ISTE U: Digital Citizenship in Action!

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Bring History and Civics to Life (Discount Code for CCSS) iste.org/History2Life

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Bring History and Civics to Life (Discount Code for CCSS) iste.org/History2Life

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This article originally appeared in THE Journal. Republished with permission.

By Jeff Mao

10/26/17

My oldest son just started his senior year in high school. The night before his last "first day," I was looking for the annual photo of the occasion from his kindergarten year. I scrolled back through my Facebook posts only to discover - face-palm moment - I didn't use Facebook 13 years ago. I also I didn't have a cell phone with a camera then either. How quickly the world is changing around us, especially the technology and its use.

According to a 2015 study from the Pew Research Center, 92 percent of teens are online daily, and 24 percent of them describe their use as "almost constantly." In a Common Sense study, teens also report spending nine hours a day (with tweens ages 8-12 reporting six hours a day) using media and the internet - not including time spent on school work. Looking deeper at the data, we find that TV is still the dominant medium, with 58 percent of teens reporting daily viewing.

So, we know that traditional and internet media are central to the lives of our kids. Does it matter? The simple answer is yes. TV viewing can shape how children develop their sense of self. Research suggests that TV viewing can teach girls that their bodies exist to be sexualized and even that women are partially responsible for their own sexual assaults.

Additionally, kids report that they struggle to discern fact from fiction online when presented with "news." While kids say they prefer to get their news from social media, they also reveal that they trust and get most of their news from parents, teachers and other adults. Unfortunately, according to Pew Research, the majority of adults are getting their news from social media - and mostly from a single social media site. That can be problematic, as one analysis showed that leading into the 2016 presidential election, engagement with fake news stories outpaced real news stories on Facebook. So, are the adults actually helping kids discern fact from fiction?

While this may appear to paint a bleak picture, I see it as a call to action! As educators, our role is to help students learn to be safe, responsible and thoughtful digital citizens. Some may argue that digital citizenship instruction isn't a priority for schools or districts without 1-to-1 computing programs. Others may acknowledge the need for digital citizenship instruction but provide only compliance-level lip service with a single school assembly or require signatures on an unread Acceptable Use Policy. However, as I've outlined above, our students are watching TV and interacting online daily, and it is having an impact.

It's critical that schools recognize the importance of teaching digital citizenship and building a healthy school culture that includes responsible and thoughtful use of media and the internet among students and adults. Building a community's culture takes more than providing instruction; it takes a systematic intentional approach that engages the entire community of students, educators and parents.

Planning and Implementing a District Digital Citizenship Program

The first step to a successful program is establishing a shared vision for digital citizenship in your school community. It's important that this vision is understood and shared because the end result of the work is a community that absorbs and exhibits shared norms of behavior. While there are academic curricula available to aid with student instruction, this is less about completing lessons and scoring well on assessments and more about developing habits of mind and behaviors.

Once you have a shared understanding of your district's vision for digital citizenship, the next steps, while not necessarily easy, are generally straightforward:

1. Select the resources and curricula you will use to support student instruction;

2. Determine who will provide instruction and when, and then teach your students;

3. Provide staff professional development to both support student instruction as well as to develop universal understanding of the issues;

4. Engage and support your families; and

5. Celebrate your successes.

How districts complete these steps, including all of the planning and coordination, will vary district by district. Here are three examples from districts in California that took similar but different paths.

District: Capistrano Unified School District
District Lead: John Morgan, Director of Educational Technology

With 58 schools and over 2,000 teachers, Capistrano Unified School District (CUSD) modified its digital citizenship program four years ago. At that time, the district began a large-scale 1-to-1 student computing program, which served as the catalyst to make a more unified and consistent digital citizenship program.

They started with a simple goal of providing a K-12 instructional program for digital citizenship. John Morgan, director of educational technology, along with the education technology department, gathered a group of 70 teachers representing different grades and content areas to curate and select instructional resources. This group selected Common Sense Education's curriculum. In CUSD, all K-5 teachers teach a digital citizenship lesson, while in grades 6-8, math, social science and English language arts teachers provide the digital citizenship instruction. At the high school level, along with the science teachers, the district's college and career planning teachers provide a significant amount of instruction. You can see which lessons CUSD selected at each grade level on their website.

What's most innovative about CUSD's program is how they've engineered the coordination of the instruction. Using a Google Form, teachers can very simply log when they have completed a lesson. It took Morgan some virtual elbow grease, but Morgan was able to construct spreadsheets that used the data collected through the form to generate reports so that principals can see a simple dashboard of which teachers have completed which lessons, and when. Further, the spreadsheets create simple bar charts to display lessons completed by school. These data displays allow both district and school leaders to monitor progress, and the data can also be used later for record keeping for CIPA/E-rate compliance. Additionally, CUSD's plans were developed around the Common Sense Education District Recognition program requirements, so Morgan can easily use this data to submit his district, school and educator recognition applications. CUSD's teachers and schools earned Common Sense Recognition last school year, as did the district.

The automated tracking system makes the management easy for a district of 64 schools. As Morgan noted to me, "It's not hard. We did a lot of work on the front end to make it digital, so that it would be easy on the back end."

District: Fairfield-Suisun Unified School District
District Lead: Tim Goree, Executive Director of Administrative Services and Community Engagement

Fairfield-Suisun Unified School District (FSUSD), like so many other districts, has been working hard to improve broadband capacity and internet access for teachers and students. With 31 schools and over 21,000 students, they blocked students from using YouTube and other streaming video platforms mostly due to bandwidth constraints. Leading into 2015, Tim Goree, executive director of administrative services and community engagement, had the bandwidth ready, so they could open up some of the blocked content. However, he recognized that both educators and students would need more support with the potential digital distraction that pervasive access could bring. The district already had a baseline digital citizenship program in place to maintain CIPA compliance, but Goree recognized that this wasn't going to be enough.

Goree and his team developed a Digital Citizenship Checklist that includes tasks that a school needs to complete annually, including a digital citizenship instructional scope and sequence that has "Must Do," "Should Do" and "Can Do" lessons for each grade level. Schools that complete the "Must Do" lessons along with the rest of the checklist maintain CIPA compliance. However, most of FSUSD's schools complete lessons outlined in the Should Do category and earn not only Common Sense School Recognition, but also access YouTube and other streaming services.

Goree's IT team worked with developers to create a method that allows them a simple way to easily set different levels of internet content access for students and staff. At the heart of it is an automatic account provisioning system that Goree describes in this FSUSD document. Goree further explained to me that his real goal is to help connect what happens in school to what his students encounter outside of school. He poses a good question, "If what we do in school doesn't connect to what happens outside of school, then why would we do it?" Goree recognizes the need for schools to prepare students for their lives outside of the school, which includes social media and unfettered access to the internet.

District: Corona-Norco Unified School District
District Lead: Luis Carillo, TSA Ed Tech

Corona-Norco Unified School District is the nation's leading issuer of digital badges. Its over 50,000 students and nearly 2,000 teachers earn digital badges to document their learning - a true expression of life-long learning. In 2015, the district began to build a culture of positive digital citizenship on the heels of increasing use of education technology in the classroom. Luis Carillo, a teacher on special assignment for education technology, explained that the district was very focused on making sure that digital citizenship wasn't going to be a "one and done" but instead "a cultural change."

A committee that included teachers, administrators and parents explored resources and discussed goals for creating a culture of digital citizenship. They adopted Common Sense's Digital Citizenship Curriculum, and then the district took the time to create easy-to-use versions of the lessons in their online learning management system. Carillo noted that some teachers teach the lessons using the paper versions, but they wanted to ensure that if a teacher wants to leverage digital tools that they remove as many barriers as possible to doing so. This provides teachers choice and flexibility. Teachers provide three digital citizenship lessons for their students each year.

When students complete the lessons and successfully demonstrate their learning via an electronic assessment, Corona-Norco issues digital badges or micro-credentials. Corona-Norco has automated data exchange to facilitate issuing the badges as well as progress monitoring so that the district can ensure all students complete lessons and demonstrate their learning. To date, the district has issued over 1 million badges to students for digital citizenship. Teacher badges related to digital citizenship are in the works now, and the district hopes to have them available by the 2018-2019 school year.

Digital badges as a method for documenting and celebrating learning in the Corona-Norco schools is normal to its students and community. It's simply how things are done - it's their culture, and digital citizenship is simply a part of it.

Culture Building

It's often said that culture is the extension of leadership. These districts are just a few examples of how district leadership with a shared vision planned and organized digital citizenship instruction for students, professional learning for teachers and outreach to parents. I encourage all districts to consider how to ensure that digital citizenship for its entire community is part of its cultural norms. Digital tools and media have tremendous influence on how we interact with each other, and it has the power to shape what we think about ourselves and the world around us. Ensuring that we control how we leverage that influence and power versus being influenced by it is, I believe, one of the greatest challenges we face today as a global society. We will not overcome this challenge by simply complying with regulations, but only by creating a culture that openly examines the issues and empowers our kids and ourselves to be safe, responsible, and thoughtful users of technology.

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This article originally appeared in THE Journal . Republished with permission. By Jeff Mao 10/26/17 My oldest son just started his senior year in high school. The night before his last "first day," I was looking for the annual photo of the occasion from his kindergarten year.

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

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The ISTE Coaching Standards help define the role of the edtech coach and guide coaches in ensuring that learning with technology is high impact and equitable.

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The education leaders section of the ISTE Standards supports the implementation of the ISTE Standards for Students and the ISTE Standards for Educators, and provides a framework for guiding digital age learning. This section of the standards targets the knowledge and behaviors required for leaders to empower teachers and make student learning possible. They're focused on some of the most timely, yet enduring, topics in education today - equity, digital citizenship, visioneering, team and systems building, continuous improvement and professional growth.

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The ISTE Standards for Education Leaders support the implementation of the ISTE Standards for Students and the ISTE Standards for Educators and provide a framework for guiding digital age learning.

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Media Literacy: Making The Case For Elementary Social Studies

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In talking with teachers about Media Literacy, two things become clear. Teachers think media literacy is important in elementary social studies AND they aren’t exactly sure how to define it.

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Teach Media Literacy (AKA primary source analysis) in Your Social Studies Classroom

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Feature texts and images from historical forms of media in history classes and ask students to compare the audiences, messages, and strategies for persuasion to modern forms of electronic media.

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ISTE 24The BIG 3: DigCit, SEL & Media Lit