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When reading the resources around Digital Citizenship in the course, one of the ideas that struck me most strongly, was that Digital Citienship doesn't have to be a 'grand plan' with mappings and curriculum scope and sequence documents necessarily. It's perhaps not even the best way, as this often leads to discrete teaching of the concepts, when in fact developing a culture of behaviour is probably more powerful. To do this the expected behaviours need to become norms of the culture and this is something that is difficult to do from a discrete lesson approach.

Instead, I was struck by how powerful the 'little and often' approach, of helping teachers recognise touch points in their day to day teaching, and taking a moment to highlight and model the digital citizenship elements of the activity, lesson or task can be. First, teachers need to understand themselves what Digital Citizenship is and the ISTE standards and indicators can provide this framework. Next, I think running sharing sessions with teachers to brainstorm ways to slip these 'touch points' in is a great way to encourage this. For example, running a well being social media campaign across the community could be used a natural point to address Digital Agency and compassionate posting. An English presentation task might be used as an opportunity to address ethical use of images from the Digital Interactor angle with authorship and evidence of creative commons in evidence in the assessment rubric.  Likewise, a peer assessment or collaboration task on Google Classroom could be used as a moment to discuss appropriate norms of collaboration and feedback. A humanities class could be a great way to consider and highlight things to look for when evaluating media sources, fake news, bias etc. perhaps around a topic like politics or religion. Finally, using something like an HE course could be a great moment to re-iterate concepts around Digital Self and reputation, perhaps by teaching students to Google themselves, and start to cultivate a positive digital reputation.

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Please believe that I do this more smoothly when with my students. Basically, early in the year, I pull up a random social media post that our Marketing department and ask them how accurate they feel it is. Most will say that it does not seem as authentic or from the same viewpoint that they saw it. I ask them why they think this is? Of course I am defensive of our Marketing team and I advocate for them in front of the students, I simply point out that the professionals in the marketing team can not be everywhere and that they will naturally see an event from a different point of view as they are not students. Then I challenge students to alter the article from their point of view. The key is that I share that as long as they let other people tell there story, there is always a risk that their version of a story will not be told. Then I begin to help them be the news reporter for an upcoming student-led event that they care about. I feel this is very crucial in helping students advocate for themselves as well as to see that it is very hard to do public relations, journalism, marketing, etc. Throughout they year, I give them opportunities to use class time to create press releases or news articles about different projects. They come to see the marketing department as an ally in helping them get their version of a story out to the school community. Everyone wins and there are many built-in avenues for discussing digital citizenship, making connections to global journalism and social media trends, and of course help the students with their language skills as they are motivated to not make public errors.

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I think what's been most helpful when introducing and teaching the idea of digital citizenship is to embed it into several areas of the curriculum. In the beginning of the year, when we are setting norms for our learning in the classroom, I often found success in treating the digital realm as another space where students can learn and share their ideas. As such, the idea of digital citizenship becomes a part of the Social Emotional Learning curriculum.

I was also connecting a lot with Heather Marrs' article in that teaching the students to use and navigate a tool automatically has elements of being a positive digital citizen embedded in it. When taking the focus away, say, having students comment on each other's reflections on their reading, students are learning to use meet an ELA objective, learn to use the tool, and practice being a positive digital citizen all at once without the explicit, stand-alone lesson!

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Merge into RUP and Map into Curriculum by Coby Reynolds

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Merge into RUP and Map into Curriculum by Coby Reynolds

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Over the past few months I have been 'lucky' enough to re write and restructure our whole Technology curriculum. It has been a great process and a timely process to frame and cross connect the ISTE standards framework with this development. The Digital Citizen standards are one aspect of our curriculum which we plan to report on each period.

Similarly to this I have re-aligned our Responsible Use Policy (RUP) to incorporate the new Digital Citizenship which in turn links to the Digital Citizenship standards embedded into our curriculum. So in theory this is my approach, though yet to be fully tested my hope is that DC won't be taught once for the year and forgotten until something bad happens. It will be taught as it suits and fits into the lesson/unit/or time of the learning process.

Fingers crossed - wish me luck!

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Enriching A Digital Citizenship Learning Resource for All-                 by VELARDE, Ruben 

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Enriching A Digital Citizenship Learning Resource for All-                 by VELARDE, Ruben 

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I shared previously that as a personal advocacy, I am in the process of creating “PDF” (Positive Digital Footprint), a game-based learning resource on digital citizenship that I intend to share with the public schools in the Philippines.

Attending DC sessions in ISTE 2018 in Chicago, however, had me rethinking the learning design and content of the project. This was further amplified by the feedback from some students during user-testing of some of its content. Some said that it focused more on the What-Not-To-Do.

Furthermore, Module 4 of this #ISTECert is truly pushing me to do a lot of re-design and re-development in terms of content. Besides making everything more empowering and positive, the revisions will focus, too, on integration in instruction or across subjects. These are what I plan to do:

1.   Crafting a content guide for teachers that includes, among others, the recommended subject area/discipline to integrate or use specific content (examples: “understanding propaganda, misinformation and revisionism” for English and Social Studies; and “Creating a positive social proof” that can be used in all subjects);

2.   Identifying subject standards that can be used as anchors for specific content or post-lesson activities;

3.   Designing user-testing sessions for both teachers and students that allow for identifying specific skills or content that may be missing or may be included such that they can be aligned with current standards of subject area learning competencies; and

4.   Including more activities in the lesson that will extend the discussions or games in authentic setting (such as encouraging students to curate and post “social media for social good” types of content in their own social media platforms.

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Lance Pilgrim

Of all the ISTE Standards, I think this is the most challenging to 'walk the talk'. Give me knowledge constructor, creative communicator, innovative designer any day and I believe I can move my own and others' practice forward. Aspects of being a positive digital citizen, however, rely on behavioural change as much as academic practice. Changing your own behaviour is challenging, let alone changing the behaviour of others.

There were a couple of statements that resonated with me when reading the articles: 'Make the world a better place' and 'Every Teacher, Every Classroom, Every Day'. We have struggled to get staff to engage with digital citizenship but we are a school that actively and proudly promotes our desire to 'make the world a better place.' Reading the first article gave me pause to reflect on the contradiction between our citizenship values 'in the real world' compared to our lack of interest in digital citizenship 'in the online world'. In my view, both are as real and important.

I am interested at how we move the school community towards a greater appreciation of the importance of digital citizenship. Statements such as  'Make the world a better place' and 'Every Teacher, Every Classroom, Every Day' provide a succinct expression of why this is important and how this can be achieved. Engaging with this material has made me consider how best to engage with the academic and well-being leadership of the school. Making changes at this level will result in broader impact. My initial thoughts are how do we embed a focus on digital citizenship in every collaborative unit plan. Of all the ISTE Standards, digital citizenship may need direct attention as it can easily fall to the side.

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Digital Citizenship in Every  - Jared Rodgers

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Digital Citizenship in Every  - Jared Rodgers

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When it comes to digitial citizenship, I agree that the best way to ensure that the message is delivered is to embed it in the every day lessons. As a television and film production teacher, I have daily opportunities to model digital citizenship. I create my own foley sounds, search out copyright free background music, and reference resource videos correctly when teaching concepts or skills.

Most importantly, I design assignments that demand attention to the tenants of digital citizenship: Digital Self, Digital Interactor, and Digital Actor. Project guidelines and rubrics demand that students follow these digital citizenship tenants.

In film production, it might look like: getting permission to film others, making sure that the film respects the rights of others, collaborating with others, giving credit where credit is due, and following the copyright laws where appropriate. It might also mean that the new film producers are allowed  and encouraged to develop their own voice and explore social issues. Students are encouraged to use their films as a vehicle for change.

One of the most natural paths for teaching digital citizenship in my film production class is insisting on original work in all videos (Digital Agent). This means that all background sounds and music, graphics, video clips and other effects are created by the student. The project guidelines and rubrics are all geared to supporting this creative and original work.

I believe that this work of embedding digital citizenship into the unit from the beginning is the only way of truly ensuring that the lessons are being taught across the school's curriculum.

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Embedding Digital Citizenship -  Ashley Hayes 

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Embedding Digital Citizenship -  Ashley Hayes 

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I enjoyed reading the article about embedding digital citizenship into all aspects of the curriculum. The article states “As digital age educators, we also know that kids do best when they can learn something authentically, by figuring out their own answers to real-world problems that are relevant to their lives.” Our students are already communicating with technology in their day-to-day lives, so teaching digital citizenship is an authentic connection for our students. Emphasizing these skills where it fits naturally into the curriculum will be a more authentic learning experience that teaching digital citizenship in a silo.

School leaders and teachers should come together to form a common language and set goals for how they will collectively teach digital citizenship. Having a common language and expectations that are consistent across grade levels and disciplines will help digital citizenship to transcend the boundaries of school and be applied to day to day life. This would help promote shared ownership among all teachers, rather than having only the technology teachers and/or librarians be responsible for these important life skills and concepts.

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Making Integration Approachable - Brittany Kish 

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Making Integration Approachable - Brittany Kish 

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I really enjoyed reading "Be a Model Digital Citizen" and reviewing the choice board. It was clearly made for all types of educators with a variety of levels of experience with tech and digital citizenship. It is inspirational to see tools that allow for differentiation for educators to feel successful. This concept, which we work hard to provide for our students, doesn’t always show in expectation for our colleagues or ourselves.
When thinking about ways to integrate digital citizenship into a curriculum, I immediately thought about the previous module on rubrics. A simple way for teachers to start this would be to add one row to their current rubrics that addresses one component of digital citizenship. For example, criteria on giving positive and informative feedback to another student's protect. Alternatively, adding a row of criteria for choosing the right type of platform to showcase work. I believe this would be an approachable way for educators to start integrating digital citizenship without having to rethink or redesign projects. Including it in a rubric also shows that it's a topic meant to be taken seriously, evaluated and reflected on.

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Digital Citizenship as a way of life - Amita Patel

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Digital Citizenship as a way of life - Amita Patel

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In our school community we are trying to have students, teachers, leadership and the parent community think about digital citizenship all the time. It's not easy and sometimes it has to be forced but there are a lot of authentic opportunities for all to look at it through embedded opportunities.

The seesaw article resonated with me because we use seesaw from early childhood to year 9. In the younger years this is a great way to learn this important skill and we try to do it very similar to what the article describes. While we have students use 'THINK' (true, helpful, inspiring, necessary, kind) before they post we also have this as a guideline to the parent community for our wechat platform and when they comment on seesaw. We have used various sentence starters for younger students and for our secondary students we use reflective learning prompts from global citizen diploma (https://globalcitizendiploma.org/reflection-guidelines/) These have been instrumental in getting students to learn to reflect authentically and  critically.

Another area that we use for authentic integration of digital citizenships and respecting intellectual property through creative commons is when we have our students & teachers help with the yearbook. I feel that when we are able to involve students in a project that brings real life connections the learning is so much more authentic therefor we involve our students from lower primary to upper secondary in helping with yearbook.  For example, we have the yearbook cover developed through a cover design competition, through this we try to have students understand the importance of creating, may it be drawing or using media to design an artwork. Designing the pages helps students to understand many aspects of copyright and giving credit to others and receiving credit for their own works - we use augmented reality in our yearbook with the videos all made by students. All this lends to authentic experiences with digital citizenship.

I really like the idea described in the article '

Digital Citizenship Lessons in Two Minutes or Less' and I want to dig deeper to identify how I might spread this thought seed into my community. This course has already given me so much food for thought. Thanks ISTE!

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“This is when we get to decide what our digital presence will be: What kind of class do we want others to see? Who are we representing when we post on our blog? Ourselves? Our teacher? Parents? Our school? The world?”

https://www.iste.org/explore/In-the-classroom/Don

The above phrase resonated with me as I think that this is something you really need to teach students to key into. It is so easy and so natural for them to be online, almost second natures, as a result it is important for them to learn to take a breath and consider what impression they want to give or profile they want to present to the world.

I like to use discussion apps for discussion or reflection in class with the online feed projected so the ‘realness’ of what they are saying to each other within the discussion is there for them to see, and so that they understand just how permanent it is. In younger classes blogging and commenting on posts is an effective tool, in older classes I like to use Kialo , this and similar tools can serve this function. Teaching them online behaviour through commenting is just as important as teaching them how to behave towards each others in the classroom and the playground etc and I think that this is sometimes just assumed to easily translate but in fact needs to be taught explicitly, and reinforced often- this is not just a one off teaching moment. I really like the above quote as it states what is sometimes assumed by adults to be so obvious- yet students don't always think about it. Like anything we want them to learn, I think if you guide them towards these understandings and repeatedly model good behaviour online and give them practice then at least we can hope they will take these understandings into their ‘other life’ online when they are away from school.

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For younger students at Baker & Bloom, we integrate digital citizenship in various ways including modeling how to post to Seesaw, which students and teachers use regularly.  Teachers discuss with students what makes a good Seesaw post, demonstrate, then they practice together with students, and finally students post independently.  We have posters up to remind students to “Post Your Wow! Work” which encourages positive engagement with a wider audience, we remind them to “Always explain what’s going on” to connect and communicate effectively to their audience what they are showing in their post and what they learned, and to “Only share public information online” to emphasize that we do not share private information on Seesaw or a Class Blog. I think this reminds them all the time to try to be thoughtful when posting online but to be excited about the potential for a larger audience and more relevance when they can share their work digitally as well.  Teaching students responsibility through asking them questions helps - like the ones Nancy Watson mentions in her article.  I liked her example about how she was explaining something to her own mother and how that led her to share with students what they agree to when they click “Sign up”.  Students can see the relevance of a topic and feel more engaged if a teacher shares with students their own experiences navigating the internet, solving problems or dilemmas they may face as digital citizens themselves.Digital citizenship is embedded into the STEM class quite consistently, for example, our teachers prepare students before introducing any new technology - whether it is a programming app, robots, or a maker kit.  In our literacy program, we teach news analysis to elementary school students; we have a unit on “How Not to be Fooled by Fake News” and media literacy skills for G7-8 students; for older students we teach visual literacy, research and citation skills, and how to be a skeptical reader of social media and online information but also how to do things like create podcasts, creative digital portfolios, and websites.  We also integrate digital citizenship through using a fantastic website called Out of Eden Learn developed by Harvard’s Project Zero for the National Geographic journalist Paul Salopek’s trek retracing human migration.  The platform connects our students to classrooms around the world, and most interestingly, it offers a “Dialogue Toolkit” with commenting tools like “Appreciate”, “Notice”, “Probe”, “Connections” that encourage students to do more than to “Like” a post.  I find that it facilitates more respectful dialogue that can become a habit hopefully even on different websites. I really like what has been shared on this padlet - especially the emphasis on good citizenship - whether it is online or off - and co-creating “essential agreements” around online use together with students.  I think that one critical factor is providing ongoing professional development to teachers and giving them opportunities to reflect on this topic and share best practices with one another.  Every teacher embeds digital citizenship differently.  

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For younger students at Baker & Bloom, we integrate digital citizenship in various ways including modeling how to post to Seesaw, which students and teachers use regularly.  Teachers discuss with students what makes a good Seesaw post, demonstrate, then they practice together with students, and finally students post independently.  We have posters up to remind students to “Post Your Wow! Work” which encourages positive engagement with a wider audience, we remind them to “Always explain what’s going on” to connect and communicate effectively to their audience what they are showing in their post and what they learned, and to “Only share public information online” to emphasize that we do not share private information on Seesaw or a Class Blog. I think this reminds them all the time to try to be thoughtful when posting online but to be excited about the potential for a larger audience and more relevance when they can share their work digitally as well.  Teaching students responsibility through asking them questions helps - like the ones Nancy Watson mentions in her article.  I liked her example about how she was explaining something to her own mother and how that led her to share with students what they agree to when they click “Sign up”.  Students can see the relevance of a topic and feel more engaged if a teacher shares with students their own experiences navigating the internet, solving problems or dilemmas they may face as digital citizens themselves.Digital citizenship is embedded into the STEM class quite consistently, for example, our teachers prepare students before introducing any new technology - whether it is a programming app, robots, or a maker kit.  In our literacy program, we teach news analysis to elementary school students; we have a unit on “How Not to be Fooled by Fake News” and media literacy skills for G7-8 students; for older students we teach visual literacy, research and citation skills, and how to be a skeptical reader of social media and online information but also how to do things like create podcasts, creative digital portfolios, and websites.  We also integrate digital citizenship through using a fantastic website called Out of Eden Learn developed by Harvard’s Project Zero for the National Geographic journalist Paul Salopek’s trek retracing human migration.  The platform connects our students to classrooms around the world, and most interestingly, it offers a “Dialogue Toolkit” with commenting tools like “Appreciate”, “Notice”, “Probe”, “Connections” that encourage students to do more than to “Like” a post.  I find that it facilitates more respectful dialogue that can become a habit hopefully even on different websites. I really like what has been shared on this padlet - especially the emphasis on good citizenship - whether it is online or off - and co-creating “essential agreements” around online use together with students.  I think that one critical factor is providing ongoing professional development to teachers and giving them opportunities to reflect on this topic and share best practices with one another.  Every teacher embeds digital citizenship differently.  

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To access a downloadable PDF version of our Dialogue Toolkit, click here.

Out of Eden Learn's Dialogue Toolkit is a set of commenting tools to support thoughtful exchanges between Out of Eden Learn participants. This toolkit was created with support from educator Chris Sloan, co-founder of Youth Voices. (Read the story of why we developed the toolkit here.)

Throughout your learning journey, we encourage you to use a range of dialogue tools as you engage with the work of other young people. For example, you can comment on other student's work with the Appreciate move. This move is meant to go deeper than the "Like" button often found on social network sites. We hope you will be specific and detailed about what you appreciate in other students' work. Similarly, we encourage you to Notice details and even Snip thoughts that interest you and explain why. Other tools invite you to describe Connections and Probe with thoughtful questions and share when and how your thoughts Extend in new directions.

You may also be encouraged to use the POV move to express your point of view (POV), position or opinion on a topic, and the Challenge move to ask questions about or challenge a POV someone else shared. When you use these moves, we encourage you to also use the Name move to name the aspects of your identity, experiences, or place you live that are influencing the way you see things.

All the suggested dialogue tools are described here. Please review them and then try them out! If you would like to see how Out of Eden Learn students have used these tools to communicate with one another on our platform, review our " Models of Dialogue & Respectful Disagreement." (Educators: See our annotated version here)

Icons and descriptions of each tool appear in the comment box to remind you of the moves. Be sure to read the instructions for the "Interact" step of each footstep. We will often ask you to use one or more specific dialogue tools when you comment. We also invite you to use the Thinking Routines below as you look at and comment on other students' work.
DIALOGUE TOOLS

Notice: What stands out to you or catches your eye in this person's post? In other words, what do you notice in particular? Be specific

Appreciate: Share what you like, appreciate or value in the post you've read. Be specific.

Snip: Cut and paste a phrase or sentence from the original post into your comment. Ask a question about it or say what you find interesting or important about what is being said.

Probe: Probe for more details. Ask questions that will help give you a better sense of another person's perspective. (See Creative Questions & Sentence Starters below)

Connect: Make a connection between something in the post and your own experiences, feelings, or interests

Extend: Describe how the post extended your thoughts in new directions or gave you a new perspective.

POV: Express your point of view (POV), position or opinion.

Possible sentence starters:

"From my perspective/In my opinion...[state your P.O.V.]...For example [provide evidence to support your P.O.V.]"

"Some argue that... Others say... In my opinion..."

CHALLENGE: Question or challenge a point of view (POV) or idea someone else has shared.

Possible sentence starters:
NAME: Name the aspects of your identity, experiences, or place you live that are influencing the way you see things. See, Think, Wonder

"Although I see where you are coming from, I see it differently. I think that..."

"Another way of looking at it is..."

Creative Questions & Sentence Starters
Possible sentence starters:

See, Wonder, Connect (National Gallery of Art adaptation of See-Think-Wonder)
Step Inside Connect, Extend, Challenge Circle of Viewpoints
Brainstorm a set of questions about a student's post. Use these question-starters to help you think of interesting questions:

"Tell me more about..."

"I wonder if..."

"Help me understand..."

"I was surprised by...."

"I connected to..."

"What I found interesting was..."

"I learned from your post that..."

"One sentence you wrote that stands out for me is..."

Consider the diversity of students in your walking party. Before you post your own work or a comment on the work of another student, use this routine to explore how it may be interpreted from a variety of perspectives. Your process may involve the following steps:

See-Wonder-Connect. National Gallery of Art. Washington D.C.

Ritchhart, R., Church, M., & Morrison, K. (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey-Bass.

Sloan, Chris. Comment as Genre. Youth Voices: A National Writing Project community. http://youthvoices.net/node/35079

Visible Thinking: http://www.visiblethinkingpz.org/VisibleThinking_html_files/ 03_ThinkingRoutines/03a_ThinkingRoutines.html

Winiecki, Donald J. (1999). Keeping the thread: Adapting conversational practice to help distance students and instructors manage discussions in an asynchronous learning network. DEOSNEWS, 9 (2), 1-14. Available: http://learningdesign.psu.edu/deos/deosnews9_2.pdf

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

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To access a downloadable PDF version of our Dialogue Toolkit, click here. Out of Eden Learn's Dialogue Toolkit is a set of commenting tools to support thoughtful exchanges between Out of Eden Learn participants. This toolkit was created with support from educator Chris Sloan, co-founder of Youth Voices.

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I am whole heartedly behind embedding digital citizenship into the classroom daily and as referred to by Nancy Watson ‘Woven in to the fabric of what you’re doing anyway’. When talking with many others I take the stance that every teaching is a literacy and math teacher as we all are working with our students to develop this in our classes. Digital citizenship is not different. It is not just down to an IT tor computer science teacher, tech coach etc. It is a share responsibility. I have certainly taught modelled and presented digital citizenship to students, staff and parents but there has always been a missing link. Whilst looking at this and reflecting on my practice the biggest issue or hurdle has been not have the support or full buy in from all staff and SLT. It has to be a whole school community priority. Training and workshops in the first wee giving staff time to understand what being a good digital citizen to their grade/ team and student means?  And looking at how they can make sure it is integrated. I have seen a bug difference this year with a new literacy coordinator who has a team behind her but meets weekly with the staff. They have goals, resources, time to reflect plus ask question or deal with issues. There is data collected and I am not saying this should be a data collection exercise or driven but having the time and a focus is key.

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I really connected with the discussion about commenting in the "

Don't teach digital citizenship — embed it!" article. I couldn't agree more that scaffolding and supports like sentence starters help students give valuable feedback or engage in deeper online conversations.

To have students continue practicing this skill they could create a class blog and invite comments from other students around the world. They would then make connections and find blogs from other classes, and comment on the learning in those classes.

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At Kennedy we have made several attempts to embed our digital citizenship education within our Programme of Inquiry.  In addition, we are trying to move away from teaching Digital Citizenship, and instead focus on Citizenship, making the link that the underlying behaviours between being a good citizen are the same whether you are online or off.

Ideally we want to head into the next few years discussing communication as a whole, not split between communication offline and online. This should also help with integration, as we already have a strong focus on wellbeing and mindfulness. By developing the concept of Digital Citizenship as being an embedded part of a child's overall wellbeing, it should form a natural part of their continued education, and not something that can be dropped to the side.

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I strongly agree with the idea of embedding Digital Citizenship into the daily classroom life so that it becomes an integral part of what is happening in the classroom. Starting off the year by co-constructing essential agreements in relation to online learning environments, is an obvious place to start, but why not have social media part of the classroom learning environment? One way is to create a class Twitter account and have this projected up ready for students to view in the morning when they step into class. This can be used as a platform for modelling how we create posts, how we respond to posts and how we use this as a tool to reach out to others and contribute in a global community. Seesaw is also a good tool for practicing giving feedback that is constructive, specific and kind. The parent community can be utilised to model how this feedback might be given in Seesaw and as such they may be educated how to respond to posts. Another way that Digital Citizenship can be modelled is by students teaching students. If there is a group of students in the school who are enthusiastic about technology, they can be supported to deliver Digital Citizenship content to students throughout the school, since students are often more likely to identify with their peers than with their teachers.

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I really like the idea of the Be a Model Digital Citizen choice board. WOW! What a great way to have it incorporated weekly (perhaps even more than that) into our Advisory classes!  I really like how it allows students to enter at any level and to not feel it is a competition but rather a way to self-assess being KIND and THOUGHTFUL.  Nancy Watson has it right in her article Digital Citizenship Lessons in Two Minutes or Less specifically when she wrote how "digital citizenship should just be woven in to the fabric of what you’re doing anyway" into our everyday lives.

The choice board combined with adults in our community modeling the attributes of a good digital citizen have the power to move students to wanting to be good citizens (either on- or offline) even when they are not with us.

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Integrating Digital Citizenship                                                 -In the article ‘Be a Model Digital Citizen’ the choice board provides some great ideas to incorporate digital citizenship in the classrooms. The teachers in partnership with the students can create ‘essential agreements’ around the access to online learning environments. These ‘essential agreements’ can be reviewed  to address the needs of the learners. In the upper elementary and higher grades, the teacher can highlight the positive aspects of digital tools such as using social media for research and for collaborating with experts in the field during the 'finding out 'phase of inquiry. The teacher can model and discuss respecting intellectual property, using Creative Commons resources, giving credits wherever due thus encouraging students to do the same while they are consuming and creating digital products. Empowering the students with information and media literacy skills can help them make informed decisions about the choices they make when they are online. Providing students with opportunities such as open-ended tasks, alternative assessments where they can transition from being mere consumers of digital media to creators of the digital media can helps them build positive digital citizenship skills.  The students and teachers can collaboratively design posting/commenting and protocols. Tools such as Seesaw has ready posters for Digital Citizenship.Teacher-students conversation opportunities also emerge when students share their work online with an authentic audience such as other classes, parents or the global audience. Questions such as what vocabulary the students might use? Is their  post helpful or it might hurt someone’s feelings? These discussions can help the students of being mindful of what they are sharing and posting online. I cannot agree more to this statement “Digital Citizenship is…the way you need to teach, ALL the time.” 

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Integrating Digital Citizenship                                                 -In the article ‘Be a Model Digital Citizen’ the choice board provides some great ideas to incorporate digital citizenship in the classrooms. The teachers in partnership with the students can create ‘essential agreements’ around the access to online learning environments. These ‘essential agreements’ can be reviewed  to address the needs of the learners. In the upper elementary and higher grades, the teacher can highlight the positive aspects of digital tools such as using social media for research and for collaborating with experts in the field during the 'finding out 'phase of inquiry. The teacher can model and discuss respecting intellectual property, using Creative Commons resources, giving credits wherever due thus encouraging students to do the same while they are consuming and creating digital products. Empowering the students with information and media literacy skills can help them make informed decisions about the choices they make when they are online. Providing students with opportunities such as open-ended tasks, alternative assessments where they can transition from being mere consumers of digital media to creators of the digital media can helps them build positive digital citizenship skills.  The students and teachers can collaboratively design posting/commenting and protocols. Tools such as Seesaw has ready posters for Digital Citizenship.Teacher-students conversation opportunities also emerge when students share their work online with an authentic audience such as other classes, parents or the global audience. Questions such as what vocabulary the students might use? Is their  post helpful or it might hurt someone’s feelings? These discussions can help the students of being mindful of what they are sharing and posting online. I cannot agree more to this statement “Digital Citizenship is…the way you need to teach, ALL the time.” 

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-Silky Vyas

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In Don’t teach digital citizenship - embed it!  I couldn’t agree more with the Commenting section. In order to provide thoughtful feedback about a post on Seesaw, it is essential that you teach students what is appropriate and acceptable. This reminds me of how it is important to teach students how to properly partner-talk during class discussions. In the younger years, providing conversation starters is extremely helpful. It also sets the stage for what is expected of both the students and promotes more thoughtful and higher level thinking, rather than just agreeing or disagreeing with something.

In regards to how to teach digital citizenship in the classroom, I would provide different scenarios of both positive and thoughtful comments and negative and unthoughtful comments. We would discuss why the comments were positive or negative. After this, we could come up with a list of class specific comments or sentence starters for the comments. This would ensure that the students who really liked a post, but didn’t know how to put their ideas into words, could also take part. This would also assist the ELL students and allow them to participate more in class discussions.

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Digital citizenship can be integrated throughout the school with a kick off at the start of the school year with a Digital Citizenship camp. Students and teachers spend two half days going through four separate modules: Learn, Balance, Protect, and Respect. These modules are created on Google Slides and the teachers then each take a small cohort of students through the four modules, thus having teachers and students learn together. This is scaffolded for each grade level with relevant tools and lessons that are grade appropriate. This sets the groundwork for teachers, parents and students to discuss digital citizenship throughout the school year - 1. How are you using technology to "Learn?" 2. How are you maintaining "Balance?" 3. How are you "Protecting" yourself online? 4. How are you "Respecting" others? Additionally you can create YouTube playlists (Learn, Balance, Protect, Respect) of videos that serve as an ongoing resource for your teachers throughout the school year.

-Dana Watts
@teachwatts

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