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ECI 546 Privacy and Accuracy- Chuck Elliott

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ECI 546 Privacy and Accuracy- Chuck Elliott

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The two biggest elements that stood out to me from the videos and readings were privacy and accuracy.
Privacy can deal with what you share on social media (name, address, phone number, etc). Students need to understand what is considered "oversharing." This is especially important with children having access to devices at earlier ages. It's no longer about don't give information over the phone or don't answer the door if you're home alone. Students need to understand that people that they may interact with online may not necessarily be who they say they are and to not share personal information. The YouTube lessons from this unit could be very beneficial for relaying this information to students and getting them to fully comprehend privacy online.
Along similar lines is the idea of keeping passwords and other login information safe and to one's self. Students need to realize that kind of information has enormous power. They need to be taught to completely log out and off of devices that are public or being shared. The last thing they want to have happen is someone posting fake images or information from their Instagram or Snapchat account. Students also need to be taught about creating SECURE passwords. The only problem and concerns that I often encounter with password security is more about students having other students log them into a computer because they can't remember their information. While they feel they are doing their friend a favor, what they don't realize is that student is now "acting " as them. In our district, that data is tracked by username so that could cause some issues if they try to access inappropriate sites.
With all of the talk of "Fake News," accuracy of information is even more important. Students need to realize that just because they see/read something online doesn't necessarily mean it is true or accurate. There are only two topics from Common Sense Media's K-12 Digital Citizenship Curriculum that is covered at all grade levels: Relationships & Communication and Information Literacy. That speaks to how important they feel it is to be able to determine the validity of the information that is presented online.
Moving forward, I would like to take the curriculum that is provided by Common Sense Media and either weave it within or add it to the English I classes that are taught in our high schools. This is something that I have discussed before but really haven't had the opportunity to follow through with this plan, but with the Digital Learning Competencies being approved and a whole section being devoted to Digital Citizenship, I really need to make sure this concept comes to fruition! #DigitalGoals

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Being a global citizen is always on the minds of teachers who try to implement and utilize technology into their classroom. Teachers often want to and try to teach their students how to be models of "good" global citizenship. We as teachers know that students have the internet at their fingertips. We are literally fighting the good fight against apps like SnapChat constantly.
BUT
With resources like the Digital Citizenship website, teachers can actually implement those lessons into their curriculum. We can use the resources like the YouTube activity prior to having the students create a video based project.
Teachers can show students the digital footprint and Educator video prior to a totally online project.
As teachers we know technology is not going away, and we know that we have to "keep up with the times" to be relevant to the kids. This means having more web based projects. However, with these "new" and "relevant" projects, comes a new responsibility. We have to "Do The Right Thing" and teach our students from mistakes and failures.
As a World History teacher I may not be able to dedicate an entire unit to technology (nor would I want too--I think the students would roll their eyes if I did too much at one time) but incorporating small pieces throughout the year is beneficial and CRUCIAL to their digital citizenship success. Plus doing small pieces throughout the year serves as a small constant reminder to the kids on how to behave.

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Academic Honesty and Technology:

In my experience as a teacher, I have encountered multiple students who have stolen intellectual property, tampered inappropriately with school technology, and used technology as a way to share information more easily (read:cheat).  In each case, the punishment for the student has been harsh:  suspension, a lowered grade, even public shaming.  I felt affirmed in my belief that students mis-using technology can learn from their mistakes.  I learned that students' mistakes can becoming a learning opportunity for teachers, especially teachers like me who shy away from technology and often ask students to educate me in using it.  In the future, I will be proactive about analyzing student misconduct with technology and considering what emotional, moral, and technological lessons can be learned and taught to others.

Teaching Technology Explicitly:

The lessons plans in the resources provide motivation for me to teach technology as an explicit 21st century skill, just like I teach critical thinking and collaboration. We are always so impressed when students use technology to support their learning, but expect them to navigate their resources all on their own (and reprimand them for using them the wrong way). I learned that it is the responsibility of educators to ensure that students have the knowledge they need to use the tools they have at their disposal.

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One of my PDP goals this year is related to using social media to model positive and constructive digital citizenship to students, and to provide opportunities for them to practice in class. So, I especially liked the video about digital citizenship (I might even use it as a resource on our class website). Since so much of the world's population is communicating online, I think it's important for students to know how to use these apps/tools and understand the lingo associated with them. But more importantly, I think it's important that we teach students to still be aware of and critical of what others post - What is true? What is purposeful? Do our posts and comments create or destroy relationships? What are the consequences to our online posts/personas?

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I found the article "Do The Right Thing: Managing the Digital Lives of Teens" really interesting—especially since I teach middle schoolers. We're currently having a interesting debate about technology and the amount of ownership students have with their connection and use of technology.

One of the most striking things from the article was the passage "mistakes are opportunities: seize them." In it they write, "Every transgression and misstep presents an opportunity for dialogue between student, school and family. The end goal is to keep this circle of communication open and ongoing through respectful interactions that foster and promote listening and understanding." While this is great advice this often doesn't happen. Again and again adults are reacting to how students/teens use and interact with technology. Instead of asking questions in hopes of understanding they react quickly looking to stop the behavior but not realizing that they are cutting off future lines of communication in the process. This isn't helpful for anyone. Teen/students are interested in taking with adults about what they're doing and adults are interested in listening to what teen/students have to say.

I think striking a healthy balance between educating teens on their privacy and their use of technology and working to understand their point of view is essential. How else are we ever going to grow and learn?

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This week’s materials provide us with the concept of “digital citizenship”-“the norms of appropriate, responsible technology use”. The definition of “citizenship” in the Bing Online Dictionary is “the derivative of citizen; the legal right to be a citizen of a particular country; the obligations and responsibilities that you have as a citizen”. Having a citizenship in a certain area means the ownership of an identity while being a citizen carries both rights and responsibilities. From my understanding, learning the concept of “digital citizenship” is knowing how to act properly in the digital era. Nine elements of digital citizenship are introduced as digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and wellness and digital security, all of which are organized under the principles of respect, educate, and protect. I would like to talk about this issue from a teacher’s perspective.

First of all, we need to respect the students’ digital access. As technology is everywhere, students need to have access to technology. We teachers could not block the students’ entrance to technology simply because they like to play games on digital devices.

Secondly, we need to educate the proper usage of technology in our curriculum. I am quite amazed to read the “Curriculum: Understanding Youtube & Digital Citizenship” prepared for secondary students aged 13 to 17. It sets clear learning objectives on all aspects of digital usage. Also the “K-12 Digital Citizenship Program” addresses real challenges for teachers and students to help schools navigate cyberbullying, internet safety, and other digital dilemmas. Sadly, not all schools and teachers are aware of the fact that we are now in the digital era. Information about digital citizenship should be immediately introduced to teachers to make sure we teachers have the ability to prepare the students to be digital citizens.

Thirdly, we need to protect the safe digital usage through proper education methods. In “doing the right thing, managing the digital lives of teens”, a case of how the teacher deals with the student’s mistake when using the digital device. Instead of punishing the student, he praises his frankness and the following managements educate the students on how to correctly deal with digital usage. The teachers says that “the opportunities for dialogue with teens about online behaviors emerge when schools engage in one-to-one programs”. We as teachers should help protect the safety of the students’ digital usage. When they are doing something wrong, we need to lead them to the right path.

“Being a good digital citizen is more than knowing your way around the web. It’s about collaborating in ways you didn’t even know were possible” (K-12 Digital Citizenship Curriculum). To prepare students to be digital citizens, teachers themselves are to empower themselves to be digital citizens at first place. There are a lot to think, learn, practice and reflect.

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Today in this digital world, our students were born as digital learners. They are able to explore smartphones, tablets, or all the technology tools independently, however, they may not have realized that there are digital citizens standing in a globally connected internet in which everyone has their right and responsibility as in the real world.

I think the Youbute lesson plan is useful for all students and teacher. As one of the commonest social media to students, Youbute is a decent entry point that helps students understand their digital rights and responsibility, and self-protection. After all, underage students are usually victims of cyberbullying and online defraud. I recalled the first time I began to use all the technology device in the primary school. As the first time said hello to the internet to the world, we're excited and curious. At that time our teaching system did not realize the importance of internet guidance. At that time, I witness a lot of students suffer internet addiction. So I believe it is necessary to add some curriculum that empowers their digital literacy ability and guide them use technology properly.

The case in the article “Do the right thing” impressed me a lot. The boy was honest and brave, and the teacher made a right choice. I believe it is common and natural instinct for students violate school policy sometimes. The point is the way teachers and school deal with it.

I like the article “Nine elements of digital citizenship” best. It concluded the basic internet policy or rules that every digital citizen should be aware. The elements of commerce, communication, health, and security are the top concerns of teachers and parents. I think during our parenting and teaching time, we not only need to let students feel comfortable in the digital study, but also pay attention to their usage of internet, their mental health,
and their digital privacy.

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ECI 546: Xiaoqiong Si’ Reflection on Digital Citizenship 

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ECI 546: Xiaoqiong Si’ Reflection on Digital Citizenship 

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As it’s said by John Dewey, “It would be most desirable for the school to be a place in which the child should really live, and get a life-experience in which he should delight and find meaning for its own sake.” (John Dewey, The School and Society, ISBN 9780486419541). In the 21st century where digital and media are everywhere, as is shown in the video that 30% of the world’s population is using the internet (Be A Digital Citizen, 2017), new digital concepts and issues emerge along with it. Here come the questions, what is digital citizenship? What shall we do as digital citizen? How we behave as digital citizen, and what specific roles are we talking in this digital world? In my opinion, we, as educators, are assigned to not only equip ourselves as digital citizens but also teach the kids to be digital citizens, with the collaboration of their parents.

The world has never ever stopped with changes. The Digital Age brings us new opportunities/ways for information search and collection, entertainment as well as communications. Meanwhile, it also raises new challenges. Reading Nine Elements of Digital Citizenship gives me a massive information in regards to this. Like adults, teenagers also need to know and act in accordance with the norms of appropriate and be responsible for technology use.

Besides, our kids are special. They are digital talented. In Chinese Analects, there is saying “we can learn from everyone else”. Whatever and however we teach kids, we shall always be aware that we can also learn from them too. The story of “Do the Right thing: Managing the Digital Lives of Teens’ vividly illustrate this. Be smart, the future belongs to our kids.

And how to build our curriculum to cope with these changes and requirements is a much more challenge. I find more inspiring ideas with Common Sense Education. The Sector of Family Education provides a great way for families to know about their kids’ digital lives. The educator shall not be alone, and they need support from the society, especially the parents so as to better raise the kids. I am glad we can also have the digital parental participation and hope there are more and more ways and channels soon.

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Digital Citizenship is focusing on the online world and making it a better, safer, and more reliable place for everyone. Students are beginning to interact more digitally and the concept of digital citizenship is much more significant to emphasize in students learning than ever before.

The Nine Elements is the framework of Digital Citizenship. There really isn't an element that's more important than the other- as all of the elements complete the foundation of digital citizenship. The more I read in depth about each element, the more I was able to value what it means to be a digital citizen.

The article, "Do The Right Thing: Managing The Digital Lives of Teens," was an eye opener for me. I was so pleased with the teachers response and reaction to the student being responsible to take on their own actions. The thought of having the teens teach the adults the "how-to" steps of managing networks is brilliant. With the students being open, and willing to share and help in preparing them to be digital citizens, I think it would be great for us to learn from them and to work together with the parents to make sure that their children are comfortable in sharing what needs to be shared to ensure everyones safety online.

I also enjoyed learning about the Common Sense Education and browsing through their website. I liked their page on Facebook and hoping it would be beneficial for future references as well. I love that they have a K-12 Digital Citizenship Program, student games and interactives, professional developments, and family programs. Also, the YouTube Curriculum Development is amazing, and it's very beneficial for students in upper middle and all through high school.

Overall, understanding the importance of being public, yet private, at the same time is a challenge. Thus, digital citizenship holds that responsibility and awareness of each person is in the own hands.

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The Edutopia article, Do the Right Thing: Managing the Digital Lives of Teens, and commonsense.org both mentioned the importance of creating a classroom/ school culture that fostered responsible digital citizenship.  Real conversations about the world of opportunities the internet offers, as well as the challenges that come with making safe decisions online, should be happening.  This open dialogue is not only the responsibility of the teachers, but also students, school personnel, and PARENTS, as they are the most critical influencers when it comes to monitoring media use at home.

After watching the three short videos and really exploring the Common Sense site, I kept running into segments that described the impulsivity of tweens and teens.  Mixing social media, YouTube, web surfing, and just complete internet freedom in general can be dangerous when teens are so prone to risk-taking and often neglect to think about consequences, simply because, well….they’re teens (scientifically speaking, the decision-making and planning prefrontal cortex is not fully developed yet).   At our school, students are pretty respectful of the technology itself-- they are careful, they know how to “check out” a computer and check it back in, safely, to the cart; however, when it comes to creating a positive digital footprint, they struggle a bit more.  We have run into problems with cyber bullying and students creating a negative social media “reputation” on Instagram and Snapchat.  Levinson, author of Do the Right Thing: Managing the Digital Lives of Teens, quotes Microsoft researcher Danah Boyd, and she hits the nail on the head-- “Kids want to be public without being public.”  I couldn’t help but think how true this was!  They love sharing EVERYTHING with the internet world, but they don’t want EVERYONE to see it.  When they find themselves in tough situations, they say things like, “It was just a joke,” and “I didn’t mean it THAT way,” or “I didn’t think YOU would see it,” (talking about teachers and counselors here).  As educators, I think it’s important to have these tough conversations with teens before a comment, tweet, or internet photo spirals out of control.  Our students are not just consumers anymore, they are real participators and contributors to the online community-- which can be absolutely AMAZING if used safely and positively.

Last year, we had Susan Wind, founder of Parents Know More, a social media awareness program for students and parents, speak at our school.  She only came for parents, but our hope is to extend the program to the students this year.  She covers a lot of digital citizenship and footprint lessons similar to the ones from the Digital Citizenship Teacher’s Guide I reviewed.  I’m excited about this opportunity to help our students understand just how BIG of an impact one little word can make on the world wide web.

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Before reading through this unit I had never thought about teaching a series of lessons about digital citizenship, but given the amount of time students invest on the internet, it makes a lot of sense! Since education should ultimately help equip students to become contributing and productive citizens, it follows that learning how to be a responsible digital citizen would be a part of that.

I really liked the lessons outlined on Digital Citizenship as well as the lessons for YouTube use. The YouTube lessons made me think that it would benefit students to give them a lesson or two on any other tools we might frequently use in the classroom. These lessons are a good example of content that teach students HOW to interact with and use the information they come across.

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After learning about this week’s information, it made me realize how we’re pushing for digital literacy in classrooms and a jump in technology, but we hardly ever mention rules and regulations that come along with it. Just like anything else we teach, there are rules and guidelines we must follow! If followed, they can usually help us become better students and succeed in the task. Technology is a great resource to have and we must teach our students that even though you are behind a screen, you are still the person behind the words and online actions. Identity is the same. As educators, we model for students how to be professional at work and online. The Digital Footprint video and Common Sense video meet in the middle of this idea that practicing Digital Citizenship is practicing for the real world. You cannot alway trust things on the internet or use the internet for illegal activities, just like real life.

At the moment I’m subbing in a 7th grade Language Arts class. They are sick of worksheets so I convinced the school to let me make up a writing assignment. As we finish up this week, I’m thinking about next week’s assignment. After reading the YouTube lesson plans, I think I want to give students a run down of good Digital Citizenship and then let them use it to design a Google Doc or maybe even a screencast-o-matic of something on the internet that inspires them, educates them, and entertains them. Their responses should practice good Digital Citizenship.

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As we enter deeper into the digital era, digital citizenship becomes more important. With WCPSS embracing BYOD (Bring Your Own Device), knowing how to use the device to expand thinking while being responsible should be at the heart of the policy. Common sense’s video on “What Is Digital Citizenship” reinforces that thought. Commonsense.org also introduced the idea of self image and technology to me. This semester I am teaching American History I and Sociology. In sociology, we are currently learning about the idea of self-concept. On the common sense education site, they have a lesson on self image and identity. The focus of the lesson is on youth having the ability to take on a different persona online. On the positive side, the website highlights how students that are shy in person are able to express themselves comfortably online. However, on the other side, students can put themselves in danger or become a danger to others while online. Within sociology, I could implement a lesson on how students view their personality online versus face-to-face. The focus of the lesson would have students critically thinking about their actions in person and online. The goal is to have students make conscious decisions about their actions.  The functions are technology will increase over time, so we must ensure that students are knowledgeable about their rights and responsibilities.

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With the development of science and technology, new multimedia teaching facilities and means related to computer exert great influence on educational objects, content, and methods. This also allows our students to become digital citizens under the digital age, how to develop students to be a qualified digital citizen, and how to use the digital citizenship reasonably is a problem that we need to solve as an educator in the 21st century.

By reading the nine elements of the digital citizenship article, I understand that guiding our students to be a qualified digital citizen is not only to make them use online resources effectively, but also the most important thing is netiquette and copyright. At a high level using netiquette, applying online ethics, or being a qualified digital citizen means that the values society has in place against such things as hate speech and bigotry, copyright violations and other forms of theft, child exploitation, and child pornography, remain intact. As do the values around courtesy, kindness, openness, and treating others with the same respect we wish to receive. Especially verbal bullying on the internet, it appears as another form of school bullying phenomenon in the school. As a teacher, we should realize that advanced digital culture can guide students to set up correct outlook, views on life, values, stimulate students' interest in the study and cultivate students to have full personality.

As we known, teens with poor capacity-controlled, and are not good at choices, indulge in the Internet browser and the possibility of them to neglect their studies is significant. "When you teach digital citizenship to your students, you help create a positive school culture that supports safe and responsible technology use" (common sense education, 2017). Therefore, it is necessary for us to use Internet & digital tools in a reasonable way. A school should construct a rational and an effective network educational pattern to strengthen the cultivation of the ability of student's digital citizenship information. Meanwhile, we should help our students make reasonable and proper choices in face of the network information and technology.

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The topic in this week reminded of the former assignment we did, which is the interview that asking questions to 21st learners using technology in study. That was the first time I think about the idea of digital citizens. According to what I read and watched this week, I start to deeply understand that technology has provided administrators with some great opportunities for communication and data analysis, but for our students it means so much more. To help our students, we need to show that with all these opportunities come responsibilities. All administrators have read, or lived through, instances of cyberbullying, sexting and even suicide that have come from the misuse of technology. Since we have been accessing this digital society for only about 30 years, we are still working to understand our own digital citizenship. As a future instructor, I believe that we need to tell students that people have the opportunity, at the school level, to use technology to help ourselves, our families and children to become better digital citizens.

In the first place, we should focus on guiding them to use technology in an appropriate way while enjoying its vast capabilities and becoming more productive. From the website of Common Sense Education, it is clear that both students and their families are more accessible to education, which means people have more chance to get more acknowledgement of study. In addition, Nine elements article initiated new ideas of technology for me. We all pay attention on emphasizing the importance of digital learning, but we also need to alert our students to the digital security. Nowadays, students are obsessed with communicating or chatting online with their friends. As the video Footprints exactly shows, no matter what you are doing with the internet, chatting, Facebook, Instagram or Twitter, you would leave your footprints that can be searched. That’s why I think it’s important for teachers to tell our teenagers that everything they did on the internet are traced. We need to get students’ attention on digital security. We need to ask questions like these: Do students know how to create a secure password? Do students know how to protect their private information like address, email, and phone number? Do they give the credits to those who create intellectual property like photographies?

After reading and watching what Dr. Hervey shared with us, although I have no experience of being a teacher, I do believe that there are too many things we should teach our students about how to use technology properly and responsibly and how to protect themselves like their personal information.

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It is quite inspiring and worthwhile to explore the essences of digital citizenship, as it helps us to jump out of the stereotype of the understanding on digital citizen or digital users. Previously, it is a quite common to consider that becoming a digital citizen just means to be a person who is capable of using digital devices and software. However, after all the article readings and video watching, the concept of “digital citizenship” which “can be defined as the norms of appropriate, responsible behavior with regard to technology use (Nine Themes of Digital Citizenship, 2017)” catches my attention. The issues of education, safety and cooperation interest me most.

First, we should cultivate digital citizen in a more comprehensive and systematical way, which can be generalized into three words or aspects---“respect”, “educate” and “protect”(Nine Themes of Digital Citizenship, 2017). Knowing how to operate hard/software is far from enough; students should be educated with different focuses on different phases concerning the above three aspects according to their cognitive order and needs. As suggested in the curriculum of cultivating digital citizens, kids should begin to receive digital citizen education as early as from kindergarten. Instead of merely being instructed to know how to use the devices, the little kids are firstly introduced to the etiquette, rights and responsibility which are the basis of being a responsible digital citizen. Gradually, the students will come to know how to get access to digitals and communicate via it safely. When students reach Grade 6, they start to touch the idea of law, business, health and welfare. This process is a good preparation for being qualified digital citizens. I think we should adopt it in our school education.

Second, the issue of safety in digital world can never be neglected. As 30% of world population is technology users (Be a Digital Citizen, 2017), how we deal with it will have a large impact on both individuals and the whole society. Technology is to be used in an appropriate manner. However, this idea hasn’t received enough attention. Students’ insufficient consciousness of electronic standards of conduct or law and the complexity of internet is one of the reasons leading to the cyber bullying and crimes on line especially on the social media. Quite often, teens break the law or are being assaulted without noticing. To enhance their awareness in rights, responsibility and self-protection is necessary. As the video says “every time you go on line, you leave a footprint” and “that is the way we think being acting on line”, we should guide our students to be more aware of their footprints in digital use, meanwhile, to know how to guarantee their own safety.

Finally, we should emphasize more on the cooperation among students, school and family in digital citizen education. “Being a good digital citizen is more than knowing your way around the web. It’s about connecting and collaborating in ways you didn’t even know were possible” (Digital Citizenship, 2017). With the join hands from these three parties, we can make a big difference. “School needs to create a culture of conversation and partnership with students to figure out how to live with and work through the opportunities and challenges that accompany instituting one to one programs” (Do the Right Thing: Managing the Digital Lives of Teens, 2017). Meanwhile, we should pay more attention to teens’ privacy during cooperation as “kids want to be public without being public”. What’s more, the power of family participation can never be underestimated. “School need to partner with parents to continue with the conversation at home so that we can ensure the messages from home to school and back are consistent.” Only when schools and parents work together can we give students the courage and ability to fly away the crowd and make the right choice.

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A lot of the reading/viewing this week brought me back to the idea that we are not doing enough to help children (well everyone, really) shape their digital lives.  Instead of the digital footprint, I really like the concept of "digital tattoo" because it attaches the impression to the person, rather than a mark they can leave behind.  Footprints can fade, and I can walk away from them, but the tattoo is always with me.
I think a big part of the problem with convincing people that what they do online matters is that they think the virtual, digital world is not real. Virtual networks are REAL. That concept seems to be eluding us.  This semester I came across the theory of social media as a hybrid space (also called third space a lot) and have done a lot of reading about the merged worlds and informal learning spaces that technology use has created. We have a huge potential for amazing things here. It is our duty as educators to make sure we are using resources like the YouTube lesson plans and the themes of digital citizenship to help students navigate and process the new spaces of our lives. Here's an idea - let's include digital citizenship in our "regular" character training. Not separate it out. The more we treat it as a part of everyday life, the better equipped students will be to function as responsible, mature, contributing members of society - in the real AND virtual world.

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It's Everyone's Business (Victoria - Tori - Mazur) 

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It's Everyone's Business (Victoria - Tori - Mazur) 

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This topic is so huge, especially when you consider all 9 elements, I think we could have a course just in Digital Citizenship or what I call digital integrity. If people have integrity in their face-to-face interactions, it should transfer to online spaces. But as we know, youth sometimes need coaching and mentoring when learning to navigate social relationships. The article by Levinson (2013, Edutopica) referred to Danah Boyd's work. I've read about half of "It's Complicated: The Social Lives of Networked Teens" and highly recommend it, especially if you teach secondary school. Boyd spent a lot of time in the field with teens to hear from them (remind you of Having Our Say?) about their perceptions of living online. A quote from her book connects to the element of Digital Etiquette (number 5): "Recognizing where teens are at and why they engage in particular acts of meanness and cruelty is important to creating interventions that work" (Boyd, p. 152). With our current divisive political climate, digital etiquette is more important than ever.

The other 8 elements are equally important to nurturing the identity-navigation of our students while they are with us. I'm very pleased that Digital Citizenship is now part of the
North Carolina Digital Learning Competencies that all teachers must have 20 hours of professional learning so they can renew teaching certification (beginning with renewals in 2019).  Digital Citizenship, including law and literacy, has often been relegated just to technology teachers or librarians and now it's every teacher's responsibility to model the behaviors we want our citizens to internalize and make habitual for the good of society.

At my school, when we launched our 1:1 digital learning pilot, we incorporated technology into our positive behavior matrix (PBIS). I review our acronym (Think F.A.S.T.) at the beginning of each year to review what positive behavior looks like with devices. Students provide me with the concrete examples and this year, I took it to the next level to discuss data safety with them. I showed them a news article about how a weather app was requesting permission to use their location even when the app was on. They talked to each other whether it was helpful or harmful and it was right around the time of Hurricane Harvey so some of them pointed out that it could be useful. It was interesting to then show them how the reporter discovered the data was being sold. This brought in the aspect of digital commerce - except their information is the product. It's never too early to start making them aware of how it all works.

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The text that impacted my understanding of technology the most was the "Do the Right Thing" article by Edutopia. I utilize technology on a daily basis in my high school classroom, and I am often frustrated by the amount of work it takes to stop students from abusing their classroom access to technology. If I give an online quiz, a few students try to Google answers. When I allow students to take notes or access video lectures on computers, they often get lost along the way and end up on Facebook, Netflix, and Hulu. I spend so much time trying to thwart their efforts to misuse the classroom Chromebooks and their phones, that I missed the opportunity to build trusting relationships with the students. In the article "Do the Right Thing," the author points out that students know right from wrong in their utilization of technology, and if they respect and trust the educator, students will self-regulate their behavior. My classroom management will improve when I give students space to learn and build positive relationships instead of spending too much time trying to regulate their every move as they explore technology.

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In the assignment of the Interview (when I did research on what questions I needed to ask), I thought about digital citizenship for the first time. With this week's reading, I further understand that students they are already in a totally different world from the one I was a middle school student. Technology is an indispensable part of their life, not only in schools. Technology brings lots of benefits to everyone. On the website of Common sense Education, we can see there are not only learning opportunities for students but also some options for the whole family. In other words, the accessibility of education is much easier than before and it creates a consistent atmosphere between schools and home. Also, in this way, parents can follow up their kids' study and get feedback about their kids from teachers.
I think the article Nine Elements and YouTube digital citizenship curriculum are complementary (they support each other). One talks theoretically while one is practical. In these 2 articles, several points attracts me a lot. First, it is the time to re-definite "communication" (in YouTube curriculum, it written as report your content). I never thought about the safety of students when they use digital devices in educational settings because I usually think they use these by the guide of teachers. However, I realize they need to explore more after classes and they definitely connect to bigger world instead of only being limited in classrooms. It is teachers responsibility to protect their private and teach them how to protect themselves. Also, they should respect other people and all works done by other people. Accessing to information is much easier than before so students may lack awareness that they should credit other people when they learn.(Interpreted as "be responsible digital citizens in YouTube curriculum and digital etiquette in Nine elements) Another thing I want to mention is accessibility. Technology is a good tool for educators to help students in remote and poor areas so we indeed need to expand the utilization of it. What I think we need to improve is regulations and laws about digital learning. I thought about this when I did my digital interview. Many students love digital learning but majority of them believe educators need to improve many aspects of digital learning such as teachers' training and software they use. Learning how to master general technology should be required for teachers, in my opinion. We want to use devices efficiently, not to waste students' and our time.  Plus, policy makers should keep eyes one the standards and usefulness of educational software. I mean, they need to make regulations that what kind of App and software benefits students most. Moreover, policy makers are people who need to protect students as well.
"It is the job of schools and parents, working together, to give students the courage and ability to fly away from the crowd and make the right choices. " (Do the right thing). This sentence touched me since teachers cannot only work by themselves. Parents are good sources and they need/should collaborate with teachers. I believe if teachers can collaborate well with parents, the situation will be win-win-win not only win-win.

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In my classroom we are constantly using technology. At least two days a week my students are in stations where five of their six stations are using technology. I never thought about digital citizenship for a few reasons. For one, I never knew what it was and two, I have my students on the same few websites for the most part. The Nine Elements article opened my eyes to a few things. Digital commerce doesn’t seem like something my students would have to deal with because they aren’t buying things at a young age. However the digital security section is something I may need to spend some time teaching my students about. I think the digital communication also goes with digital security. Students need to understand that everything they do on technology, whether it is working on the internet, texting, Twitter, or Instagram, can be traced. The Footprints video talks about leaving a digital footprint everywhere you go that can be searched, copied, shared, and broadcast forever. I am guessing all of the apps are placed into the shape of a foot because this is a main point we are trying to get across. We have to teach our students how to use technology responsibly, not only because it is the right thing to do, but because you never know where your information will go.

After reading everything I think I will use the Scope & Sequence part of the commonsense.org website to help teach my students about how to safely use the technology we have. It seems like there are really good lessons which will help the students, and myself, understand safety when using technology.

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As teachers, we try hard to allow our students to be 21st century learners, including teaching them to become successful digital learners. However, this week’s resources helped me understand the lack of digital citizenship that we are teaching along with technological skills. I realize the importance of digital security, but I never diligently teach my students how to be responsible digital citizens.

The YouTube lessons and videos were a great outline of how to begin to teach the importance of specific pieces of digital citizenship. I think this is a resource that would be really helpful for teachers who are just starting to teach their students about being responsible online and are unsure how to get started. I personally feel that this would be a useful tool for me.

In order to know how to teach students, teachers always need to build background and that is not different when teaching digital lessons. The “Nine Elements” and commonsense.org articles are great supports for building background in order to help teachers feel prepared to teach digital citizenship skills including responsibility, access, literacy, communication, security, and more. The Commonsense website includes great supporting information including internet safety, relationships/communication, digital footprints, information literacy, privacy & security, cyber bullying, self-image, and copyright. Having these resources, among others, will help teachers feel prepared to teach their students the crucial parts of safety and responsibilities that come along with being a digital learner.

These resources opened my eyes to not only understanding the importance and the reason behind teaching our students to be better digital citizens, but it also helps me find resources to do so.

Two fun Flocabulary videos to share with students about digital citizenship: https://www.flocabulary.com/unit/internet-safety/ and https://www.flocabulary.com/unit/oversharing/

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ECI 546: Lauren (Stokes) Genesky's Reflection

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ECI 546: Lauren (Stokes) Genesky's Reflection

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Recently, our school's wireless network experienced what everyone in our county's tech department thought was a hack. A computer on the network was downloading huge bytes of something (and at a school, who knows what it could be?!) for two days; the tech department showed up, located the location of the computer, and eventually located the child who was the supposed "hacker"....except she wasn't hacking. The student was simply using a laptop she received from her father after his business discarded it. She had no idea that her computer was basically attacking the network.

I was reminded of the incident above when reading the Edutopia article, "Do the Right Thing: Managing The Digital Lives of Teens". We often assume that because our students grew up with and around technology that they know how to use it and how to use it responsibly; however, as author Matt Levison points out,  "it is the job of schools and parents, working together, to give students the courage and ability to fly away from the crowd and make the right choices." As teachers, we must not only think about content, but also how our students can and will use the technology we do and do not provide. Accordingly, the Nine Elements of Digital Citizenship provide an overview and checklist of what I need to be aware of as I design instruction that uses technology. If students see that I care about responsible technology use in classroom activities, they will innately begin to place value on it in their own practice outside of a school setting.  What is particularly powerful about the Nine Elements list is that it not only acknowledges that technology use should be a right, but that it should also be considered a privilege that must be used correctly and responsibly.

Though the readings above helped me reconsider and reframe tech use in my classroom, I plan use the "Be a Digital Citizen" video (the Common Sense Education videos, "What is Digital Citizenship?" or "What is Your Digital Footprint", would also work well ) in my instruction to lead into the Youtube curriculum that looks at reliability of online sources (specifically Lesson 2). Students (...and some adults) often struggle with identifying what is a reliable and viable source when researching, so by asking them to first examine what they choose to post on social media, connecting to what it means to be a digital citizen, and then considering how their online personna is simlar to onlice source reliability would prove valuable to high school students.

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When I was in middle and high school (I graduated in 2004), the internet wasn't really a factor in my education. There was maybe one computer lab for the entire school of 3,000 students and I can remember going there a grand total of one time in my entire high school career. In the thirteen years since I graduated, a lot has changed in how technology is incorporated into education. I would hope that most high school students today graduate having spent a significant amount of time using technology for educational purposes. After all, if we are trying to prepare students for life after high school, technology use is a must. However, there are many more issues for teachers to consider besides simply incorporating technology into a lesson plan. We need to be thinking about helping students understand their digital citizenship.

The Nine Elements of Digital citizenship article gave me a lot to think about in terms of what educators need to be talking with students about. While digital literacy is a term we hear frequently in this program, I hadn't considered the potential pitfalls of digital commerce or digital law. I'd be willing to bet that nearly all of my students will encounter issues in one if not both of those areas of digital citizenship at some point in their lives and if we are not teaching them the best ways to navigate these issues, who is? As Levinson says in his blog, "Every transgression and misstep presents an opportunity for dialogue between student, school and family. The end goal is to keep this circle of communication open and ongoing through respectful interactions that foster and promote listening and understanding." Levinson suggests a team approach to teaching about digital citizenship and I have to agree with him. Just as with any other mistake a student makes, if the student knows that parents, teachers, and administrators are all there to help them right the wrongs, they will have a much better support system and may feel more comfortable bringing up any issues they come across.

I found the videos and lesson plans to be excellent resources for students. The videos can be played as quick reminders throughout the year or to start conversations with students about digital citizenship.

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As a teacher it is our responsibility to guide our students on their path to digital citizenship. In the wise words from Uncle Ben in Spiderman, “With great power, comes great responsibility.” Students need to be aware of the great responsibility that comes with being a digital citizen. As the “Do the Right Thing” article mentioned, we should be keeping the lines of communication open with students. Students shouldn’t be afraid to come forward when they have broken digital contracts. We saw that the boy in that article was not afraid to come forward and talk to his teacher because of the relationship that had been forged between them. We need to build the relationships with our students where they feel comfortable coming to us when they come to similar digital murky waters. We should be their guide. The Digital Citizenship site discusses digital communication, and I think this is something that students definitely need to be taught how to conquer. This is where I see most students in my middle school encounter trouble. They post inappropriate comments about another student not fully grasping the consequences of their actions. Their post create drama at school, and they become aware of the consequences after the fact. I liked the Common Sense site for just that reason. I liked the games they had available for students to play. It didn’t dumb down the information. It also had a choose your own adventure type feel to the experience. I can see my students playing these games and enjoying them while learning how to be a good digital citizen.

With 30% of the world’s population using the internet, teaching our students the impact of their own digital footprint is important. Especially with the popularity of instagram, youtube, and other social media sites. Our students are on these sites, and it is important for teachers to teach students how to navigate them appropriately. They need to understand that every time they go online, their digital footprint can be searched. There is little privacy in the digital world. I think the Online Reputation and Cyber-bullying lesson from the YouTube digital curriculum was the lesson I found most valuable when thinking about how students should use their digital platforms. It’s important for students to consider the short and long term consequences when thinking about their digital footprint. I think the grandma rule is a rule they can all keep in mind when considering a post. This lesson not only has students thinking about their digital footprint, but it also forces students to think about how to react when they encounter cyber-bullying. Most of our students want to do what is right and want to follow the rules they know are there to keep them and others safe. Like the Common Sense video states, “Because let’s face it, the digital world is a big part of the real world.” It is our job to teach students how to navigate this world safely and encourage them to become model digital citizens.

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While most students are more capable and literate with 21st century technology than their teachers and parents, it is our job to educate them on the proper way to use technology.  In the "9 Themes of Digital Citizenship" article, the proper way to use technology is spelled out for teachers.  Some of the information is more applicable for my middle school classroom and more urgent to teach to students immediately.  Topics like digital literacy and digital communication are two topics that can be broached immediately and will improve the student's understanding of technology usage inside and outside of the classroom.  All students can improve their use of technology in learning and learn proper ways to communicate, especially in our social media age.  Other topics, like digital etiquette, can be instituted on a school-wide level.   I plan on showing my students the three digital citizen videos over the next few weeks in class. I always reiterate the idea of a digital footprint to students, and I think the videos could be a great starting point to a discussion with them.

Recently, our school has began discussing the possibility of going 1-to-1 in the classroom. While we begin this daunting process, it is imperative to remember to keep the lines of discussion open between parents, students and the school. In the article "Doing the Right Thing: Managing the Digital Lives of Teens", the student's ability to bypass blocks on his school-issued iPad taught the technology department what they needed to change. Going 1-to-1 is a challenge for any school. Being able to use the YouTube lessons, which are interactive and informing to the students, and the Common Sense Ed. website, with games to teach digital citizenship, will ease the growing pains that are expected. Resources like these are gold to any 21st century classroom, and especially vital to my school at this current time.

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I am teaching Writing for Digital Media this semester, and we spend time talking about digital rights particularly in terms of copyright and attribution of work. The “Nine Elements of Digital Citizenship” specifically address this issue in three different and useful ways. IOne example is the Digital Law (Point 6), which is observing the rights and ownership of content. I put the students in the role of content creator, where their intellectual property rights are to be respected. This includes overt acts such as theft, and acts as plagiarizing or not attributing content they use. Students have to consider point 7, which is Digital Rights and Responsibilities. Content creators have the right of free speech (in most parts of the world) and privacy. I have my students work on a series of exercises, including one where they essentially cover Point 3, Digital Communication. As content creators, they have to use such things as social media responsibly. I put them in the role of someone who works for a company, and is responsible for social media. What is considered appropriate? What is consistent with their employer’s message? These are questions they are asked to tackle.

The curriculum on Understanding Youtube and Digital Citizenship was very welcome. Youtube is a tremendous resource for education (I create How-To videos myself). In this regard, it is again about respecting the intellectual property rights of other content creators. The lessons having students decide which theme was copyrightable or not is important, as is the quiz. We all see a lot of pirated material on YouTube, so it is important for students to understand that this is not OK. Content Creator’s intellectual property should be respected. No one wants to get a take-down notice from YouTube for posting copyrighted material.

One issue I specifically would like have seen covered is Fair Use, which is an important issue in Education. What is fair use? This is a video I show my students in class.

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Being a digital citizen carries responsibilities with it.  Those responsibilities belong to everyone involved, from parents, to teachers, to students.  Parents and teachers have an important role to monitor what their children /students are doing with technology and especially online.  Too many parents regard technology as a babysitter to keep the kids occupied , quiet, and out of the way.  However, the responsible adults make sure that students know how to use technology correctly for optimum use, but they also stress the importance of digital etiquette, avoiding cyberbullies and protecting oneself from such problems, and obtaining and using resources legally.

It is good to see that many well-known and respected companies are leading the way in educating the public on these issues. I particularly like what YouTube has to offer because it is so comprehensive and appeals to our visual learners and those who are reluctant readers. I plan to use some of these lessons with my freshmen.

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It is important that we as teachers have open communication with the students and be there to help them when they “lose track” with technology. As in the example in the “Do the Right Thing” article, the student may not have confessed to the teacher if he believed that he will face negative consequences or the teacher may not be able to understand or forgive him.

I also found the K-12 Digital Citizenship curriculum to be such a valuable resource. I think all the teachers should be informed of such useful resources. Out of the eight topic areas, I think the Digital Footprint & Reputation is such a key lesson for all students. “Our digital world is permanent, and with each post, students are building a digital footprint.” Every time kids go online, they must know that they’re leaving a digital footprint. We must remember to ask them and have them reflect on this important question: What kind of digital footprint do you want to leave? I will be sure to have this important conversation with kids in my family.

With 30% of the world’s population using the internet and with such prevalence of social media, digital citizenship is more important than ever before. However, in cautioning our children with all this, we must not undermine the advantages of digital citizenship and what it brings to our life: Research, Commerce, Work and Education.

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I loved this unit. Digital citizenship is something that I am extremely interested in learning about. How to teach and work with students on how to be responsible with the internet, and online tools. When we have a less than graceful moment verbally the only individuals who are privy to the goof are those who are physically present. When individuals have moments like this now they can live on for prosperity, because it is very hard to erase something from the internet, delete does not always equate delete. You cannot “unring” the bell. Being responsible is also being cognizant of how students might be perceived, positively or negatively and how they treat one another.

The Digital Citizenship curriculum is such an amazing resource! I have shared the link with my husband who is an assistant principal in a middle school. Like in the article Do the Right Thing: Managing the Digital Lives of Teens, his middle school students are all issued tablets. One of the ways to improve student engagement and responsibility around the tablets is to make sure they truly understand the responsibility. Discern how to exchange information, and keep themselves safe.

The power of words lesson in the Digital Citizenship curriculum I think is something that should be focused on more in schools. The power of words spoken and written can be devastating. You place those words online to be shared over and over, with stranger and friend alike and depending on the message the words can be life altering. Cyberbullying is another topic I have great interest in because we as a society are moving more into a digital age. Digital aggression is a serious problem, children as young as in elementary school are attempting to take their own lives due to being tormented online.

These resources will come in handy with working with teachers and parents.

Cyberbullying Facts and Statistics and Cyber Bully Movie

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After reading the materials and watching the videos, I got the following points. First, as we all known, the modern world is featured by globalization and technology. Under these trends, digital learning is becoming vital for modern citizens-which have a better name, that is, digital citizens. Educators and schools have to prepare students for the future world, the future workplace, and digital citizenships. Second, as the article said, the digital citizen is defined as the following nine elements: digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital laws, digital rights and responsibilities, digital health and wellness, digital security. I think these characteristics could give us a clear point of view about digital citizenships. Third, in order to educate or prepare our students, there produce specific curriculums for digital citizenship, which from my point of view is really helpful and practical for our educators and schools. Also those examples provided here tell us those curriculums or lesson plans are applicable. At last, what I want to say is if we want to prepare our students to be digital citizens, we, educators should be digital citizens, who has the features and visions of digital citizenships.

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Sometimes, many people take the digital technology for granted and do not think much about its benefits and restrictions. These nine themes of digital citizenship give users a clear mind of what should be done and how to make the digital citizens behave better.
Firstly, in order to make the digital access equally available, I think the biggest focus of our action should not be put on young kids, as they are born with digital tools and are sometimes more intelligent to learn it by themselves than us teachers, but on the elder generation, for whom such technology is a refreshing but challenging idea. While they are in bad need to learn how to master these tools, as this is a more convenient way to have more communication with their children and grandchildren, as well as a better chance to reduce the generation gap with them.
Secondly, due to the fact that we are having more and more online commerce, the safety issue should be stressed. We, as global digital citizens, should protect not only our safety, but also others’, and in this respect, the laws, responsibilities and rights should be educated and enforced to all citizens. And let the citizen be aware that their digital etiquette is observed and supervised by others at any time.
Finally, although the current generation do not need as much education about digital literacy as needed by  the elder generation, their physical and psychological health should be taken good care of. Being young and lack of self-disciplined ability, they are very likely to become addicted to the digital tools, which might grow to a harming degree to their healthy condition. This young generation is sometimes called “the generation of phubbing”.
To sum up, with all these nine themes considered, we will be living in a better situation, penetrated with digital access. And the easily accessible lesson plans provided in the reading can give teachers a quick and practical start of teaching digital literacy. What’s more important is that there are clear sequences or steps of which themes should be taught to which level of students.
With all these information, I think I will can be a qualified Common Sense Educator.

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This week’s reading materials focus on digital citizenship and Common-sense Education, especially something about Youtube to plant the awareness of digital citizenship including multi-faceted digital literacies, as well as safety, respect, privacy and copyright, etc, some of which are ignorant to me and I have taken for granted as a teacher, parent, and  internet user.
First of all, as digital citizens, we are enjoying both rights and responsibilities; we are both consumers and transmitters. As teachers, we need to help provide and expand more students’ access to technology; we need to model our students to have proper digital etiquette and communication and be sensitive and effective information consumers and transmitters on the internet; we need to have sense of security, sense of health and welfare on the internet. Furthermore, it’s quite inspiring to learn how to deal with the restrictions on the school’s side and violations on the students’ side. It’s very true that even though the school do the best they can to restrict overuse and misuse of internet and mobile devices, but there is no foolproof way to figure out every single restriction on a device each student is using; also, facing violations, we need to keep our eye on a more open and ongoing way of supervising and interacting with students, fully realizing mistakes are opportunities, and we need to seize them. We need to create a culture of conversation and partnership with students to figure out how to empower them to live with internet and work through the opportunities and challenges they are inevitably experiencing. Also, schools need to partner with parents for consistent monitoring and communicating.
Last but not least, I like the systematic and detailed curriculum on the use of YouTube, which is super important for teachers to equip certain skills and knowledge to our young users and also necessary for teachers and parents to know. I learned how to use safety mode, which was unknown to me before. I will definitely implement the part of Detecting lies & Harmful Links into my class for developing skills of critical analysis, and the part of On-line Reputation & Cyber-bullying, which is an urgent and serious issue surrounding each student. Failing to realize the existence and damaging consequences of cyber-bullying is fatal in current digital ecology. And I will use the part of privacy and copyright as well, which are important for students to protect themselves and avoid trouble of violating copyright which is overlooked and so  downplayed in China. While what's more amazing is various interactive games catered to different grades can be applied into our classroom to help students deepen their learning and understanding of various aspects of digital literacies  and free lesson materials are offered by Common-sense Education, which is so awesome and helpful.

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After reading and watching all the materials, there are three things that set me thinking.

First, it is common to see that children are becoming computer-literate in the modern society. It is unsurprising that techno-babies can handle an iPad before they have learnt how to tie their own shoelaces. Digital world is a big melting pot where children can play and learn what they want.

Second, technology is playing an increasingly vital part in the classroom. Children can learn different kinds of subjects, such as English, Math and Science as well. Besides, teachers also use digital system to assign homework and grade students’ performance in many schools.

Third, due to the booming process of digital learning, so many professional educational programs have been tapped out. Whether you are a kid or an adult, you can always find a suitable one for your digital learning.

In conclusion, using technology in an educational environment is not about just shifting traditional lessons onto screens - it's about allowing pupils to make use of their devices to truly enhance their learning while giving teachers better ways to track individual achievement and personalize lessons."

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After reading everything and seeing the videos, I understand a lot more about the idea of digital citizenship. While some of it seems to be simply to just seems to be saying nothing on the internet that I would not say face to face with someone, since I am in public, there is a lot that I didn't quite see that the articles talked about. I have always seen the best way of working with the internet was to make as little of a footprint as possible, but for students today this both is not possible and is not what they want. Much of the idea of the digital footprint was something that I knew about, and was taught as a child, the internet is a very different place then it was when I grew up, and it encourages more collaboration and socialization. As a teacher, I need to, teach students the idea of digital citizenship and give students the tools that they need.

There are a lot of tools and lessons that I would like to be able to integrate into my classroom. I thought that there  was a lot  in the Common Sense Education website that I think could really help me as a teacher, particularly games such as the one for sixth graders where they are able to decide how to act in certain situations. The fact that it is a game could make it engaging enough for students to actually want to do as well as giving them the ability to make choices and see some of the consequences of them. I hope to use some of these programs. From the lesson plans and activities that I saw, there is a lot for me to integrate into the classroom. I also found that the YouTube lessons could be very helpful, particularly in regards to impression on students the importance of digital citizenship, since it works with something real that students might want to try, and it helps to navigate them through the issue of safety and privacy.  The biggest thing that I believe that I've learned is just how many resources that I have in order to help my students with the idea of digital citizenship

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After reading these materials and watching the videos, firstly, I appreciate that some schools’ and teachers’ attitude towards digital learning. An increasing number of schools and teachers are realizing the importance and benefits of developing children’s digital learning and developing children as digital citizens. Moreover, through the spread of digital technologies, the gap among schools, teachers, students, and families can be narrowed, which means the communication among them can be strengthened. In this rapidly changing world, digital technology is playing an increasingly important role in people’s daily life. Thus, not only the children, but also their parents and families need to learn how to live in this digital world effectively. Digital learning for our children is also a good way to influence their families to learn and use digital tools with efficiency.

In addition, personally speaking, teachers are responsible to teach our children how to use digital technology appropriately for creating and maintain a safe and healthy network environment. I totally agree with a saying from the article Nine Themes of Digital Citizenship, that we must teach everyone to become responsible digital citizens in this new society. At the same time of enjoying the convenience of the digital technologies, it is essential to be a responsible digital citizen.

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I loved the lesson plans outlined in  the YouTube Teachers' Guide and on the Common Sense Education website. These are easy to implement into any classroom, by both teachers who are veteran technology users or those who might be new or uncomfortable with technology. Digital Citizenship is so important in our ever-changing world and everyone needs to know how to navigate the uncharted waters of the Internet safely and legally. I know a lot of teenagers aren't necessarily thinking about whether doing something online is legal or the ramifications of oversharing on social media. That is why I will absolutely use these plans in my classroom and I plan to work toward becoming a Common Sense Certified Educator.

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