# data[].attributes.body
Good to see these screen time recommendations. Remembering that children use screens outside of school too.
Olivia

# data[].attributes.body
Using mindful practices to help students be their authentic selves in the digital realm.

# data[].attributes.headline
Having this session with Nick has given me an opportunity to reflect and categorize my music technology units according to SAMR model. (Frederick E.)

# data[].attributes.subject
Having this session with Nick has given me an opportunity to reflect and categorize my music technology units according to SAMR model. (Frederick E.)

# data[].attributes.body
We haven't got enough speed and time to keep up with what would be appropriate for our students 20 years from now.

# data[].attributes.body
That we have enough access to tech, eg: the juggling of ipads we needed to do for code week.

# data[].attributes.body
Connecting
We have student using seesaw to present their work draw and record voice explaining the task however the challenging is we have a limit of time due to the number of students.

# data[].attributes.body
Are we spending enough time teaching students how to be good online citizens? Heidi

# data[].attributes.body
The speed at which the students work. Some students are able to grasp technology skills quickly whilst others need constant reminders and support.

# data[].attributes.body
We constantly have parents questioning what we do with LTT. We need to find more ways to keep them informed and up to date with current thinking around LTT

# data[].attributes.body
Encouraging children to connect to a wider audience but also at times reminding them to restrict their audience. Depending on the purpose and the content.

# data[].attributes.body
I need to start with the "why" behind why I'm using a digital tool - so I can extend the task and deepen the students learning

# data[].attributes.body
That I've not been using tech enough! So much more I could be doing to enhance the children's learning.

# data[].attributes.body
Access to enough iPads in my classroom and dependable internet

# data[].attributes.headline
Beyond substitution. Integrating technology in the early years- seeking ways in which technology can be used for  task redesign. Fi

# data[].attributes.subject
Beyond substitution. Integrating technology in the early years- seeking ways in which technology can be used for  task redesign. Fi

# data[].attributes.body
I would love to share examples of apps etc that have enabled a task to move from SA to MR, particularly in the lower grades. It seems more challenging when there are not enough iPads for the whole class.

# data[].attributes.headline
Connect - If tasks are extended, making them more collaborative and interactive...digital citizenship is critical for them to be successful. Teaching them to act responsibly  as creators and as an audience is needed to enhance the learning for all.

# data[].attributes.subject
Connect - If tasks are extended, making them more collaborative and interactive...digital citizenship is critical for them to be successful. Teaching them to act responsibly  as creators and as an audience is needed to enhance the learning for all.

# data[].attributes.body
Laurie

# data[].attributes.body
That tech offers so many more opportunities for exploration, things happening quicker, easier etc.

# data[].attributes.body
As Preschool students are still developing their skills, I am wondering how I can model some tasks that involve modification and redefinition. Heidi

# data[].attributes.body
The balance between using tech as a learning tool or work platform and using tech for entertainment. As adults we may even struggle with finding the appropriate balance and expectations on students while as school need to be carefully considered when planning curriculum and the use of appropriate use of tech

# data[].attributes.body
Connecting to the SAMR model, thinking about ways to use technology to redefine learning engagements to be transformative. For example, connecting students to experts in the larger global community as a change to model responsible citizenship.

# data[].attributes.body
SAMR made me look at the way we approach our tasks and will ensure that in the future we use a range of tasks and tools that cover all of the levels. Especially Modification and Redefinition.

# data[].attributes.headline
Extend - SAMR helps to make your assessments authentic and give them more purpose.

# data[].attributes.subject
Extend - SAMR helps to make your assessments authentic and give them more purpose.

# data[].attributes.body
It seems I'm already doing some cool stuff with IT in my classroom, though I'd love to attend more "how to" tutorials for how to use different apps in my classroom so I can embed more things in my lessons.

# data[].attributes.body
SAMR makes me very critically consider the engagements we are asking our students to go and to constantly go back to the WHY. (Nikki)

# data[].attributes.body
G3 use many great technology tools to enhance our teaching and learning. Many tools came up in the SAMR discussion.

# data[].attributes.body
The Learning Principles seem to connect well with the SAMR model. Heidi

# data[].attributes.body
Knowing what apps/programmes/tools etc are out there and would be appropriate for current learning. eg today I learnt about websites I'd not heard of before.

# data[].attributes.body
Where do we stand as a school on how much screen time our kids have? by Jess Lee

# data[].attributes.body
Technology that makes a task easier or quicker to complete does not mean it is extending the students or even a necessary tool for the activity.

# data[].attributes.body
Using the key concepts of the PYP as a lens

# data[].attributes.attachment_link.readable_text
Earlier this year, we developed a unit of inquiry into digital citizenship for our Year 5 students and I'm currently preparing to facilitate a three day workshop for teachers exploring the same topic. As a result, I've been thinking a great deal about what, for me, is simply a part of my everyday life.

On any given day (aside from work and play!) I might write a blog post, read and comment on others, join a twitter chat, search for information, find videos to spark learners' curiosity, Skype with my grandson, interact with children at one of the School in the Cloud settings in India, respond to applications for the ' granny cloud', chat with a friend in another part of the world...

Using the key concepts of the PYP as a lens, I've come up with 10 understandings about digital citizenship for teachers and learners (or teachers as learners) to explore...

Do you think I have missed anything?

1. Digital citizenship is 'the ability to participate in society online.' It includes consuming and creating digital content as well as interaction. form

2. Digital literacy includes awareness of safe and effective practices and the ability to navigate, evaluate and create information using a range of digital technologies. function

3. Digital technologies enable us to communicate and collaborate with people all over the world, expanding learning opportunities and increasing global awareness. connection

4. Active digital citizenship provides opportunities for intercultural understanding and exposure to diverse points of view. perspective

5. Anyone can publish powerful writing, pictures and video for a global audience. Digital citizenship includes making valuable contributions to the online environment. creativity (which isn't one of the PYP key concepts, but maybe it should be)

6. Reusing content is so easy that people rarely stop to think about its original source. We need to understand our rights as content creators and respect the rights of others. responsibility

7. In a digital world, it can be difficult to understand where privacy ends and what the risks are. Everything you do online impacts your indelible digital footprint. causation

8. Content on the internet is not necessarily accurate, true, reliable or valuable. We need to think critically about digital content that we consume, create and interact with. reflection

9. The speed of change in the world is accelerating with the rapid advances in technology. We need to prepare our students for a world we cannot predict. change

10. Understanding effective practices and developing the required skills, knowledge and confidence, empower us to make wise choices as digital citizens and maximise the opportunities this provides. all

And later... a tweet from @flipoz hits the nail on the head...

@whatedsaid v interesting. I wonder about the connections & interactions between these elements as the key to tchg & undrstndng dig citizshp

- Philip Williams (@flipoz) April 27, 2014

This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.

# data[].attributes.attachment_link.title
10 understandings about digital citizenship...

# data[].attributes.attachment_link.description
What is digital citizenship and why do we need to understand it? Earlier this year, we developed a unit of inquiry into digital citizenship for our Year 5 students and I'm currently preparing to facilitate a three day workshop for teachers exploring the same topic.

# data[].attributes.attachment_link.title
How to Apply the SAMR Model with Ruben Puentedura

# data[].attributes.body
How does SAMR extend your thinking and your current practice?

# data[].attributes.body
What are the challenges raised by teaching Dig Cit & using SAMR as a tool for integrating technology?

# data[].attributes.body
What connections can you make between Dig Cit and things you already do?