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.

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. 

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!

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. 

 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.