Part 1: Thoughts --

Do's and Don'ts

I agree that digital citizenshipt should be a list of do's....

Do -- be kind

Do -- build each other up

Do -- protect your identity

Do -- look out for friends and family

Do -- be leery of who you give information to

Idea -- In science class, students could learn the ethics of online research and how to cite sources correctly throughout the year as we explore different topics.

Part 2:

EverFI - Ignition link here

This site caters to grades 6-9 and is a curriculum designed to help students learn how to navigate the digital world. There are six digital responsibility lessons that students will navigate to learn how to protect privacy and saftey online. Student will undertake skills including how to evaluate content for accuracy, perspective, and motive. Ignition's digital literacy curriculum helps students acknowledge the benefits of online communities and resources while guiding them to successfully navigate potential pitfalls in their digital lives.

Regarding his challenge, I commit to modeling good digital citizenship by consistently citing ALL my sources. I ought to hold myself to a higher standard than that of an 'image snatcher' without giving credit just because it's for "educational purposes."

Part II: In a surprise to no one, I can't share just one reference. Culatta's reference to Kristen Mattson's work (6:50) led me to this ISTE Podcast: Your EdTech Questions, Episode 1: What are the do's of digital citizenship? (02/13/2019). Over the course of the 45-minute episode, where Dr. Mattson was the guest, I ended up taking five pages of notes! I'll spare you most of the details here, but it's worth a listen. In short, the podcast extends this topic and goes in a few directions I didn't anticipate -- all of which are thought-provoking and worth further consideration. For example: What is the difference, if any, between digital citizenship and being a citizen in a digital world? I argue that digital citizenship IS citizenship, but as Mattson points out, we're not quite there yet. Rather, as a society, we need to collectively expand our conceptual understanding of what it means to be a citizen. Until then, we can't drop the explicit reference to "digital." Also, although students know the correct answer on a multiple-choice test (e.g., don't share passwords), reality is far from black and white. Finally, digital citizenship belongs everywhere in the curriculum, not siloed off from science, social studies, or language arts. This connects to the challenges with transferring learning from one context to another, as discussed elsewhere this week.

Here are a few more links I came across today and want to share:

• Young People, Ethics, and the New Digital Media (2009 publication, but still relevant)

• Ethics, Disconnected: Helping young people confront the ethical dilemmas of the online world (2014, from Harvard Graduate School of Education)

• ISTE U Courses: Digital Citizenship (I am seriously considering the summer 2024 session.)

• Deepening Digital Citizenship: A Guide to Systemwide Policy and Practice (ISTE, 2023; I particularly like their 9 Elements of Digital Citizenship and the associated pyramid model.)

• Digital Citizen Infographic (ISTE; This reminded me of the "THINK" poster Jennifer has discussed previously in the course.)

• DigCitCommit.org (from ISTE)

[PS to Dr. Green: Halfway through, I realized I was using bullets ... 🤦🏻‍♂️😄] ET

One way I could promote digital citizenship is by having students write a quote or inspirational saying about how we should treat others online. This could be in relation to different settings, including when we use an online classroom discussion forum or social media platforms. These can be hung on the door so they read them every time they come and go from class. Students can also hold each other accountable for what they have written down to encourage citizenship online.

One resource to promote digital citizenship is through Be Internet Awesome. They have collaborated with Google to help students learn internet safety and the importance of why. This allows students to grow and thrive in a world full of technology. The website offers games for students to play, a curriculum for teachers to use, and a pledge for students to sign and take an active role in their digital citizenship. I think this is a cool resource for students to learn. I took some time to play the game and think students would enjoy it. The game mode allows for the student to use the keyboard to collect items. After completion, the student learns about a piece of internet safety. This feature allows students to play but also learn from the experience in a creative way.

https://beinternetawesome.withgoogle.com/en_us/

-Megan Anderson

Promoting digital citizenship requires a resource that everyone can use. With Common Sense, you're more than well served. It offers you a variety of options to tackle your different problems. The most interesting thing is the lesson plans. They are very detailed and well-organized. You can adapt them to your needs and situation. There's something for every level.

The lessons allow students to get to the heart of their learning. The topics are accurate and relevant.

It helps students think critically about everything they find online and sort through the information.

It also promotes a balanced use of technology and helps develop a healthy relationship with digital tools.

For serious, responsible learning, Common Sense meets today's challenges.

I went slightly different route for the digital citizenship. There is a term called "digital Health" and this is how all our information is becoming more available to all providers but also out on the internet and can be stolen. This article goes into the use of the idea of digital citizenship from schools and applying it to digital health citizenship and the application of that to healthcare.