Digital Citizenship

you can follow this link to download this and other free posters for your classroom

Hello! 

As the visual above shows, digital citizenship is the combination of skills and norms for appropriate, responsible, and empowered use of technology. 

To read: Begin by familiarizing yourself with the 9 elements of Digital Citizenship, 
followed by the 

S3 framework: Safe Savvy, and Social:

http://www.digitalcitizenship.net/nine-elements.html.

 

Now you know that Safe, Savvy, and Social (S3) are the main guiding themes in digital citizenship. 

Many educators argue that 3S is not enough. Digital citizenship should be followed up or go hand in hand with 

digital leadership, 

which involves using technology to improve the lives, well-being, and circumstances of others. 

 

• Websites like volunteermatch.org provide a national digital infrastructure to serve volunteers and nonprofit organization in America 

• Nonprofit organizations Donors Choose connect donors directly to public school classroom projects. See if there is a need in your community.   

• Organizations like WorldSavvy  helps students develop 21st Century skills for Global Competency resources and opportunities for schools worldwide. Bookmark for future use! 

 Watch this funny PSA: Actually Do Something.

Savvy and Social:

To read and bookmark: tips for helping students (and adults!) engage in effective online communication.

Also there:Sentence frames help students with respectful online responses

To Read: Where does Artificial Intelligence (AI) fit in the context of S3? Read this short article on How to recognize and harness the potential of AI 

To Read:  Principle #V. of Model Code of Ethics - Responsible and Ethical Use of Technology by the National Association of State Directors and Teacher Education and Certification.

The links below provide the resources for you and your classroom organized around these four themes. 

To do: Netiquette: Browse and bookmark these resources for later use. Resources are related to online communication's common do's and don'ts. http://www.albion.com/netiquette/. Never assume that your students know how to behave in an online environment! 

To do: Play the Interland game from beinternetawesome.withgoogle.com, designed to help students gain digital citizenship skills- notice the "Be Internet Awesome" Curriculum available to download and also linked below.

Browse and bookmark for future use: http://www.aplatformforgood.org -  A vision for a  Platform for Good is to start a dialogue about what it means to participate responsibly in a digital world. While recognizing the potential risks, they celebrate technology as a vehicle for opportunity and social change.

Browse and bookmark for future use: "Everything you need to Teach Digital Citizenship"  free lessons and resources for K–12 Digital Citizenship Curriculum by Common Sense. 

To be a digital leader in a truly borderless world, one needs to possess certain global competencies. We discussed it a bit in previous RWLDs. This 1min video and this website explain the elements of Global Competency:

Browse and bookmark for late use the Be Internet Awesome curriculum, a program designed in collaboration between Google and the Internet Keep Safe Coalition (iKeepSafe.org), that teaches kids the skills they need to be safe and smart online.

Follow our Digital Citizenship board on Pinterest.

http://www.nbc.com/saturday-night-live

Extra Credit Opportunity!!! Complete Google Digital Citizenship and Safety training, take a screenshot of the page with the information about the completion (make sure your name is visible on a screen shot), and submit it to the Extra Credit assignment dropbox.

ISTE Standards Connection: 

ISTE Standards for Students connection: 

• Standard #1.2: Digital Citizen: Students recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they act and model in ways that are safe, legal, and ethical.
• 1.2.a Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
• 1.2.b Students engage in positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices.
• 1.2.c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
• 1.2.d Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.
  
  
• Standard #1.3: Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.
  
  
• Standard #1.7: Global Collaborator: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. 
• 1.7.a Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
• 1.7.b Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
• 1.7.c Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
• 1.7.d Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.

ISTE Standard for Educators Connection

• Standard #2.3 Citizen: Educator as Citizen inspire students to positively contribute to and responsibly participate in the digital world
• 2.3.a Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.
• 2.3.b Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.
• 2.3.c Mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual rights and property.
• 2.3.d Model and promote management of personal data and digital identity and protect student data privacy.
  
  
• Standard #2.4 Collaborator: Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems. 
2.4.c Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally.
2.4 d: Educator as Collaborator demonstrates cultural competency when communicating with students, parents, and colleagues and interact with them as co-collaborators in student learning.

----

Additional resources (not required):

Stay Savvy: Test your knowledge and rid yourself of the most common global misconceptions: https://upgrader.gapminder.org/ 

Using the Internet for the greater good: The World's Largest Lesson provides free and creative resources for educators to teach lessons, run projects, and stimulate action in support of Sustainable Development Goals. SDGs are the blueprint for achieving a better and more sustainable future for all humans. They address the global challenges we face, including poverty, inequality, climate change, environmental degradation, peace, and justice.

Download activity for Violence Against Children and the Digital Environment that invites youth to share their ideas about addressing violence against children and the digital environment (Human and Child Rights)

To Read Five Myths About Young People and Social Media - Five Myths About Young People and Social Media  - article based on Danah Boyd's book, "It’s Complicated: The Social Lives of Networked Teens."

Access to the Be Internet Awesome curriculum, a program designed in collaboration between Google and the Internet Keep Safe Coalition (iKeepSafe.org), teaches kids the skills they need to be safe and smart online.

Bookmark for future use the blog with great cyber safety tips and resources http://theinnovativeeducator.blogspot.com/2008/08/how-do-i-help-my-child-learn-to-use.html

thetrevorproject.org -  The Trevor Project -  The leading national organization focused on crisis and suicide prevention efforts among lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth.

itgetsbetter.org - It Gets Better Project - a video website created to send the message and to inspire hope for young people facing harassment. It was created in response to several students taking their own lives after being bullied in school.

A Platform for Good - https://aplatformforgood.org/  - A Platform for Good is a website aimed at making the world a better place by providing resources and information for parents, teachers, and children.

Other useful links: 

http://cybersmartcurriculum.org
http://www.safekids.com/
http://www.cyberbullying.org/
http://www.kidsmart.org.uk/
http://www.pacerkidsagainstbullying.org/
http://www.stopcyberbullying.org
http://www.cyberbullying.info/
http://www.bewebaware.ca
http://www.fosi.org

Global Collaboration

Global Collaboration is an empowering opportunity for students and teachers to connect and engage in authentic, meaningful experiences. It is an opportunity for students to learn about people from different cultures and backgrounds. These connections don't need to be with learners in other countries. You will find people of different cultures and backgrounds in different states, cities, or even down the street.

What is Global Collaboration?

Global Collaboration involves using technology to connect learners in different parts of the city, state, nation, or world. These partnerships are made for the purpose of working and learning together to accomplish goals and learn/develop new things. When learners work with people from other locations, they can become aware of people and cultures outside their immediate surroundings. 

Learning about the structure and content of global collaboration is important, but the real question is whether the students can learn anything from this experience.  Students are looking for authentic learning events and this can provide them. Watch as 4th-grade students in Fairfax, Virginia, share their experiences through connecting with other 4th graders in Costa Rica.

What is Cultural Competence?

Learning about cultures other than our own is the first step towards achieving "Cultural Competence."  Cultural Competence is the ability to understand and interact effectively with people from other cultures.  These people may be from another country, state, or in your own classroom. 

You won't have the opportunity to actually engage in a global collaboration project in this course, Ed Tech and Design, but learning about the various projects/strategies, resources, and digital tools will help prepare you for turning your students into global collaborators.  It's the recognition of differences and the interest in learning about those differences to better communicate and work with others. 

Professor Juanita Sherwood describes cultural competency in the video below.  Pay careful attention to how she explains the importance of cultural competence in our lives.  An interesting aspect is the need for understanding one's own culture as well as other cultures.

ISTE Standards

Global Collaboration and Cultural Competence are important parts of the ISTE Standards for Students and Educators. Global Collaborator is the 7th standard. "Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally." More specifically, 7a states that we should "Connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning."

As educators, we are expected to "Demonstrate Cultural Competency when communicating with students, parents, and colleagues and interact with them as co-collaborators in student learning." The world is a big place and it is our duty as educators to prepare our students (and ourselves) to recognize, communicate, and collaborate with people of a variety of backgrounds.

Global Collaboration Projects

Connecting with other classrooms requires organization and connections. The most efficient way to get involved in global collaboration is to join projects that are already organized. This is called Managed Global Collaboration. The managing organization has already created the activity and all that you need to do is join and get engaged. It is suggested that this is usually the best way to begin introducing Global Collaboration into your classroom. Here is a project that has connected thousands of learners around the world.

Global Read Aloud

The Global Read Aloud project involves students around the world reading one or more of a set of selected books during a 6-week period and then they try to connect with other students who have read the book so that they can share their ideas and thoughts. 

Watch the What is the Global Read Aloud? video and then visit the official website where they have identified a set of 10 books from which they can select their reading material. These books range from picture books to young adults.   Envision how you could do something like this in your future classes.

Taxonomy of Global Collaboration

Starting a Global Collaboration Project

Global Collaboration projects can be life-changing experiences. They can bring a whole new meaning to topics that we can only read about in our books.  Instead of reading about how the Chinese celebrate the Chinese New Year, you and your students can connect with students in Beijing to learn from the actual people who live this celebration. 

Here is a brief overview of how to create a Global Collaboration project for your students. It doesn't identify the actual steps for making such a project happen, but it provides an overview of the stages you will go through and how to approach specific challenges. It also provides 4 exciting projects that you should explore (The Winter Around the World link doesn't work.)

Seven Steps to Starting a Global Collaboration Project

Consider how you can enrich your students' learning opportunities through Global Collaboration.  You are preparing your learners for living in a global society where it is important to connect with and understand other people.

Imagine extending your Thematic Unit to include global collaboration.  What would YOU do? 

Begin your dreaming here . . . 

Computational Thinking in K-12 Education

"Computational thinking (CT) is a problem-solving process in which people formulate problems or instructions so that a computer [or human] can solve or implement them" (ISTE, CSTA, 2016). 

Computational thinking (CT) is a fundamental part of computer science (CS) but can (and should) be applied across all content areas and everyday life. In fact, it is called by some a New Literacy of the 21st Century.  

In this unit, you will discover how you can use the aspect of computer science and computational thinking to support students' literacy, critical thinking, thinking, creativity, collaboration, and problem-solving.

Introducing computational thinking to a young student may sound intimidating at first. But when you decompose (break down) this problem into the four components, you will find it relatively easy and helpful across the curriculum.  

So let's dive in:

Use this visual to help you think about the four aspects of computational thinking:  Abstraction, Decomposition,  Pattern Recognition, and Algorithms:

• How can you turn real-life photography into a drawing? The problem may seem daunting, but when you remove the unnecessary details and think about what is the basic, the minimum that makes pizza a pizza (abstraction), you can break your drawing down (decompose) to the basic shapes. Now you can draw it! 
• How to make pizza? Can you build a simple step-by-step recipe (algorithm) so we can shop for the ingredients? Can you provide the essential steps explaining the preparation process and make it easy for beginner chefs to follow?  
• What ingredients are on that pizza? I spot olives and pepperoni. If I slice the pizza and give you just two slices, will you be able to tell me what is on the third one? If the answer is yes, you probably recognized a pattern.

With that in mind, watch the following short videos in which Linda Liukas, an author of the children's book series  Hello Ruby explains in student-friendly language what computational thinking is and how you can connect computer science to the real world. 

Computational thinking can be applied to all grade levels.
Watch how this teacher uses humor to introduce students to algorithms (procedures for solving a problem) and debugging (finding and fixing mistakes)

Kids in the video above learned by trial and error and practiced the art of the exact instructions. 

• 
  

Here are some other ideas:

• Explore digital story creation with a simple (and free) web-based programming tool called Scratch
• Create timelines and complete sequencing activities (can be with technology or 'unplugged')
• In music, reading, or writing - explore pattern recognition with rhythm, structure, and rhyme - try creating new forms
• In social studies - have students generate step-by-step directions to complement the creation of community maps
• In art, Student A describes an image or object hidden from Student B, while Student B follows instructions to draw or re-create that object.     
• Students practice exact instructions and step-by-step algorithms in a classroom while designing instructions for watering the classroom flowers, logging into the classroom computer, and morning (or any) class routine.

This blog post aims to assist you in incorporating computer science and computational thinking in the K-12 classroom. Perhaps you can set up a new Pinterest board and start a collection of resources you can use in your future classroom. Make sure to pin the primary sources, not just this blog. Have fun, and please consider teaming up with a teacher to implement CS-related activities in teaching and learning!

ISTE standards for Educators connection:

• Standard 2.1 - Learner: Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to enhance student learning.
• 2.1c - Educators stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
  
  
• Standard 2.6 - Facilitator: Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students.
• Standard 2.6c - Educators create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.

ISTE Standards for Students connection:

 

• Standard 1.5 - Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
• 1.5a - Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models, and algorithmic thinking in exploring and finding solutions.
• 1.5b - Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
• 1.5c - Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
• 1.5d - Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.

--------------------------------

Want to Learn More? Here are some EXTRA resources you might find interesting:

Free Training Courses for Teachers

• Code.org (Workshops, courses, digital 'dance parties, and the famous 'Hour of Code)
• 'Computational Thinking for Educators' (Google's free CT training for teachers)
• Scratch Ed - a free online course/intro to Scratch (provided by Harvard University)
• UNI's partnership effort with the IA Department of Education (offers a free course in "programming with Scratch")

Here are a couple more home examples of fun with the Exact Instructions

• Making a PB&J sandwich https://www.youtube.com/watch?v=FN2RM-CHkuI
• Brushing your teeth, making toast: https://youtu.be/CT8Z1LlooCM?t=238

Analyze the vocabulary from the  ISTE Computational Thinking Competencies are used to guide educators to integrate computational thinking across disciplines with all students. The goal is to help learners become computational thinkers who can harness the power of computing to innovate and solve problems.

Watch a brief video introduction to computational thinking as a New Literacy of the 21st century:

Browse resources from Osmo: Teaching Computational Thinking to Kids

Computational Thinking Skills: Image Source: Osmo: Teaching Computational Thinking to Kids

Resources curated by Dr. Sarah Bryans-Bongey and Magdalena Galloway.

Diversity in the Classroom. Media Influences

To Do: Begin by analyzing the short “State of the village report” from 2005 originally created by Donella H. Meadows.

To Watch: What it takes to be racially literate? Watch this short TED talk by Priya Vulchi and Winona Guo, the two amazing teenagers and the authors of the student-run organization CHOOSE, to overcome racism and inspire harmony through exposure, education, and empowerment AND authors of  The Classroom Index, a textbook devoted to racial literacy:

Ask yourself: Could I be racist? How to tell if I am?  Racism is when you draw conclusions about people based on racial stereotypes and believe that some races are better than others.  Consider the questions, answer them to yourself.

image source: benettongroup.com

To read, print, or bookmark, and use in your classroom:  Dr. Gail Thomson created an “An Equity Affirmation for Educators" sheet that you can use daily as a teacher. Although equity has become a popular term, many teachers are uncertain about achieving it. The compiled list can help you with that.

To Do: Introduce yourself as a teacher and ask your favorite AI (recommended  to try on your cellphones: Use ChatGPT app's voice option (headphones icon) to engage in a continuous discussion) 

- What is culturally responsive teaching?

Possible follow-up question ideas: 

- What are the key components of culturally responsive teaching?

- Can you break down the concept to four bullet points ? 

- How would that concept work in 5th-grade math class?

- Provide some examples for high school students and literature

-What is a potential downside of using culturally responsive teaching? ...

To read: “Key Characteristics of a Multicultural Curriculum” by P. Gorski.
www.edchange.org/multicultural/curriculum/characteristics.html (here is a pdf version of that resource)

To do: Books Matter! As a teacher, you will build your classroom library. Browse and save the list of titles collected by ADL  (The Anti-Defamation League) with the power to instill empathy, affirm children’s sense of self, teach about others, transport them to new places, and inspire actions on behalf of social justice. 

To read: Communicating Cross-Culturally: What Teachers Should Know. This is a good article for teachers with ELL students in their classrooms. It highlights five points of cultural difference that all teachers should be aware of when teaching diverse backgrounds.

To watch: “Misconceptions; Do’s & Don’ts of a 1st Year Teacher” created by Mississippi State University students about racial stereotypes (4 min)

To browse and bookmark (pin?) the Kid World Citizen organization on Pinterest  for a variety of multicultural activities and resources.

To do: Take a quick tour of Dollar Street -  Everyone lives on Dollar Street. We all have some things in common. See how people around the world live. Could the investigation of different living styles and conditions help your students build a global perspective?

---
Additional resources (not required):

Extra Credit Opportunity: Complete Google's Support English Language Learners training. This activity provides strategies for educators to create culturally responsive learning environments. - When done take a screenshot of the course page showing your login and when the course was passed, and submit it to the Extra Credit assignment submission folder. 

ISTE Standards  for students

#2 Digital Citizen: Students recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they act and model in ways that are safe, legal, and ethical.

#3c Knowledge Constructor: Students curate information from digital resources using various tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
#3d  Knowledge Constructor: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.

ISTE Standards for educators connection:  


#3a Citizen: Educators create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.

#3b Citizen: Educators Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.

# 4d Collaborator: Educators demonstrate cultural competency when communicating with students, parents, and colleagues and interact with them as co-collaborators in student learning.

To browse and bookmark (pin?) resources collected by Dr. Gail L. Thompson. She shares great equity-related resources for teachers https://www.drgailthompson.com/reso-for-teachersaz/ 

To browse: learningforjustice.org (browse classroom resources) 

To read:  a short article about challenges in defining Multicultural Education and the areas of social transformation.
www.edchange.org/multicultural/initial.html

To browse: gapminder.org - Free tools for a fact-based worldview

 

To read: We use media in different ways. The same media content may gratify different needs for different individuals—the resources below explaining the media's effects from the point of view of audiences.

    Needs and Gratifications model of the Media ( by Blumler &  Katz)

• http://tinyurl.com/32a6bv

• www.bbc.co.uk/dna/h2g2/A770951

To read: 10 Ways Youth Can Engage in Activism.

To do: Explore resources for older students to help stop discrimination and bias lookdifferent.org   

To watch:  the An Anti-Bullying Message From the NOH8 Campaign (2.27 min)

To watch: 10 Misconceptions about Muslim: https://www.youtube.com/watch?v=iUvnD5GVAXg 

To read: Information for Teens: The Media &Your Life - How the media affects Teens & Young Adults.

To watch:  The digital story about the depression and issues faced by Asian American girl - pay attention to the poem in the story (also typed under the video) (5.29 min)

To watch: video about Microagressions in a classroom. 

To watch: Elders React to Nicki Minaj - Anaconda  (Age diversity)

"Everybody in advertising is blonde, beautiful, families are happy, cars are never in traffic, everything is shiny, food looks like it's incredibly tasteful. I ask myself ... How Stupid are we" Controversial artist  Olivero Toscani on ad influence 

Information Literacy

Do you want to know...

Remember, all I'm offering is the truth... nothing more.

The Matrix could be an excellent allegory for finding truth in the chaos of disinformation. It could be about breaking an information bubble we may live in and choosing the right path. Unfortunately, we cannot load the skills like Neo could. Fortunately, our information and fake news Matrix is not as grim as the one in the movie...or is it?

“You take the blue pill, the story ends, you wake up in your bed and believe whatever you want to believe. You take the red pill, you stay in Wonderland, and I show you how deep the rabbit hole goes.”

I hope you choose the knowledge, aka the red pill. So, here it goes: 

Information literacy is more than possessing information. Information literacy is the ability "to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information." (ACRL, 2000)

Developing information literacy skills requires a combination of tools, educational resources, and critical thinking practice.

What practical steps can you and your students take to critically evaluate information found on the Internet? How can we protect them and ourselves from fake news, scams, and phishing?

• Read about those Facebook 'Like' Scam Posts - by Better Business Bureau
  
  
• Watch the short video from Commonsensemedia.org about 5 ways to spot fake news. Look around the Common Sense website. Notice organizational tabs for Parents, Educators, and Advocates. Add useful links to your bookmarks or pins collection.
  


• Read Stephen Downe's post about Principles for Evaluating Website
  
  
• What is a Filter Bubble? How does it isolate you? - watch this short video (2.37min ) explaining just that!
  
  
• Browse and bookmark (pin?) for later - Fake news and misinformation advice hub from internetmatters.org where you can learn about fake news, how to spot it, and how to empower children to recognize what fake news is and how to stop the spread of it.
  
  
• How to check the credibility of controversial information?
• Browse and bookmark snopes.com - a reference source for urban legends, folklore, myths, rumors, and misinformation.  
  
  
• Browse AllSides.com: Balanced News from the Left, Center, and Right
  Look for resources about media bias, and check the incredibly well-developed resources for schools!

Learning (and teaching) today is much different than it used to be. So, it is logical to look for new learning theories!

Connectivism is a relatively new but mighty theoretical framework for understanding learning in a digital age.  

• It is a theory that argues that learning is not just about memorizing facts but about how you connect those facts together. It's like building a network of information in your mind, where each piece of knowledge is a node, and the connections between them are what help you understand and navigate the world. So, instead of just storing information, you're actively creating a web of understanding. It will be important to keep in mind when building your Personal Learning Network (PLN)
• Connectivism acknowledges that learning is a social process and individuals bring unique perspectives and experiences to the learning process. Interacting with diverse viewpoints enriches understanding and fosters creativity and innovation.

Watch this short video explaining the theory of Connectivism (3 min). This will be further discussed in the lecture. 

What strategies could students adopt to make decisions or solve an information problem?  

• Analyze the Big6 and Super3  process models of how people should solve information strategies. S per 3 is a simplified model for the youngest students. 
• Connect it to the ISTE Student Standard #5: Computational Thinker: Students develop and employ strategies for understanding and solving problems that leverage technological methods' power to develop and test solutions.
• 5b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
• 5 c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. 

Consider pinning or bookmarking the resources for future use (build that PLN!

• Browse classroom resources for media literacy at newseumed.org (you can access resources with a free sign-up)
  
  
• Browse K-12  teaching and learning resources about Digital Citizenship from Commonsense.org  
  
  
• Browse and bookmark Kathy Schrock's Guide to Critical Evaluation of Information - TONES of resources for your classroom.
  
  
• Not sure about the safety of a website? Check Safe Browsing Site Status with Google

--

Additional resources (not required; to use, bookmark, or pin for later):

Chat GPT for media literacy -an interesting article about why using AI could be a great media literacy instruction tool.

Information Literacy Standards for Student Learning (pdf) provides a conceptual framework and broad guidelines for describing the information-literate student.

Ground.news: See every side of every news story. Similar to AllSides.com

Siemens and Downes theory of Connectivism

Battling Fake News in a classroom

How to spot a fake online store 

 How to Spot a Fake or Scam Website

Poynter.org - The International Fact-Checking Network is a unit of the Poynter Institute dedicated to bringing together fact-checkers worldwide.

opensecrets.org - Follows the money. D ta on campaign finance, Super PACs, Industries ect.

factcheck.org - nonpartisan, nonprofit "consumer advocate" for voters that aims to reduce the level of deception and confusion in U.S. politics. A dress public policy issues at the local, state and federal levels.

truthorfiction.com - Get the truth about rumors, inspirational stories, virus warnings, hoaxes, scams, humorous tales, pleas for help, urban legends, prayer requests, calls to action, and other forwarded emails.

hoax-slayer.com - dedicated to" debunking email hoaxes, thwarting Internet scammers, combating spam, and educating web users about email and Internet security issues"

sourcewatch.org - a collaborative resource for  documented information about the corporations, industries, and people trying to influence public policy and public opinion

domaintools.com - a collection of domain name ownership records in the world (also look easywhois.com)

Breaking News Generator 
Fake News templates

News Paper clipping generator

ISTE Standards for Students connection:

Standard # 3: Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

• 3a. S udents plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
• 3b. S udents evaluate the accuracy, perspective, credibility, and relevance of information, media, data or other resources.

Standard #2 Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical

Standards #5: Computational Thinker: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.

• 5b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
• 5 c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving. 

ISTE Standards for Educators connection:

Standard #2: Leader: Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning

• 2c. Educator model for colleagues the identification, exploration, evaluation, curation, and adoption of new digital resources and tools for learning.

Standard #3: Citizen: Educators inspire students to positively contribute to and responsibly participate in the digital world.

• 3b. E ucators establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.
• 3 c mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual rights and property.

--

Activities during the lab (we will work on them together)

Using Stephen Downe's Principles for Evaluating Websites, lecture, and resources above, analyze the resources below.

• Can you find an argument to support or discredit the legitimacy of your resource? It is not enough to use "gut feeling" or common knowledge.
• How can you prove it? 
• Can you see the purpose of the resource? 
• Could you use it in your classroom?

Exhibit A: (elementary):
http://zapatopi.net/treeoctopus/

Exhibit B:
https://mousetrapnews.com/breaking-marvel-theme-park-coming-to-disney-world/

Exhibit C:
https://insttech.uni.edu/240-031/images/infliteracy-vaccinate.jpg

Exhibit D:
https://insttech.uni.edu/240-031/documents/mail_SlowDance.pdf