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.

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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

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?

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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