By Tony Greer and Kate Dare

To learn more about the different areas of digital citizenship

To gain some practical classroom ideas for teaching digital citizenship

To develop a school-wide digital citizenship pathway

Digital Citizenship Pathway Overview

Digital Footprint Online Relationships Surfing the Web

Describe what happened when Billy went online (REMEMBERING)

What was the main idea of this video? (UNDERSTANDING)

Do you personally know of (or heard of)any other similar instances? (APPLYING)

What do you see as other possible outcomes of Billy’s behaviour?(ANALYSING)

If you where the employer, how would you have handled this situation? (EVALUATING)

http://www.youtube.com/watch?v=zY13laJuH98

Proposed pathway for the development of knowledge around digital footprints

Year 1 Year 2Blogs-What are blogs.Why do we have them.How do we use them.Who views them.What is shared.Be the best you can be.

Follow specific guidelinesto make quality comments:Positive/constructive commentsLanguage of successAudience awareness

Proposed pathway for the development of knowledge around digital footprints

Year 3/4 Year 5/6Independently follow quality guidelines:Read and respond appropriately.Use blog ‘etiquette’Critical thinking.How am I advertising myself?How does this affect my future?

All interactions and posts (record of learning, chats, Facebook, surfing, social media) follow me for my life.Who am I connected to?What am I permitting from others?Do I know what is going on online?

Proposed pathway for the development of knowledge around digital footprints

Year 7/8Who am I connected to?

What am I sharing with others?

What impression of myself am I giving to others?

THINKERS KEYS – The What If Key? A child from your class discloses to you

that someone they know online has left a comment that says, “U r hot! Wana meet in Square on Sat?”

With the person next to you, discuss and prepare a role play around how you would deal with this situation… 8 minutes…go…

Year 1 Year 2Teacher models specific ways to leave appropriate comments

Students use specific models of appropriate comments provided by the teacher.Who do I write to?What do I say?Why do I say it that way?

Year 3/4 Year 5/6Specific lessons on consequences of inappropriate comments.Buddy classes to ensure everyone develops a relationship online.Specific lessons on:Am I safe?Are my friends safe?

Specific lessons on:Am I safe?Are my friends safe?What can I do about it if we are not safe?

Year 7/8Specific lessons on:Am I safe?Are my friends safe?What can I do about it if we are not safe?

On the web find an article about ‘WINDFARMS’

In a group of 4 assign the following roles and come up with a brief summary to report back;

BLACK HAT – judgement/assessment WHITE HAT – facts and figures YELLOW HAT – advantages and benefits GREEN HAT – alternative ideas,

creativity

Year 1 Year 2Am I where I am meant to be on the computer?(bookmarked sites only)What keys am I pushing?I need to ask for help.Teacher directed and planned prior to the lesson for a specific purpose.Make and use a list of reputable sites.

Teach KEY WordsTeacher directed use of key word searches independently using;bookmarked sites.Is this what I am looking for?If not STOPTeacher directed and planned prior to the lesson for a specific purpose.Make and use a list of reputable sites.

Year 3/4 Year 5/6Teach KEY WordsTeacher directed independent searching of sites- initially provided by the teacher.Is this what I am looking for?If not STOPBegin to independent searching using KEY words.I need to know about this - where/what do I go to or do to find out?

Independent searching using KEY wordsIs this what I am looking for?If not STOPCritical thinking.Is the information I find accurate? Triangulating information.Begin to modify searchesKnow a list of reputable sites.Hyperlink to legitimates sources.

Year 7/8Independent searching using KEY words.Modify searchesIs this what I am looking for?If not STOPCritical Thinking.Need to be directed to a list of reputable sites.specific teaching around critical thinking, checking sources.Always having a range of sources to think about.

NEXT SESSION; Digital Media Digital Responsibility Parents and Whanau

PART ONE REVIEW; Digital Footprint

Online Relationships Surfing the Web

PART TWO; Digital Media Digital Responsibility Parents and Whanau

To learn more about the different areas of digital citizenship

To gain some practical classroom ideas for teaching digital citizenship

To develop a school-wide digital citizenship pathway

Source - http://www.ebaumsworld.com/pictures/view/646806/

Source - http://www.ebaumsworld.com/pictures/view/646806/

Source - http://www.ebaumsworld.com/pictures/view/646806/

Source - http://www.ebaumsworld.com/pictures/view/646806/

Catcopter

Year 1 Year 2Real and Imaginary.Watch cartoons and documentaries.Taking and viewing videos

Introduce ‘What is real?’Examples given of enhanced graphics

Year 3/4 Year 5/6Is it real?Search for examples to discuss eg. BBC Penguins.Critical thinking.Is it real? How can we tell?Consider multiple sources

Critical thinking.Analyse and discussgraphics in magazines, advertisements, movies Consider multiple sources.Use Green screenAcknowledge source

Year 7/8Who owns images and information?Can I manipulate images?Do I believe everything I see?Explicit teaching of legalities.Consider multiple sources.

http://www.youtube.com/watch?v=9dfWzp7rYR4

http://www.youtube.com/watch?v=27ugSKW4-QQ

Creative Commons licencing;

Find a CC photograph or video clip of a Jeep SRT8/Jesus/Cows/Bullet Proof vests

Year 1 Year 2Introduce the idea of ‘ownership‘You drew it - you own it.Teacher role models the correct process for downloading images and music.

Teacher explains and role models the correct process for downloading images and music consistently during the year.

Year 3/4 Year 5/6Explicit teaching of legal issues such as appropriate sites to find reusable digital mediaTeacher models correct practice when using others property.Teacher models acknowledging source.Teacher models correct practice when using others property.

Explicit teaching of legalities of use of images and music, e.g. copyright, creative commons.Acknowledge source.

Year 7/8What am I legally allowed to sign up for?What is free and what do I need to pay for?copyright, plagiarism, Creative Commons licensing, languages,Acknowledge source.Consequences of plagiarism.

Frustrated/ confused/ uninformed/ unconnected? Too busy,

not interested?

Watching, informed, involved and engaged?

Year 1 Year 2Parents informed of and give permission for use of internet at school.

Parent Meetings to inform and communicate about blogs, commenting and sharing of work

Year 3/4 Year 5/6Parents provided with information about the implications for children - footprint /relationships.Parents provided with information about the legalities of: What is free and what do I need to pay for?copyright, plagiarism, licensing, languageAcknowledge source.Consequences

Parents informed of the need to monitor students internet use for appropriate footprints and relationships.

Year 7/8Parents informed of the need to monitor students internet use for appropriatefootprints and relationships.What am I legally allowed to sign up for?

What is free and what do I need to pay for?

http://www.media-awareness.ca/english/resources/special_initiatives/wa_resources/wa_teachers/tipsheets/search_internet_effectively.cfm

http://www.thegrid.org.nz/ http://www.microsoft.com/security/family-

safety/predators.aspx http://www.commonsensemedia.org/

educators/lesson/risky-online-relationships-9-12

http://www.hectorsworld.com/island/index.html