Digital Citizenship
Divisional Scope and Sequence
Respect and Protect Yourself: Digital Well-being
· Rights and Responsibilities
· Security
· Health and Wellness
Respect and Protect Others: Digital Interactions
· Communication
· Etiquette
· Access
Respect and Protect Intellectual Property and other Property: Digital Preparedness
· Law
· Literacy
· Commerce
· Framework adapted from Churches, A. (2011). The Digital Citizen, EPSB’s Nine Trait Digital Citizenship Template and Ribble, M. (2011). Digital Citizenship in Schools (2nd Ed). These elements are already found in PSD70’s Responsible Use of Technology Agreement for Students, Staff and Trustees.
Respect and Protect Yourself: Digital Well-being
· Rights and Responsibilities
Citizenship and involvement with any community involves two elements: rights and responsibilities. When membership is provided within a given country or within a given community there are certain rights afforded and with those rights come responsibilities. Digital communities similarly have rights and responsibilities. When a student is given the right to the Internet as part of their education, there are expectations and responsibilities that come with this right. The student affords and expects safety and security when online, respect for shared ideas and fair treatment of resources created and shared via the Internet. (DCPDG, p.36)
· Security
Digital security provides the necessary precautions to best guarantee safety and security. This needs to be addressed in terms of student learning, as well as in terms of protecting students, employees, resources and the organization. While there are numerous technical strategies used to achieve effective digital security, fundamental to this end is a need for leadership to guide technical implementations through policy. (DCPDG, p.32)
· Health and Wellness
Digital health and wellness refers to physical and psycho-social well-being in a technological world. Given the ever-increasing frequency with which students use technologies, particularly in their personal lives, health and wellness are areas that need to be addressed in the interest of developing well-balanced future citizens. (DCPDG, p.35)
Respect and Protect Others: Digital Interactions
· Communication
Communications have changed dramatically across the past two decades. Social networking, Web 2.0, cell phones and texting have all changed the ways societies and students communicate. Students communicate as easily with others around the globe as next door. Schools have struggled with this new dynamic, and currently there is a breadth of policies and approaches to digital communications in schools and classrooms. Some see learning opportunities and embrace such communications changes; others cautiously do not permit the use of contemporary communications tools in the classroom or school. (DCDPG, p.20)
· Etiquette
Digital etiquette refers to the standards of conduct expected within digital contexts. Comparing it to a sense of etiquette in the physical world, one will find parallels. However, there are also some significant differences. There are relatively long-standing standards for behaviour in the physical world; change has been so rapid and dramatic in the digital world that everyone is adapting. Parents, who once took primary responsibility for etiquette instruction, often no longer have the knowledge or participation levels to guide or model etiquette in the digital context. Students, who frequently have substantive experiences in digital contexts, have their own sense of etiquette behaviour in these contexts relative to adults. (DCPDG, p.26)
· Access
Digital access refers to “full electronic participation in society” (Ribble, 2011). Information technology provides a platform that connects learners with a world-wide library of information and, importantly, with other learners, educators and people who can contribute significantly to their education and development. (DCDPG, p.18)
Respect and Protect Intellectual Property and other Property: Digital Preparedness
· Law
Digital law refers to legal requirements, legal decisions and ethics that relate to digital environments. Digital law can directly affect students in classrooms, employees and organizations as a whole. Some of the legal developments in Canadian law have proven evolutionary. As Horton and Thomson (2008) note in their description of Canadian law, Canada has chosen to emphasize and promote self-regulation over extensive legislation. Public awareness and education have been the tools chosen to promote child and family safety. The authors observe that the Canadian approach to legislative references may be summed up as, “If it is illegal offline, it is illegal online” (p. 63). (DCPDG, p.27)
· Literacy
Introductory skills and development of technical skills by students does not equate to deep understanding of appropriate use of digital technologies. Boyd’s extensive research (2009) suggests that media literacy among networked teens is extremely varied and that they have virtually no media literacy training. (DCDPG, p.25)
· Commerce
Students spend significant personal funds across the Internet. According to Harris Interactive (2003), young adults aged 8 to 21 years spend approximately $172 billion per year. Of that amount $25 billion is spent online. (DCDPG, p.19)
DIVISION I
DIVISION I
Respect and Protect Yourself: Digital Well-being
· Rights and Responsibilities
· Security
· Health and Wellness
Digital Rights and Responsibilities:Outcomes for Digital Rights and Responsibilities at this division:
· Understand what cyber bullying is and know how to respond
· Describe ways that students can be good digital citizens
· Discuss how using the Internet to spread gossip, bully or make threats against others is wrong
· Follow the school’s logging on and off process.
Describe strategies to teach students digital rights and responsibilities online:
· If someone is bullying you ignore the desire to respond or reply
· If someone is bullying you tell a care giver or teacher - safety tips
· Screen Out the Mean Lesson
· Establish a class set of technology use rules
· Media Smart’s Privacy Playground: The 1st Adventure of the Three CyberPigs helps to identify cyber bullying instances
· Discuss computer use expectations.
· Play Cyberbullying, Online Safety and/or Forms of Media with Professor Garfield
Digital Security:
Outcomes for Digital Security at this division:
· Keep your password safe by not sharing it with anyone but your parents and teachers.
· Follow the Internet safety rules provided by your parents and teacher.
· Only use your first name or assigned name
· Keep personal information about your family and address private
· Visit sites that are trusted by your parents or teachers
· Always ask your teacher or parents before you play games on the Internet.
· Name two things to do when an inappropriate website opens
· Report anything to an adult if you feel uncomfortable or unsafe
· Check with a parent or teacher before giving out information through e-mail, chat rooms, message boards, registration forms, personal profiles and online contests
· Know and be able to explain why it is important to protect one’s identity
· Password/Login tips - Don’t share your password, only use the computer you have logged onto.
Describe strategies to teach students how to communicate appropriately online:
· Use online sites/games to review safety guidelines http://www.safekids.com/ includes safety quiz at each grade
· Read and discuss the Safety Highway tip sheet
· Visit Hector’s World: Silicon Deep website
· Play different Cyber Tree House safety games
Digital Health and Wellness:
Outcomes for digital health and wellness at this division:
· Discuss health and wellness issues
Describe strategies to teach students digital health and wellness:
DIVISION I
Respect and Protect Others: Digital Interactions
· Communication
· Etiquette
· Access
Digital Communication:Outcomes for online communication at this division:
· Explain the concept of stranger and apply it to the Internet
· Know that people online may not be who they appear to be
· Be aware that sending photos to strangers on the Internet or via a cell phone may be dangerous
· Report anything to an adult if you feel uncomfortable or unsafe
· Communicate with other classrooms outside the school/school division
· Ask a caregiver or teacher to help you before chatting to new people on the computer.
· Use basic features of email and be careful of who you give it to
· Use a blog, wiki or other online collaborative writing tool
Describe strategies to teach students how to communicate appropriately online:
· model appropriate communication strategies
· Play CoCo’s AdverSmarts – an interactive unit on Food Marketing on the Web
Digital Etiquette:
Outcomes for digital etiquette at this division:
· Be respectful – use appropriate language
Describe strategies to teach students digital etiquette online:
· http://www.ikeepsafe.org/iksc_kids/ Faux Paw videos
· Play CyberSense and Nonsense – the 2nd Adventure of the Three Cyberpigs
Digital Access:
Outcomes for digital access at this division:
· Handle with care a variety of hardware and software to communicate with others - still and flip cameras, microphones, Web cams, iPads (ie. FaceTime, Skype).
· Describe how access to technology varies around the world.
· Explore new technology.
Describe strategies to teach students digital access:
· Demonstrate on SMART Board.
· School SWAT (Students Willing to Assist with Technology) Team who can assist with login, familiarity with new hardware and programs
· As part of the Social Studies curriculum discuss the types of technology different countries use.
DIVISION I
Respect and Protect Intellectual Property and other Property: Digital Preparedness
· Law
· Literacy
· Commerce
Digital Law:Outcomes for Ethical Uses of Online Information:
· State that words, ideas, music and images belong to their creator.
· Be aware of advertising and pop-ups on websites, and know how to “get around” them.
· State that authors and illustrators own their works
· Only use images you have created or photographed or copyright free images provided by your teacher
· Write down the author and title of anything you used but did not create (gather this information at the time of upload/download)
Describe strategies to teach students Ethical Uses of Information:
· Model and provide real life examples
· Create a “does this belong to me? game” where students identify if the content is theirs and if not what to do
· List reasons for and give proper credit on own work lesson
Digital Literacy:
Outcomes for digital literacy at this division:
· Define Internet
· Be aware that when using online tools you are on the Internet
· Explain that information that goes online is permanent, shared, public and accessible
· Understand what is a digital footprint
· Demonstrate effective search techniques
Describe strategies to teach students students digital literacy online:
· http://www.hectorsworld.com Defines the Internet and provides other information in a simplistic way.
· http://www.cybersmart.gov.au Click on “Young Kids” and go to Hector’s Videos
· Learn and explore what information is appropriate to be put online lesson
· Understand how to search for a letter of the alphabet on a children’s directory site lesson
· Clicky’s Web World interactive site – what is there to do on the web?
· Name that Outlaw game to understand how to act appropriately on the web
Digital Commerce:
Outcomes for Digital Commerce at this division:
·
Describe strategies to keep students safe when they are online:
·
DIVISION II
DIVISION II
Respect and Protect Yourself: Digital Well-being
· Rights and Responsibilities
· Security
· Health and Wellness
Digital Rights and Responsibilities:Outcomes for Digital Rights and Responsibilities at this division:
· Use personal devices (cell phones/texting, iPad, iPod, etc.) responsibly
· Know and follow the school’s Acceptable Use Policy
· Define cyber bullying as the name that is used when people use the Internet to send hurtful messages to others
· List techniques to avoid cyber bullying
· Know that cyber bullying can have far reaching consequences
· Know and follow the school division’s policy when bringing mobile technologies to school (cell phones, laptops, iPod’s, MP3 Players).
· Assume responsibility for backing up one’s work.
· Appropriate use of a variety of peripherals (anything we connect to our computers eg. cameras, scanners, printers...) to add media to content.
Describe strategies to teach students how to communicate appropriately online:
· http://www.stopbullyingnow.hrsa.gov/kids/ Webisodes on Cyber Bullying
· Review school division’s policy re: mobile technologies
· Explore ways to handle cyberbullying on how to respond to upsetting language online in The Power of Words
· What is and how to deal with cyberbullying lesson
· Generate ways to be upstanders when faced with cyberbullying lesson
· Reflect and examine online and offline responsibilities lesson
· Digital Citizenship pledge lesson
Digital Security:
Outcomes for Digital Security at this division:
· Create secure passwords.
· Delete emails when you don’t recognize the source or sender
· Play on parent/teacher approved gaming sites
· Use monitored chat rooms and message boards on reputable kids' sites
· protecting your identity and personal information
· In social networks, learn how to set your privacy settings, i.e. Facebook “more privacy settings” or Twitter’s “protected tweets”
· Discuss minimum age requirement of different social media sites (Facebook’s minimum age is 13)
· Prevent spam by giving out e-mail addresses carefully, deleting/reporting junk mail, and using e-mail filters
· Understand that social networking sites have privacy settings
Describe strategies to teach students how to communicate appropriately online:
· SAFE SURF website for kids
· Are you a responsible NETIZEN? (Internet Citizen) Check out this website to see if you are!
· Limit unsupervised access to Internet-based activities.
· Identify and apply characteristics of strong passwords lesson
· Define and identify what spam is and strategies to manage it lesson
· Understand website privacy policies lesson
· Play the AT&T Internet Safety game with a Superhero
· Learn about spam and email viruses with Meet the Wizzy Wigs
· Help Zoe and Molly stay safe online interactive game
· Four lessons to Be Smart, Strong & Safe from Cdn Ctr for Child Protection
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Digital Health and Wellness:
Outcomes for digital health and wellness at this division:
· Introduce the concept of a stereotype
· Understand healthy ‘screen time’
Describe strategies to teach students digital health and wellness online:
· Evaluate online media messages that convey gender stereotypes lesson
·