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Digital Citizenship Scaffold

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Presentation on theme: "Digital Citizenship Scaffold"— Presentation transcript:

1 Digital Citizenship Scaffold
Mike Ribble, Ed.D. Author of Digital Citizenship in Schools and Raising a Digital Child


3 When, Where and How are we going to teach Digital Citizenship?

4 How is Your Digital Health?
We work out to keep our body and mind healthy… Now its time to work on our digital health!!

5 R E P Three Broad Areas Respect Yourself and Others
Educate Yourself and Others P Protect Yourself and Others

6 How Do You Break These Down For the Classroom?

7 Respect Yourself and Others
Digital Etiquette: the standards of conduct expected by other digital technology users. Digital Access: full electronic participation in society. Digital Law: the legal rights and restrictions governing technology use.

8 Educate Yourself and Others
Digital Communication: electronic exchange of information. Digital Literacy: the capability to use digital technology and knowing when and how to use it. Digital Commerce: the buying and selling of goods online.

9 Protect Yourself and Others
Digital Rights and Responsibilities: the privileges and freedoms extended to all digital technology users, and the behavioral expectations that come with them Digital Security (self-protection): the precautions that all technology users must take to guarantee their personal safety and the security of their network. Digital Health and Welfare: the elements of physical and psychological well-being related to digital technology use.

10 1st Set of REPs Digital Manners (Etiquette) Digital Communication Digital Rights and Responsibilities Reinforce Topics

11 2nd Set of REPs Reinforce Topics Digital Access
Digital Literacy (Education) Digital Safety (Security) Reinforce Topics

12 3rd Set of REPs Digital Law Digital Commerce
Digital Health and Welfare Reinforce topics

13 How Are These Topics Integrated into the Classroom?

14 Digital Citizenship Program
Lester B. Pearson School Board -

15 Digital Citizenship in Schools
Scoop It site by Judy O’Connell -



18 How Do We Begin Discussing the Issues in the Classroom?


20 Wrong Direction – When traveling in the wrong direction, the cause is often bad
information. When a student chooses to go in the wrong direction with technology, it often has to do with a lack of training or not considering those around them. To get back on the right path, students need to learn about how their technology use can affect others. It’s an Individual Choice, So What’s the Big Deal Direction – Often students don’t consider how others may feel about their behavior, and they believe “if it doesn’t bother me, why should it bother anyone else?” Students traveling in this direction can’t understand what the “big fuss is all about.” The teacher needs to help these students see beyond their own personal experience. As technology becomes more accessible, it becomes integrated in who we are. Because “my” cellular phone is mine, then what I do with it is “my” concern. These students believe that technology use is a right and not a privilege. Simply put, they don’t want others to tell them how to use “their” technology. .

21 As Long As I Don’t Get Caught Direction – Those students choosing this direction believe that technology is there to be used and everything will be fine as long as no one else knows. The trouble with this attitude is that “what we do or do not do” can and often does affect others around us. Many students know that what they are doing is not right, but they believe that if no one knows, that makes it ok. Depends on the Situation Direction – Some situations do lend themselves to new interpretations, but there is usually an overarching understanding of appropriate technology use. There are times when a student needs to know that some activities are appropriate in one situation but can be inappropriate in another.

22 I Don’t Know If It’s Right or Wrong Direction – Some students are given technology but fail to learn how to use it appropriately. But, ignorance of the rules cannot be used as a defense for technology misuse or abuse. Basic digital technology citizenship skills should be learned when using technology. This is the direction students go when they understand some aspects of technology but “only enough to be dangerous.” Sometimes, this can be worse than having no training at all. When no digital citizenship training is provided, students learn from others and can get poor advice. Right Direction – Traveling in the Right direction takes time and diligence on the part of the student. To follow this path the student needs to have a good understanding of the technology they are using. They also need to reflect on how they use technology on a daily basis. Those who follow the right direction take time to decide not only how their action affects them, but those around them

23 21st Century Digital Compass Activity
Directions: Read the following scenarios. Make a decision to the direction that matches their opinion. After completing the activity begin to think about new scenarios for your school. After everyone makes a choice, allow students to analyze their answers. Scenario #1 – A student sends a harassing text message to another student. The receiving student retaliates with their own maltreatment text. How should sending harassing and retaliation text messages be dealt with? Scenario #2– When hanging out with friends, one student gets a cell phone call and conducts a conversation within the group. What is the proper etiquette when using a mobile phone in a public place? Scenario #3 – A student logs on to a file-sharing Web site and downloads the newest song. When is downloading music from a file-sharing site appropriate?


25 Scenario #4 – A student follows a questionable link to a Web site and downloads a malicious script that releases a virus on the school network. Should users take time before downloading material from unknown sites? Scenario #5 – An hour before class, a student remembers that a writing assignment is due. The student goes to the library, logs on to a Web site, and copies and pastes information without giving credit to the authors. What are the Issues of using Internet materials without giving credit to the authors? Scenario #6 – At home, a student uses a software package to copy movies and games for friends. What should be considered when duplicating copyrighted materials? Scenario #7 – A student downloads a proxy tunneling program to their school computer to circumvent the schools' firewall. Should students use software to "tunnel" around the schools' firewall to get to the sites they want?

26 What Do We Talk About With Our Students?
Texting and Driving Children and Cellphones Overuse of Technology Sexting Twitter and Social Networking Texting Anything else you can think of???

27 Compass Activity Begins the process of discussing appropriate technology use. This begins the process of Digital Citizenship without going into the nine elements. Helps to focus on the issues that are important in your district.



30 Who is Responsible? Is it Schools? Is it Home? Is it Society?

31 Schools, Families and Society Working Together

32 My Belief… “If you don’t stand for something, you will fall for anything!”

33 Again, Thank You For This Opportunity
Please let me know how I might be able to help in the future. What questions do you have?

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