10/22/2015
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
Digital Citizenship: Where we stand on the issues
A Digital Citizenship Inquiry following the book
Digital Citizenship in Schools – M. Ribble
School District 28, Quesnel
Oct 23, 2015
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About your Presenter
Scott McKay
SETBC Service Coordinator
• Diigo - diigo.com/user/scottmckay12345
• Pinterest - www.pinterest.com/scottmckaycom/
• Twitter - @scottmckay_com
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
Housekeeping
• Washrooms
• Break and Lunch
• Handouts, paper/digital
http://learningnetwork.setbc.org/sd28digitalcitizenship
• Phones – on vibrate but you may need them
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Agenda
• Digital Citizenship Baseline:
• Where are you at?
• Digital Citizenship Explained: Working Definition
• Digital Citizenship Explored: 9 Elements (M. Ribble)
• Digital Citizenship and SD28:
• What is next?
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
Purpose of Today
“Social Media is like water. We can ignore it and watch kids drown. Or we can teach them how to swim” – Eric Sheninger
The impacts of technology are huge; its effects on students’ lives, influencing how we teach, and our role and responsibilities as educators. Using an inquiry approach, together, we will reflect on essential questions, share resources, and prioritize Digital Citizenship issues specific to SD28. We will explore the nine elements that make up Digital Citizenship (Mike Ribble) as well as existing teaching resources and lesson plans.
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
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Detention
- Bob
- Sarah
-
Do you have the proper parental signature and consent forms to put my information there? developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
Essential Question
What is digital citizenship and why is it important for
individuals to become contributing members of a digital
society?
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Digital Citizenship
• The norms of appropriate, responsible behaviour with regard to
technology use
• Digital Citizenship in Schools – Mike Ribble
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
Student Life Outside of the School
Environment
School Environment
and Student
Behaviour
Student Learning
and
Core Goals:
Academic
Improving learning
Outcomes & preparing
Performance
Students to be come
21st century citizens
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Essential Questions and Posters
Materials
• coloured sticky dots
• your own ‘blank’ poster
• posters all around the room
EQ
Instructions:
• Before discussion put your finger
(or place a small object)
on the page to answer the question
• After our discussion, you place the coloured sticky dots on the wall
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Digital Access
• full electronic participation in society
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
Digital Access
Reasons for Inequitable
access
1. Socioeconomic
2. Physical Access
3. Physical Location
Considerations
1. Equitable Access
2. Accommodations for those
with special needs.
3. Working with community
partners for access outside of
schools
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Digital Access Case Study
ACCESS SCENARIO
District A’s technology coordinator, and the superintendent want to streamline information gathering efforts, and would like to have parents complete all forms online.
Inappropriate:
They send the new policy out to all parents, notifying them that paper forms will no longer be used. No paper forms will be distributed as all necessary documents are on the district website. A number of parents complain because they do not have regular access to computers.
Appropriate
District A conducts a survey to determine how many parents have computer access at home, only to realize that there are a significant number of parents who do not. They conclude that that keeping forms on the district website is a positive step forward, but they needs to keep both options available – online and paper. They begin to strategize about how to make online access available to the whole community.
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
Digital Access Case Study
ACCESS SCENARIO
District A’s technology coordinator, and the superintendent want to streamline information gathering efforts, and would like to have parents complete all forms online.
Inappropriate:
They send the new policy out to all parents, notifying them that paper forms will no longer be used. No paper forms will be distributed as all necessary documents are on the district website. A number of parents complain because they do not have regular access to computers.
Appropriate
District A conducts a survey to determine how many parents have computer access at home, only to realize that there are a significant number of parents who do not. They conclude that that keeping forms on the district website is a positive step forward, but they needs to keep both options available – online and paper. They begin to strategize about how to make online access available to the whole community.
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
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Digital Access Case Study
ACCESS SCENARIO
District A’s technology coordinator, and the superintendent want to streamline information gathering efforts, and would like to have parents complete all forms online.
Inappropriate:
They send the new policy out to all parents, notifying them that paper forms will no longer be used. No paper forms will be distributed as all necessary documents are on the district website. A number of parents complain because they do not have regular access to computers.
Appropriate
District A conducts a survey to determine how many parents have computer access at home, only to realize that there are a significant number of parents who do not. They conclude that keeping forms on the district website is a positive step forward, but they need to keep both options available – online and paper. They begin to strategize about how to make online access available to the whole community.
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
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Digital Literacy
• The process of teaching and learning about technology and its
use.
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
Digital Literacy
• Students need to understand that certain technology SKILLS
are critical when entering the work world
• just ‘liking’ technology is not enough.
Question:
What technology is currently
available (to teachers OR students)
in your district?
Discuss:
What direct training have
you (or your students)
had on that technology?
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LITERACY SCENARIO
Digital Literacy Case Study
John is in grade 12 at North High School. John is not interested in sitting in a classroom all day to hear boring lectures about information that he does not care about. He enjoys working on his computer at home doing creative projects such as digital animation.
Inappropriate. John decides to drop out of high school and just spend his time
creating animation on a freelance basis. After awhile he gets tired of looking
for freelance work and tries to get a job as a computer programmer. John keeps
getting rejected, not because of his skills, but because he does not meet the
companies’ basic educational standards.
Appropriate. John talks to his parents about his disillusionment and frustration
in attending school. He and his parents meet with the high school counselor, who
tells them about a new online school the district is creating. The counselor tells
John that he can work at his own pace from his computer and can finish his class
work from home, allowing him to continue creating animation in his free time.
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
LITERACY SCENARIO
Digital Literacy Case Study
John is in grade 12 at North High School. John is not interested in sitting in a classroom all day to hear boring lectures about information that he does not care about. He enjoys working on his computer at home doing creative projects such as digital animation.
Inappropriate. John decides to drop out of high school and just spend his time
creating animation on a freelance basis. After awhile he gets tired of looking
for freelance work and tries to get a job as a computer programmer. John keeps
getting rejected, not because of his skills, but because he does not meet the
companies’ basic educational standards.
Appropriate. John talks to his parents about his disillusionment and frustration
in attending school. He and his parents meet with the high school counselor, who
tells them about a new online school the district is creating. The counselor tells
John that he can work at his own pace from his computer and can finish his class
work from home, allowing him to continue creating animation in his free time.
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
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LITERACY SCENARIO
Digital Literacy Case Study
John is in grade 12 at North High School. John is not interested in sitting in a classroom all day to hear boring lectures about information that he does not care about. He enjoys working on his computer at home doing creative projects such as digital animation.
Inappropriate. John decides to drop out of high school and just spend his time
creating animation on a freelance basis. After awhile he gets tired of looking
for freelance work and tries to get a job as a computer programmer. John keeps
getting rejected, not because of his skills, but because he does not meet the
companies’ basic educational standards.
Appropriate. John talks to his parents about his disillusionment and frustration
in attending school. He and his parents meet with the high school counselor, who
tells them about a new online school the district is creating. The counselor tells
John that he can work at his own pace from his computer and can finish his class
work from home, allowing him to continue creating animation in his free time.
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
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Digital Communication
• Electronic exchange of information.
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
Discuss
• Do cell phones, texting, and social networking have a place in
the educational environment?
http://www.newsner.com/en/2015/06/school‐ban‐phones‐and‐is‐praised‐by‐thousands‐of‐parents‐their‐solution‐
is‐spot‐on‐2/
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
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Digital Communication
Inappropriate
1. Texting during class
2. Using text messaging and
email shorthand for class
assignments
3. Texting to cheat in tests
Appropriate
1. Using digital
communication devices to
enhance learning
2. Social networking used to
support student
collaboration
3. Blogging (e-portfolios) to
keep parents connected to
class activities
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
COMMUNICATION SCENARIO
Digital Communication Case Study
Mrs. Baxter, a language arts teacher, explores new, innovative ways for students to
write essays in class. She finds a website that describes how teachers can use blogs
to help students post their thoughts and ideas on the web. She decides to set up a
blog for her students.
Inappropriate. Mrs. Baxter tells her students to navigate to her blog website
and record their ideas. She describes the assignment as diary‐like writing. After
a couple of days, she finds inappropriate postings (e.g., discussions of boyfriends
and girlfriends), but she cannot identify the authors. After a week, she shuts down
the blog and decides that blogging was a bad idea.
Appropriate. Mrs. Baxter speaks to her class about the process of blogging.
She illustrates examples of suitable comments and emphasizes the importance of
appropriate use. After a couple of weeks, the students are responding almost every
day, and they are coming to class with more in‐depth questions that relate to
concepts being discussed in class.
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
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COMMUNICATION SCENARIO
Digital Communication Case Study
Mrs. Baxter, a language arts teacher, explores new, innovative ways for students to
write essays in class. She finds a website that describes how teachers can use blogs
to help students post their thoughts and ideas on the web. She decides to set up a
blog for her students.
Inappropriate. Mrs. Baxter tells her students to navigate to her blog website
and record their ideas. She describes the assignment as diary‐like writing. After
a couple of days, she finds inappropriate postings (e.g., discussions of boyfriends
and girlfriends), but she cannot identify the authors. After a week, she shuts down
the blog and decides that blogging was a bad idea.
Appropriate. Mrs. Baxter speaks to her class about the process of blogging.
She illustrates examples of suitable comments and emphasizes the importance of
appropriate use. After a couple of weeks, the students are responding almost every
day, and they are coming to class with more in‐depth questions that relate to
concepts being discussed in class.
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
COMMUNICATION SCENARIO
Digital Communication Case Study
Mrs. Baxter, a language arts teacher, explores new, innovative ways for students to
write essays in class. She finds a website that describes how teachers can use blogs
to help students post their thoughts and ideas on the web. She decides to set up a
blog for her students.
Inappropriate. Mrs. Baxter tells her students to navigate to her blog website
and record their ideas. She describes the assignment as diary‐like writing. After
a couple of days, she finds inappropriate postings (e.g., discussions of boyfriends
and girlfriends), but she cannot identify the authors. After a week, she shuts down
the blog and decides that blogging was a bad idea.
Appropriate. Mrs. Baxter speaks to her class about the process of blogging.
She illustrates examples of suitable comments and emphasizes the importance of
appropriate use. After a couple of weeks, the students are responding almost every
day, and they are coming to class with more in‐depth questions that relate to
concepts being discussed in class.
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
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developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
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Digital Etiquette
• Electronic standards of conduct or procedure
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
Licensed under Creative Commons
Retrieved from https://www.flickr.com/photos/artotemsco/2857720047, 2015 developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
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“Center for the Digital Future survey finds generation gap in cell phone etiquette”, 2013.
Feb 11, 2013 Retrieved from http://annenberg.usc.edu/news/around‐usc‐annenberg/center‐digital‐future‐survey‐finds‐generation‐gap‐cell‐phone‐etiquette
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
Digital Etiquette
The problem with teaching digital technology is that few RULES
(social norms) have been established for the proper use of these
devices.
Issues
• New territory for families = what is appropriate?
• Digital native vs. immigrant = diff. standards
• Opportunities to practice appropriate use
Discuss
• Is it the role of schools to teach digital etiquette?
• Who develops the standard for what is OK and what is not?
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ETIQUETTE SCENARIO
Etiquette Case Study
Mr. Sheridan, a high school principal, is expecting an important phone call from
the superintendent’s office this evening. However, he also expected to attend the
school play.
Inappropriate. When entering the auditorium, Mr. Sheridan begins to talk to
several parents and forgets about the impending phone call. During the play, his
cell phone rings loudly. Parents and students begin looking at Mr. Sheridan as he
struggles to answer his phone. Because he is flustered by the call, he begins the
conversation before he exits the auditorium.
Appropriate. Knowing he does not want to disturb the performance, Mr. Sheridan
puts his cell phone on vibrate. In the middle of the second act, the phone
vibrates. Mr. Sheridan quickly leaves the auditorium and conducts the conversation
in a private location.
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
ETIQUETTE SCENARIO
Etiquette Case Study
Mr. Sheridan, a high school principal, is expecting an important phone call from
the superintendent’s office this evening. However, he also expected to attend the
school play.
Inappropriate. When entering the auditorium, Mr. Sheridan begins to talk to
several parents and forgets about the impending phone call. During the play, his
cell phone rings loudly. Parents and students begin looking at Mr. Sheridan as he
struggles to answer his phone. Because he is flustered by the call, he begins the
conversation before he exits the auditorium.
Appropriate. Knowing he does not want to disturb the performance, Mr. Sheridan
puts his cell phone on vibrate. In the middle of the second act, the phone
vibrates. Mr. Sheridan quickly leaves the auditorium and conducts the conversation
in a private location.
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
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ETIQUETTE SCENARIO
Etiquette Case Study
Mr. Sheridan, a high school principal, is expecting an important phone call from
the superintendent’s office this evening. However, he also expected to attend the
school play.
Inappropriate. When entering the auditorium, Mr. Sheridan begins to talk to
several parents and forgets about the impending phone call. During the play, his
cell phone rings loudly. Parents and students begin looking at Mr. Sheridan as he
struggles to answer his phone. Because he is flustered by the call, he begins the
conversation before he exits the auditorium.
Appropriate. Knowing he does not want to disturb the performance, Mr. Sheridan
puts his cell phone on vibrate. In the middle of the second act, the phone
vibrates. Mr. Sheridan quickly leaves the auditorium and conducts the conversation
in a private location.
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
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Digital Rights and Responsibilities
• Requirements and freedoms extended to everyone in a digital
world.
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
Digital Rights and Responsibilities
• Both rights as well as responsibilities should be provided
EQUALLY
• Ideally collaboratively determined by technology leadership teams
• What are three rights and responsibilities?
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Digital Rights and Responsiblities
RIGHTS
RESPONSIBILITIES
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Digital Security
• Electronic precautions to guarantee safety
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
Digital Security
Where is the line between open
access and online protection?
Whose role is it to protect
students from potential online
threats? How does this stack up
against protecting hardware and
networks?
When (and where) is it OK to
share personal information?
Three considerations:
1. Personal: identity theft,
phishing, stalking
2. School: hackers / viruses
3. Community: outside threats
(safety)
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SECURITY SCENARIO
Digital Security Case Study
Adam’s school provides email accounts to all students. Adam is afraid that he might
forget his password and writes it down in his notebook. One day during class he is
called to the counseling office. He leaves his books in class and goes to the office.
When he gets back, he sees his notebook open to the page with his password.
Inappropriate. Not thinking anything about it, Adam gathers his books and goes
to his next class. The next day, he is called to the office to see the assistant principal,
who informs him that another student has reported receiving a threatening
email from his account. The student receiving the email did not know Adam and
was not sure why he had sent the email. Adam tells the assistant principal that he
did not send the email and that someone else must have his password.
\
Appropriate. Adam is concerned that his notebook was open to the page with
his password. He immediately goes to a computer, logs in, and changes his password.
Adam decides that he needs to keep his password in a more secure location.
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
SECURITY SCENARIO
Digital Security Case Study
Adam’s school provides email accounts to all students. Adam is afraid that he might
forget his password and writes it down in his notebook. One day during class he is
called to the counseling office. He leaves his books in class and goes to the office.
When he gets back, he sees his notebook open to the page with his password.
Inappropriate. Not thinking anything about it, Adam gathers his books and goes
to his next class. The next day, he is called to the office to see the assistant principal,
who informs him that another student has reported receiving a threatening
email from his account. The student receiving the email did not know Adam and
was not sure why he had sent the email. Adam tells the assistant principal that he
did not send the email and that someone else must have his password.
Appropriate. Adam is concerned that his notebook was open to the page with
his password. He immediately goes to a computer, logs in, and changes his password.
Adam decides that he needs to keep his password in a more secure location.
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
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SECURITY SCENARIO
Digital Security Case Study
Adam’s school provides email accounts to all students. Adam is afraid that he might
forget his password and writes it down in his notebook. One day during class he is
called to the counseling office. He leaves his books in class and goes to the office.
When he gets back, he sees his notebook open to the page with his password.
Inappropriate. Not thinking anything about it, Adam gathers his books and goes
to his next class. The next day, he is called to the office to see the assistant principal,
who informs him that another student has reported receiving a threatening
email from his account. The student receiving the email did not know Adam and
was not sure why he had sent the email. Adam tells the assistant principal that he
did not send the email and that someone else must have his password.
Appropriate. Adam is concerned that his notebook was open to the page with
his password. He immediately goes to a computer, logs in, and changes his password.
Adam decides that he needs to keep his password in a more secure location.
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
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developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
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Digital Health and Wellness
• Physical and psychological well being in a digital world.
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
Digital Health and Wellness
Physical Risks
1. Carpal Tunnel
Sydrome
2. “Tech Neck”
3. Eye Strain
4. Back Pain
http://www.ibtimes.co.uk/smartphones‐cause‐drooping‐jowls‐tech‐neck‐wrinkles‐18‐39‐year‐olds‐1482978
https://www.flickr.com/photos/esthervargasc/9657863733
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Digital Health and Wellness
Psychological risks:
1. Technology addiction.
2. Anxiety
3. Depression
4. Technology Dependence
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
https://www.lookout.com/resources/reports/mobile‐mindset
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https://www.lookout.com/resources/reports/mobile‐mindset
https://www.lookout.com/resources/reports/mobile‐mindset
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developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
Digital Commerce
• The electronic buying and selling of goods.
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Digital Commerce
Do your students participate in
digital commerce?
Consider
• iTunes
• in-game purchases
• Craigslist / Kiijiji
• Online shopping?
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
Digital Commerce
1. Online merchandise buying
and selling: where and why?
• Illegitimate sellers (and
buyers)
2. Virtual merchandise: buying
through games and apps
• Identity theft (and protection)
• Credit and debt issues
3. Media subscriptions and
purchases (iTunes, etc.)
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Digital Commerce Case Study
COMMERCE SCENARIO
Liz is using the Internet to buy decorations for the homecoming dance. She is
unsure of what exactly she is looking for, but wants something that looks nice. She
has a limited budget, and she is not really sure what quality decorations might cost.
Inappropriate. Liz finds many decoration options when searching the Internet
but none are in her price range. Finally, she finds a website where many of the
decorations are 50% less than what she has found on other websites. She immediately
puts in an order without researching the company or determining whether
her information is secure on that website.\
Appropriate. Liz discusses online shopping with her friends and teachers before
making a purchase online. They advise her to spend some time researching online
merchants and making sure they are secure and legitimate before buying anything
from them. She finds a website where the decorations are 50% less than what
she sees at other websites. After some research, however, she realizes that this
website does not belong to a reputable company. More important, they do not
have a secure website for payments. She finds some decorations that are a little
more expensive from another company’s website. They have a good reputation,
with high ratings from previous users. Liz completes her purchase without any
complications.
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
Digital Commerce Case Study
COMMERCE SCENARIO
Liz is using the Internet to buy decorations for the homecoming dance. She is
unsure of what exactly she is looking for, but wants something that looks nice. She
has a limited budget, and she is not really sure what quality decorations might cost.
Inappropriate. Liz finds many decoration options when searching the Internet
but none are in her price range. Finally, she finds a website where many of the
decorations are 50% less than what she has found on other websites. She immediately
puts in an order without researching the company or determining whether
her information is secure on that website.
Appropriate. Liz discusses online shopping with her friends and teachers before
making a purchase online. They advise her to spend some time researching online
merchants and making sure they are secure and legitimate before buying anything
from them. She finds a website where the decorations are 50% less than what
she sees at other websites. After some research, however, she realizes that this
website does not belong to a reputable company. More important, they do not
have a secure website for payments. She finds some decorations that are a little
more expensive from another company’s website. They have a good reputation,
with high ratings from previous users. Liz completes her purchase without any
complications.
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Digital Commerce Case Study
COMMERCE SCENARIO
Liz is using the Internet to buy decorations for the homecoming dance. She is
unsure of what exactly she is looking for, but wants something that looks nice. She
has a limited budget, and she is not really sure what quality decorations might cost.
Inappropriate. Liz finds many decoration options when searching the Internet
but none are in her price range. Finally, she finds a website where many of the
decorations are 50% less than what she has found on other websites. She immediately
puts in an order without researching the company or determining whether
her information is secure on that website.
Appropriate. Liz discusses online shopping with her friends and teachers before
making a purchase online. They advise her to spend some time researching online
merchants and making sure they are secure and legitimate before buying anything
from them. She finds a website where the decorations are 50% less than what
she sees at other websites. After some research, however, she realizes that this
website does not belong to a reputable company. More important, they do not
have a secure website for payments. She finds some decorations that are a little
more expensive from another company’s website. They have a good reputation,
with high ratings from previous users. Liz completes her purchase without any
complications.
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
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10/22/2015
Digital Law
• The electronic responsibility for actions and deeds.
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
Electronic Law
The legal aspects of student technology use can be a major
concern for school administrators. Technology leaders and
teachers need to provide resources to help administrators make
good decisions. Likewise, teaching students how to make good
choices helps not only the students, but the school
administrators. Students need to realize that what they do today
may affect them in the future. - M. Ribble
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10/22/2015
https://www.flickr.com/photos/djandywdotcom/16847406481
https://pixabay.com/en/iphone‐cell‐phone‐apple‐phone‐160307/
https://en.wikipedia.org/wiki/The_Birth_of_Venus
Digital Law
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
Digital Law
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10/22/2015
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10/22/2015
Next steps
• “The textbook is not the curriculum”
• BC Ministry of Education Digital Literacy Framework
• Resources to support
• Collaboration
• SD28 Digital Citizenship Focus Group
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Focus Group
9 Elements
New BC
Ministry
Matrix of
Common Sense
of Education’s
teaching
Digital
materials
Student activities
Literacy
Framework
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10/22/2015
Collect and Curate through Comments
• Sandbox for today
• Editable document containing
the BC Digital Literacy
Framework
• How does this compare?
• Add a comment linking to
one of Ribble’s elements
• Add a link to a lesson plan
(common sense media?)
• http://bit.do/mckay-dc
developing PARTNERSHIPS  building CAPACITY  supporting STUDENTS  implementing TECHNOLOGY
Next steps
• Digital Citizenship Focus
Group
• Feedback
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