Thank you to http://www.digitalcitizenship.net/ for their permission to re-post
The greatest software invented for human safety is the human brain. It's time that we start using those brains. We must mix head knowledge with action. In my classroom, I use two essential approaches in the digital citizenship curriculum that I teach: proactive knowledge and experiential knowledge.
I want my students to know the "9 Key Ps" of digital citizenship. I teach them about these aspects and how to use them. While I go into these Ps in detail in my book Reinventing Writing, here are the basics:
Do students know how to create a secure password? Do they know that email and online banking should have a higher level of security and never use the same passwords as other sites? Do they have a system likeLastPass for remembering passwords, or a secure app where they store this information? (See 10 Important Password Tips Everyone Should Know.)
Do students know how to protect their private information like address, email, and phone number? Private information can be used to identify you. (I recommend the Common Sense Media Curriculum on this.)
While this information (like the number of brothers and sisters you have or your favorite food) can't be used to identify you, you need to choose who you will share it with.
Are students aware that some private things may show up in photographs (license plates or street signs), and that they may not want to post those pictures? Do they know how to turn off a geotagging feature? Do they know that some facial recognition software can find them by inserting their latitude and longitude in the picture -- even if they aren't tagged? (See the Location-Based Safety Guide)
Do students understand copyright, Creative Commons, and how to generate a license for their own work? Do they respect property rights of those who create intellectual property? Some students will search Google Images and copy anything they see, assuming they have the rights. Sometimes they'll even cite "Google Images" as the source. We have to teach them that Google Images compiles content from a variety of sources. Students have to go to the source, see if they have permission to use the graphic, and then cite that source.
Do students know how to get permission for work they use, and do they know how to cite it?
Do students understand what viruses, malware, phishing, ransomware, and identity theft are, and how these things work? (See Experiential Knowledge below for tips on this one.)
Do students understand the professionalism of academics versus decisions about how they will interact in their social lives? Do they know about netiquette and online grammar? Are they globally competent? Can they understand cultural taboos and recognize cultural disconnects when they happen, and do they have skills for working out problems?
Have students decided about their voice and how they want to be perceived online? Do they realize they have a "digital tattoo" that is almost impossible to erase? Are they intentional about what they share?
During the year, I'll touch on each of these 9 Key Ps with lessons and class discussions, but just talking is not enough. Students need experience to become effective digital citizens. Here's how I give them that:
To protect us from disease, we are inoculated with dead viruses and germs. To protect students from viruses and scams, I do the same thing. Using current scams and cons from Snopes, Truth or Fiction, the Threat Encyclopedia, or the Federal Trade Commission website, I'm always looking for things that sound crazy but are true, or sound true but are false or a scam. I'll give them to students as they enter class and ask them to be detectives. This opens up conversations of all kinds of scams and tips.
Students will create tutorials or presentations exposing common scams and how to protect yourself. By dissecting cons and scams, students become more vigilant themselves. I encourage them to share how a person could detect that something was a scam or con.
For the most powerful learning experiences, students should participate in collaborative learning (like the experiences shared in Flattening Classrooms, Engaging Minds). My students will collaborate with others on projects likeGamifi-ed or the AIC Conflict Simulation (both mentioned in a recent post ongame-based learning).
Students need experience sharing and connecting online with others in a variety of environments. We have a classroom Ning where students blog together, and public blogs and a wiki for sharing our work with the world. You can talk about other countries, but when students connect, that is when they learn. You can talk about how students need to type in proper case and not use IM speak, but when their collaborative partner from Germany says they are struggling to understand what's being typed in your classroom, then your students understand.====================================
Five-Minute Film Festival: Teaching Digital Citizenship
How Do We Teach Digital Citizenship?
Find out how other educators are undertaking the challenges, and weigh in with your own ideas in this discussion.
The Big List of Digital Citizenship Resources
Dive into this collection of freshly updated resources on internet safety, cyberbullying, digital responsibility, and more.
Cyber Bullying PSA - A Film of a 13 Year Old
•Dangers of cyber bullying
•Offers solutions to the problem.
•Hi, this is Kent from Kls Support Services. In ...Video information: Tks to Lori Abrahams for the REAL story on the Ctberbully video…See below:
‘Let’s Fight It Together’ is an award winning film produced by Childnet for the Department for Children Schools and Families to help sensitise young people to the pain and hurt which can be caused by cyberbullying.
A full Teachers’ Guide and lesson plan has been produced by Childnet for teachers to help in the preparation of showing this film and looking at the issues of cyberbullying which the film addresses. The full guidance for schools on preventing and responding to cyberbullying which Childnet produced for the DCSF is available here.
Childnet would also like to thank The EDGE production company for part sponsoring the production of this film and the students, staff and governors from Belhus Chase Specialist Humanities College for allowing us to film in their school.
The parts in the above video were played by actors.
If you have any questions about this film, or would like to give any
feedback on the film please contact email@example.com
•This video talks about Cyber Bullying being a major problem in our society today. Special thanks to Dr. Phil and CTV for the footage.
Net Cetera: Additional Resources
To find out more about the Net Cetera campaign, contact OnGuardOnline@ftc.gov
•The FTC offers Net Cetera:
Tools to Track Your Footprints on the Web !
It will search across all major social networks and the Web to dig out your activities on them.
is a real time people search service that looks into nearly every corner of the Web.
•Proprietary search algorithm, you can find comprehensive and name related information consisting of images, videos, phone numbers, email addresses, social networking and Wikipedia profiles plus much more.
•Content is pulled from an extensive list of international and regional relevant sources in over 11 countries in multiple languages.
can "listen in on the social media conversations you're interested in."
•Visualization search tool watches Twitter, FriendFeed, blog posts, Google reader shares and Flickr