Digital Citizenship in 2019: Just When You Think You’ve Got It
Explore and create : Workshop
Saturday, June 22, 8:30–11:30 am
Susan Brooks-Young Ryan Imbriale Dan Morris
The definition of what constitutes good digital citizenship is becoming increasingly complex. Learn about ways educators and students can safeguard their own data privacy, approaches for modeling appropriate online behaviors for students and strategies for proactively managing social media.
|Audience:||Teachers, Principals/head teachers, Technology coordinators/facilitators|
|Attendee devices:||Devices required|
|Attendee device specification:||Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
|Participant accounts, software and other materials:||All resources that will be provided are web-based as are activities participants engage in during the session. Participants need a fully charged Internet connected device and a web-browser.|
|Focus:||Digital age teaching & learning|
|ISTE Standards:||For Education Leaders:
Equity and Citizenship Advocate
|Additional detail:||ISTE author presentation|
The purpose of this workshop is to offer opportunities for participants to expand and enhance their understanding of what constitutes good digital citizenship today. In addition to exploring concepts, materials are provided that participants will be able to use during and following the workshop to implement concepts covered.
As a result of attending the workshop, participants will:
* Review and discuss the critical need for safeguarding data privacy and security.
* Explore how one’s digital tattoo (or digital footprint) is created and follows its owner everywhere, plus ways educators can model appropriate online behavior.
* Explore explore ways to use social media wisely and well, along with information about why social media is so appealing to so many people.
An online agenda will be provided for use during and after the conference. Participants will be able to
access all materials referenced.
A. Content: Overview of workshop purpose and objectives, introductions of presenters and participants, setting the stage.
B. Timeline: 30 minutes
C. Process: After providing a brief overview of the day, presenters and participants introduce themselves by sharing their names and where they are from. Participants then work in trios to engage in an activity designed to help them focus on workshop topics through a brief discussion of what they know about data privacy, modeling appropriate online behavior, and becoming social media savvy, along with what they would like to learn during this workshop. Trios will use Answer Garden to record one word responses.
2. Using and safeguarding students’ personal information
A. Content: Protecting the privacy of your data is 2019 is no longer an option. Although there are a multitude of laws at the federal, state, and in some cases local levels that spell out the protection of student data, these laws are only a baseline. The most critical need is for educators to understand the critical importance of protecting their own data and the data of the students they serve. In the first part of this portion of the workshop will briefly review current laws and potential impacts for changes to various laws. In the second part of this section we will discuss good sense practices for safeguarding personal information and look at a practical example from the 25th largest school district in the United States.
B. Timeline: 45 minutes
C. Process: Various recent reports and articles are shared with participants, including writings by Matt Levinson and toolkits such as those offered by Common Sense Media. In addition, participants will have the opportunity to take deep dive into the resources and tools that Baltimore County provides on the Growing Up Digital website for parents, the community, and educators. Participants will also have an opportunity to explore the concept of student privacy and discuss the readiness of their staff to work within these new norms.
Additional tools and resource developed by leading school districts such as those in the League of Innovative Schools will also be shared and discussed.
3. Digital Footprint or Digital Tattoo?
A. Content: What is a digital tattoo? As educators we need to understand the new complexities of individuals’ digital footprints or tattoos. We can then use this knowledge teach and model appropriate behaviors that will help our students understand that their digital presence is created and/or expanded not only through every interaction they have online, but through connections with their friends as well. During this portion of the workshop participants will explore instructional strategies and resources that can help adults and students create and maintain a online presence they can be proud of.
B. Timeline: 40 minutes
C. Process: After viewing and discussing a short video on how a digital tattoo is created, participants will conduct a short online search to discover what appears in their own digital tattoo using a number of free resources and strategies. After sharing their own results, participants will have the opportunity to review resources from various organizations like Common Sense Media and others that provide instructional strategies and resources in preparing students to create a digital tattoo that they can be proud--that is of their own making and managed by them.
4. Being Social Media Savvy
A. Content: Whether you’re an educator or a student, there’s way more to being a savvy user of social media than not friending strangers or keeping posts and comments civil. During this segment of the workshop, participants explore ways to use social media wisely and well. We’ll also cover information about why social media is so appealing to so many people.
B. Timeline: 40 minutes
C. Process: Following a brief overview of the elements of social media platforms geared to keeping people coming back, presenters will share tips educators and students can use to make good use of social media when connecting with friends and family. Finally, participants will work in small groups to review recent examples of problematic use of social media, using a discussion model they can adapt for use with their own students.
A. Content: Time to debrief on workshop activities and significant ideas, then identify ways to apply this information in the workplace.
B. Timeline: 15 minutes
C. Process: Participants work in their original trios to discuss what they have learned during the workshop, then share their comments with the group at large. Finish by identifying 2-3 personal action steps they will use to apply today's information back at their own sites.
This workshop is based on the premise that in today’s world, the definition of good digital citizenship includes: safeguarding personal data; protecting one’s own online persona; and, becoming social media savvy. Here are a few samples of related research and other information:
Safeguarding data privacy
Parents Value, Trust, and Rely on Education Data, by Data Quality Campaign (2017) In this post the Data Quality Campaign shares the survey done by Harris Poll who surveyed 1,212 US parents with children ages 5–17 about their attitudes toward data collection and data use in schools.
Student data Principles, (2017) 10 Foundational Principles for Using and Safeguarding Students’ Personal Information.
Digital Citizenship Resource Round-Up, from Edutopia (2015) A collection of articles, video, and other resources all addressing various aspects of why and how to help students protect themselves online.
The Digital Lives of Teens: The School is the Neighborhood, by Matt Levinson (2014) In this post about the digital lives of teens, Levinson discusses how parents are often shut out of their children's online world and suggests the school community as a place for solidarity and answers. To read more about how schools and parents can partner more effectively in encouraging responsible online behavior, also read Levinson’s "Do the Right Thing: Managing the Digital Lives of Teens."
The Importance of Digital Citizenship in Schools, by Mike Ribble (2014) All technology users today need to come to grips with how to use technology tools effectively and become good digital citizens.
A Starting Point for Ensuring Student Online Privacy, by Anne O’Brien (2014) The online privacy debate has started to gain momentum in the education community and protecting students is an important and necessary conversation to be had by schools and districts.
Beyond the Ban: Revisiting In-School Internet Access, by Tom Whitby (2014) Whitby revisits why schools originally banned internet use, explains how antiquated such bans have become, and advocates for a curriculum of internet training and a school culture of commonsense use.
The Strategy for Digital Citizenship, by Don Orth and Edward Chen (2013) One lesson or unit on digital citizenship isn’t enough. Parents and educators need to work together to help students continue to behave appropriately online.
The Importance of Internet Safety, by Heather Wolpert-Gawron (2012) Wolpert-Gawron discusses the importance of teaching students online safety and netiquette and how to partner with parents in this effort.
How to Teach Internet Safety to Younger Elementary Students, by Mary Beth Hertz (2012) Hertz shares some insights into adapting Stranger Danger lessons for the virtual world. For more about teaching internet safety and digital citizenship at the elementary level, also read her post, "Teaching Digital Citizenship in the Elementary Classroom."
Think Before You Click: Internet Safety Tips for Parents, by Matt Levinson (2012) Levinson guides parents through educating their children about the online world, where clicks have consequences.
Protecting one’s own online persona
Your Digital Footprint Matters- Internet Society (ND)
Every day, whether we want to or not, most of us contribute to a growing portrait of who we are online; a portrait that is probably more public than we assume. (ND)
We Talked to Security Experts About How to Protect Your Online Data by Money (2018) An exploration of why it is so difficult to protect your online data.
Nine Themes of Digital Citizenship by Mike Ribble (2017). This article about digital citizenship has been updated to include elements of respect for parents and children to discuss issues and ideas related to ethical technology use.
Digital Natives - Citizens of a Changing World by NetRef (2016). Ensuring children understand the implications, consequences and best practices for engaging with technology and social media is critical to safeguarding their well-being and to developing workplace skills.
How to Help Students Create a Positive Digital Footprint by Sheri Watkins (2013).
Children today are more tech savvy than previous generations and have digital footprints from increasingly earlier ages. Many parents “share” their children online before they are even born, through pregnancy updates and sonograms.
Becoming Media Savvy
Facebook Quizzes Revealing Security answers by ABC News (2018). Those seemingly harmless online quizzes may divulge information about passwords or security questions.
Social Media, Social Life by Common Sense Media (2018). Social media has both positive and negative impacts on teens, depending upon who they are and how social media is used.
The Dark Side of That Personality Quiz You Just Took by the Atlantic (2017). The data you provide when taking one of these quizzes can be used for purposes ranging from identity theft to targeted marketing.
What Is Brain Hacking? by CBS News (2017). An explanation about ways Silicon Valley intentionionally designs phones, apps, and social media to keep you coming back.
How Technology Is Hijacking Your Mind by Thrive Global (2016). What you need to know about app design and your brain.
Susan Brooks-Young explores ways in which technology can be used to facilitate student learning. Prior to establishing her own consulting firm, Susan was a teacher, site administrator, and technology specialist in a county office of education in a career that spanned more than 23 years. An author of multiple books and articles, Susan works with educators internationally, focusing on practical technology-based strategies for personal productivity and effective technology implementation in schools. She regularly provides professional development on various aspects of digital citizenship including the skills needed to identify fact or fiction.