Common Sense Media Laurie Alexander Eureka City Schools

 Most students today have more knowledge about technology than their parents and teachers, but most have not had instruction on how and when to use technology appropriately.  “Too often the focus is on learning the technology itself, with little time given to discussing what is or isn't appropriate.” (Rubble, M. and Bailey, G. (2007). Digital Citizenship in Schools. Eugene, OR: ISTE, p. 21) Student Created Wordle >

 “CIPA” – Children’s Internet Protection Act of 2001  CIPA requires schools seeking federal E-rate discounts for Internet access and internal connections to certify they have in place certain safety policies and technology protection measures.

 Protecting Children in the 21 st Century Act …. A 2008 amendment to CIPA, added language requiring that schools must certify that our policies and practices provide for, at minimum, the following education for our students: 1. Appropriate online behavior 2. Interacting with other individuals on social networking websites and in chat rooms (safety and privacy) 3. Cyberbullying awareness and response

 It refers to the set of skills and behaviors that one must learn to be a safe, responsible and respectful member of our 21 st century society online.  Common Sense Media defines a “digital citizen” as: Someone who is able to think critically about the ethical opportunities and challenges of the ‘digital world’ and makes safe, responsible, respectful choices.  Mantra: With these powerful technological tools comes great responsibility.

 Digital literacy is when students are able to engage with multi-media to read and interpret text, sounds and images.  Digital literacy is when students can manipulate and evaluate data to construct their own meaning.  Digital literacy also includes a student having knowledge about how to use technology to construct meaning, but most importantly in ways that are appropriate to their needs.  Students who know how to use technology are also instructed by parents and teachers on how to use it effectively and appropriately to communicate a message.

 Understanding how to use web browsers, search engines, , text, wiki, blogs, Photoshop, PowerPoint, video creation/editing software, etc. to showcase learning.  Evaluating online resources for accuracy/trustworthiness of information.  Using online classes to enhance learning in the classroom.  Choosing appropriate media to showcase learning - understand what platforms will best illustrate your message and learning to peers and educators.  Using an interactive whiteboard in the classroom for lessons and allowing students to use the interactive whiteboard on a daily basis.  Encouraging students to use technology to showcase their learning.  Using the web (web sites video, music) to enhance the learning of your students.  Students and teachers creating online content to be utilized both in and out of the classroom. (Purposeful Technology)

 Learning just how to use multi-media to research and investigate a specific topic.  Having a computer lab in your school.  Technology as a ‘specials’ class separate from the daily classroom.  Typing papers (research, opinion or narrative stories) on a computer or using search engines only to find information.  Children dropping out of school to independently learn without guidance.  Using online media without any knowledge or guidelines on how to judge whether the information is accurate or trustworthy. (Purposeful Technology)

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 Scope and Sequence  3 Strands: Safety & Security, Digital Citizenship, and Research & Information Literacy  Units and Lessons (1-5 per unit)  Lesson Plan, Videos, Handouts, Homework  Parent Resources to complement the lessons  Aligned to standards for the International Society for Technology in Education (ISTE) NETS, ELA Common Core, and the American Association of School Librarians Standards for the 21 st Century Learner

 Held focus groups across the country to determine issues of online life  Determined what messages & lessons would be effective with students and what topics were of interest to teachers and parents  Tested in schools with students in Bay Area, Omaha and Nebraska  Modified the material based on the systemic feedback they received through surveys, interviews, and direct observation  Rooted in the digital ethics framework developed by the GoodPlay project at the Harvard Graduate School of Education’s Project Zero- greatest points of ethical peril and promise on the Internet

1. Internet Safety: Explore internet collaboration, safety strategies, distinguishing inappropriate contact... Foundational skills! 2. Privacy & Security: Strategies for managing online information and keeping it secure, passwords, avoiding scams, analyze privacy policies 3. Relationships & Communication: Skills to build and strengthen positive online communication & communities, digital ethics 4. Cyberbullying: What to do, roles people play, how individual actions impact friends and community

5. Footprint & Reputation: How to protect their own privacy and respect others’ privacy, permanency, self-reflection and impact 6. Self-image & Identity: Explore digital lives, online identity, benefits and risks of different personas 7. Information Literacy: Identify, find, evaluate and use information effectively 8. Creative Credit & Copyright: Responsibility & rights as creators, plagiarism to piracy, fair use

4 Grade Bands  K-2 / 3 units comprised of five lessons  3-5 / 3 units comprised of five lessons  6-8 / 3 units comprised of five lessons  9-12 / 4 units comprised of five lessons  Each spirals to address a cross-curricular approach  Build on each other by reinforcing developmentally appropriate topics  Can be taught sequentially by grade or within band

1. Engaging plans 2. Handouts 3. Videos 4. Assessments 5. Parent tip sheets

 Offered online  Introduces educators to the scope and sequence  Outlines the curriculum  Walks you through a few lessons  Takes one hour  Requires a brief survey  Provide educator a certificate of completion

1. Cyberbullying Toolkit: Take a Stand! Two lessons for each grade level & grade level parent “workshop in a box” 2. Gender and Digital Life Toolkit: Designed to help students reflect on gender stereotypes. Three lessons for grade spans (3-5, 6-8, 9-12) 3. E-Rate Toolkit: Lessons organized by grade, parent tips, Teacher Verification Document

 Addresses CIPA Compliance for E-Rate  Partnered with Knowledge Delivery Systems  Provides online professional development that empowers teachers to deliver a comprehensive digital citizenship curriculum  Includes a reporting tool to easily chart progress, completion and compliance through automated reporting

1. 4 online course options: 1 admin, K-5, 6-8, PD builds understanding of the importance of teaching digital literacy and citizenship 3. Provides comprehensive research-based, standards-aligned curriculum that teachers can use to educate students 4. Showcases lessons in action for teacher to see grade specific examples of digital literacy and best practice to 90 minutes per course

YEARLYBENCHMARK YEARS  All students receive age-appropriate CIPA aligned lesson every year to keep pace with their growing needs  Elementary  Elementary – one 45 minute lesson per grade/year  Middle  Middle – two 45 minute lessons per grade/year  High  High – one 45 minute lesson per grade/year  Provide lessons to students only during benchmark years – Grades 2, 5, 6, and 9  Elementary  Elementary – three 45 minute lessons per grade/year  Middle  Middle – six 45 minute lessons per grade/year  High  High – four 45 minute lessons per grade/year

 PD/ Videos:  Talking Safely Online; Cyberbullying: What’s crossing the line?  Blogs, Webinars and Events  Teaching Channel Videos  Parent Education Program  Digital Passport: Teach and Test the basics of online life.  Web-based games and videos (5 modules)  3 rd -5 th graders engage in independent learning  Collaborative classroom activities  Teacher reports

 Register online  Complete an overview tutorial (45 min.)  Determine which lessons  Download lesson material  Print handouts if needed  Cue up the video lesson  Teach the lesson

Locate and explore: 1. One Curriculum Unit of Instruction 2. One Category – Look for spiraling across grade levels 3. One Toolkit 4. Three videos 5. Three features, components or tools you want to share with others 6. A favorite discovery

 My first three steps are: 1.  2.  3.