1. By Tony Greer and Kate Dare

2.  To learn more about the different areas of digital citizenship  To gain some practical classroom ideas for teaching digital citizenship  To develop a school-wide digital citizenship pathway

3.  Digital Citizenship Pathway Overview  Digital Footprint  Online Relationships  Surfing the Web

6.  Describe what happened when Billy went online (REMEMBERING)  What was the main idea of this video? (UNDERSTANDING)  Do you personally know of (or heard of)any other similar instances? (APPLYING)  What do you see as other possible outcomes of Billy’s behaviour?(ANALYSING)  If you where the employer, how would you have handled this situation? (EVALUATING)

7.  http://www.yo utube.com/wa tch?v=zY13laJu H98 http://www.yo utube.com/wa tch?v=zY13laJu H98

8.  Proposed pathway for the development of knowledge around digital footprints Year 1Year 2 Blogs- What are blogs. Why do we have them. How do we use them. Who views them. What is shared. Be the best you can be. Follow specific guidelines to make quality comments: Positive/constructive comments Language of success Audience awareness

9.  Proposed pathway for the development of knowledge around digital footprints Year 3/4Year 5/6 Independently follow quality guidelines: Read and respond appropriately. Use blog ‘etiquette’ Critical thinking. How am I advertising myself? How does this affect my future? All interactions and posts (record of learning, chats, Facebook, surfing, social media) follow me for my life. Who am I connected to? What am I permitting from others? Do I know what is going on online?

10.  Proposed pathway for the development of knowledge around digital footprints Year 7/8 Who am I connected to? What am I sharing with others? What impression of myself am I giving to others?

11.  THINKERS KEYS – The What If Key?  A child from your class discloses to you that someone they know online has left a comment that says, “U r hot! Wana meet in Square on Sat?”  With the person next to you, discuss and prepare a role play around how you would deal with this situation… 8 minutes…go…

12. Year 1Year 2 Teacher models specific ways to leave appropriate comments Students use specific models of appropriate comments provided by the teacher. Who do I write to? What do I say? Why do I say it that way?

13. Year 3/4Year 5/6 Specific lessons on consequences of inappropriate comments. Buddy classes to ensure everyone develops a relationship online. Specific lessons on: Am I safe? Are my friends safe? Specific lessons on: Am I safe? Are my friends safe? What can I do about it if we are not safe?

14. Year 7/8 Specific lessons on: Am I safe? Are my friends safe? What can I do about it if we are not safe?

15.  On the web find an article about ‘WINDFARMS’  In a group of 4 assign the following roles and come up with a brief summary to report back;  BLACK HAT – judgement/assessment  WHITE HAT – facts and figures  YELLOW HAT – advantages and benefits  GREEN HAT – alternative ideas, creativity

16. Year 1Year 2 Am I where I am meant to be on the computer?(bookmarked sites only) What keys am I pushing? I need to ask for help. Teacher directed and planned prior to the lesson for a specific purpose. Make and use a list of reputable sites. Teach KEY Words Teacher directed use of key word searches independently using; bookmarked sites. Is this what I am looking for? If not STOP Teacher directed and planned prior to the lesson for a specific purpose. Make and use a list of reputable sites.

17. Year 3/4Year 5/6 Teach KEY Words Teacher directed independent searching of sites- initially provided by the teacher. Is this what I am looking for? If not STOP Begin to independent searching using KEY words. I need to know about this - where/what do I go to or do to find out? Independent searching using KEY words Is this what I am looking for? If not STOP Critical thinking. Is the information I find accurate? Triangulating information. Begin to modify searches Know a list of reputable sites. Hyperlink to legitimates sources.

18. Year 7/8 Independent searching using KEY words. Modify searches Is this what I am looking for? If not STOP Critical Thinking. Need to be directed to a list of reputable sites. specific teaching around critical thinking, checking sources. Always having a range of sources to think about.

19.  NEXT SESSION;  Digital Media  Digital Responsibility  Parents and Whanau

20.  PART ONE REVIEW;  Digital Footprint  Online Relationships  Surfing the Web  PART TWO;  Digital Media  Digital Responsibility  Parents and Whanau

21.  To learn more about the different areas of digital citizenship  To gain some practical classroom ideas for teaching digital citizenship  To develop a school-wide digital citizenship pathway

24. Source - http://www.ebaumsworld.com/pictures/view/646806/

28. Catcopter

29. Year 1Year 2 Real and Imaginary. Watch cartoons and documentaries. Taking and viewing videos Introduce ‘What is real?’ Examples given of enhanced graphics

30. Year 3/4Year 5/6 Is it real? Search for examples to discuss eg. BBC Penguins. Critical thinking. Is it real? How can we tell? Consider multiple sources Critical thinking. Analyse and discuss graphics in magazines, advertisements, movies Consider multiple sources. Use Green screen Acknowledge source

31. Year 7/8 Who owns images and information? Can I manipulate images? Do I believe everything I see? Explicit teaching of legalities. Consider multiple sources.

32.  http://www.youtube.c om/watch?v=9dfWzp7 rYR4 http://www.youtube.c om/watch?v=9dfWzp7 rYR4  http://www.youtube.c om/watch?v=27ugSK W4-QQ http://www.youtube.c om/watch?v=27ugSK W4-QQ

33.  Creative Commons licencing;  Find a CC photograph or video clip of a Jeep SRT8/Jesus/Cows/Bullet Proof vests

34. Year 1Year 2 Introduce the idea of ‘ownership‘ You drew it - you own it. Teacher role models the correct process for downloading images and music. Teacher explains and role models the correct process for downloading images and music consistently during the year.

35. Year 3/4Year 5/6 Explicit teaching of legal issues such as appropriate sites to find reusable digital media Teacher models correct practice when using others property. Teacher models acknowledging source. Teacher models correct practice when using others property. Explicit teaching of legalities of use of images and music, e.g. copyright, creative commons. Acknowledge source.

36. Year 7/8 What am I legally allowed to sign up for? What is free and what do I need to pay for? copyright, plagiarism, Creative Commons licensing, languages, Acknowledge source. Consequences of plagiarism.

37. Frustrated/ confused/ uninformed/ unconnected? Too busy, not interested? Watching, informed, involved and engaged?

38. Year 1Year 2 Parents informed of and give permission for use of internet at school. Parent Meetings to inform and communicate about blogs, commenting and sharing of work

39. Year 3/4Year 5/6 Parents provided with information about the implications for children - footprint /relationships. Parents provided with information about the legalities of: What is free and what do I need to pay for? copyright, plagiarism, licensing, language Acknowledge source. Consequences Parents informed of the need to monitor students internet use for appropriate footprints and relationships.

40. Year 7/8 Parents informed of the need to monitor students internet use for appropriate footprints and relationships. What am I legally allowed to sign up for? What is free and what do I need to pay for?

42.  http://www.media- awareness.ca/english/resources/special_init iatives/wa_resources/wa_teachers/tipsheet s/search_internet_effectively.cfm http://www.media- awareness.ca/english/resources/special_init iatives/wa_resources/wa_teachers/tipsheet s/search_internet_effectively.cfm  http://www.thegrid.org.nz/ http://www.thegrid.org.nz/  http://www.microsoft.com/security/family- safety/predators.aspx http://www.microsoft.com/security/family- safety/predators.aspx  http://www.commonsensemedia.org/educ ators/lesson/risky-online-relationships-9-12 http://www.commonsensemedia.org/educ ators/lesson/risky-online-relationships-9-12  http://www.hectorsworld.com/island/index. html http://www.hectorsworld.com/island/index. html