Digital Citizenship and Digital Bullying

Bullying! 

1. Education! 
 Educating your students on what cyber bullying is can help prevent the start f cyber bulling. Many students feel that if they are not saying things directly to others then it is not actual bullying. As teachers we need to make sure that students understand threatening behavior regardless of if it is face-to-face or online: IT IS STILL BULLYING. A good activity that you can do with your students is have them enter into a digital citizenship contract; during this lesson you can explain why all six articles are important. 

We, The Digital Citizens, Pledge To ...

Digital citizenship involves joining an online community. Do you use Facebook, Instagram, Twitter, YouTube, or any other social media? If so, you are a digital citizen. As a member of an online community you agree to accept a social contract. A social contract is when you give up the freedom to do whatever you want. In return, you get many benefits that ensure your safety, security, and privacy. Protect everyone’s right to a safe online experience by taking the pledge to uphold the Six Articles of Digital Citizenship.

The Six Articles of Digital Citizenship
©2013 Elastic Class 

1. Communicate politely and respectfully with other digital citizens.

2. Protect private information about others and myself.

3. Stand up to cyber-bullying and report it to teachers and/or parents.

4. Acknowledge that content posted online is permanent.

5. Be mindful of my online activity and ask myself,‘Does my digital foot print convey a positive image?

6. Exhibit academic integrity and honesty by properly citing and crediting sources.

(print student name) Digital Citizenship.

Signature:______________________

2. What is Cyber bulling?   

Cyber bulling is the act of making some feel threatened, violated, or unsafe through the use of technology. Cyberbullying is bullying that takes place using electronic technology. Electronic technology includes devices and equipment such as cell phones, computers, and tablets as well as communication tools including social media sites, text messages, chat, and websites. Examples of cyberbullying include mean text messages or emails, rumors sent by email or posted on social networking sites, and embarrassing pictures, videos, websites, or fake profiles. Cyberbullying can happen at any time of day, it can be done anonymously or a victim may know their 'attacker' and in some cases a victim may be bullied by more than one person. Cyberbullying can involve trolling or stalking thus making it hard for the victim to escape attacks on them whilst online. It some cases it can be distributed to large audiences as well severely affecting the victim as it can involve cyber public humiliation.  Cyberbullying is an important issue for all teachers to understand as they need to be able to educate their students on what constitutes as cyberbullying, how it can affect the person being targeted, how to deal with cyberbullying if a student is targeted, how to not fall into the traps of cyberbullying and what resources are available for students on cyberbullying. 

        -STATS YOU DIDN"T KNOW (Youth Risk Behavior Surveillance Survey, 2011)

Electronically Bullied 

Nationwide, 16.2% of students had been electronically bullied, including being bullied through e-mail, chat rooms, instant messaging, websites, or texting, during the 12 months before the survey (Table 16). 

Overall, the prevalence of having been electronically bullied was higher among female (22.1%) than male (10.8%) students

Overall, higher among 9th-grade female (22.6%), 10th-grade female (24.2%), 11th-grade female (19.8%), and 12th-grade female (21.5%) than 9th-grade male (8.9%), 10th-grade male (12.6%), 11th-grade male (12.4%), and 12th-grade male (8.8%) students, respectively. 

The prevalence of having been electronically bullied ranged from 12.3% to 21.6% across state surveys (median: 15.6%) and from 8.2% to 16.1% across large urban school district surveys (median: 11.0%) (Table 17). 

(Sameer Hindjua and Justin W. Patchin, 2010)

3. Prevention 

As a teacher there are many resources, lessons and information available to us that allow you to educate and prevent cyberbullying from occurring in schools. It is important that as an educator you are well informed about this topic as it is crucial when implementing technology into your classroom. Listed below are some ways in which you can start to begin promoting prevention of cyberbullying not only in the classroom but also in all technological areas of students lives. 

1. Talk about it! Let your students know who is available to them if they are being bullied. Encourage all student to speak up for themselves or on someones behalf if they know of a student being victimised in cyberspace. Tell students to do their best to ignore attackers and never to retaliate. 
2. Tel them to stop; If a student is being repeatedly bullied they should tell their attacker to stop! 
3. Save the evidence; Student should save and record all evidence of their victimisation.
4. Block access of all cyberbullies; Students should block their attacker whenever possible online. Student should be aware that they can contact service providers on websites to let them they know they are being bullied, threatened and made to feel unsafe. Students can also block calls and texts on their phone (phone companies can also help with this) 
5. Don't pass it on; (No Chinese whispers) Don't be apart of the problem, don't follow the crow or do someone else's bidding. 
6. Call the police; 911! If you are feeling unsafe or threatened tell an adult you trust and call the police. 

-Below are a list of resources with quizes, information, articles, prevention steps, lesson plans and so forth to help all educators tackling the problem that is cyberbullying. 

     -Resources 

• A Thin Line
  -MTV's A Thin Line campaign was developed to empower you to identify, respond to, and stop the spread of digital abuse in your life and amongst your peers. The campaign is built on the understanding that there's a "thin line" between what may begin as a harmless joke and something that could end up having a serious impact on you or someone else. We know no generation has ever had to deal with this, so we want to partner with you to help figure it out. On-air, online and on your cell, we hope to spark a conversation and deliver information that helps you draw your own digital line.

• Articles, powerpoints, books for teaching and learning about Digital Citizenship and Cyberbullying
• These articles and power points are an amazing recourse for teachers. They include power point, have podcasts. They include a digital citizenship contract for children and even for parents! 

• Lesson Plan/Guide for teaching Digital Citizenship 
• Lesson Plan Guide is a series of lesson plans targeted to make it easier for teachers to talk to their                students about digital citizenship. The lesson on cyberbulling consists of talking about what cyberbulling is and then thinking of ways to prevent it and use technology effectively.

• .  
• Kids Helpline for Cyberbullying

•  
• -Kids helpline for Cyberbullying is a wonderful resource for kids that are having a hard time admitting that they are being bullied. Many children fear that going to an adult will only make things worse for them. Kids helpline offers a free hotline for kids that is available 24 hours 7 days a week. For kids that feel more comfortable writing out there problems they even have email counseling sessions. 

Sasha Vincent & Veronica Ramos 

Giving life: Assistive Technologies

"Assistive technology makes it possible for students without full mobility to participate in class and school activities." (Curtis, 2005)

So What is assistive technology? 

In the article by Diane Curtis (2005) she discusses what exactly assistive technology can mean for a student who has a disability. She talks about the opportunities available to them and how it can change their life. Assistive technology has advanced at the same rate as technology something that many don't realise. Curtis (2005) sates "...what is known as assistive technology is opening the way for disabled students to do what their counterparts of years gone by could not even have imagined" 

Assistive technology has allowed students with disabilities the ability to speak, play an instrument, talk, type, write and so forth. For Susanna Sweeney-Martin assistive technology as she says has allowed her to ""Without a computer, I couldn't do my homework," she says. "Without my [wheel]chair, I couldn't get around. Without my cell phone, I couldn't call for help."" Assistive technology is changing the lives of those living with a disability, they are afford the same opportunities that other students have, assistive technology allows students to not only convey their feelings and ideas but also to interact with other students. 

The DO-IT Disabilities, Opportunities, Internetworking and Technology program advocates for students with disabilities at the University of Washington, working with students to use technology to help further their lives and education. Assistive technology can give a disabled students more freedom not only in the classroom but also for later on in life. With the use of assistive technology in classrooms teachers have the ability to test their students, students can work independently, research, write essays, even get creative using technology the possibilities are endless. 

This article on assistive technology is extremely important for all educators and students to understand. Not only do all disabled students deserve the right to an equal, equitable and socially just education they should also receive this. Assistive technology is just one way in which teachers can help achieve this. Educators need to realise that disabled students also have the ability to learn just not in the conventional ways alone. As a future educator whether I am teaching someone who has a strong disability or a smaller disability I know that technology is one way that I can connect my students to the world of education. Assistive technology not only helps disabled students to learn but also to help educators teach. 

Technology is growing and as is does so will assistive technology, opening up more opportunities and possibilities. 

If you are interested in learning more, the following video covers what the articles discusses and looks at the lives of disabled students and just how much assistive technology has improved their freedom and opportunities. Assistive Technology video


Diane, C. (2005). Disabled bodies, able minds: Giving voice, movement, and independence to the physically challenged. Edutopia, Retrieved from http://www.edutopia.org/assistive-technology-class-school-participation

Concept Mapping in the classroom

We've all heard of a concept map or a mind map. There common in classrooms and teachers use them for just about everything. Concept maps can be a very useful tool in the classroom that can help to further students understand of a certain topic especially when made using technology, it makes for a fun and interactive learning experience whilst also furthering the knowledge and skills of students. 

Have you ever wondered about how to use the computer and concept maps together in the classroom? Well look no further. In the article 'What a Concept! Using Concept Mapping on Handheld Computers' by Royer, R. & Royer, J. (2004) explore and explain why concept mapping via the use of the a computer or a handheld tablet/palm handhelds is a must in the classroom. Royer & Royer (2004, p. 13) state

    "When designed properly, concept mapping activities can engage students in meaningful learning. In the process of creating concept maps, students relate new information to more general concepts already held, develop fuller understandings of those general concepts and recognise new relationships between concepts" 

Royer & Royer (2004, p. 13) believe that by using concept mapping through technology that a student receives more educational benefits than from a concept map drawn on paper. They explain this by stating

      "The more a concept is understood, the more valid subconcepts, link and cross links there will be in a students' concept map."

Concept maps can be made through programs such as Inspiration Inspiration Link and PiCoMap PiCoMap-Go Know. The authors suggest that PicCoMap be used for smaller concept maps as it has a limit of 35 subconcepts, its also free to download onto palm handhelds or tablets. Inspiration can be bought or the school you are working for may already have access to it. Inspiration is great for computers or laptops if you have access to a lab. 

Royer & Royer investigated the use of concept mapping via technology in classrooms in 2003. Some of the results they found were that students were more motivated to complete their work when using a handheld palm device. Student were also able to send and upload their maps straight away once done as well as being able to edit and revise them at a late date if new information was obtained or needed to be updated. Concept mapping via a tablet is useful because teachers do not have to leave the classroom nor do they have to allocate a set time, when the time is correct: Teachers can ask students to begin mapping. (Royer & Royer, 2004) Another great idea I found after reading this article is that when teachers are lecturing students are able to create concept maps in the form of taking notes this is a learning style particularly suited to those who are more creative or have trouble writing fast whereas typing makes it easier. 

Both Inspiration and PiCoMap are great tools for teachers to be using in the classroom. Whilst not all classrooms have access to tablets or computers in every room, they can still be utilised when labs are available or by working in smaller groups as to offset the computer to student ratio, student who have their own devices could also bring them in to be used in the classroom. Students should also be encouraged to use such programs at home on their own devices. 

Royer and Royer (2004) explore and provide a good explanation of how to use concept mapping in the form of computers and tablets. As the article is from 2004 I believe an updated version would be extremely useful due to the advances in technology since 2004. Schools and students now have more access to technology, also new programs may have been developed that also provide software for concept mapping. Concept mapping could also be explored with younger students in primary (elementary) school who are just starting to learn the ropes of technology. Student could even develop a concept map on using technology to create a map and about digital citizenship as they begin to navigate the technology world. 

I have provided a link to a website that list some recourses that students can use to create concept maps as well as to another program that provides software for concept maps 

Concept Mapping Resources

Matchware software for concept mapping

Royer, R., & Royer, J. (2004). What a concept!. Learning & Leading with Technology, 31(5), 12-16. Retrieved from www.iste.org

Navigating cyber space: Digital Rapids

Digital citizenship can be a tricky thing, Navigating it can be hard.... 

As Julie Lindsay and Vicki Davis explain "How can we teach digital citizenship when the digital landscape is changing so rapidly?" (Lindsay & Davis, 2012) How can teachers effectively incoporate and use digital tools in their classrooms but keep it contained to a safe and friendly environment? Lindsay and Davis go on to explain this stating that "Digital citizenship...It's about transforming yourself into a professional who can effectively research technology trends, monitor the use of technology in your school district, avoid the dear factor that can easily paralyse you, and empower student-centred learning to create vibrant, exciting learning projects." (Lindsay & Davis, 2012) This article 'Navigate the Digital Rapids' by Lindsay and Davis is all about digital citizenship, technology and the use of it in classrooms, how to utilise it, keep it safe and friendly, intertwine it with curriculum, your pedagogy and a provide resources for teachers who wish to start navigating the digital rapids.

Lindsay and Davis provide much information on how to navigate these rapids that are popping up all over the digital realm inconjunction with new technologies. The authors talk about customising a classroom along side keeping with current curriculum standards and outlines. They suggest that the classroom be a place where each students experience with technology is different and unique similarly as it is in the classroom where face-to-face learning is occurring each students learning style and ability is also different and unique. Lindsay and Davis (2012) describe this as "Digiteachers do not let standardise outcomes limit them: they meet the outcomes with artistry" I believe this is a powerful quote and correct. Teachers need to be utilising the digital realm in the classroom however their approach should be artistic and open. Lindsay and Davis also cover about setting boundaries and when a student does cross the line whether intentionally or not how to deal with it effectively.

One key idea that I believe is throughly important is educating students as soon as they come into contact with technology about holding digital citizenship, navigating the waters and the correct way to interact online with other digi-citizens. Furthermore I found also that Lindsay and Davis's point about giving students appropriate access to administration tools as well as limiting content to what is age appropriate a very important concept and idea for all teachers using the digital world in their classroom.

Lindsay and Davis provide a wealth of information and suggestions about getting started but also then navigating the digital realm and the use of technologies in the classroom. They effectively provide resources that can help teachers to do to this whilst also reassuring teachers that they aren't alone in this. Lindsay and Davis clearly understand the important and need to use technology in the classroom but also realise that there needs to be boundaries in place and also the need to work this engaging tool in creatively so students are excited to learn on a digital plato and being connected globally. After reading this article I believe I can effectively tackle this task and start using technology in my classroom to teach my students. I can use the digital realm to get students connected with other parts of the world thus learning about other cultures, customs and ideologies. Students also gain research skills, communication skills, deep knowledge and understanding of topics and also digital citizenship. The more students learn to navigate the digital realm the better equipped they will be to continue using technology outside the classroom in a safe and friendly manner.

This link provides more information on digital citizenship as well as quizes for students to take on digital etiquette, saftey, blogs ect. I would encourage everyone to check it out and use it in their classrooms to aid their knowledge and teaching of the digital world. Digital Citizenship 


Lindsay, J. & Davis, V. (2012). Navigate the digital rapids. Learning and Leading with Technology. Retrieved from http://www.iste.org/learn/publications/learning-leading/issues/march-april-2010/navigate-the-digital-rapids

Digital Storytelling: Capturing and Creating

Digital Storytelling 

David S. Jakes's Article 'Capturing Lives: An Introduction to Digital Storytelling is about using digital storytelling as a teaching tool to be utilised by educators in the classroom. It is not just limited to technology it also includes face-to-face work with students and encompasses important writing processes as well. Jakes writes

"Imagine a learning experience, supported and extended by the application of technology, that empowers students to create and contribute...this learning experience provides students with a compelling and competitive voice and enlarges the boundaries of their ability to communicate, potentially to a worldwide audience. That learning experience is digital storytelling" (Jakes, 2006) 

Student are able to tell a story in a way that uses multimedia elements of voice, imagery and music to create a visual story. Digital storytelling 'provides a high-quality learning experience' (Jakes, 2006) that represents the value-added approach whereby the inclusion of technology will extend the students learning experience whilst not taking away from face-to-face learning or writing skills.

Digital storytelling allows students to use skills such as writing, multimedia tools, creativity, critical thinking and organisation. Students are able to develop their visual and multimedia literacy skills, interpret digital media and the application of a personal message into a story, students will increase their depth and power of communicating with each other, reconnect with their creative side, recreate it, develop it, apply it and intensify it. Digital storytelling provides an authentic personal learning experience that enables students to learn: different computer applications, the importance of context and copyright as well as visuals and videos with areas of literacy and writing.

A digital story is about 2-3 minutes in length composed of about 20-25 images with a written length of one page (double spaced).  It can be broken down into a series of 6 steps. 

1. Writing: Student will need to write, rewrite and continue to go back and edit throughout the entire stage of the story. Mostly the writing would take a personal stage in narrative form about a particular event or story chosen by the student however it is open to curriculum and lesson plans/themes.

2. Script: After the narrative is complete students begin to work on a script. A script is normally a distillation of the essential components of the narrative story and forms the foundation and the inclusion of the various multimedia elements being used. Producing the digital story from the script ensures that students are using the multimedia elements to convert and contribute meaning to the story.

3. The Story Board: This steps allow students to work out the flow of their movie. It is a place where students can link their script to a visual either frame or video. Student would also search here for the visuals they intend to use whether that be drawings, images and where those particular things will go within the script. This step is essential as it is an effective tool that helps students locate their elements and what they are looking for next.

4. Locating Multimedia: Students use a variety of websites such as Google or Mamma to locate still frame imager or video or students can scan images of photos they have taken themselves or drawn. (ensure labs have capable scanning equipment as this is essential)

5.Creating the digital story: This step involves the use of software currently available to you.  For Macintosh students might use iMovie on PC it might be MovieMarker2, Photostory 3 is also a good source and its free download. Here a teacher might organise for a librarian to give a class on how to use one of these applications or you might yourself if you are adequate in one of these applications. Once students feel comfortable creating their story then they can begin with the aid of a teacher.

6. Share: This step is vital as it allows students to share their hard work with the class and also gain insight into other students. Collaborating is a great skill to learn here. Student can also share their stories on a global level to and upload their products to DigitalStories.org DigitalStories.

David S. Jakes is a Instructional Technology Coordinator at Community High School in District 8 and is very passionate about using technology in the education of students inconjunction with face-to-face classroom learning.

This article gave me some great idea and information on how to get started in implementing digital storytelling within my classrooms. This article provides a wealth of information along with several sources to use when you begin digital storytelling. Jakes provides a list of 8 sources that are helpful for teachers and students to use when making digital stories along with map of the process. The only negative comment regarding this article is the lack of information on safety, what type of stories are allowed and not allowed by students, sharing their video on the internet if the story does have pictures of the students-why types of pictures, who is in those pictures, their age ect. Digital safety would not mentioned and Jakes could benefit from going into this a little.

In my carer I can use this for a number of things; Digital storytelling is not limited to just personal narratives it would be a narrative about a particular person for example for History call you could pick an Ancient Pharaoh to do a digital story on, or for society and culture you could pick a famous sociologist. The list is endless, digital storytelling can be used for just about any subject as well as its ability to work into the curriculum you are teaching. This will be a great tool for me to use with students at school especially as it applies to the first NETS-T standard of Facilitate and Inspire Student Learning and Creativity.

Jakes, D. S. (2006, December 29). Capturing Stories, Capturing Lives: An Introduction to Digital Storytelling. Retrieved from  http://www.jakesonline.org/storytelling.htm 

NETS-T in the classroom, A technological age

NETS-T: CREATIVITY 

NETS-T are all about advancing digital age teaching. The set of standards provided allow teachers to ensure they are using technology in a correct, innovative and useful way that allows students to learn and be educated using various types of technology.  The first stand for NETS-T (1) is Facilitate and Inspire Student Learning and Creativity. Standard one is all about innovation and creativity in the classroom not only in a virtual environment but also in a face-to-face one. Teachers should be able to using their knowledge and pedagogy of teaching to implement this. Some of the aspects of this standard include getting students to use digital tools for problem solving, exploring world issues, collaboration between students, planning and thinking processes, creativity, and conceptual understanding and exploration.

I feel strongly about this standard as I believe it is important for teachers imploring technology in their classrooms to get creative and innovative with it. Students are far more likely to be engaged in using technology if it is in a way that allows them to express themselves creatively but also intellectually. Students who also struggle with sometimes expressing themselves verbally are able to show their expression through a creative channel otherwise not tapped into if the teacher does not engage the use of creative technology. 

One example is photography a craft I am passionate about along with being able to express myself in a creative way, students can keep a photography journal instead of trying to articulate their feelings, or even a photography blog. Students can explore world issues through the use of photographic evidence and even the recreation of such photos these issues could be famine, environmental damage or change, poverty, natural land masses, diversity of people in the world and so forth. Students are also able to use programmes such as photoshop to even create a fake photo without ever having to take one, they can create posters and even photos of outer space. Photography is just one way that teachers can utilise technology using standard one in their classrooms to get creative with students and teach them about problem solving, crafting works, current concepts and issues in the world in both a virtual and face to face manner.

Through research on the ITSE website I found a resource for 'Visual Literacy' which uses visual aids such as photography to teach students. The resource includes ideas for lesson plans using photography as a way to teach for all grades across the board and levels of difficulty, providing resources for further lessons using photography as well as templates for lesson plans. It covers all aspects of photography such as editing and framing looking at the history of photography and how its been used in the world.
The article can be found at this link for those wishing to explore this more or even to use it as a teaching aid for teaching students through the technology of photography in a creative way.

Visual Literacy
Visual Literacy Article

The second resource I found through ITSE that encompasses standard 1 and gives examples and resources for teachers and students to use photography as a means of creative expression was an excerpt from 'Digital Storytelling Guide for Educators' by Midge Frazel (2010). This excerpt goes into details about digital story telling using ideas such as scrapbloging (e-scrapbooking) where the students create a digital scrapbook online of photos or art works to express themselves or perhaps complete a research assignment. The excerpt also covers visual literacy, e-portfolios and even photo essays. Photographic essay encompass a series a photographic images that tell a narration with little to minimum text again providing ways that technology can be used in an innovative and creative way. The article also provides a list and photos of examples and resources for teachers interesting in using 
photography to implement and utilise standard 1 of the NETS-T standards. The link to this excerpt is listed below for those who wish to explore further the idea of using photography as a means of technological teaching.

Digital Storytelling
Digital Storytelling ITSE

ITSE has many resources dedicated to photography in the classroom and I emplore all educators to have a look and utilise these many resources available.

ITSE

Toys or Tools?

Liz Kolb (2006) states "As educators we often reject cell phones in the classroom, considering them destructive and distractive "toys"".  Her statement is not an incorrect one nor an uninformed or unexperienced one, as a former technology coordinator Kolb (2006) is all to aware of the need to utilise technology in the class room. Kolb (2006) is all too aware of the impact cell phones are currently having on the lives of students. She explains that students use cell to phones to connect & communicate with the world around them (2006) sometimes even collaborating with others through the use of a cell phone which is why she proposes in her article that cell phones be used as a tool instead of being over looked as a toy by many teachers.

Kolb (2006) explains that cell phones can be used in the classroom in a variety of ways that are both creative and innovating in a modern technological based world. Using them to make audioblogs where they can post interviews, share information, posts photos or movies and upload them to the internet where they can share in an online world with their fellow students. However it is not limited to just this, students can edit their photos, videos, interviews using programs or applications such as imovie or movie maker (2006). One of the great things that Kolb (2006) explains is that this idea of using a cell phone in the classroom is not just limited to one subject; social sciences, sciences and art are just some of the subjects where a cell phone can be utilised as a tool for the classroom.

Kolb (2006)  also provides a 'how to' for audi blogs speaking from experience on how to use this to get students connected she even included suggestions on how to combat problems of inequality arising due to cost and also safety and privacy issues.  Kolb (2006) further goes on to explain that whilst some may fear using the cell phone for a fear of lack of control there are ways in which a teacher can combat this such as using passwords and having full access to students postings.

Kolb's (2006) article "From Toy To Tool" provides some great advice and ideas on how to use the cell phone an item most consider a toy in the classroom as a tool for connecting with students and keeping them engaged in a world that is constantly using technology. Whilst the article does provide information on control, safety Kolb (2006) could perhaps invest in providing further links to sources that teachers could utilise when trying out cell phones in the classroom.

Kolb's article has given specific examples of how useful a cell phone whilst there are teachers out there who think using a cell phone in the classroom might be great many don't know how to use it in a friendly and safe way. After reading Kolb's (2006) article I can now confidently use a cell phone in a class room to actively and effectively engage kids and get them connected whilst also teaching them about privacy issues, correct sourcing of information and cyber etiquette

Kolb, L. (2006). From Toy To Tool. Learning & Reading Technology, 34(3), 16-20. Retrieved from https://www.iste.org/store/publications/downloads/l-l