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.youtube.co
=zY13laJuH98

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

9.  Proposed pathway for the
development of knowledge around
digital footprints
Year 3/4 Year 5/6
Independently follow All interactions and posts
quality guidelines: (record of learning, chats,
Read and respond Facebook, surfing, social
appropriately. media) follow me for my
Use blog ‘etiquette’ life.
Critical thinking. Who am I connected to?
How am I advertising What am I permitting from
myself? others?
How does this affect my Do I know what is going
future? 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 1 Year 2
Teacher models Students use specific
specific ways to models of
leave appropriate appropriate
comments comments provided
by the teacher.
Who do I write to?
What do I say?
Why do I say it that
way?

13. Year 3/4 Year 5/6
Specific lessons on Specific lessons on:
consequences of Am I safe?
inappropriate comments. Are my friends safe?
Buddy classes to ensure What can I do about it if
everyone develops a we are not safe?
relationship online.
Specific lessons on:
Am I safe?
Are my friends 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 1 Year 2
Am I where I am meant to be Teach KEY Words
on the computer? Teacher directed use
(bookmarked sites only) of key word searches
What keys am I pushing? independently using;
I need to ask for help. bookmarked sites.
Teacher directed and planned Is this what I am looking for?
prior to the lesson for a specific If not STOP
purpose. Teacher directed and planned
Make and use a list of prior to the lesson for a specific
reputable sites. purpose.
Make and use a list of
reputable sites.

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

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/

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

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

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

28. Catcopter

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

30. Year 3/4 Year 5/6
Is it real? Critical thinking.
Search for examples Analyse and discuss
to discuss eg. BBC graphics in
Penguins. magazines,
Critical thinking. advertisements,
Is it real? How can we movies
tell? Consider multiple
Consider multiple sources.
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=9dfWzp7rYR4
 http://www.youtube.c
om/watch?
v=27ugSKW4-QQ

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

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

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

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

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

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

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.thegrid.org.nz/
 http://www.microsoft.com/security/family-
safety/predators.aspx
 http://www.commonsensemedia.org/educ
ators/lesson/risky-online-relationships-9-12
 http://www.hectorsworld.com/island/index.
html