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Successful Digital Citizens

A Digital Citizenship Definition

Drawing from the Key Competencies and Values in the NZ Curriculum and a growing body of research knowledge, NetSafe, in consultation with New Zealand teachers has produced this definition of a New Zealand digital citizen.

A digital citizen
  • is a confident and capable user of ICT
  • uses technologies to participate in educational, cultural, and economic activities
  • uses and develops critical thinking skills in cyberspace
  • is literate in the language, symbols, and texts of digital technologies
  • is aware of ICT challenges and can manage them effectively
  • uses ICT to relate to others in positive, meaningful ways
  • demonstrates honesty and integrity and ethical behaviour in their use of ICT
  • respects the concepts of privacy and freedom of speech in a digital world
  • contributes and actively promotes the values of digital citizenship

From -http://www.mylgp.org.nz/guide/308/digital-citizenship-definition/

e-Competency - Cobo Romani

Strategies to Promote the Development of E-competencies in the Next Generation of Professionals: European and International Trends Monograph No. 13 November 2009 Juan Cristobal Cobo Romani
eCompetencies


e-competence.jpg

Kellie McRoberts e competency Wiki: http://ecompetencies.wikispaces.com/

SuperClubsPlus

http://www.scplus.com/d/index.php

Mokoia Intermediate Consent Letter

Search Creative Commons

http://search.creativecommons.org/

Commonsense Media

http://www.commonsensemedia.org/

UNESCO Competency Standards

ICT COMPETENCY STANDARDS FOR TEACHERS UNESCO 2008

e-Learning Action Plan (NZ)

Enabling the 21st century Learner -An e-Learning Action Plan for Schools 2006-2010

Point England Continuum

Cybersmart Continuum

Digital Citizenship for Enabling e-learning

Tessa Gray

Digital Citizenship Y9

- Claire Amos



Digital Citizenship - Links

http://www.delicious.com/stacks/view/NPI3xH



Turning Students into Good Digital citizens



ICTPD Online - Digital Citizenship and Cyber Safety Module

http://ictpd-digital-citizenship-and-cybersafety.wikispaces.com/

NetSafe - Learn Guide Protect

http://www.mylgp.org.nz/

WickED

Being Safe Online
http://www.wicked.org.nz/r/wick_ed/topics/safe_online/english.php

Cyber Safety Wiki

https://sites.google.com/site/cybersafetyresources/home

ThinkUKnow

http://www.thinkuknow.co.uk/


VLN Developing an Acceptable Use Policy

http://www.vln.school.nz/pg/pages/view/73044/developing-your-aup-acceptable-use-policy-or-dcp-digital-citizen-profile

Other Links

http://staysafeonline.org/
http://kids.getnetwise.org/safetyguide/
http://staysafeonline.org/tools-resources/stop-think-connect
http://staysafeonline.org/tools-resources/staysafeonline-videos
http://www.ikeepsafe.org/wp-content/uploads/2012/04/Facebook-For-School-Counselors-Final-Revision1.pdf
http://staysafeonline.org/tools-resources/resource-library
http://www.staysafeonline.org/tools-resources/tip-sheets
http://www.staysafeonline.org/blog/students-avoid-lolomg-moment-these-privacy-and-online-reputation-management-tips
http://thejournal.com/Articles/2012/04/09/Rethinking-digital-citizenship.aspx
http://kids.getnetwise.org/

Rights and Responsibilities in Online Worlds (Pam Hook)

"... we wear all mankind as our skin."
"In the electricity age we wear all mankind as our skin" McLuhan 1964

Are there rights and responsibilities in online worlds? What is the impact of exercising them

One way to help students understand the importance of balancing rights, roles and responsibilities online is to explore it through the New Zealand Curriculum Learning area - Social Sciences and the Key Competency Participating and contributing.
  • Social Sciences
    In the social sciences, students explore how societies work and how they themselves can participate and take action as critical, informed, and responsible citizens.
    Social Studies
    Achievement Objectives
    Level One
    - Understand that people have different roles and responsibilities as part of their participation in groups.
    Level Two
    - Understand that people have social, cultural, and economic roles, rights, and responsibilities.
    Level Three
    - Understand how groups make and implement rules and laws.

    Possible Learning Intentions for the Social Studies achievement objectives above (Unpacked using constructive alignment and SOLO Learning verbs). Select the most appropriate for your students and develop learning experiences in a relevant online context.

    Define role
    Define responsibility
    Define participation
    Define group
    Define individual
    Define rights
    Define rules
    Define laws
    Describe a role in an online community.
    Describe a responsibility online
    Describe online participation
    Describe an online group
    Describe an online individual
    Describe an online right
    Describe an online rule
    Describe an online law.
    Sequence the development of a rule in an online community.
    Sequence the steps in creating an online community
    Sequence the steps in making a contribution to an online community (post or comment)
    Classify roles in an online community.
    Classify responsibilities online
    Classify online participation
    Classify online groups
    Classify online individual
    Classify online rights
    Classify online rules
    Classify online laws.
    Compare and contrast roles in an online community.
    Compare and contrast responsibilities online
    Compare and contrast online participation
    Compare and contrast online groups
    Compare and contrast online individual
    Compare and contrast online rights
    Compare and contrast online rules
    Compare and contrast online laws.
    Compare and contrast roles online and offline.
    Compare and contrast responsibilities online and offline.
    Compare and contrast online and offline participation
    Compare and contrast online and offline groups
    Compare and contrast an online and offline individual
    Compare and contrast online and offline rights
    Compare and contrast online and offline rules
    Compare and contrast online and offline laws.
    Explain the causes and consequences of a role in an online community.
    Explain the causes and consequences of a responsibility online
    Explain the causes and consequences of online participation
    Explain the causes and consequences of an online group
    Explain the causes and consequences of an online right
    Explain the causes and consequences of an online rule
    Explain the causes and consequences of an online law.
    Analyse (part whole analysis) a role in an online community.
    Analyse (part whole analysis) a responsibility online
    Analyse (part whole analysis) online participation
    Analyse (part whole analysis) an online group
    Analyse (part whole analysis) an online right
    Analyse (part whole analysis) an online rule
    Analyse (part whole analysis) an online law.
    Evaluate a role in an online community.
    Evaluate a responsibility online
    Evaluate online participation
    Evaluate an online group
    Evaluate an online right
    Evaluate an online rule
    Evaluate an online law.
    Make a generalisation about online role, rights and responsibilities.
    Predict how individuals will exercise their roles, rights and responsibilities online in the future.
    Create a code of ethical behaviour rules for balancing individual and collective rights, roles and responsibilities in an online community.


    Self-Assessment: The success criteria for the learning experience can be captured by the following HOT SOLO self assessment rubric
  • Participating and contributing: Understanding the importance of balancing rights roles and responsibilities online.
    Extended Abstract
    I can identify several rights, roles and responsibilities I have when I am online , explain what my rights, roles and responsibilities mean, AND reflect on/evaluate the relative importance of balancing these rights, roles and responsibilities.
    I can create a code of ethical behaviour rules for balancing individual and collective rights, roles and responsibilities in an online community.
    Relational
    I can identify several rights I have in when I am online AND explain what having these rights means.
I can identify several roles I have in when I am online AND explain what having these roles means.
  • I can identify several responsibilities I have when I am online AND explain what having these responsibilities means.
  • Multistructural
  • I can identify several rights I have when I am online
  • I can identify several roles I have when I am online
  • I can identify several responsibilities I have when I am online
  • Unistructural
  • I can identify a right I have when I am online
  • I can identify a role I have when I am online
  • I can identify a responsibility I have when I am online
  • Prestructural
  • I need help to identify my rights when I am online
I need help to identify my roles when I am online
  • I need help to identify my responsibilities when I am online