Students and Parents need to know the “9 Key Ps” of digital citizenship. We will dive into the basics of the 9 Key Ps. You may find them in detail in a book Reinventing Writing.
1. Passwords: Do students know how to create a secure password? Do they know that email and online banking should have a higher level of security and never use the same passwords as other sites? Do they have a system like Last Pass for managing passwords, or a secure app where they store this information?
2. Private information: Private information is information that can be used to identify a person. Do students know how to protect details like their address, email, and phone number? I recommend the Common Sense Media curriculum on this.
3. Personal information: While this information (like the number of brothers and sisters you have or your favorite food) can’t be used to identify you, you still need to choose who you will share it with.
4. Photographs: Are students aware that some private details (like license plates or street signs) may show up in photographs, and that they may not want to post those pictures? Do they know how to turn off a geotagging feature? Do they know that some facial recognition software can find them by inserting their latitude and longitude in the picture—even if they aren’t tagged? (See my “Location-Based Safety Guide.”)
5. Property: Do students understand copyright, Creative Commons, and how to generate a license for their own work? Do they respect the property rights of those who create intellectual property? Some students will search Google Images and copy anything they see, assuming they have the rights. Sometimes they’ll even cite “Google Images” as the source. We have to teach them that Google Images compiles content from a variety of sources. Students have to go to the source, see if they have permission to use the graphic, and then cite that source.
6. Permission: Do students know how to get permission for work they use, and do they know how to cite it?
7. Protection: Do students understand what viruses, malware, phishing, ransomware, and identity theft are, and how these things work?
8. Professionalism: Do students understand the professionalism of academics versus decisions about how they will interact in their social lives? Do they know about netiquette and online grammar? Are they globally competent? Can they understand cultural taboos and recognize cultural disconnects when they happen, and do they have the skills to work problems out?
9. Personal brand: Have students decided about their voice and how they want to be perceived online? Do they realize they have a “digital tattoo” that is almost impossible to erase? Are they intentional about what they share?
Truth or fiction: To protect us from disease, we are inoculated with dead viruses and germs. To protect students from viruses and scams, do the same thing. Using current scams and cons from Snopes, Truth or Fiction, Threat Encyclopedia, or the Federal Trade Commission website. Always look for things that sound crazy but are true, or sound true but are false or a scam.
Turn students into teachers: You can have students create tutorials or presentations exposing common scams and how people can protect themselves. By dissecting cons and scams, students become more vigilant themselves. Encourage them to share how a person could detect that something is a scam or con.
Collaborative learning communities: For the most powerful learning experiences, students should participate in collaborative learning (like the experiences shared in Flattening Classrooms, Engaging Minds). Students can collaborate with others on projects like Gamifi-ed or the AIC Conflict Simulation.
Students need experience sharing and connecting online with others in a variety of environments. Having a classroom where students can public blog and a wiki for sharing their work with the world. You can talk about other countries, but when students connect, that’s when they learn. You can talk about how students need to type in proper case and not use IM shorthand, but when their collaborative partner from Germany says they’re struggling to understand what’s being typed in your classroom, your students really understand this point.
DIGITAL CITIZENSHIP OR JUST CITIZENS?
There are people, like expert Anne Collier, who think we should drop the word digital in contexts like this one because we’re really just teaching citizenship—these are the skills and knowledge that students need to navigate the world today. We must teach these skills and guide students to experience situations where they apply knowledge.
Author Vicki Davis is a Computer Fundamentals, Computer Science and IT Integrator from Camilla, GA. She is a Full-time teacher and IT Integrator; author of Cool Cat Teacher Blog; host of 10-Minute Teacher Podcast (Winner - BAMMY Awards 2014 - Best Education Talk Show Host); author of Reinventing Writing; co-author of Flattening Classrooms, Engaging Minds; Google Certified teacher; Discovery STAR Educator; speaker.
During a common board meeting at Elba Public School it was decided that they would add Junior High Sports back into the school system. After speaking with the Activities Director Sam Polk his comments were as follows, "We are adding Junior High Sports back at Elba to enhance the lives of our youth and build our school system better than it was before." Elba student body looks promising, and with the addition of Junior High Sports it will continue to grow. This will give students a chance to play sports that may have not had the opportunity in another school system. The Elba School system has gleaned information from past successes with the addition of sixth grade teacher Nancy Rudolf becoming the Assistant Junior High Volleyball Coach along with the new Head Coach Robyn Rasmussen. As excitement grows, the Junior High program added another coach this last month with Kristina Radke becoming the Head Coach of the Junior High Girls basketball. Mr. Polk is still looking for Head Coaches and Assistant Coaches for the other sports, but is excited and hopeful for those in the communities that have the knowledge will step up and help with the renewed programs.
Students, parents, employees, and applicants for admission and employment, and all unions holding collective bargaining or professional agreements with Elba Public School are hereby notified that this institution does not discriminate on the basis of race, color, national origin, ethnicity, sex, age, disability status, sexual orientation, or gender identification in admissions, programs, activities, career and technical education (CTE) classes and opportunities, or any other aspect of school operations. Discrimination based on any of the grounds listed above, as well as sexual violence and/or harassment are not permitted by this institution.
Elba Public School has grievance procedures for addressing discrimination of any kind related to the above listed non-discrimination policy (including sexual violence and/or sexual harrassment) that are available to all students, parents, and staff. Any person wishing to initiate a grievance procedure or having questions about this institution's compliance with Civil Rights including, but not limited to, Title IX, Title II, Title VI, and/or Section 504 should contact the Superintendent of Schools at 308-863-2228 or in person at the school office.
Admission/selection/enrollment in/participation in instructional classes and programs (including, but not limited to, Career and Technical Education - CTE) and co-curricular and extracurricular activities, where possible, is determined according to student interest and abilities. Student interests and preferences are considered with regard to class schedules in conjunction with meeting graduation requirements, and state and federal guidelines. All students are allowed to participate in extracurricular and co-curricular activities according to their interests as long as they are in compliance with academic eligibility requirements, state guidelines, and school policies. Students are not barred admission to classes, programs, other instructional opportunities (including career and technical education - CTE), or co-curricular and extracurricular opportunities on the basis of race, color, national origin, ethnicity, sex, disability status, sexual orientation, or gender identification. Students with disabilities are encouraged to participate in the full range of school instructional programs and co-curricular and extracurricular programs in accordance with their ability as determined by the IEP team in conjunction with parent/guardian and student preferences.