By the end of this unit, you're going to be able to describe the elements of digital citizenship, you'll be able to describe the three C's, cyber-safety, cyber-security, and cyber-ethics, reflect on ways to promote a positive online community, analyze the requirements of the Children's Online Privacy Protection Act, as well as the Children's Internet Protection Act, you will be able to apply district and school policies to classroom use of technology, you will be able to apply elements of the C3 Matrix and the ISTE standards in planning for responsible use online, and finally, you will be able to outline the steps that students should follow to check and create a positive digital footprint.
That first objective said that you will be able to describe the nine elements of digital citizenship. First and foremost, one thing you're going to notice is that we focus in on each of those nine areas. There is a tutorial for each one, and you're really going to get a chance to see how each of these various digital citizenship elements connects to the ones that came before it, or that will come after it.
Another major element that you'll get to look at with this objective is really focusing in on why each of those elements of digital citizenship are important for you to know. And finally, you're going to get an opportunity to really look at what elements you should be teaching your students within these various elements of digital citizenship.
Now this objective and all of the elements that are covered underneath it, are incredibly applicable to you as a teacher in your classroom. Digital citizenship is all about using technology in a safe, responsible, and healthy way. And the nine elements of digital citizenship really help break down all of those facets for you and offer really great teaching tools for you to use with your students.
Some of the major elements that you'll get to look at in this objective would be you're going to get to see those three C's and contrast them. You will get the opportunity to focus then on each individual C, working through what specifically they are, and how those can be implemented. You are going to get some wonderful real life tips on what you should be teaching your students from each of these three areas, again, providing you the teacher with concrete tools that you can use to implement these ideas into your classroom.
The final objective is that by the end of this unit, you will be able to reflect on ways to promote a positive online community. This takes a look at all of those elements we have been discussing, and then really broadens it to the overarching idea of being that positive online community member. You are going to see specific details on how you as a teacher can model good digital citizenship, and you're going to get a firsthand look at ways in which you can do that.
You are also going to get clarity on what you can explicitly teach when it comes to digital citizenship and being a positive contributing member to the online community. Finally, you are going to get to look at the elements of reflection, the way in which you can use reflection to look back on what you have offered your students and yourself within these various digital elements, and where you can go back, edit, tweak, and improve your teaching because of it. All of these tools you will be able to use in your online communications.
As you work through the elements involved in this objective, you will first learn what are each of these acts, how were they created, and for what purpose, and when? Once you have all of that information, you will be able to look at what each acts requirements are, what is it that the school must do, and how do any of those requirements intersect with what you do as a teacher in the classroom? Finally, you'll get the opportunity to really understand what teachers need to know about this information as they begin working with digital elements in the classroom.
The next objective states that you will be able to apply district and school policies to classroom use of technology. When meeting this objective, you are going to, again, be able to see what the requirements of those various acts are, and how they have influenced your district or school's policies for classroom use. You will be able to see some of the best practices that are involved in creating those district and school policies so that you can look over your district's policy to see if it's really meeting all of the requirements that it should be.
Finally, you will investigate a sample district acceptable use policy, and really get an idea of what all is included, and how each of it breaks down so that you understand it not only from the legal perspective, but from a practical sense of how you will use that. It's important for each of us to understand what is legally involved in acceptable use so we don't get ourselves into sticky situations.
You will be able to apply elements of the C3 Matrix and ISTE standards in planning for responsible use online. When we focus in on various elements involved in meeting this objective, you will really get to see an idea of what that intellectual property looks like. It's really important that when students are interacting online, they understand what information is available in there for them to use, and what information really is the intellectual property of someone else. You'll get to see what intellectual property is, and also really investigate the various elements of plagiarism, focusing in on what plagiarism actually looks like versus what students sometimes think it is, which is far more limited than what plagiarism looks like in reality.
Finally, you'll get to investigate that C3 Matrix and the ISTE standards so that you have an idea of how you can take those elements and really apply them as your teacher responsibilities in implementing this information in the classroom. You'll be able to outline the steps students should follow to check and make sure they are creating positive digital footprints. Within this objective, you will get to really investigate what a digital footprint is, you'll get the opportunity to see some different tips and tools for discussing these digital footprints with students, what are some questions that you can ask your students to get that conversation going, and finally, you'll see some various mnemonic devices that students can use as they are working through digital information and creating their own digital footprint.
This is very applicable to what you do in the classroom as you are asking students to complete various lessons using digital elements, but it's also really important for us to remember as adults what's the digital footprint that we are leaving. Even if you think you have all of your social media on lockdown, you will be surprised what students are able to find. And it's important that you make sure you are setting a good example in the digital world for your students.
I want you to take just a moment before you begin this unit to review over all of the learning objectives that are involved, and I want to point out for you the way in which these learning objectives connect and build on each other to really help prepare you for the end of the unit. First and foremost, you need to understand what the Children's Online Privacy Protection Act and the Children's Internet Protection Act say and are used for before you can truly understand all of the elements involved in your district or schools acceptable use policies. Additionally, it's so important for you to be able to see the elements of the C3 Matrix and those ISTE standards if you are going to then begin encouraging your students to follow them and use the elements involved to really create that positive digital footprint.
You will be able to describe the elements of digital citizenship. You'll be able to describe the three C's, cyber-safety, cyber-security, and cyber-ethics. And finally, you'll be able to reflect on ways to promote a positive online community. I'm so glad that you are joining us, and I hope you enjoyed each tutorial you see.
