So let's go over, now that you're at the end of the unit, the objectives that you have reached. You are now able to describe the elements of digital citizenship. You're able to describe the three Cs-- Cyber-safety, Cyber-security, and Cyber-ethics. And you're able to 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 have been able to apply district and school policies to classroom use of technology. You have been able to apply elements of the C3 Matrix and the ISTE Standards in planning for responsible online use. Outline the steps students should follow to check and recreate a positive digital footprint.
So within that first objective, describing the nine elements of digital citizenship, you've been able to really break down all of those nine elements, focusing in depth on each element to see what it could offer, what you should be able to know in how you could implement it into your classroom. When you got into each of those nine major elements, you were able to now articulate why it is so important to know each individual element. What can it do for you as a teacher? What can it do to help your students? And how does it play into the bigger overarching picture of academia?
And finally, you've been able to delineate and focus in on what you want to teach your students specifically within each of those nine elements of digital citizenship. Remember, there is so much covered in this objective that applies directly to what you're doing in the classroom. But there are also so many applicable uses outside of your professional position when it comes to digital citizenship.
The next objective follows right in line with that. It says that now you are able to describe the three Cs of Cyber-safety, Cyber-security, and Cyber-ethics. It's now important to know how you can protect yourself and the rights and responsibilities that you have as a digital citizen.
Looking in at this objective over the number of tutorials you saw, you were able to really focus in on the similarities and the differences between these three Cs. Once you picked those apart, you were able to look at each one individually and really come to an understanding of what it was, breaking each of those Cs down so that you feel competent in what each one looks like. And finally, you got some real-life examples and some concrete information on what it was you were going to teach your students about each of the three Cs and how you could implement that into your lesson plan.
When looking at all of the ways in which reflection helps to improve your teaching practices, you were able to first look at the kind of modeling behavior you want to do as a teacher. What are the elements that you want to make sure you follow to really help be that beacon of understanding?
You were then able to look at what elements you wanted to explicitly teach. Ideally, this was also a time when you were able to focus on where and how you might implement these ideas into the lessons that you would be teaching.
And finally, you were able to really focus in on that process of reflection. What are the specific tools at your fingertips that you can use to reflect upon the way in which you are helping to promote a positive online community?
In this objective, you were able to first look at what each of those acts covered. You were able to understand when the act was enacted, who the creation of the act really focused on, and who was a key player in getting that act passed. You then were able to break down the requirements of the act. Finally, you were able to really delve into what teachers needed to understand as they began to use these elements within their classroom. We are protecting our children as they enter the digital world.
The next objective reached was that you are now able to apply district and school policies to classroom use of technology. You got an opportunity to really understand what those requirements were so that you could see how they played into the practices that are involved within each school's and district's acceptable use policies.
We went through a checklist of things that you want to make sure is included in your district or school's acceptable use policy. And then you got the opportunity to review a sample acceptable use policy to navigate through the legal jargon so that you are able to understand what you are allowed to do and what you aren't, what the school is taking liability for, and what they are releasing liability for. Don't forget-- if you are using a piece of technology from your school, all of that acceptable use still applies.
You were able to apply the elements of the C3 Matrix and the ISTE Standards in planning for responsible use online. This was such, I think, a really well-thought-out objective because it gave you the opportunity to really investigate the various elements of intellectual property-- what does that really look like-- and to look at it in conjunction with plagiarism, helping to really get at all of the various elements of plagiarism so that your students aren't confused about what they are able to do and what they are not able to do with the information that they find online. You were given a number of different pieces of information on your responsibility as a teacher and what you can do with that information, both from the C3 Matrix and from the ISTE Standards, to help implement this responsible use in your classroom with the specific lessons you are asking your students to complete.
Finally, you got the opportunity to outline the steps that students should follow to check and create a positive digital footprint. You were able to look at what a digital footprint is, really focusing in on the things that we openly acknowledge that we are putting out there into the digital world, but also a really good reminder of the things that we sometimes forget that really do impact our digital footprint.
You got the opportunity to get some real, concrete questions that you can use in your classroom as you start that conversation with students about digital footprints. And then finally, you got some really wonderful mnemonic devices, things that you can use and that your students can use as they begin going online to not only analyze the information that they are getting and receiving, but also how they can implement that into who they are as a digital citizen.
Now that you've reached the end of the lesson, these are the overarching elements that you now know, the objectives that state that you are now able to describe the elements of digital citizenship, describe the three Cs, and reflect on ways to promote a positive online community. You looked at the basic requirements of the Children's Online Privacy Protection Act, as well as the Children's Internet Protection Act, giving you that strong foundation of the basis behind what many schools and districts include in their acceptable use policies. Next, you were really able to deeply understand the elements of the C3 Matrix and the ISTE Standards so that you can help students, not only for responsible use online, but also ensuring that they are constantly creating and ensuring that they have a positive digital footprint.
That is all we have for right now. I really enjoyed our time together. And I can't wait to see you back here again.
