From Acceptable Use to Responsible UseTransforming Learning with BYOTDr. Tim Clark

In Forsyth County Schools, students in all grade levels are encouraged to bring their own technology devices to school for new learning opportunities. This practice is called Bring Your Own Technology (BYOT), and teachers are observing that when students use personal technology tools for learning, they are achieving some positive results. 

When students bring their own technology tools to school, they explore new ways to use them for learning purposes as they interact with their teachers and each other to research information, solve complex problems, create original products, and publish their work to show what they have learned. Teachers offer guidance and support, and students also provide occasional technical troubleshooting assistance to each other and their teachers. 

Forsyth County Schools is recognized as a leader in the area of instructional technology and has consistently leveraged technology hardware and applications to engage student learning and facilitate digital-age skills. This vision for instructional technology contributes to the district’s reputation for high academic performance. 

In addition to subscribing to high quality content and resources, FCS provides students with productivity tools and programs that promote the 4 C’s of digital-age learning: creativity, collaboration, communication, and critical thinking. A transformational shift in learning is occurring within the district due to its implementation of BYOT, as students become producers of content, rather than solely being consumers of information.

Read more: http://creativeeducator.tech4learning.com/2013/articles/From-Acceptable-Use-to-Responsible-Use#ixzz3FEdfRXYG

Digital Citizenship: Resource Roundup
Check out Edutopia's collection of articles, videos, and other resources on internet safety, cyberbullying, digital responsibility, and media and digital literacy. (Updated 10/2013)BY EDUTOPIA STAFF

Digital Citizenship Resources
D.S Curriculum from Common Sense Media:
http://www.commonsensemedia.org/educators/curriculum

When I visit a digital age classroom where students are actively using technology tools for inquiry and creating new products to show their learning, I see a similarity to an ecosystem. The students and teacher interact within the classroom environment in an organic way to construct learning experiences. What are the components of this digital age learning ecosystem?..

A Sense of Community
Teachers intentionally nurture a community in the digital age learning ecosystem. They know the interests, strengths, and challenges of their students, and they are eager to learn alongside them. Rather than viewing themselves as content experts with the primary purpose of directing instruction, teachers in the digital age learning
ecosystem relish the roles of learner and explorer. Digital citizenship is ingrained throughout the practices of the classroom. Because students have typically developed their own norms and practices for how they should co-exist with technology, teachers in the digital age learning ecosystem must encourage appropriate netiquette and the responsible use of technology tools and resources.

 Essential Questions
Teachers should design lessons or  units of study within the digital age learning ecosystem by posing essential,  open-ended questions.

read article by Tim Clark ... 
in Digital Age Learning posted on July 6, 2014

Working in a BYOT with ICT integrated across all subject areas, we are always looking to find ways to find new tech tools to use in our classrooms and enhance our (already great!) lessons.  

Bloom’s Revised Taxonomy levels are familiar to our teachers, and provide a great framework within which to view tech tools alongside the thinking skills we are constantly developing.

The chart includes some software /apps that may be available on our school network, the web and/or on students' BYOT. Teachers are encouraged to provide a list of recommended or essential apps they require for learning in their class in their class webpages or in their periodical newsletters and notices to parents. 

Further information 

• Web 2.0 How-To for Educators by Gwen Solomon and Lynne Schrum, 
  
• Phillippa Cleaves’ Prezi, 
  
• Kathy Schrock’s Bloomin’ Apps.
• Bloom's Digital Tools  
  

Social Media has exploded in popularity and impact in the recent years. While initially aimed at adults and older teens, it has quickly evolved to be incorporated into the digital world of all ages including young children.

Social media brings many opportunities but also many challenges. Teachers, parents and carers are quite rightly seeking to tread carefully in this area to protect children.

Here are a few guidelines to assist:

1. Abide by age limits. Facebook, for example has a 13 yr old limit. If you allow underage access to this or other sites, think about the underlying message you are sending to your children. Younger children can still be involved and educated about social media through parent modelling how they use their social media sites (e.g. sharing a family photo on Facebook), talk about issues such as language use, face tagging, hash tagging, privacy settings and so on. There is also increasing use of social media in children's games, on TV news and current affair shows and so on. There is explicit education on social media at school too via safe positive avenues such as The Learning Place and class blogs.
2. Monitor internet use:  It is well advised by all research and experts that internet use for primary aged children should be monitored. Find out how to set parental limits on your technology. This can limit the type of sites, hours of use and so on. If your child has any subscriptions - make it a condition that you know all usernames and passwords. Consider a good web
3. Teach basic safety and netiquette. Research has shown that explicit and frequent instruction relating to digital citizenship is needed to help our children use the internet wisely and make smart, informed choices.  This generation of 'digital natives' may be good at USING technology, and they may even know more about the technology than their parents in some cases, but they are not automatically wise. Developmentally, they need help and guidance from parents, carers and teachers to develop a good sense of digital citizenship. A useful analogy is that you don't do anything on the internet that you would not do in real life:  

• We don't give away personal details 
• We don't talk to strangers (unless in an environment that is checked or with trusted adult guidance present)
• We are not left in parks or shopping centres by ourselves when young - don't leave children to roam unattended on the internet.
  
• Children happily use 'house rules' and 'classroom rules' . Set up your 'house rules' for their internet use too
  
• Behave with good manners, kindness and good sense.
• Alert parents or a teacher if anything seems or feels wrong. They will be able to assist.
• Don't say or write anything that you wouldn't want mum, dad, teachers or the world to see. Once you write it or send a photo, you can't take it back and you can't control who shares is.
• Check out the wide range of resources on digital citizenship for children at http://www.ictatcc.com/digital-citizenship.html 

1. Be aware of new fads:  when a child comes home and says 'Everyone has it" or 'Everyone is doing it" it is rarely true!! It's just exaggeration or emotional blackmail.  Some to definitely stay away from are Ask.fm and the Snap Chat app.  Article on Ask.fm
   
2. Read the terms and conditions:  If you actually read some of the outrageous terms and conditions some of the apps and sites have - you would not accept many of them. For example, some apps that are unrelated to 'email' or 'phone' apps, are asking to give full access to all of our contacts details. Now we wouldn't give away the names, phone numbers and addresses of our friends and family normally  - why on earth would we allow strangers to have access to this? For what purpose? And then if you learn WHERE the companies are, you'll find some are in places with a very different view on human rights. Again, I recommend you read the terms and conditions, as tedious as that is. If you are in doubt but really want an app, look for 'reviews' from independent and trustworthy sources. 
3. Highlight how digital media has helped improve our world:  while it might be easy to focus on the negative, the digital world is here to stay and will become increasingly prevalent in our lives, according to the trends. It is important to focus on how this can help us, how it can change lives for the better, how it can improve our experiences, and even how it can make companies and governments more accountable. 

It is always prudent to remember that what goes on the internet stays on the internet and forms part of our digital footprint.  Let's make our contribution respectful and positive.

AUSTRALIA SAFER INTERNET DAY   organised by CYBERSMART

This year, Safer Internet Day is on Tuesday February 11th.

The theme for this year is “Let’s create a better internet together”. 
This theme about online rights and responsibilities reminds us of what it means to be a positive digital citizen.

With this in mind, the ACMA has a number of resources for the whole community to use.

• Safer Internet Day website  click here
• Cybersmart for kids (ACMA)  - Middle Primary)
• Cybersmart for young kids (ACMA - Early Primary)
  

Find out more information on the cybersmart website. 

For those new to ACMA resources - a little background....
Cybersmart is a national cybersafety and cybersecurity education program managed by the Australian Communications and Media Authority (ACMA), as part of the Australian Government's commitment to cybersafety. 

The program is specifically designed to meet the needs of its target audiences of children, young people, parents, teachers and library staff. 
See more

More resources:
17 Cartoon Videos Explaining the Internet and Internet Safety to Kids