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What needs to be taught is skills, not just information, and certainly not all the inaccurate information so much “Internet safety education” has disseminated over nearly two decades.

“properties” (“persistence,” “searchability,” “replicability,” and “scalability”) and “dynamics” (“invisible audiences,” “collapsed contexts,” and “the blurring of public and private”) – and now some of those, e.g., “persistence,” are changing with the arrival of “ephemeral,” or disappearing, digital media in services

media is both social and digital.

full, healthy participation in participatory media, culture and society.

what protects children online is what protects them offline.

life skills, literacies and safeguards that are both internal – respect for self and others, resilience, empathy, and a strong inner guidance system (sometimes called a moral compass) – and external, such as good modeling, parenting and teaching by caring adults, peer mentoring, instruction in digital and media literacy, social-emotional learning, protective technology used thoughtfully, family and school rules, well-designed digital environments, and well-established laws against discrimination, sexual harassment, bullying, and crime.

teach the skills of today’s very social digital media: digital literacy, media literacy and social literacy, which together address both media-specific risk reduction and proficiency in participatory media use.

ACCESS

ANALYZE

CREATE

REFLECT

“ACT:

These are the competencies that students need to navigate participatory media and culture.

providing access and opportunities to analyze, create, reflect and act as much with digital media as with older media right in core academic classes, schools are affording them the skills, community, and self-actualization that increase safety (resilience) as well as efficacy in and out of media. This is the real “Internet safety [or competency]” that needs to be taught in schools.

freshman seminar course at Penn State that he calls “Failure 101.”

“the frequency and intensity of failures is an implicit principle of the course. Getting into a creative mind-set involves a lot of trial and error.”

“As soon as someone in the class starts breaking the sticks,” he says, “it changes everything.”

“Examine what in the culture is preventing you from creating something new or different. And what is it like to look like a fool because a lot of things won’t work out and you will look foolish? So how do you handle that?”

be willing to fail but that failure is a critical avenue to a successful end.

When ideas from different fields collide, Dr. Cramond says, fresh ones are generated.

rephrasing problems as questions, learning not to instinctively shoot down a new idea (first find three positives), and categorizing problems as needing a solution that requires either action, planning or invention. A key objective is to get students to look around with fresh eyes and be curious. The inventive process, she says, starts with “How might you…”

“A lot of people can’t deal with things they don’t know and they panic

make creativity happen instead of waiting for it to bubble up. A muse doesn’t have to hit you.”

focus on involving students in the process of learning during class.

The true essence of the flip is really to focus on the student.

Flipped classrooms are interactive— sometimes even ‘messy’—because students are working together and solving problems rather than sitting passively listening to a lecture

are also risky. Instructors relinquish a degree of control when the energy in the classroom shifts to the students

“What do the students need to DO to achieve the learning outcome?”

requires effort.

Regardless of how they might appear, all educators think they are doing a good job and suggesting the opposite will only make them more defensive and less open to any recommendation for changing.

Fear freezes people into place and prevents meaningful change.

Most bullying-prevention efforts emphasize what shouldn’t happen:“Don’t bully others.” The implicit message is that the schools themselves don’t have to change; they just have to make sure that bullying doesn’t happen.

many students who bully learn to do it under the radar of adult supervision. Traditional rewards and consequences have little if any impact on bullying behavior in schools.

Tell a different story.

Stand on principles.

Translate principles into specific words and actions.

Get adult behavior aligned with principles.

All students can lead.

Becoming a more caring and respectful school community is the means and the ends towards preventing and reducing bullying in schools.