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Your Online Life: Permanent as a Tattoo - 0 views

www.youtube.com/watch youtube digital citizenship digital tattoo
shared by Jill Bergeron on 19 May 14 - No Cached
  • Jill Bergeron on 19 May 14
     
    "What if Andy Warhol had it wrong, and instead of being famous for 15 minutes, we're only anonymous for that long? In this short talk, Juan Enriquez looks at the surprisingly permanent effects of digital sharing on our personal privacy. He shares insight from the ancient Greeks to help us deal with our new "digital tattoos.""
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Practical Ed Tech Tip of the Week - A Cleaner YouTube | Practical Ed Tech - 0 views

practicaledtech.com/...-of-the-week-a-cleaner-youtube youtube digital citizenship chrome extension
shared by Jill Bergeron on 19 May 14 - No Cached
  • Jill Bergeron on 19 May 14
     
    This extension prevents inappropriate videos from appearing on screen while you are showing students appropriate videos.
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Three Reasons Students Should Own Your Classroom's Twitter and Instagram Accounts | EdS... - 0 views

www.edsurge.com/...twitter-and-instagram-accounts twitter instagram social media digital citizenship
shared by Jill Bergeron on 09 Feb 16 - No Cached
  • Jill Bergeron on 09 Feb 16
     
    Powerful ways to have your students use social media to promote class activities.
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5-Minute Film Festival: Turning Bystanders Into Upstanders Against Bullying | Edutopia - 1 views

www.edutopia.org/...bullying-prevention-upstanders Edutopia bullying digital citizenship
shared by marilow on 29 Oct 15 - No Cached
  • marilow on 29 Oct 15
     
    Empower kids by showing them how one person can make a difference when it comes to bullying.
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Where Kids Find Hate Online | Common Sense Media - 0 views

www.commonsensemedia.org/...where-kids-find-hate-online digital citizenship hate speech bullying cyberbullying diversity
shared by Jill Bergeron on 03 Nov 18 - No Cached
  • Just by playing a game on the internet, looking up a definition, or maybe checking out some music, they'll encounter some of the most vile and offensive words and images that can be expressed in the comments section of a YouTube video, a meme in their feed, or a group chat
  • The intensity of these ideas, the frequency with which kids see them, and the acceptance by so many that it's just part of internet life mean that it's critical to talk to kids about this difficult topic.
  • Are tech companies really that dedicated to free speech, or do they just want more users?
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  • But when kids see the horrific race-, religion-, and gender-based attacks committed in the real world by members of online extremist groups, they must wonder why adults can't stop these hate crimes.
  • Ultimately, hate speech is an area where sharing your own family's values -- around compassion and tolerance, appropriate communication, and empathy toward other -- sets a stable path forward for your kids to follow even in unsettled times.
  • How would you feel if you were a member of the group targeted by cruel language?
  • Does it matter if you're exposed to it a lot or a little? Are people with different social statuses -- for example, a popular kid vs. a loner type -- affected differently?
  • What's the difference between hate speech and cyberbullying? If someone is trying to hurt someone, or knows that they're hurting someone, and does it repeatedly, that's cyberbullying. When someone expresses vicious views about a group or toward an attribute of a group, that's hate speech.
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Home | Jacob Burns Film Center - 0 views

education.burnsfilmcenter.org/education medialiteracy literacy media digital citizenship video film
shared by Jill Bergeron on 20 Jun 18 - No Cached
  • Jill Bergeron on 20 Jun 18
     
    Clearinghouse for film and media literacy. There are exercises and examples for teachers and students to learn from.
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NAIS - The Truth About Making Real Change for Racial Justice - 0 views

www.nais.org/...real-change-for-racial-justice DEI social justice diversity racial justice
shared by Jill Bergeron on 02 Jan 21 - No Cached
  • To look at ourselves honestly means to ask: Why are our schools here? The raison d’être of independent schools has been, and continues to be, that of advancing the interests of those who already have privilege—to provide a return on investment (ROI) to those who have sufficient disposable income to afford independent school. To put it differently, our main job is to preserve the social status quo or reproduce the elite; this class-bound purpose results in a hierarchical view of the world in which our students are destined for leadership. In our mission statements, the idea that we are creating leaders is almost universal. On their face, these statements provide a binary and hierarchical understanding of society, one in which there are leaders and followers, and we are teaching the leaders.
  • noblesse oblige, a worldview that accepts and perpetuates existing social hierarchies while promoting social good.
  • When we look at our schools’ service programs, the idea of “giving back” is ubiquitous. Yet we fail to discuss or even question how much taking is appropriate.
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  • Families send their kids to our schools, and we must prove that we are better than local public or other school options. In other words, we ask the majority of our families to give us financial support so that their kids can get more—not necessarily different—than what their taxes pay for; the “more” is the ROI.
  • Furthermore, this hierarchical worldview permeates our practices—from grading to sports, we promote hierarchies cemented on ability, access, and popularity, among other things. By viewing race problems in our schools in purely cultural terms, we are articulating our hope that we will promote some hierarchies while erasing other hierarchies based on race, gender, and sexual orientation. But as we know, hierarchies intersect and sustain each other.
  • the demand that our teachers get better or different professional development, that we hire and admit more people of color, and that we collectively become culturally competent is a way to deal with the symptoms of racism, not with a system of racism.
  • Why would those who have privilege, and want to keep it by paying for a special pathway for their children, want to give it up? Anyone familiar with the college admission process knows the tensions that emerge around race and class. If our students and families are happy to embrace the language of inclusion, such superficial pretense often evaporates when college admission lists appear. It is then that we see the hard limits of our inclusivity.   The families in our communities are essentially good people who want to share, but they don’t want to be left out.
  • They like the idea of “giving back” but do not want to take less.
  • many of our enrollment challenges derive from the fact that millennial families are looking for meaning and value—not access. We need to stop worrying about providing an illusory ROI and ensure that we help our students develop lives of meaning and purpose; we need to stop worrying exclusively about leadership and prepare them for ethical and active citizenship. It is only when we can talk to our students about the need to take less so that others can have their fair share that we will be able to honestly talk about race.
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