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"I set out to answer these questions through a study of attitudes, which compared digitally literate students' to digitally-challenged teachers and visa versa. In this study being undertaken at Swinburne University and sponsored by the Wesley College Institute for Innovation in Education, 321 students in years 9 and 10 and 100 educators were surveyed about their attitudes to digital literacy and the use of digital technologies. The schools were co-educational independent schools with laptop programs and significant differences were observed in student and educator attitudes towards each other's digital literacy. The hypothesis, "that there is a disconnect between the digitally capable students and digitally challenged educators in schools with laptop programs, limiting effective use of digital technology in the classroom" was supported in the findings. This has repercussions for educating "net generation" students and implications for the implementation of the National Secondary Computer Fund and National Broadband Network. The disconnect was revealed in terms of attitudes towards technology in the classroom, teaching pedagogy, internet use, adoption of cutting-edge technologies and limitations placed on school laptops and networks. In this study 57 statements were provided to research participants, who were then grouped into four groups: digitally capable students, digitally challenged students, digitally capable educators and digitally challenged educators."

Critical Studies in Education: Vol 60, No 1 In this article, we attempt to define and explore a concept of 'radical digital citizenship' and its implications for digital education. We argue that the 'digital' and its attendant technologies are constituted by on-going materialist struggles for equality and justice in the Global South and North which are erased in the dominant literature and debates in digital education. We assert the need for politically informed understandings of the digital, technology and citizenship and for a 'radical digital citizenship' in which critical social relations with technology are made visible and emancipatory technological practices for social justice are developed.

Essential aspects of incorporating digital citizenship in education. 

Essential aspects of incorporating digital citizenship in education.

"Digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use"

Queensland University of Technology recognises the important role social media technologies play in enabling people not only to communicate and collaborate with each other, but also to create, share and consume content. The uptake of social media has opened up new ways of learning and teaching for educational communities to experience new ways of communicating. The rapid growth in Web 2.0 tools and other emerging technologies, often located outside university managed environments, has occurred alongside the steady growth in blended learning in higher education, with students becoming increasingly active communicators, collaborators and creators of content in a virtual community. Learning and teaching activities now take place both in physical and virtual spaces with a range of tools, including learning management systems, other university supported applications and tools, and, increasingly, a variety of public domain social media (Facebook, Twitter, blogs, wikis, mashups, video-sharing sites, etc.). These guidelines aim to provide guidance to QUT teaching staff and students in the use of social media that adds value to the educational experience, whilst being mindful of the University's duty of care and legal obligations.

"Hello, my name is Kara Lee and I am an Instructional Technology Facilitator. I received my Master's of Science in Instructional Technology from the University of North Carolina-Wilmington. I currently work in the NC Public Education School System. When talking to staff, parents, other employees and friends, their biggest concern is keeping up with technology and the language the new generation speaks! As adults, it is our job to educate ourselves on emerging technology so that we are always aware of things our children have access to and how they are using them. I hope this site will be helpful to you in becoming more aware of things parents of Digital Natives need to know to help keep their children safe in a Digital World! "

The digital world is a vast expanse of learning and entertainment. But it is in this digital world that kids are also exposed to many risks, such as cyberbullying, technology addiction, obscene and violent content, radicalization, scams and data theft. The problem lies in the fast and ever evolving nature of the digital world, where proper internet governance and policies for child protection are slow to catch up, rendering them ineffective. Moreover, there is the digital age gap. The way children use technology is very different from adults. This gap makes it difficult for parents and educators to fully understand the risks and threats that children could face online. As a result, adults may feel unable to advise children on the safe and responsible use of digital technologies. Likewise, this gap gives rise to different perspectives of what is considered acceptable behaviour. So how can we, as parents, educators and leaders, prepare our children for the digital age? Without a doubt, it is critical for us to equip them with digital intelligence.

"In this digital world, opportunities for education are available like never before. Though teachers using online tools are empowering students take part in their education, they may also expose them to inappropriate material, sexual predators, and bullying and harassment by peers. Teachers who are not careful with their use of the sites can fall into inappropriate relationships with students or publicize photos and information they believed were kept private. For these reasons, critics are calling for regulation and for removing social networking from classrooms -- despite the positive affects they have on students and the essential tools they provide for education in today's digital climate. "

Hence more reasons why teachers must be well read and prepared and willing to work with a team/committee to help solve the issues of safety, legality and ethical behaviours before working on their school DLE.

"In Digital Age, Learning Civics Means Doing Civics Traditional civic education has required students to memorize basic facts about American government, call it the what, who, and when model for civic literacy. The primary source of information has been textbooks, a source of literacy that has not always been the most accurate or inclusive. And while books (in various forms) will certainly continue to play a role in civic education emerging digital media platforms will be key in the effort to engage, invigorate, and create an informed citizenry. The rise of digital media offers a unique opportunity to add a more experiential dimension to civic education. Digital technologies can, of course, be used to teach kids basic civic facts, but they can also serve as an entry point into "doing" civics. This happened in a Minneapolis third grade class I visited earlier this year. "

Can formal education remain relevant in the long term? That's one of six critical challenges facing schools identified in a new report examining the impact of technology on education.

What are teachers doing to support online learning both locally and globally? When interacting and collaborating with others beyond the immediate classroom, what are expected protocols or norms of behavior, and what are the essential understandings needed to forge working relationships between learners? Julie Lindsay, an education leader in digital technology, online learning, and curriculum across Asia, Africa, and the Middle East, and author of the new book, The Global Educator: Leveraging Technology for Collaborative Learning and Teaching, explores. Please also join us on Twitter next Thursday, July 28, for a special #globaledchat with Julie Lindsay on her new book!

There are a number of labels to describe the young people currently studying at school, college and university. They include the digital natives, the net generation, the Google generation or the millenials. All of these terms are being used to highlight the significance and importance of new technologies within the lives of young people (Gibbons, 2007). For some, new technologies have been such a defining feature in the lives of younger generations that they predict a fundamental change in the way young people communicate, socialise, create and learn. They argue that this shift has profound implications for education (e.g. Prensky, 2001a; Gibbons, 2007; Rainie, 2006 and Underwood, 2007). Typically, supporters of this concept view the differences between those who are or who are not digital natives as primarily about when a person was born. This paper will critique and show new evidence against this conception of the digital native as based purely on generational differences. The paper will separate the 'doing' from the 'being', that is it will propose a number of digital activities (doing) that indicate digital nativeness and then examine which types of people (being) are most likely to demonstrate these characteristics. The paper will show that breadth of use, experience, self-efficacy and education are just as, if not more, important than age in explaining how people become digital natives.

Another article for gauging where schools, educators' pedagogies sit in relation to using technologies. Do we offer students opportunities to develop good citizenship behaviours using technologies? Is education and learning in a rut in some schools? A real thought provoking article?

"A growing number of educators and advocates in the online safety field are now embracing the term 'digital citizenship' to describe education about privacy, safety, security and responsible use of information and communication technologies (ICT). There is also a growing understanding of the importance of beginning this education when a child first starts their use of ICT. "

The full version of this does not seem to exist :(

"Consumption of digital content has become a daily part of teen and pre-teen students' lives and teachers around the world are looking to keep pace with educational resources about Digital Citizenship, according to a 2011 survey conducted by the National Council for Digital Citizenship (NCDC). NCDC conducted a survey of International Society for Technology in Education (ISTE) members last April to gain insight into educators' understanding of digital citizenship and classroom needs. More than 1,200 respondents completed the survey. The results were notable"

This post describes how educators can develop a personal learning network that supports meaningful and relevant learning. The MOOC, Education Technology & Media, etmooc, is used here as a working example of how to develop a PLN.

"Perhaps that makes the 55-year-old teacher sound like a dinosaur. What he discovered is, after all, one of the most obvious realities shaping education policy and parenting guides today. But, as Loewy will clarify, his revelation wasn't simply that technology is overhauling America's classrooms and redefining childhood and adolescence. Rather, he was hit with the epiphany that efforts in schools to embrace these shifts are, by and large, focusing on the wrong objectives: equipping kids with fancy gadgets and then making sure the students use those gadgets appropriately and effectively. Loewy half-jokingly compares the state of digital learning in America's schools to that of sex ed, which, as one NYU education professor describes it, entails "a smattering of information about their reproductive organs and a set of stern warnings about putting them to use.""

Abstract: In the July/August 2011 edition of TechTrends, a group of AECT members and academic professionals explored the state of digital citizenship for students in K-12 through an article entitled: Digital Citizenship in K-12: It Takes a Village. Identified was a significant need for digital citizenship awareness by parents, educators, and students through a series of interviews, exploration of resources, reports, and surveys. In this current article, the purpose is to provide an updated perspective of the state of digital citizenship in the K-12 academic and professional environments as gathered from re-administering the 2010 survey and interviewing experts quoted in the 2010 article. Results showed the need for teaching digital citizenship at an earlier age, improved digital citizenship awareness by both educators and administrators, and a continued focus on the misuse and abuse of technology.

The International Journal of Game-Based Learning (IJGBL) is devoted to the theoretical and empirical understanding of game-based learning. To achieve this aim, the journal publishes theoretical manuscripts, empirical studies, and literature reviews. The journal publishes this multidisciplinary research from fields that explore the cognitive and psychological aspects that underpin successful educational video games. The target audience of the journal is composed of professionals and researchers working in the fields of educational games development, e-learning, technology-enhanced education, multimedia, educational psychology, and information technology. IJGBL promotes an in-depth understanding of the multiple factors and challenges inherent to the design and integration of Game-Based Learning environments.

This study of policies for information and communication technologies (ICT) in education and training in Australian education systems and agencies is the initial component in a project undertaken for the Australian Department of Education, Science and Training (DEST). The project comprises three components: the development of a searchable online data base where policies, both Australian and international, are summarised, and which can be accessed through edna (http://www.edna.edu.au); this report on Australian developments; an international report covering ten countries in Europe, North America and Asia, as well as Australian systems. The Australian report provides the platform for the comparative analysis of the international report.