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This is an interesting post on how teachers and students can evaluate their technology use using the SAMR model of Dr Ruben Puentedura. The goal is to be using technology to create new ways of learning rather than just as a replacement for older ways of learning, researching, creating and sharing.

"Last week, I wrote about how the internet facilitates civic participation and encourages individuals to connect with each other. But what about those on the other side of the digital divide? Not everyone has access to the technologies that enable this new kind of participation. As Gov 2.0 becomes the norm, and digital citizenship becomes even more intertwined with "offline" citizenship, how will we ensure that everyone is included in the benefits of participatory governance - not just those already fortunate enough to have broadband access at home and the know-how to use it effectively?"

"Kids today seem to be born knowing how to use technology, but they don't automatically understand responsible online behaviour. It's a new challenge parents face - teaching children how to be good digital citizens; how to use technology safely and responsibly, and how to evaluate, manage and use the information and tools they find online. Here are eight areas of digital citizenship that parents may consider and discuss with their children."

"Well, to help, the Consortium for School Networking (CoSN) has released an AUP guide ( Acceptable Use Policy Guide) to help school district leaders rethink their internet use policies and how educational technology can best be used to help students get the most out of their time in school."

"Digital citizenship isn't just about recognizing and dealing with online hazards. It's also about building safe spaces and communities. Digital citizenship is a comprehensive approach to the use of digital technologies. It helps not only students but all technology users understand how to manage personal information and be an internet savvy."

"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. "

"The online environment is an integral part of modern economic and social activities, and a vast resource of education, information, communication and entertainment. Further, the evolution of new technologies is diversifying the ways in which Australians connect with each other and the world. As part of the Government's comprehensive commitment to cyber-safety, the Australian Parliament established this Committee in March 2010. This report focuses on how young people can be empowered and connect to the Internet, and use new technologies with confidence, knowing that they can use them safely, ethically and with full awareness of risks and benefits. The facilitation of safer online environments requires government, industry and the broader community to work together to realise the benefits of the online environment while also protecting Australians from dangers and enabling them to use existing and emerging tools to mitigate risks.  

The most enlightened and relevant article I have read for a long time on how to approach using digital technologies in schools that references the work of Scott McLeod as well.

"From cyberbullying and photo sharing to digital footprints and online safety, the Connecting Families program helps parents and kids address important topics and have meaningful conversations about making great choices in their digital lives. This free, year long program includes everything parent facilitators need to encourage their schools and communities to use connected technologies in ways that are both fun and safe. Our resources include a step-by-step hosting guide, conversation topics, and printable resources to share -- all carefully researched and crafted by Common Sense educational technology experts. Get started with the Program Overview, and then follow the steps below."

Published on Jun 18, 2016 This is a video summary of: Veletsianos, G. (2016). Digital Learning Environments. In Rushby, N. & Surry D. (Eds) Handbook of Learning Technologies (pp. 242-260). Wiley. Download the paper from: http://www.veletsianos.com/wp-content... Digital learning environments are everywhere. Learning Management Systems (LMS) are used almost universally. People learn how to play the ukulele by watching YouTube videos. They learn how to grow organic veggies by joining Facebook groups. And they join a vast array of specialist communities that help them improve their skills, from knitting, to drawing, to managing their finances. All these technologies, resources, and platforms that people use to learn online, is what I call digital learning environments. What are some important issues that researchers and designers need to know about digital learning environments?

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.

Summary: Digital citizenship is the state of having access to the Internet and communication technologies that help promote equal opportunity, democracy, technology skills, and human rights.

Many professional societies, including the American Association of School Librarians (AASL), the Consortium for School Networking (CoSN), and the International Society for Technology in Education (ISTE), provide standards and goals for the implementation of technology in learning. These standards include information literacy, collaboration, communication, and digital citizenship, among others. This article also focuses on digital citizenship. In additional to providing standards and behaviors, it provides a structure for addressing behaviors when they affect students and the school community.

A framework for educators to measure how well technology tools integrated into lessons are helping students engage in, enhance and extend learning goals.

This article from Edudemic features an extensive list of some of the most awesome technological tools you can find for teaching and learning. There's lots to explore here, so have fun!

"Online reputation management now accounts for 95% of his business. Initially, he worked exclusively with firms and brands, but these days 60-70% of Wadsworth's clients are individuals. "I did not anticipate that," he says."

"Whether you're a lurker, a power-user, or middle of the road catch-as-catch-can user of technology, there may be some surprising inferences to be made about your teaching style. These online habits are as much the product of your personality as your habits as an educator."

Education Week article by Matthew Lynch explores a different side of K-12 classroom technology. While the benefits of technology continue to affect traditional education, we must consider the effects that might be less desirable, and Lynch introduces us to them here.