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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."

This toolkit is the result of the collective efforts of the Global Citizenship Education Working Group (GCED-WG), a collegium of 90 organizations and experts co-convened by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), the Center for Universal Education (CUE) at the Brookings Institution, and the United Nations Secretary General's Global Education First Initiative's Youth Advocacy Group (GEFI-YAG). To gather the measurement tools in this collection, the working group surveyed GCED programs and initiatives that target youth (ages 15-24). For the purposes of this project, GCED was defined as any educational effort that aims to provide the skills, knowledge, and experiences and to encourage the behaviors, attitudes, and values that allow young persons to be agents of long-term, positive changes in their own lives and in the lives of people in their immediate and larger communities (with the community including the environment).

LEGO Education LearnToLearn provides educators an easy on-ramp to our hands-on, minds-on learning method and a great way to get started with LEGO Education materials in the classroom.

"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.

"Twitter, without a doubt, has become the social network for educators to take their professional development into their own hands. Twitter allows teachers to connect with other educators from around the world, join discussions related to their interests and have a steady stream of resources (to help them teach and learn) available to them whenever, whereever and however. Creating a network on Twitter has catapulted educators to be part of a connected world where learning happens anytime, help is only a tweet away, collaboration partners meet and communicate, conversations that directly or indirectly impact their physical lives take place 24/7. Twitter is helping educators gain many 21st century skills and literacies which could easily transfer to their classrooms."

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.

"How is Twitter interesting for a teacher or educational personnel in general? How to use Twitter for teaching? Why Teachers need Twitter? These are some of the questions that you will be able to answer after viewing the following 18 YouTube videos on How Educators can use Twitter in Classroom! "

"Educators like to tweet! Out of the 1/2 billion tweets that post every day, 4.2 million are related to education, according to Brett Baker, an account executive at Twitter.com. To put this in perspective, while you read this past sentence, over 3,000 edu-related tweets have flown across the Twitterverse."

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.

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?

We have devised an interactive curriculum aimed to support teachers of secondary students (approximately ages 13-17). The curriculum helps educate students on topics like: YouTube's policies How to report content on YouTube How to protect their privacy online How to be responsible YouTube community members How to be responsible digital citizens We hope that students and educators gain useful skills and a holistic understanding about responsible digital citizenship, not only on YouTube, but in all online activity

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.

"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 :(

"Now is the time to start thinking about what *you* are going to do to educate your students about cyberbullying, digital citizenship, online responsibility, and overall safety. A key to any educational effort is consistent reinforcement of the messages you want students to incorporate into their daily lives. Convening an all-school assembly on these topics once each schoolyear is not sufficient. But bringing up online issues even for just a few minutes regularly (daily!) can be very effective. No matter what your area of teaching expertise is, you can talk about digital citizenship. When it comes to educating your students about online issues, there is no need to reinvent the wheel. There are tons of great resources freely available on the web. You already know about our site, but in case you haven't explored it fully, below are just a couple of examples of activities you can incorporate into your classes. "

"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"

"Our students need adults to stop being afraid, and stop hiding, so education can get out of the shadows and into the light of the world in which our children live."

"That is why I think effective digital citizenship education is done WHILE students are using educational networks (social networks for education) and cell phones. In fact, that is why we founded Digiteen and spun it off as a nonprofit - because we felt like the kids who came in to Flat Classroom weren't ready because they were clueless about managing their personal identity in safe, wise ways!"

"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. "

Standards and Policies for educators to use Open Educational Resources. Implications for DLE and access issues