Group items tagged

"Digital Intelligence (DQ) is the sum of social, emotional, and cognitive abilities essential to digital life. It is having the necessary knowledge, skills and ability to adapt one's emotions and adjust one's behaviour to deal with the challenges and demands of the digital era. Beyond knowledge, these abilities must be rooted in human values of integrity, respect, empathy and prudence. These values enable the wise and responsible use of technology - an attribute which will mark the leaders of tomorrow."

Do you think this will replace digital natives and digital immigrants? That we all just need digital intelligence? Marc Prensky is now focusing on Digital Wisdom - similar thing but all good, methinks.

"At the end of the twentieth century, intellectual property rights collided with everyday life. Expansive copyright laws and digital rights management technologies sought to shut down new forms of copying and remixing made possible by the Internet. International laws expanding patent rights threatened the lives of millions of people around the world living with HIV/AIDS by limiting their access to cheap generic medicines. For decades, governments have tightened the grip of intellectual property law at the bidding of information industries; but recently, groups have emerged around the world to challenge this wave of enclosure with a new counter-politics of "access to knowledge" or "A2K." "

"Schoolchildren are at risk of having their online activity tracked and monitored for targeted advertising by internet firms through free cloud based education services. A survey has found that many parents do not know about data mining - the process of tracking email and web browsing habits in order to target advertising - but once they do they have grave concerns for their kids' online privacy, and believe schools need to do more to protect it. The survey commissioned by American IT industry group SafeGov asked 1000 Australian parents about their knowledge of data mining."

"For most young people today, engagement with new digital media is a routine aspect of life. Through computers, mobile phones, and other handheld devices, youth can blog, tweet, participate in social networks like Facebook, play massive multi-player games, use online information sources, and share videos, stories, music, and art they've created. Important skills and knowledge can be gained from such activities, but there are also risks. For example, young people may only rarely consider what it means to be an ethical, socially responsible "citizen" on the Internet. Our Space is a set of curricular materials designed to encourage high school students to reflect on the ethical dimensions of their participation in new media environments. "

ideas, issues, knowledge, data - visualized!

The Australian Communications and Media Authority has launched a guide to being positive about digital engagement'' rather than being a wary Internet user. The Guide facilitates confident online engagement by citizens through identifying three principles which reflect the required values, skills and knowledge: Engage positively: exercise your rights and responsibilities as a digital citizen Know your online world: learn new skills and digital technologies Choose consciously: take charge of how you interact online.

A blog listing some resources to use to create your own app. Little if any coding knowledge required.

"It sounds like the stuff of sci-fi nightmares - a stranger hacking your baby cam and shouting abuse at your toddler. Someone controlling your home's lights and power points via a system that should only respond to your smartphone. Criminals watching you and your family from your smart TV without your knowledge. But each of these has already happened, and mark the beginning of a cyber crime wave threatening business, governments and individuals around the world. The number of smart devices being connected online in what's called the "Internet of Things" will rocket from 13 billion to an estimated 50 billion by 2020. The problem, says LA security consultant Marc Goodman, is that they're all hackable."

Important message for all information and knowledge leaders/teachers. Best tools to used shared.

Your students may be able to update their Facebook status in a heartbeat, but can they also write a thoughtful letter to the editor, voice their opinion on a call-in radio show, or access local media to advocate for community action? How well would parents or teachers in your community do at those tasks? In Digital and Media Literacy: A Plan of Action, media literacy expert Renee Hobbs makes a strong case for deepening digital literacy -- not only for youth but for Americans of all ages. Improving our digital and media literacy will require nothing less than a national community education effort, Hobbs argues in a position paper recently published by the Aspen Institute and Knight Foundation. Sorting through the flood of information most of us encounter daily requires new knowledge and critical-thinking skills, she says.

Explore the concept and practice of digital citizenship, from social, economic, political, ethical and technological perspectives, and consider how a knowledge of new media strategies and activities coupled with information policies in schools can develop the capacity of students and teachers as digital citizens. This page is inspired by and curated for ETL523 at Charles Sturt University

"The 21st Century Fluencies are not about technical prowess, they are critical thinking skills, and they are essential to living in this multimedia world. We call them fluencies for a reason. To be literate means to have knowledge or competence. To be fluent is something a little more, it is to demonstrate mastery and to do so unconsciously and smoothly. A young learner who is literate in the use of a tool, say a pencil for example, can use it to write, but does so haltingly because a great deal of focus is on the use of the tool. As time goes on, this learner will develop fluency with the use of the pen or pencil, or keyboard. No longer will it be an impediment, instead their thoughts and ideas flow directly to the paper. The use of the tool is transparent. This is the level of proficiency we will need to thrive in this digital landscape and is what we strive to develop in today's learners."

This website describes clearly the elements of digital etiquette, or "netiquette". It contains full access to an online version of the book Netiquette by Virginia Shea, a summary of the basic rules the book suggests, and a quiz to test your netiquette knowledge. It provides a clear understanding of the concepts needed to create a policy on digital etiquette and will be a useful resource when creating one.

"In the fall, Alice Marwick and I went into the field to understand teens' privacy attitudes and practices. We've blogged some of our thinking since then but we're currently working on turning our thinking into a full-length article. We are lucky enough to be able to workshop our ideas at an upcoming scholarly meeting (PLSC), but we also wanted to share our work-in-progress with the public since we both know that there are all sorts of folks out there who have a lot of knowledge about this domain but with whom we don't have the privilege of regularly interacting."

With due respect to Howard Gardner, there is not necessarily anything new here. Gardner's notion of synthesis is not far removed from Bloom and his concept of creativity follows the continuum set out by Cohen, with what appears to be references to Kaufmann's Four Cs of creativity. Certainly, the notion of lifelong learning is part of the character of the twenty-first century learner, while the need and process for evaluating information is at the core of information literacy. But this concept of synthesising and the effective evaluation and application of knowledge, is central to the teaching work of information leaders in the twenty-first century.

Excellent image search and citation tool! - Safe G Rated Images - All images are appropriate for school setting thanks to Flicker safe Search and our proprietary filters - - Automatic Citation - Downloaded images automatically cite the author and the image license terms - Creative Commons - All photos shown are to the best of our (and Flickr's) knowledge Creative Commons licensed for school use"

New to blogging and image use online? Read this short article to develop skills key to knowledge work online

The concepts of digital citizenship and citizenship 2.0 are particularly relevant in the context of globalisation and the knowledge economy. The most recent technology standards for students published by ISTE enshrine a major category for digital citizenship (ISTE, 2007). "Digital citizenship" is now being dubbed as "citizen 2.0" and in the simplest terms it refers to the ability to participate in society online and to use technology appropriately. Digital citizenship represents capacity, belonging, and the potential for political and economic engagement in society in the information age (O‟Brien, 2008). Digital citizens practice conscientious use of technology, demonstrate responsible use of information, and maintain a positive attitude to learning with technology (ISTE 2007 cited in Richards, 2010). The affordances of the recent raft of web 2.0 technologies - sharing, collaborating, networking, customising and personalization enable new forms of civic participation which are changing existing social relations (Punie & Cabrera, 2006). Social communication technologies offer new channels for political engagement, contacting officials, and discussing issues. The network effects or benefits of bringing people together online exceed the satisfaction gained by individual participants - creating what economists call "positive externalities" or spill over benefits.

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).