Digital Citizenship in Schools

Computers...not much more than digital textbooks. Interesting research on how teachers and students are using technology with a comparison of stats from 2013 to 2018.

ISTE & EdSurge are curating a list of free products offered by companies and organizations to support learning during extended school closures. Search the directory to explore what products will best support your needs.

Making virtual learning or distance learning work for all students is challenging. You can have all the best tools in place, but without equitable access at home for all your students -- and adequate prep and training for yourself -- it's tough to replicate a traditional, in-person learning experience. This list assumes you've got those problems worked out and are focusing now on how to set up an effective virtual learning environment -- either adapting your existing curriculum, or designing a brand-new one from the ground up.

As the effects of the coronavirus sweep through the United States and across the world, many teachers and schools are making the shift to virtual learning. But even if students are comfortable with technology, learning online requires its own norms and procedures, many of which will be new to students who are used to learning in a face-to-face classroom.

When school campuses around the world closed due to the coronavirus pandemic, the video-conferencing tool Zoom became a household name practically overnight. Launched in 2013 to connect remote office workers, Zoom is now one of the go-to platforms for online learning. Zoom's simple setup, ability to accommodate 100 participants at once, and low cost make it a popular option for distance learning programs. But Zoom has faced some significant privacy and security challenges, which leave schools and teachers wondering whether it's the right tool for teaching and learning. If you're considering using Zoom with your students, read on to learn more about its key features and how to use the tool as safely as possible.

A great website for Cyberbullying, reliable and authentic content.

"Teacher librarians are trained to quickly and effectively critically analyse and evaluate learning materials in a way that teachers may not. That being the case, it is more vital than ever before to assist them to navigate the tsunami of information flooding every communication channel by creating curated content."

Hi Kate. I can't believe I finally remembered to pin something to diigo....look at you go though. You are even commenting! I thought this article from SCIS was perfectly timed. I only work part-time but I have spent days and days curating resources for teachers since lockdown went into action. They have been so thankful not to have to trawl through a million items to find something they will actually use with their students. Most helpful at the moment has been a libguide created to share all of the online read alouds so generously being offered by authors and illustrators.

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.

An interactive game for stage 2 / 3 age 11-14

(March 27, 2020) Dr Anne-Marie Chase and Professor Pauline Taylor-Guy discuss the importance of technology for flexible learning in the current Covid-19 crisis. They identify three decision-making phases that schools must address to ensure that digital learning remains resilient and sustainable for the future: immediate, interim and sustainability. They provide an extensive checklist of considerations and strategies for thorough planning of each phase.

James, C., Weinstein, E., & Mendoza, K. (2019). This report points to a collection of core insights about young people and digital life from the emerging EDD research and also includes insights from academic research on media and children,focusing particularly on challenges that U.S. tweens and teens face in their digital lives. This research lays the foundation for Common Sense Education's updated Digital Citizenship Curriculum. We describe the curriculum's unique approach, grounded in Project Zero's research,which focuses on pedagogical strategies that support both student skills and dispositions. The following sections outline the six key topics covered in the curriculum and address the importance of a whole-community approach among educators, students, and parents in creating a thriving culture of digital citizenship.

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.