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Shally Ackerman

How Students View Digital Citizenship | Edudemic - 0 views

  • We leave a digital trail of breadcrumbs and establish our digital selves by sharing, commenting, and communicating like never before
  • Digital Citizenship is a principle that helps users understand how to utilize technology in an appropriate way
  • But in classrooms, teachers monitor the activities of students as they always have. In regards to students adding or accessing inappropriate content, we have software that reports this information to us.
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  • f students violate our acceptable use policy, we have ramifications that range from loss of Internet access to suspension
  • However, the bigger issue is education and letting students know that these comments will become part of their digital footprint and could hamper them down the road
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    This article gives information about digital citizenship from the perspective of a teacher and school principle.
Karrissa Harbour

BBC - Schools - Primary History - 0 views

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    Resource with great information for both students and teachers, as well as fun quizzes and games.
Karrissa Harbour

MrDonn.org Social Studies - FREE Lesson Plans Activities Games Powerpoints Handouts - f... - 0 views

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    Not the prettiest website, but it has a ton of good historical information for kids and teachers.
Emily Wampler

School segregation sharply increasing, studies show - The Answer Sheet - The Washington... - 0 views

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    A recent article about how segregated our schools are today; it presents some fairly stunning information about how divided the classroom is today.
Alexander Hendrix

Virginia Studies SOL Review Grade 4/5 - 0 views

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    SOme helpful review/information/multimedia for Virginia history review
Kylee Ponder

My StoryMaker : Carnegie Library of Pittsburgh - 0 views

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    Different digital storytelling format! Wonderful for primary children! Related to a variety of SOLs, including SOL K.3 The student will build oral communication skills. a) Express ideas in complete sentences and express needs through direct requests. b) Begin to initiate conversations. c) Begin to follow implicit rules for conversation, including taking turns and staying on topic. d) Listen and speak in informal conversations with peers and adults.e) Participate in group and partner discussions about various texts and topics. f) Begin to use voice level, phrasing, and intonation appropriate for various language situations. g) Follow one- and two-step directions. h) Begin to ask how and why questions.
Alexander Hendrix

Digital Story - Miss Meghan Rooney - 0 views

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    A digital story about Virginia's native American tribes, information about them, and how we know what we know about them including things about artifiacts
Alexander Hendrix

Virginia Watersheds - 0 views

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    Information on Virginia watersheds for use with the Earths resources SOL for Fourth grade. 
Kylee Ponder

The Seeds of Discovery and Change - Google Maps - 0 views

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    Wonderful GoogleMap related to the explorers of the New World!  Related to SOL 3.3 The student will study the exploration of the Americas by a) describing the accomplishments of Christopher Columbus, Juan Ponce de León, Jacques Cartier, and Christopher Newport; b) identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on American Indians.
Kylee Ponder

Storybird - A burning question. - 0 views

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    Storybird - helping students build reading skills and create thier own stories! Related to SOL 2.6 The student will use semantic clues and syntax to expand vocabulary when reading. a) Use information in the story to read words. b) Use knowledge of sentence structure. c) Use knowledge of story structure and sequence. d) Reread and self-correct. 
Kylee Ponder

Famous Buildings in Italy - Google Maps - 0 views

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    Awesome GoogleMap related to architecture in Italy! Connected to SOL WG.1 The student will use maps, globes, satellite images, photographs, or diagrams to a) obtain geographical information about the world's countries, cities, and environments; b) apply the concepts of location, scale, map projection, or orientation; c) develop and refine mental maps of world regions; d) create and compare political, physical, and thematic maps; e) analyze and explain how different cultures use maps and other visual images to reflect their own interests and ambitions. 
Moni Del Toral

Smithsonian's History Explorer Interactives & Media: Be a Movie Director - 1 views

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    Students can create a research-based descriptive movie using clips and information from the Smithsonian History Museum website.  National Standards are provided for teachers
Moni Del Toral

Civil War Battlefields - Google Maps - 0 views

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    This map locates the battles fought during the Civil War. There are several battles that are further described to provide students with more information
Moni Del Toral

Bugs Count - join in our nationwide bug hunt | OPAL - 0 views

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    Students will examine their surrounding environment for bugs while compiling their information in an online database
Moni Del Toral

Flat Stanley: Flat Stanley | A Literacy and Community Building Project for Kids - 0 views

shared by Moni Del Toral on 05 Dec 12 - Cached
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    Flat Stanley connects social studies and reading standards in one giant literacy project that promotes the exchange of information and knowledge between students
Kylee Ponder

Education World: WebQuest - 1 views

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    Educational WebQuest for students wanting to learn about habitats & endangered species! Relates to SOL 2.5 The student will investigate and understand that living things are part of a system. Key concepts include a) living organisms are interdependent with their living and nonliving surroundings; b) an animal's habitat includes adequate food, water, shelter or cover, and space; c) habitats change over time due to many influences; and d) fossils provide information about living systems that were on Earth years ago.
Karrissa Harbour

Ancient Greece - History, mythology, art, war, culture, society, and architecture. - 1 views

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    Informative site on Ancient Greece that pertains to third grade SOLs.
Stephanie McGuire

Solids and Liquids in Our World: Process - 0 views

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    States of Matter. Basic but includes a video, interesting changing states of matter game, a song, and a journal for students to print out and complete. Journal is basic but could glean much information about what the students learned from the WebQuest.
smsanders

Jamestown - Interactive - National Geographic Magazine - 0 views

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    Neat website that lets you explore information about Jamestown and Werowocomoco.
Shally Ackerman

Digital Literacy in the primary classroom | Steps in Teaching and Learning - 0 views

  • 8 elements of Digital Literacy
  • Cultural [Cu] Cognitive [Cg] Constructive [Cn] Communication [Co] Confidence [Cf] Creative [Cr] Critical [Ct] Civic [Ci]
  • he following is my interpretation of how they might be used for teaching and learning in a primary classroom
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  • definition in its publication Digital Literacy
  • To be digitally literate is to have access to a broad range of practices and cultural resources that you are able to apply to digital tools. It is the ability to make and share meaning in different modes and formats; to create, collaborate and communicate effectively and to understand how and when digital technologies can best be used to support these processes.
  • The challenge is how we as teachers can foster digital literacy in all areas of the school curriculum
  • it is our responsibility to ensure children are not only confident users but can also make informed decisions about the use of such digital technologies to help them in their learning
  • How can we ensure that our learners are digitally literate?
  • We can help children understand their role in the wider community and how they will have an effect on it. What they say becomes incredibly important when you begin to use digital tools to publish their content online for the world to see
  • Don’t envisage this as how your learners will use digital tools but how they will use their own cognitive tools to do so
  • In today’s digital world children have a multitude of ways to communicate that are more or less digital variations of those tools 30 years previously.
  • developing links and strengthening those bonds by fostering projects and interaction is the next step
  • Go with what the learners suggest, follow up their questions even if it isn’t in your panning
  • Learners today need to know which tools are the best to communicate the message they want to say, they need to make deliberate and informed choices that recognise what these digital communication tools can do and how best to utilise them.
  • You want a class of learners that will know which tools will get the job done effectively and which tools will only hold them back
  • Never before has a learner been presented with so much choice to draw a picture – from pencil and paper to digital pens and paper on a tablet device
  • owever the creative potential is being held back by teachers who are either not prepared to use these tools in their class due to other ill conceived curriculum pressures or they just don’t know how.
  • How do we know it is written by the author claiming it to be so? We need to develop critical awareness and thinking
  • Children cannot go on accepting the first result they receive from a search
  • Digital Literacy must be developed across every part of the curriculum and not just ICT and our learners must be given the freedom to do so in schools today
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    This article breaks down some of the concepts that go into digital literacy.
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