Digital Citizenship Workshop

November 2, 2007

Middle Years Survey

Welcome, housekeeping, etc.

Sharing Time (60 minutes)
  • Break into six groups - appoint a wiki recorder(s)
  • Respond to the follow:
    • Share one cool thing that you learned or have done with students, teachers, administrators
    • Explain why it was successful, and/or
    • Share one thing that was not so success
    • Explain the issues or problems
Sharing 1 | Sharing 2 | Sharing 3 | Sharing 4 | Sharing 5 | Sharing 6

Digital Citizenship

We can't continue to give the most powerful tool in recent history for teaching and then take away their ability to teach responsibility and self-monitoring and self-direction...we've taken away the ability of educators to develop that responsibility in students and in students for them to take responsibility for that. -Dr. Don Knezek in this audiocast

Group 2's definition is in a Google Notebook
Group 4: Using technology in safe, ethical, moral, responsible, respectful ways, in order to understand our global society.


Activating Knowledge
Craft "matchbook definition" for the term digital citizenship - no more than 12 words

Creating a Common Understanding
Say Something Activity
Using the blank graphs at your table indicate where you think our Middle Years Students might rank in each of the categories on the charts?

Assumption Shuffle
  1. Individually - write one or two of your assumptions about the predictions just made
  2. When done place cards in the centre of the table - stack and shuffle
  3. Hand cards to another table
  4. Read card aloud to the large group
  5. Discuss
note - only one assumption per card

Data Analysis
Join your group at one of the chart stations
Read and discuss the data
One person records
  • What important events seem to pop out?
  • What are some patterns, categories or trends that seem to be emerging?
  • What seems to surprising or unexpected?
  • What are some things that we have not yet explored?

Walk Around Survey
  1. Individual Work. On your own, generate a response for each category in the left-hand column of the page
  2. Full-Group exchange. With your survey form walk around the room filling your form by surveying group members for their responses. Briefly capture your colleagues' thinking, as well as their names in each appropriate box. Don't collect information from your own table group; you will have an opportunity to exchange thinking with them later on.
  3. Table-Group Processing. Return to your table group and share your collected information as well as your own thinking.
  4. Table-Group Analysis. As you pool and share your data, analyze the information you have collected, look for themes, compare and contrast the items, organize into new categories
  5. Generating Theory. Identify a pattern or theme in the data from which you can develop a hypothesis, or generate a theory. Be ready to share your theory with connections to supporting data, using a What and Why reporting patter. [What: your theory/Why: some of your supporting data].

  • Blocking and filtering will protect our students.
  • Education programs on responsible, ethical and safe internet use are essential.
  • Acceptable Use Policies should establish the parameters of technology use in schools.

Data Collection Form: walk_around.doc

PART TWO: Living Sky Acceptable Use Policy
Establishing a Common Knowledge Base
Read/watch the following:
AUP's in a Web 2.0 World
Policies2.0: Rules for the Social Web (links to sites mentioned in the presentation and to more resources on digital safety)
In the fast-changing online world of social networking, where an embarrassing photo can travel the globe in seconds, online predators are the topic of nightly news programs, and young adults travel as avatars to virtual worlds where anything can happen, what policies do schools need to set and how do they set them?

Say Something
In your table group discuss and note 3 - 4 key points mentioned in the article and the slide show that should be addressed in our policy document.

Read the Draft Living Sky Acceptable Use Policy Document:
Guiding Questions: (based on How Do We Teach Kids To Cross A Busy Street)

In your table groups
  • appoint a synthesizer/recorder
  • using the guiding questions respond to the document
  • prepare a chart or other visual to share with the whole group
  1. What key principles are apparent in the document?
  2. What key points have been addressed?
  3. Does the AUP integrate IT policies with other Institutional policies? If so, give examples
  4. Does the AUP appear to be a control mechanism? If so, give examples.
  5. Will the AUP help to ensure the effective use of IT by school division staff and students? Give examples.
  6. Does it take into account the fact that technologies change, usage changes and culture changes?
  7. Is it simple and/or sophisticated enough to accommodate for technical and organizational complexities yet be understood by staff, students and parents?
  8. Does the policy allow for safe environments, minimize risk, allow learning and encourage enthusiasm and innovation?
  9. What key points, procedures, expectations are missing?
  10. Does the policy respect teachers, students and parents?

Present observations, comments, suggestions.

Concluding comments

Meeting Dates
• January 22 – Virtual Meeting (3:45 – 4:45)
• March 11 – Information Literacy – NBCHS (9:00 – 3:30)
• April 22 – Virtual Meeting (3:45 – 4:45)
• May 13 – Professional Development – NBCHS (9:00 – 3:30)

Selection Policy - A library policy, usually approved by a board or other authority, that indicates the procedures or types of materials a library adds to its collection
Challenged Materials Policy - an established procedure that is followed for processing and responding to criticism of approved selected materials.