DigCitKids is digital citizenship for kids by kids. DigCitKids solve real problems in local, global, and digital communities.
This book is a compilation of stories, starting with our own mother and son story, and shares examples from both parents and educators on how they embed digital citizenship at home and in the classroom. The stories highlight how learning together and talking with kids — not at kids — is something we all can do, every single day.
Contributing authors also include María Zabala from Spain, Jyoti Chopra from India, Mary Jalland from Scotland, Rachel Murat and Michael Drezek from New York, Jennifer Scheffer from Massachusetts, Claudio Zavala and Amy Storer from Texas, Mandy Froehlich from Wisconsin, JoAnn Jacobs from Hawaii, Oluwakemi Olurinola from Nigeria, Tracy Mercier from Connecticut, Eugenia Tamez from Mexico and Bronwyn Joyce from Australia.
Join us for official EduMatch book launch on Wednesday, February 6, 2019 at 12:45pm at the NetSupport booth #753.
The Digital Citizenship SDG Awards (#DigCitSDGAwards) just given for the first time at #DigCitSummitCM unite, celebrate, reward and support Cameroonian youths who have been using social media and technology to contribute to Sustainable Development Goals (#SDGs) and inspire positive change both on and offline. In partnership with Positive Youths Africa, the United Nations, Resource In Flow, Ltd and other organizations working for the SDGs, the DigCit SDG awards will inspire a generation of positive digital users solving real problems in local, global and digital communities.
For more information about the Digital Citizenship Institute and how to host a DigCitSummit in your community, visit digcitinstitute.com and follow us on Twitter, Facebook and Instagram at @digcitinstitute.
Our #DigCitCommunity around the world models no matter where you live, what language you speak, we are all #DigitalCitizens! Join us at http://digcitinstitute.com t o learn more!
#WeAreAllHuman #DigitalCitizenship #DigCit #DigCitImpact #DigCitInstitute #DigCitSummit #DigCitKids #IAmADigitalCitizen
Immersive Technology and Digital Citizenship
This is the first post in our Immersive Technology Series as we explore emerging technologies in relationship to Digital Citizenship.
Growing up I thought George Jetson and his family were just a cartoon predicting the future. I never thought any of it would be possible in my lifetime, but as we all know, George Jetson and the future are already here.
Stepping into the present with the Jetson family, I have my Personal Learning Network (PLN) to thank for knowing the difference between Augmented Reality (AR), Virtual Reality (VR), Mixed Reality (MR) and Artificial Intelligence (AI).
Today, we’ll be exploring 3DBear which combines both AR and 3D on their learning platform:
“3DBear AR is an innovative learning application that allows users to build Augmented Reality scenes using virtual 3D models and their surroundings. It adaptably allows educators to teach various content in any grade level and any subject using Augmented Reality, 3D-printing, and 21st-century skills. In addition to the app, our gamified lesson plans, class management tool and professional network are available to help teachers to integrate the technology effectively.”
Understanding Our DigCit Community Mindset
As I created in 3DBear, I experienced it through our DigCit Community Mindset. I wanted to see how this learning platform was accessible for all. I wanted to walk in the shoes of someone who is Deaf or Hard of Hearing. I wanted to create and consume from this perspective as a way to experience and humanize the person sitting next to us, around the world and across the screen.
3DBear had my full attention once I read their tag line, “empowering and engaging every student.” Couple that with this statement on their homepage and I knew our common denominator was all about providing opportunities for all students to experience the art of being human.
“Every child has special needs. Teach the way they learn. It’s not just about languages and math. It’s about growing as a human being.”
As I started to create, I began to think how would someone know what I was saying without closed captions? I decided to app smash 3DBears with Clips and this is the moment I knew I had a new favorite creation tool.
What surprised me the most was how easy 3DBear was to use. I was completely engaged in the creative process and was immediately aware of the multiple layers for students to think critically and act creatively. In the palm of my hand were Augmented Reality based lesson plans for PK-12, a community to share ideas and lessons, access to 3D models to bring into Augmented Reality and ample opportunities to put digital citizenship into action.
This leads me to question what other ways I could make my creation accessible for more people to be able to access and experience it? Twitter’s Help Center provides ways to make images accessible on Twitter and just like closed captions for the Deaf and Hard of Hearing, these steps provide someone Blind or with Low Vision to access the visual. Instagram’s Info Center also has steps available to make Instagram more accessible.
How to Get Started with 3DBear?
Sign up for the FREE 3DBear Trial and start creating today!
Plus, get your students interested in coding with the 3DBear in the Mars Pioneer lesson as part of during the Hour of Code activities, The Hour of Code is a global movement reaching millions of students in 180+ countries and is available in over 45 languages and 3DBear has partnered with Thingiverse to provide a project-based learning module that teaches facts about Mars as students build a colony using AR with the option to 3D print the colony too.
Beyond the Hour of Code, 3DBear lessons also include materials for Social Emotional Skills (Grades 1-6), Create Your Mesozoic Park (Grades 7-9), My Novel Comes Alive (Grades 1-6), Recreate a Historical Scene (Grades 10-12), Redesign Your School (Grade 1-6), The World of Shapes (Grades 1-6) and Build a Castle Challenge (Grades 1-6).
This is a great tool for all students, so sign up today at https://3dbear.io/freetrial/ and be sure to include #DigCitAR in the trial form. Looking forward to learning and creating with you.
A recent survey stated 59% of U.S. teens have been bullied or harassed online and 90% of teens believe online harassment is a problem that is not being properly addressed by teachers, social media companies and politicians.
We believe students need teachers, social media companies and politicians to part of the solution, not part of the problem.
Imagine if more school communities like the Maine-Endwell School District in New York who hosted a student-led DigCitSummit? Students, parents, teachers, administrators, local business and thought leaders and politicians could work together to actively change the narrative around technology and social media use. The Positively Social documentary was created to show at the Maine-Endwell DigCitSummit as a way to extend the conversation beyond the fear-based approach around tech and students.
Instead of focusing on ‘don’t do this,’ the Maine-Endwell school community is committed to students solving real problems in local, global and digital communities. Their positive approach reminds us that we need more opportunities for students to take the lead just like Natalie Hampton, the student app creator of Sit With Us which was inspired by her own bullying experience in middle school.
The inclusive focus on building a school community for everyone is exactly what our school communities need. To be recognized, included and celebrated is exactly what seventh and eighth grade students in Louisiana do every single day as they run a student company, the Upstander Brand to help students be Upstanders in their own communities. Another example is the League of Wingman, a student-led program for elementary, middle and high schools to inspire leadership, kindness, compassion and inclusion by changing climate and culture and creating a strong, resilient community. These examples highlight students at the center of this positive movement towards change.
Edtech software providers, like NetSupport, are also adding to the solution by incorporating internet safety features to address instances of bullying or harassment in their products. Having software in place, such as NetSupport DNA, helps identify bullying behind the screens through internet safety alerts and keyword monitoring which can be vital tools in proactively identifying students conducting inappropriate online activities or searching for information on worrying topics. Inappropriate keywords are displayed in a Word Cloud for easy viewing, allowing educators to see key issues at a glance to intervene and provide support. Taking it a step further with the “Report a Concern” tool, empowering students with the ability to safely and anonymously self-report any concerns to a trusted teacher or staff member ensuring student’s safety. Working together, educators, students, and edtech providers can help bridge the gap within schools encouraging positive digital citizenship skills to help maintain a safe learning environment.
Although these alarming statistics, sensational headlines and trends on Twitter and other social media feeds tell a story of gloom and doom which continues to feeds the fear and continues to add to the scare tactics. But teachers, edtech companies, parents and students are working towards building school communities where we work together to build positive school climate, mentor instead of just monitor and help students humanize the person sitting next to them, around the world and across the screen.
Created by Belinha De Abreu, Ph.D. for the Digital Citizenship Institute
So, what is digital citizenship? To us at the Digital Citizenship Institute, digital citizenship is about human connections online where participants are active citizens who are designers, creative thinkers, global collaborators, problem solvers, and justice-oriented digital citizens. We believe that digital citizenship needs to be an action, something we practice and do every single day. Ultimately, we believe that digital citizenship is about seeing and valuing the human being sitting next to us, around the world and across the screen.
Now, let’s think about the future — specifically the future of work. With emerging technologies — augmented reality, virtual reality, mixed reality, machine learning, artificial intelligence — our world is changing at such a rapid pace that we need to ask if we are preparing our students for their future?
Will our students be ready? It’s up to us to ensure they are DigCit Ready.
This is why, in today’s networked world, digital citizenship is everyone’s responsibility, it doesn’t matter what language you speak, where you live or what religion you practice — to us, digital citizenship is all about community. We believe digital citizenship is an opportunity to empower others to become changemakers in their own communities because once you make an impact in a local community, it has a ripple effect an influences both global and digital communities simultaneously.
Our mission and definition of digital citizenship came as a direct result of a collaborative student project called the iCitizen Project during the fall of 2011. The project happened as part of a First Year Seminar for incoming college freshmen at the University of Saint Joseph in West Hartford, Connecticut. The course, Pleased to Tweet You: Are You a Socially Responsible Digital Citizen? is the beginning of our digital citizenship journey. Despite geography and different time zones, the college freshmen collaborated with high school juniors in Birmingham, Alabama through a variety of social media tools like Skype and Twitter to connect and learn together. The iCitizen Project defined citizenship in the 21st century as an active citizen instead of just a resident; an enabler of change and not just a bystander. The focus on local, global and digital communities emerged as the foundation for being an iCitizen in the 21st century.
The iCitizen Project focused on student voice and student choice. It was the impetus behind wanting to create the first ever digital citizenship conference, the Digital Citizenship Summit, or the DigCitSummit as it is most commonly called, as well as the Digital Citizenship Institute. Understanding that the iCitizen Project is at core of our foundation will help better explain our digital citizenship community model which we refer to as our DigCit Community.
We want to help communities look out through this new community lens of digital citizenship. Instead of seeing local, global and digital in isolation, we want you to see them as one entity. In this way, we are able to model how all it takes is one person to stand up, to speak up, to take action and make a difference. In our work, we have repeatedly seen how ONE becomes MANY because of the ripple effect of choices, words and actions.
Our DigCit Community Model prepares us to see the humanity in everything we do both on and offline, where we humanize the person sitting next to us, people around the world and across the screen. Although today’s headlines might remind us that we’ve lost the art of civil discourse, that we are more divided as a human race; it is our goal to change those sensational headlines with stories about our young people as leaders who inspire and awaken others to action. Just like the iCitizen Project, our DigCit Community Model or what we also call being #DigCitReady allows us to be active citizens in our local, global and digital communities.
You’ll notice that our DigCitSummit logo includes a person shaped to resemble the letter “i” as a connection to the iCitizen Project. In many ways, the “i” also is a reminder of our own choices, words and actions. This local, global and digital community lens is our way to view digital citizenship as a foundation built on being safe, savvy and ethical. Our ‘we not me’ focus continues to highlight our shared humanity where we are learning together side by side in school, at home and in the workplace.
Knowing the “i” in our DigCitSummit logo represents each of us, our DigCitSummits happen in communities all around the world. We unite organizations, educators, industry, parents and students to work towards solutions, promote best practices, and empower citizens to be the digital change.
In order to do this, we have identified four core dispositions necessary to support this #DigCitCommunity Mindset Model with four specific attributes: an Empathetic Mindset, an Entrepreneurial Mindset, an Inclusive Mindset and an Innovative Mindset.
We believe that our students need to lead with empathy because an Empathetic Mindset allows you to understand and share the feelings of another and to walk in their shoes. The next layer we add is an Entrepreneurial Mindset because an entrepreneur is someone who identifies a need, any need and fills it. Our students need an entrepreneurial opportunities every single day to be action driven and willing to collaborate deliberately and mindfully to be critical thinkers, creative problem solvers and who ultimately are transforming minds, hearts and attitudes by solving real problems in local, global and digital communities. Our next layer is focused on an inclusion where access for all, diversity and equality are at the heart. Applying the Universal Design for Learning (UDL) framework, an Inclusive Mindset gives all individuals equal opportunities to learn. It promotes personalized learning where all learners and all abilities are recognized, included and valued. UDL provides flexible approaches that can be customized and adjusted for individual needs in order for everyone to have access to the same learning opportunities. An Innovative Mindset is our last disposition needed for a DigCit Community Mindset because innovators are asking questions that haven’t been asked yet, they are the makers, the dreamers, the doers, the futurists who constantly think outside the box. Leading with an Innovative Mindset allows you to be filled with an insatiable sense of curiosity.
When you combine these four dispositions into one DigCit Community mindset, we focus on being DigCit Ready, on being proactive and highlight the importance of providing our students opportunities to be actively participating deliberately and meaningfully online, who know how to navigate the digital landscape and produce media not just consume it. This DigCit Community Mindset unites people who are mindful that their choices, words and actions matter deeply. Much like the Future Ready Framework, our DigCit Community model prepares citizens to be DigCit Ready at school, at home, and in the workplace.
Experience Real History (@ERHHistory) and Jaime Donally (@ARVRinEDU) share how #AugmentedReality and #DigitalCitizenship intersect through experiencing history through emerging technologies.
GPS The Series
We were hired by WorldChanging to spread the word about GPS The Series
One of the highlights for us at the International Society for Technology in Education (ISTE) this year was the announcement of the Global Problem Solvers: The Series (GPS: The Series), a new Cisco corporate social responsibility (CSR) educational initiative. We had an opportunity to sit down and talk to the team about this new middle school program developed to inspire students to become global problem solvers.
GPS: The Series embeds problem solving, critical thinking, entrepreneurship and social impact into middle school curriculum by providing students an opportunity to put digital citizenship into action. As our DigCitKids Chief Kid Officer (CKO) shares, “The next CEO is a kid, so we need to include more student voice in solving problems and creating solutions.”
We loved how many student presenters were at ISTE this year. Here are some of our favorite highlights.
Learning Braille With 3D Blocks
This group of high school students from Mexico presented about their 3D Braille blocks. When we asked why they created these 3D blocks, the students responded, “We saw a problem and we wanted to fix it.” Another added, “We want to help people.”
Students who are solving problems around Universal Design are focused on access for all and when this happens, everyone wins!
Learning Different is OK
This student Ignite session by Elli Bee, a brave third grader illustrates how she is the ultimate problem solver, “I’m like Jack Jack from the Incredibles because I can adjust to any situation.” Imagine if we had more students like Elli? We’d have more global problem solvers who think and act differently.
This sketch note by Amber McCormick about Elli’s Ignite session says it all. If our students can adapt to anything, they can solve anything too.
This Is the Real World
What are we waiting for? As Leila, a high schooler shared during her presentation, the real world isn’t waiting for us, it is happening now.
We need connected classrooms providing real world opportunities for our students.
These student ISTE presenters are examples of Global Problem Solvers in action. Our students are wired to identify and solve global problems and GPS provides them the opportunity to solve social, economic, and environmental problems around the world like access to clean water in Malawi and helping students continue to learn when schools are closed after a hurricane hits the U.S. Gulf Coast.
The best part of GPS: The Series? The resources are already provided and you can make the lessons your own. We are really looking forward to seeing how teachers like Bronwyn Joyce, Michael Drezek and Malinda Hurt bring the GPS and the UN Global Goals to #OurGlobalClassroom Flipgid to students and classrooms around the world.
How Will You Commit? #DigCitCommit
ISTE asked us how will we commit to promoting digital citizenship this year? Here at the Digital Citizenship Institute, we are committing to students actively engaged in digital citizenship every single day. We commit to showcasing student examples of global problem solvers who use digital citizenship for good.
We hope you’ll join us at our 4th Annual Digital Citizenship Summit at Webster University in collaboration with METC for a Weekend of Digital Citizenship.
Some Additional GPS Posts:
The Global Problem Solvers Series Challenges Students to Tackle World Issues by Shelly Terrell; Scratching Below the Surface of GPS Series by Valerie Lewis; GPS: Global Problem Solvers by Susie Highley.