DIGITAL CITIZENSHIP, WELFARE AND E-SAFETY Pippa Sutcliffe & - - PowerPoint PPT Presentation

DIGITAL CITIZENSHIP, WELFARE AND E-SAFETY

Pippa Sutcliffe & Maggie Dunlop

• A. I’m a teacher.
• B. I’m a co-ordinator/director of studies.
• C. I’m a learner.
• D. I’m a parent.

Who are you?

DIGITAL CITIZENSHIP, WELFARE AND E-SAFETY

Pippa Sutcliffe & Maggie Dunlop

• To raise awareness of the importance, risks and

responsibilities associated with managing digital identities

• To give teachers tips and practical ideas for how to create a

positive digital footprint

• To raise awareness of the role of educators in ensuring their

learners’ e-safety when working with or recommending the use of online digital tools and learning resources

Aims of today’s session

Section 1: What is digital citizenship?

‘… someone who is skilled in using the internet in order to communicate with others, buy and sell things, and take part in politics, and who understands how to do this in a safe and responsible way.’ Cambridge Dictionary

A digital citizen is …

• 1. Unlimited access to

unlimited information

Benefits of digital citizenship in education

• 1. Unlimited access to

unlimited information

• 2. Communication on a

global scale

Benefits of digital citizenship in education

• 1. Unlimited access to

unlimited information

• 2. Communication on a

global scale

• 3. Opportunities for

everyone, regardless of location and personal circumstances

Benefits of digital citizenship in education

• 1. Unlimited access to

unlimited information

• 2. Communication on a

global scale

• 3. Opportunities for

everyone, regardless of location and personal circumstances

• 4. PLN and CPD
• pportunities

Benefits of digital citizenship in education

• 1. Unlimited access to

unlimited information

• 2. Communication on a

global scale

• 3. Opportunities for

everyone, regardless of location and personal circumstances

• 4. PLN and CPD
• pportunities
• 5. Possibilities for the

classroom

Benefits of digital citizenship in education

• A. incorporating skills relevant to the 21st century
• B. being able to prepare learners to make a positive

contribution to society on a local and global scale

• C. understanding your learners
• D. encouraging critical thinking
• E. protecting the e-safety and welfare of your

learners. Why is digital citizenship part

• f a teacher’s role?

Because it is key to:

• A. incorporating skills relevant to the 21st century

Becoming a digital citizen is key to:

• A. incorporating skills relevant to the 21st century
• B. being able to prepare learners to make a positive

contribution to society on a local and global scale

Becoming a digital citizen is key to:

• A. incorporating skills relevant to the 21st century
• B. being able to prepare learners to make a positive

contribution to society on a local and global scale

• C. understanding your learners

Becoming a digital citizen is key to:

• A. incorporating skills relevant to the 21st century
• B. being able to prepare learners to make a positive

contribution to society on a local and global scale

• C. understanding your learners
• D. encouraging critical thinking

Becoming a digital citizen is key to:

• A. incorporating skills relevant to the 21st century
• B. being able to prepare learners to make a positive

contribution to society on a local and global scale

• C. understanding your learners
• D. encouraging critical thinking
• E. protecting the e-safety and welfare of your learners

Becoming a digital citizen is key to:

• A. incorporating skills relevant to the 21st century
• B. being able to prepare learners to make a positive

contribution to society on a local and global scale

• C. understanding your learners
• D. encouraging critical thinking
• E. protecting the e-safety and welfare of your learners
• F. being employable in a competitive job market.

Becoming a digital citizen is key to:

Section 2: Managing digital identity

‘We know where you are. We know where you’ve been. We can more or less know what you’re thinking about.’ Eric Schmidt, former CEO of Google

Managing digital identity

Your digital footprint – key considerations in ELT

Would you be happy to appear online in a picture like this?

Your digital footprint – key considerations in ELT

Cultural expectations

Your digital footprint – key considerations in ELT

Cultural expectations Defining professional boundaries

• What topics are appropriate for you to comment on online?
• How many of your views do you want everyone to have access to?
• What are your contractual agreements with your employer

regarding online behaviour?

Your digital footprint – key considerations in ELT

Cultural expectations Defining professional boundaries

Your digital footprint – key considerations in ELT

Cultural expectations Defining professional boundaries Personal vs. professional footprint

‘It is time to stop thinking of

• urselves as passive ‘‘users’’
• f technology and instead act

like citizens of the Internet and take ownership and responsibility for our digital future.’ Rebecca MacKinnon, author of Consent of the Networked

Managing digital identity

Section 3: Building a positive digital footprint

Comment made by Sara on 05/09/2017

Personal Page Groups Calendar Friends

YL Teachers’ Forum

Hi friends and colleagues. I am currently writing an assignment about the use of L1 in the language classroom. It would be great to hear your thoughts on this  Anna says I think it’s up the individual teacher and it depends on the rules in their school. If their policy allows for using L1 in the classroom, then there are some situations I think it’s a good idea – for example for a complicated grammar explanation. But personally I like to use L2 until the need for L1 arises. Helen says That’s rubbish! I would NEVER use the learners’ first language when teaching

• English. Admittedly, I’m not a competent user of their L1, but anyway it’s best for

them to be exposed only to the target language – especially as I’m a native

• speaker. I work at XYZ School in Bissmarket and my managers all agree with me.

Martin says Personally speaking, I like to use quite a bit of L1 in the classroom, especially with beginners. I feel it gives them confidence and because I share the same L1 as them, I can understand the difficulties they are having. This blog article might be useful https://scottthornbury.wordpress.com/tag/l1

Good Reply

Poll

add file add image

Good Reply Good Reply

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I think it’s up to the individual teacher and it depends on the rules in their

• school. If their policy allows for using L1

in the classroom, then there are some situations I think it’s a good idea – for example for a complicated grammar

• explanation. But personally I like to

use L2 until the need for L1 arises.

Shows awareness

• f school’s

policies Shows sensitivity to context Speaks

• nly for

herself

Personally speaking, I like to use quite a bit of L1 in the classroom, especially with

• beginners. I feel it gives them confidence

and because I share the same L1 as them, I can understand the difficulties they are

• having. This blog article might be useful

https://scottthornbury.wordpress.com/tag/l1

Gives useful links to other resources Shows awareness

• f different

learners’ needs Speaks only for himself

• Be respectful
• Make it clear you’re giving a personal opinion
• Don’t refer to your employer in personal posts
• Show awareness of your institution’s policies
• Reflect your professional skills and understanding
• Show your awareness of the ‘literature’

Joining discussions

• n social media

• Don’t give away too much personal information
• Set privacy settings carefully
• Consider using a virtual private network (VPN) to hide your

IP addresses

• Be aware of your search history
• Read the terms and conditions (T&Cs) of social media sites
• Read the cookie policies of sites you use

E-safety and your digital footprint

Using social media for professional purposes

• Build up your PLN

Building your positive digital footprint

• Build up your PLN
• Consider endorsements for

achievements

Building your positive digital footprint

• Build up your PLN
• Consider endorsements for

achievements

• Affiliate yourself with recognised

professional bodies

Building your positive digital footprint

• Build up your PLN
• Consider endorsements for

achievements

• Affiliate yourself with recognised

professional bodies

• Participate in online training/events

Be proactive! Building your positive digital footprint

Building your positive digital footprint

Create your own content

• Start your own blog
• Write guest blog

posts

• Contribute to an
• nline journal

Creating your

• wn content

Positive recognition from

• ther professionals in

ELT could move your career forward.

Section 4: Empowering your learners as digital citizens

Are you aware of your institution’s e-safety policy?

Policies

• E-safety policies and main considerations

Empowering your learners as digital citizens

• E-safety policies and main considerations
• Traceability/location settings

Empowering your learners as digital citizens

• E-safety policies and main considerations
• Traceability/location settings
• Taking action when a problem arises

Empowering your learners as digital citizens

• E-safety policies and main considerations
• Traceability/location settings
• Taking action when a problem arises
• Digital security

Empowering your learners as digital citizens

• E-safety policies and main considerations
• Traceability/location settings
• Taking action when a problem arises
• Digital security
• Legal rights and responsibilities

Empowering your learners as digital citizens

Harambe, a dead gorilla, got over 15,000 votes for president of the United States

• 1. Are the facts and figures in the story the same

across different websites (checked through search engines)?

• 2. Is the story about a famous person/situation?
• 3. Is the story reported in a well-established, credible

newspaper?

• 4. Does the language in the story attempt to give

mainly facts or mainly opinions?

Checking the facts

Which of the following questions will NOT help you to know if an online story is fake?

• 1. Are the facts and figures in the story the same

across different websites (checked through search engines)?

Checking the facts

• 3. Is the story reported in a well-established, credible

newspaper?

Checking the facts

• 4. Does the language in the story attempt to give

mainly facts or mainly opinions?

Checking the facts

Personal Page Groups Calendar Friends

Helen’s English Class EC470

Poll

Igor Student says Me, Sam , Arif and Alicia are at the café – Liv , Sasha and Jamil do you want to meet us? Might be a late one so bring us coffee in the morning!

Comment made by Grace Student on 03/09/2017

Hi everyone. Today’s class was great, but I am struggling with my homework. Can anyone give me some useful links to look at?

Maria Student says

Which room is our lesson in tomorrow?

Good Reply Good Reply

Main page

Learners need to:

• behave online as they would in ‘real life’
• think about who they involve and their audience
• remain neutral to avoid offending people
• be realistic and honest
• share responsibly

Netiquette

Managing digital access

You have noticed that some of your learners are spending more and more time on their smartphones and tablets. Even in lessons, they find it difficult not to check their devices.

Managing digital access

Which response would NOT be a good solution? 1. Think of ways to incorporate their devices and technology to facilitate learning and encourage autonomy. 2. Ban all devices in school – the learners have plenty of time to use these after school. 3. Speak to the learners about what they use the internet for and how much time they are spending online. 4. Encourage learners to take part in activities which don’t involve technology and arrange trips and excursions which involve teamwork and face-to-face interaction.

Managing digital access

Section 5: Next steps

Key digital citizen tips

• 1. Collaborate with your

colleagues.

Key digital citizen tips

• 1. Collaborate with your

colleagues.

• 2. Speak to your learners.

Key digital citizen tips

• 1. Collaborate with your

colleagues.

• 2. Speak to your learners.
• 3. Protect your data and

understand the T&Cs of all sites you use.

Key digital citizen tips

• 1. Collaborate with your

colleagues.

• 2. Speak to your learners.
• 3. Protect your data and

understand the T&Cs of all sites you use.

• 4. Integrate digital citizenship

into the curriculum.

Key digital citizen tips

• 1. Collaborate with your

colleagues.

• 2. Speak to your learners.
• 3. Protect your data and

understand the T&Cs of all sites you use.

• 4. Integrate digital citizenship

into the curriculum.

• 5. Find efficient ways of

staying informed.

Further information

• Test your digital skills

to find your starting point and decide on a direction for your digital CPD

• Free bite-size training
• Decide which digital

products are right for you

• Explore the latest

digital ideas and trends

The Digital Teacher

thedigitalteacher.com

A community of practice for teachers who want to develop digital skills and follow the latest digital ideas and trends.

The Digital Teacher Facebook page

facebook.com/TeachDigital

• Free resources for teachers

Sample papers, handbooks, lesson plans and teacher guides

• Teaching qualifications

For new and experienced teachers

• Teaching Framework

Helps you assess which stage you are at in your professional development and work out where you want to get to next

• Webinars

About our exams and teaching

Teaching English

cambridgeenglish.org/teaching-english

Further information

Cambridge Assessment English 1 Hills Road, Cambridge, CB1 2EU, UK Tel: +44 (0)1223 553997 Fax: +44 (0)1223 553621 Email: helpdesk@cambridgeenglish.org Keep up to date with what’s new via the Cambridge English website: cambridgeenglish.org For information on Cambridge English webinars for teachers: cambridgeenglish.org/webinars

Further information

Using digital tools to encourage learner autonomy in the classroom

23 and 25 October

Thank you