Digital Citizenship

Theme 1: Digital Self 

Respectfully and responsibly create and manage a positive personal digital presence.

Long-Term Goal 

Division I 

I understand that my actions online reflect whom I am both on and offline.   

Division II

I am actively choosing and using suitable tools and strategies to build my digital presence in Iris and exploring Digital Citizenship in order to build my online presence. 

Strategies

  • Use Iris to talk about digital presence. (Who is my audience?) 
  • Direct teaching of Media Sense lessons with a focus on personal presence online and safety. 
  • Direct teaching the appropriateness of online tools. (How and why we use them) 
  • Goal setting  
  • Meaningful  conversations/teachable  moments throughout the  day  
  • Artifacts that represent  their learning in Iris.  
  • Media Smarts lessons  
  • Using common language
  • Visit by “experts” in the field of technology 

Measures 

  • Students can orally  articulate their online  choices. 
  • Students demonstrate  understanding of  appropriate posts on Iris. 
  • Demonstration of skills  on Iris when considering  what they post and  purpose 
  • Sharing exemplars 
  • Questionnaires 
  • Class Discussions and  Observations 
  • Students ability to talk to  peers and adults about  online choices. 
  • Reflective Writing 
  • D2L 
  • “Scenario’s,” or role  playing situations. 

Evidence – June 2016

  • Presence and multiple posts on Iris 
  • TTFM Survey – Grade 5 & 6 
  • Monitoring Google drive and students interactions through it.
  • Class discussions/meetings, which indicate students, are having positive online experiences. 

Theme 2: Digital Interactions

Respectfully and responsibly interact, collaborate, and build relationships with others to create value in the digital and physical world. 

Long-Term Goal

Division I

  • I understand the difference between knowing and interacting with people online and face-to-face.
  • I can distinguish between appropriate and inappropriate digital interactions and content. 

Division II

I can recognize the consequences of my digital interactions on others. I use collaborative tools to work with others in online environments.

Strategies 

  • Class discussions about appropriate and inappropriate content 
  • Working responsibly on Iris. Sending information to appropriate parties. 
  • Direct instruction of how to use online tools and their purpose. 
  • Practice various scenarios and consequences. 
  • Explicit teaching of Google docs, peer collaboration, editing and sharing work with the teacher. 
  • Direct teaching of the permanence/irreversibility of putting information on the Internet. 
  • Direct teaching of Google docs as a collaborative tool. 
  • Use of Iris to share growth with teacher and develop a positive online presence. 
  • Coaching in situations and reviewing issues at class meetings. 
  • Self reflections/self-assessment of online use
  • Peer partnering – intentional pairings and peer modeling.

Measures

  • Work samples
  • Student/teacher conferences 
  • Posts on Iris 
  • Google docs for Education

Evidence G June 2016

  • Presence and multiple posts on Iris 
  • TTFM Survey – Grade 5 & 6
  • Monitoring Google drive and students interactions through it.
  • Class discussions/meetings, which indicate students, are having positive online experiences. 

Theme 3: Digital Learning

Evaluate and select information sources and digital tools based on the revelance to specific learning tasks. 

Long-Term Goal

Division I

I can ask for help when I am engaging with a new tool, device, and/or application.
I can articulate how technology can support my learning, and explain why I choose specific technologies to accomplish specific learning tasks. 

Division II

I practice problem solving and trouble-shooting strategies when I am engaging a new tool, device and/or application. 
I can validate the accuracy of digital information and resources. 

Strategies

  • Direct teaching of how to ask for help. 
  • Discussions about problems they may encounter. 
  • Teach multiple ways to use different technologies. (camera’s, iPods, iPads, computers)
  • Practice and explain why that form of technology was effective. 
  • Provide opportunities to use different technologies. 
  • Direct teaching of website endings and how to validate acceptable resources. 
  • Sharing sites in class and discussing relevance. 
  • Teachers share their learning with students. 

Measures

  • Students are able to teach someone else. 
  • Students are able to reflect and share how the tool helped them with the learning task. 
  • Students are able to select the technology that best suits their learning. 
  • Anecdotal notes/observations
  • Students using a variety of technologies in the classroom. 

Evidence – June 2016

  • Multiple postings on Iris 
  • TTFM Survey – Grade 5 & 6
  • Students using a variety of technology tools in their classroom. 
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​Digital Citizenship at the CBE

Digital citizenship is about using technology and participating in digital environments. It is key to helping our students learn to use available technology responsibly in the classroom and beyond. Our school has a Digital Citizenship Plan that is updated annually, addressing how we work to build a community where we live and work together as digital citizens.

Visit the CBE website to learn more on how we support students develop online safety skills and learn to be good digital citizens.​​​

Friday, Dec. 4 is a system-wide non-instructional day. There are no classes for CBE students – this includes in-person, at-home and Hub online learning. Enjoy the beautiful weather and please continue to follow all public health measures #WeAreCBE https://t.co/72tgopR1dr

RT @mckenzie_lake: Our Gr 1Ss have been promoting the Mayor’s food drive and we are off to a rocking start. Gr1s are promoting using videos and announcements. Gr 2s are graphing our progress. ⁦@nenshi⁩ ⁦@dmmccomish#yycbe #wearecbe https://t.co/7lEd0BHkRq

Earlier today we shared an update with CBE families with some important system information https://t.co/I4ROzvbQ3E #yycbe #WeAreCBE https://t.co/QYcLZRzma2

RT @RobertThirskCBE: When you compress the 12 Days of Giving into 1, the Comets really come through! #awesomekids #justthestart #WeAreCBE https://t.co/eQyELYT5s3

Calgary Transit is waiving the administration fee for the return of December adult and youth monthly passes. Learn more on their website. #yycbe #WeAreCBE https://t.co/BHhgLrZZqk