If you are a digital citizenship junkie like Kristen and I are, you might be wondering what connections these standards have to dig cit! When we put on our "dig cit glasses" to explore them further, we were led to three conclusions:
The Edvolve team was so excited about the possibilities these standards presented for dig cit instruction, they teamed up with Laurie Guyon* to create a resource that shows the intersection, compatibility, and curricular connections with digital citizenship concepts.
We hope this is a helpful resource for you and those you work with. Feel free to share with colleagues, and reach out if you have any questions.
* Laurie Guyon is the Coordinator for Model Schools at Washington-Saratoga-Warren-Hamilton-Essex BOCES and Capital Region Director for NYSCATE. She was a member of the authoring committee for NYSED’s computer science and digital fluency standards. Laurie presents workshops and webinars throughout New York State to support the rollout. You can access her online courses on the NYSCATE website. Contact Laurie.
No Grandparent Left Behind
Have you ever taught a hearing-impaired senior how to use a new app? Have you tried it over Zoom? Suffice it to say, it can be a challenge. My brother and I knew "operation hearing aid app training" would go a lot smoother if I was there to assist with Zoom and to show my mom, in person, what John was talking about on the other side of the screen. So we set it up so that Mom and I Zoomed together from my house to John in his.
Side note: It went really well, and I highly recommend this approach if you find yourself in a similar situation.
Something Just Isn't Right
Since last week's virtual training, something has been nagging at me. Part of it comes from wondering what my mom (or others like her) would do if she didn't have someone to sit and teach her how to use this new technology. But it's more than that. I have been unable to rest easy after realizing that an assistive device such as high power hearing aids rely on app technology, when by in large, the users of said device are elderly people who don't own smart phones.
Of the 37million adults with hearing loss:
My mom (89) has been hard of hearing for several years and is currently on her third set of progressively stronger aids.
To put this in perspective, try making a mental list of the 80-something year olds that you know.
I'm willing to guess the number of people left on your list is pretty small which illustrates the problem that has been nagging me. The largest demographic targeted for this technology is generally unequipped to use the app that controls it, rendering the hearing aids far less effective. And when hearing aids don't help people hear better, they stop wearing them.
My mom is actually pretty competent with technology for a gal her age -- She owns a tablet, a Kindle, and an iPhone, all of which she uses regularly. She Zooms into family gatherings; she Ubers over to my house for dinner on weeknights; she even uses emojis in her text messages (though sometimes awkwardly). This might lead you to believe, "Great, so she will be able to use this app with relative ease!" Prior to the hearing aid training session, I thought so too. However, I failed to consider the severe arthritis in her hands which makes it difficult to tap and swipe, the macular degeneration that impairs her ability to read screens, and of course, hearing loss which makes helping her (especially from a distance) pretty challenging. All of these issues are common among people my mom's age -- people who commonly need hearing aids.
Older Generation Getting Left Behind
About a month ago, I happened upon a Twitter post that really spoke to me. The poster told a compelling story about his dad (84) who illegally parked in a lot that only took payment by credit card or app. Having neither, he parked without paying so he could attend a friend's memorial service.
Click on the image to read the rest of the post in Twitter.
As my mom's primary support person since 2016, this post resonated deeply in my soul. I've felt this son's same frustration more times than I can count, as I've borne witness to how difficult life can be for older people living in a world that wasn't designed for them.
While the purpose of technology innovation has always been to improve the human experience, and indeed, our lives have been made better by countless technologies, it's also true that sometimes (perhaps more often than we'd like to admit), technology improves life for some people, but not all people. And often, those who are left behind are our parents, grandparents, and loved ones that came before us.
Here are a few other examples of "forced technology use" that negatively impact seniors:
My intention is not to disparage the use of QR codes, online portals, or other everyday digital solutions that work beautifully for most of us. Rather, this is my plea to "see" an often unseen segment of our population, and to advocate for levels of accessibility that include, rather than exclude them.
Simply put, technology ethics means applying ethical thinking to the development and use of technology. For example, when we wrestle with questions such as how to control the spread of disinformation or the morality of targeting ads to children, we are applying ethical thinking in a digital context.
Tech ethics is not just a responsibility of technology companies. Law makers, educators, parents/caretakers, and every day technology users like you and me must also wrestle with values-based questions about technology use. Importantly, technology designers and developers have a unique obligation to understand the ethical questions that apply to their products with respect to the back end (coding), front end (user interface), and potential systemic implications of use.
Wheeling back around to the hearing aid situation...
Looking through a tech ethics lens, I may think of new questions about how to improve accessibility for seniors, such as:
Teaching Tech Ethics
The recent surge of STEM, computer science education, and instructional approaches such as design thinking and computational thinking indicates a shift in the educational landscape. More than ever, we aspire to empower students as designers, creators, and technology innovators. Fortunately, this provides the perfect backdrop in which to integrate tech ethics, starting with designing with empathy.
As our students design apps, creatively code, and "make"(er space), we can teach them to intentionally design with users in mind. We can also encourage critical thinking about societal implications and the ways in which innovation could help or hurt various segments of the population. When we help students tap into ethical considerations around technology and innovation, we plant seeds for them to envision their own role in contributing to a better, more equitable world.
I'll end with a quote from my friend and business partner, Dr. Kristen Mattson, from her book, Ethics in a Digital World:
As I sign off, I'll invite you to share your experiences or thoughts about technology ethics and/or increasing accessibility for seniors. Feel free to drop a comment or reach out on Twitter. And as always, thank you for all you do to help our students become citizens, leaders, and world-changers! 🙏🏼
P.S. You can find additional guidance for teaching social responsibility and technology ethics in the Edvolve Digital Citizenship Framework. Go to: Edvolve Framework > Social Responsibility > Enduring Understanding #1
Image credit: Pexels. Source: https://www.pexels.com/photo/apps-business-cellphone-cellular-telephone-533446/
A lot can be said about the growth of social media. Some people discourage the use of it, while others believe it to be a revolutionary agent that we can benefit from when used correctly. However, there’s no denying that we live in an age of digital citizenship, which opens the door for boundless learning, creation, and communication. Language, in particular, can very much be influenced by the birth of various trends in social media. Here are the most prominent ways in which social media has changed the English language, especially in recent years.
Develops Internet Slang
Language changes simply because the needs of its speakers change. With the rise of social media, people also require new words to communicate in a way that’s more suited to modern times. So with the arrival of various social media sites, abbreviations like LOL, TTYL, and OMG were also created. And while some people argue that not talking in complete sentences can decrease one’s IQ, several studies actually show that people who are fond of internet slang and abbreviations score just as well on spelling tests, formal essays, and other measures of literacy. Through internet slang, we are all able to further understand each other and communicate better.
The many social platforms available to us today actually encourage the creative use of the English language. For one, each platform has its own niche and a user base that relies on the platform’s unique features. Recently, news organizations began adding status messages when sharing news articles on Facebook, making them more interpersonal. Twitter also began the whole hashtag trend, which pushed a lot of organizations to be more witty and clever with creating campaigns. Moreover, writers are encouraged to be more succinct and persuasive because of Twitter’s creative constraints of 280 characters.
Creates New Job Opportunities
Digital journalism is essentially a contemporary form of journalism where content is distributed through various social media channels, as opposed to traditional print and broadcast. And although online news and content has existed since the 90’s, digital journalism has created so many job opportunities in recent years; from researchers, editors, fact-checkers, and many others. In fact, digital journalists on social media have now become indispensable as the fast dissemination of news has become integral in today’s society. This dissemination combined with social media’s accessibility calls for a more careful use of the English language for timely yet in-depth reporting.
Widens Educational Reach
Social media allows us to communicate with a much larger number of people on a global scale. That said, it’s also undeniable that it allows users to learn so much from each other. TikTok, for example, empowers teachers of all kinds by giving teachers a way to meet students in their zone. User “Iamthatenglishteacher”, for instance, began posting short-form grammar lessons to help her middle-school students recognize and learn from common mistakes. Now, her 1.5 million followers from all over the world are collectively learning through her.
Reinvents Existing Words
The re-appropriation of existing words is also a common phenomenon we’ve seen in recent years. Words such as “wig” and “legit” were pretty much given complete makeovers, with wig now a term used to describe a reaction to any amazing or shocking event, and legit now being used to describe any noun or event that is of particularly excellent quality. This reinvention is also a cultural process that first starts within small groups, and because of today’s connectivity, any buzzword soon spreads like wildfire. But it’s also what keeps English the rich, developing language it is today.
And with that, teachers may feel pressured by how fast-paced everything is on social media. But don’t underestimate your own capacity to keep learning — we’ll always be students of life, after all.
Article written by Ruth Johns
Exclusively for edvolve
#FreeBritney and Media Literacy
It was 1998. I was teaching 5th grade, and my students adored Britney Spears. OK, OK… I’ll admit I was a bit of a Britney Spears fan-girl myself, and was pretty happy when my then-boyfriend/now-husband gifted me a “Baby One More Time” CD for Christmas.
One of my fondest memories is when, at the end of that school year, three of my students presented my end-of-year gift -- a ticket to the Britney Spears concert -- which I attended with them (and their parents!).
At the Britney concert with three of my 5th grade students! Their parents even came to pick me up!
The New York Times Presents | Framing Britney Spears
The other day, I watched the documentary, The New York Times Presents | Framing Britney Spears and have not stopped thinking about it since. It chronicled the rise of Britney Spears’ career, her (mis)treatment by the media, and the current challenges she faces with conservatorship which has led to an energetic call to #FreeBritney.
It made my heart truly ache for Britney Spears.
It was weird looking back on the events, remembering them so clearly, as well as my reactions at the time. To me back then, Britney’s hardships were just bits of pop gossip -- something to laugh at, poke fun of, then go back to my normal life.
I remember when Britney stated publicly that she wished to remain a virgin until marriage.
I remember when Britney and Justin broke up, and he announced his sexual experience with Britney to the world.
I remember when an interviewer told Britney that everyone was talking about her breasts.
I remember when she shaved her head, when she umbrella-bashed the photographer’s car, and when she was involuntarily taken into medical custody.
Watching the documentary, I felt ashamed of my lack of empathy for my fellow human back in the early 2000s, as I devoured the media gossip just like everyone else -- without consciousness. The show also illuminated my acute lack of media literacy and understanding of how media shapes the world. I didn’t know what I didn’t know.
A Case for Media Literacy
Media literacy, in a nutshell, involves understanding and assessing the messages (and the impact of those messages) sent via various media formats. Media literacy requires an understanding of language, bias, emotion, and context; an individual with strong media literacy also examines his/her own tendencies in media consumption. Media literacy also involves thoughtful media creation.
Because technology and social media have amplified the spread of media and “fake news” (i.e., misinformation) it’s easy to think of media literacy as a “digital-age” problem. The truth is, while it may be more visible now, the need for media literacy is not new, and media literacy skills apply to print media as well as digital media.
Now… getting back to Britney Spears.
If I had stronger media literacy skills back in the day, I would have noticed how interviewers were speaking differently to her, and asking different questions than they were to male pop stars. I would have noticed the bias built into her interviews and their contribution to unequal gender treatment.
If I had stronger media literacy skills back in the day, I would have been far more cognizant of how MY/OUR media consumption habits drove what was published. That a popular icon’s downward spiral turned into the headline of the week -- and because they sold magazines, those sensationalized headlines and shocking photos taken out of context (2000s version of “clickbait”) drove the paparazzi to extreme and dangerous measures that some may argue further contributed to Britney’s decline.
If I had stronger media literacy skills back in the day, I would have realized that much of what I was reading was pure garbage. That when a “source close to Britney” (rather than a named source) tells all, it’s likely to have been made up. And that when a sentence in an article ends with a question mark, it is also likely to be untrue. I would have more consciously realized that the tabloids were simply serving up what we were purchasing.
When we help our students to think critically about media and its messages, we help them gain important skills they need to navigate both print AND digital media. We help them interpret, analyze, and make decisions about how they will interact with that media, as well as empower them to consider how they can contribute to a given cause.
After watching the Britney Spears documentary, I can see how (after removing the words “online” or “digital”) each of the following digital citizenship indicators were violated by me and my fellow pop-gossip reading peers of the early 2000s:
While I wrote this post as a reflection of my own digital citizenship and media literacy awareness, I also hope that it illustrates the ever-present and ongoing need to teach media literacy as a critical part of the curriculum. How might we elevate these skills by embedding them into existing curriculum? I’d love to hear your thoughts and extend the conversation to strengthen media literacy education.
I also want to extend my very best to Britney Spears and her ongoing challenges.
It makes sense that digital wellbeing tips and tricks have been circulating the edu-web at a higher frequency lately, as most of us are eager for any tip, trick, or magic potion to help us achieve more of it.
Tips and Tricks vs. Beliefs
Tips can be great when they offer something that is specific to the goal we want to achieve. For example, when I realized that most of the time I spent on social media consisted of mindless scrolling, I followed a tip to set an automatic daily time limit on Instagram. Now the app kicks me out when my 15 minutes are up. It works!
But tips and tricks may not be as effective when we hold underlying beliefs that justify our existing technology habits.
What I mean is… If we believe that being available and responsive at all times is what makes us successful at work, a tip about batch emailing probably won’t curb our obsession with checking email or DMs. If we believe that constant news consumption makes us more informed, we might just be driven to an unhealthy media diet that even the best tip won't change.
7 Beliefs Statements to Consider
Before you dive into another digital wellness tips and tricks list, take a moment to reflect on the following 7 beliefs -- and ask yourself whether any resonate, and might be promoting unhealthy digital habits in your own life.
1. I need mindless activity to relax. This is the only “me” time I get.
If you believe this, you might be choosing mindless scrolling over more healthful “me time” activities.
Resource: 15 Things to Do Instead of Scrolling Mindlessly Through Facebook
2. Good teachers are responsive to their students and families at all times
If you believe this, you might be answering emails at all hours...or feeling guilty if you’re not. << both impede wellness.
3. What I’m doing (on my device) is very important and must not wait
If you believe this, you might be ineffectively prioritizing your time and activities.
4. Consuming media = staying informed
If you believe this, you might be consuming far more media than is healthy. This may also impact your mood and emotional state, depending on the content of the news/media being consumed.
Resource: The Art of Being Well Informed
5. I should learn all of the best technology tools for my class
If you believe this, you might be in total burnout mode from over-consumption.
6. It’s important to be understood and validated; I need to clarify myself when people misunderstand something I’ve said
If you believe this, you might be spending a lot of time and emotional energy posting and responding on social media.
Resource: Being Misunderstood is Painful
7. Apps are designed to connect us with friends and provide lighthearted entertainment
If you believe this, you might be overlooking signs of tech obsession. You might also be giving tech companies more personal data than you'd really want to.
When you identify a belief that keeps you locked in to a behavior, you're better equipped to notice those thoughts as they emerge... and thus, you may just find it easier to make different decisions!
Once again teachers, thank you for all you do, today and always. Please take care and be well!
I created this simple graphic with the belief statements.
And if what you really need is just a few tips, check these out.
I’m not a psychologist or behavior expert, though wellness has long been an area of interest and study. I’ve also been actively investigating what it means to be well with technology, and to encourage healthy digital citizens.
Now, more than ever, we are all using technology to work, learn, entertain ourselves, and connect with others! This increased use of technology gives teachers, students, and family members a lot to think about!
Learners of all ages may be wondering:
That's why this just may be the perfect time to consider hosting a family night specifically focusing on tech and social media use!
Here are three reasons to host dig cit family event!
1. Help families get on the same page about tech & social media use
Parents may feel uncomfortable about the amount of time their kids are connected, and have questions about who they're interacting with and how. Kids can feel frustrated when they feel they're using technology responsibly, and technology rules & limits seem unnecessary. A digital citizenship family event can be a powerful way to promote dialogue and build more understanding among family members as they explore and discuss their digital experiences and values.
2. Strengthen school & home partnership
The benefits to building a strong community are countless! When parents feel connected to their child's school, teachers, and administrators... when they are engaged in school activities they find meaningful and supportive, they are better equipped to support learning. And since so much learning is happening at home (with and through technology), strong school-home partnerships become even more important! Hosting a dig cit family event gives you the opportunity to forge positive relationships with your community.
3. Foster a CULTURE of digital citizenship
Many schools recognize the importance of digital citizenship. Some may have a speaker come in to talk about responsible tech use; some may even include digital citizenship lessons as part of classroom learning. But if the goal is to help students grow as positive and empowered digital citizens, we want to find ways to embed it into the culture. When you give students and their families an opportunity to think critically about their digital lives, you help instill a culture of digital citizenship.
How can I get started?
In partnership with my friend and digital citizenship colleague, Dr. Kristen Mattson, I have developed a simple, yet powerful concept that promotes reflection, dialogue, and sharing among family members, focusing on aspects of digital life. We present this family night concept in this FREE guide.
Please use and share this resource with colleagues.
And when you host your digital citizenship family event, I hope that you will reach out and let me know how it goes. Together, we can figure out the best ways to support our students and their families to become more informed and confident digital decision-makers! Let's continue this conversation!
And as always, thank you, educators, for all you do.
What is The Social Dilemma?
The Social Dilemma is a Netflix docu-drama (documentary with an embedded fictional dramatization) about the explosion of social media throughout the past decade and the ensuing damage to us (its users) and society as a whole. It features several Silicon Valley early innovators who send warnings that might just make you want to chuck your phone right out the window.
This film takes us "behind the curtain" so to speak of the tech companies who bring us platforms such as Google, Facebook, and Pinterest. Commentary from the innovators, engineers, and masterminds behind the platforms heightens the believability that: 1) social media is mind-f'ing us, 2) we are all addicts (or well on our way), and 3) society is doomed.
I won't spoil it for you by giving away the reasons for #1-3 above because there's too many nuggets to adequately share in a blog post. I encourage you watch it and see for yourself. It will likely open your eyes (or serve as an important reminder) that tech companies' motivation is not altruistic; it's financial -- and that they are designing this stuff to keep us coming back for more no matter the consequences.
The reaction that I've seen from my personal social media connections about the film has been fear, anger, and the urge to purge all technology.
It seems to be having an impact.
But not everyone thinks the noise this film is creating is spot on.
Casey Newton of the Verge wrote What 'The Social Dilemma' misunderstands about social networks which suggests that the film is shortsighted in pointing the finger with such one-directional clarity at the tech companies for society's ills. Not because he thinks the big social network companies hold no responsibility, but rather that they're not solely responsible and that overemphasizing their role oversimplifies a complex issue. He's not wrong.
Most of us spend more time than we'd like to admit mindlessly scrolling our social media feeds and watching entertaining but not highly purposeful videos on YouTube. We instinctively understand that this is not healthy, and that tech companies are having their way with us, but most of us don't really understand exactly how we're being played... or why.. or in what way, like, specifically. And frankly, I think most of us are okay not knowing. We don't want to know how the sausage is made. Just serve us up more dog videos, please.
The problem with not knowing is that we are engaging with digital content in ways that actually shape who we are and what we think -- without us realizing it. It's only when we decide we want to know more, including how the technology works, what drives its design, and how its functionality can manipulate our behaviors and thoughts, that we can equip ourselves to make more intentional decisions to reduce its power.
For me, watching this film is about just that -- understanding more so that I can be more intentional about my technology use. It's about recognizing what happens with MY data and YOUR data while I'm perusing my feed and clicking on intriguing links; it's about being mindful that my perception of what's real is influenced by the content that social media algorithms serve me. It's about lifting the veil on how the sausage is made -- the good, the bad, and the unexpected.
It's easy to watch this film and get sucked in to a fear mentality about technology and the path we seem to be heading down. It's also easy to feel overwhelmed with the problems that are presented in the film, and lack of solutions. Personally, I don't (and won't) buy in to the "society is doomed" narrative. There's a lot of good that has, and will continue to be done in the world with the help of social media and technology. I do, however, believe that it's up to us to be in the know so we can own our role in shaping the digital landscape and help create policies that work in our favor rather than the tech companies'. I prefer to think of the film, NOT as a doomsday warning about technology, but rather an important lesson about our ever increasing digital connectedness. A lesson that prepares me to lead and participate in more conversations that can help us shape a better digital future.
When we help our students see their role as citizens of the digital world, we help them to take ownership of the community we are all constantly creating. My friend and fellow digital citizenship enthusiast, Kristen Mattson describes digital citizenship as the intersection of technology and humanity. The Social Dilemma sits squarely at that crossing. Quality digital citizenship education asks students to explore real-life questions about technology ethics.
Educators who work with students of appropriate age (this film is rated PG-13) can leverage the content in this film to spark students' curiosity about the impact of technology on individuals and society (which happens to be indicator #15 for digital citizenship on Edvolve's framework). For example, students can investigate, research, and defend a position on a question such as: Whose responsibility is it to keep us (and our data) safe? The company's? The government's? Our parents'? Ours?
I've create a one-page "film brief" to help teachers and parents use The Social Dilemma as a starting point for meaningful conversations with students that includes a summary of the film, key ideas, and 6 questions that don't have easy (or "right") answers.
My hope is that this film can encourage both adults and young adults to become curious and willing to learn how the sausage is made -- to become empowered to take greater control of technology, instead of allowing it to control us.
Please use and share this resource with colleagues who work with age-appropriate students.
P.S. Netflix does not grant Educational Screening for the documentary, at least at the time this post was written. In short, this means that viewing the film "in-class" through a teacher's personal Netflix account is not allowed.
cameras on during class sessions. If you're not familiar with some of the privacy and equity issues associated with such a requirement, check out this infographic by Dr. Torrey Trust from the University of Massachusetts Amherst.
Empowering Students to Decide
I see the ability to turn cameras on (and off) as a perfect opportunity to help students become more in touch with their learning preferences and needs, and to take more ownership of their learning environment.
According to the ISTE Standards for Students, students are empowered learners when they customize their learning environment in both physical and online settings by making choices that support their learning process and make learning more accessible (ISTE Standard 1b).
Since there are benefits to students turning their cameras on, as well as remaining off camera, why don't we forgo a "one size fits all" requirement and instead, let students decide? We can guide students to consider the benefits and choose what feels best each day and in each moment.
Can students make good decisions? Might doing so inspire more student ownership over remote learning?
Yes. They can, and it does. This is what empowered learning is all about!
How can I provide guidance?
I've created a resource to help teachers begin this conversation with students. I hope it helps both teachers and students identify reasons they may want to be on camera, and the reasons they may not, so they are better equipped to customize their learning environment.
Please use and share this resource with colleagues.
As we continue refining our remote learning practices, new questions will continue to arise each day about how to manage the digital learning environment. Whether to have students on camera is one, and there will be a thousand more. Let's continue to talk, to discuss, to debate, and learn from one another so that we may identify/create best practices together. Thank you, teachers, for all you're doing now and always.
Zoom, Google Meet, New Tools -- Oh MY!
Teachers everywhere have taken incredible leaps with technology use during these past few weeks of school closure/remote learning -- and this is one effect from an otherwise tragic situation that is making my heart go pitter patter in the good way. #silverlining
As we transition our practice and adopt new tools, let's think about something that isn't always as prominent on our radar -- student privacy. To be clear, student privacy should be on all of our radars regularly, remote or in-person. However, transitioning so quickly to remote learning has opened up a whole slew of novel situations and increased the use of technology applications such that student privacy becomes an immediate, at-large issue that begs careful consideration.
Small adjustments can create a safer and more private experience for our class community. For example, it is safer to have students use first names only (or a pseudonym) rather than first and last name in any digital platform. It's safer to have them use an avatar rather than a photo as a profile pic. It's a good idea to explicitly and firmly ask students and parents to refrain from taking screenshots or photos of the class videoconference session and sharing them in online public spaces.
I created this "DO THIS, NOT THAT" infographic with a handful of simple practices that are easy to put in place and make a big difference when it comes to protect our students' identity and privacy. I've made this available as a PDF. Please feel free to use and share! Thank you to the incredibly talented and #digcit nerdy, Nancy Watson, for making this infographic an infographic for me. :)
No doubt, these are unprecedented times. Schools across the nation have shut their doors as we keep our distance to try to flatten the curve. The role of technology in our lives has blown up overnight as schools implement remote learning, we telecommute into work, and socialize via Zoom. More than ever, we are living and learning in digital spaces. More than ever, we are engaging in digital communities. More than ever, we are active citizens in the digital world.
This is new territory for many of us, and it's new for our students. As we begin to navigate these new digital learning spaces together, why not introduce the concept of digital citizenship? Just introducing the term will give students an opportunity to see themselves as part of a community and embrace their responsibility to positively contribute & work toward the collective welfare for all community members.
When we share the language of "digital citizenship" with our students, it opens the door for us to think and talk about digital behaviors in new ways. It gives us a chance to say, "We are citizens of the same community. What are our responsibilities to each other? How will we behave? How will we hold ourselves and each other accountable for our digital decisions?"
I've created a set of 6 posters (sized 8.5 x 11) designed to help teachers introduce the language of digital citizenship. I hope that they can help you... help your students identify as digital citizens who make healthy and positive digital decisions.
Please use and share the posters with your students and colleagues.
And teachers...thank you. Thank you for all you're doing to foster a sense of normalcy for your students, promote learning, and to model flexibility, resiliency, and lifelong learning during these challenging times. You are all heroes!
I care deeply about helping educators cultivate healthy environments where every student and teacher can learn, grow, and thrive in this digital world!