Digital Citizenship for Educators - KQED Teach

Pixabay via Pexels 

Over the last several years educators have worked hard to increase their use of media in the classroom. We have witnessed how students continue to grow their online presence and many different outlets have encouraged us to seek out lessons to teach our students how to be active participants in this environment. If you are like me, you have scoured Common Sense Media and their wonderful toolkits and developed many different digital citizenship lesson sequences to guide your students, using a wide variety of platforms. As you have developed these lessons, you have been learning alongside your students many of the ins and outs of what is appropriate, how to stay safe, etc. You have probably also participated in district-mandated training and even sought out your own professional development in order to stay current with the exponential growth in legislation surrounding student privacy.

Your own depth of knowledge on the subject of digital citizenship comes into play every time you decide what you are going to have your students do to demonstrate mastery in your content area. Your students, as well as most parents, rely on teachers to help them navigate new platforms and tools while staying safe and current in the ever-changing online world. At this point in the summer, you are probably starting to think about what you can reuse, what you can tweak and what to completely overhaul in your lessons to address "fake news", evaluating information and giving proper attribution to content your students may want to use this coming school year.  Some of your tried and true plans may suffer from the disappearance of the specific tools you were using, or you may simply want to strengthen your own knowledge in order to be better prepared to address these topics, but where can you find easy to follow professional development that can help you uncover your own blind-spots?

For me, the answer came in the form of KQEDTeach. I've written about them before, but what you may not know is that not only are they free, but they have recently added several new courses specifically addressing digital citizenship. Each of the courses follows a learn-make-teach cycle, where you are not only given the tools and practice each skill yourself, but you are also encouraged to think about and develop a lesson plan that you can use in the fall to address it with students. If you complete the course and share your lesson plan, you also get a certificate which in many instances can be used to certify PD hours. Win all around!

Finding and Evaluating Information: This course walks you through the ins and outs of finding reliable sources of information and evaluating your search results. There is a whole module on lateral reading that I found particularly useful as I tweaked my original lesson plan to come up with the new "Stop the Fake News Cycle"(to open this link, and all the subsequent following lesson plan links, you will need to register on the KQEDTeach platform).

Safety and Privacy in a Participatory Culture: This course addresses online safety from the perspective of consumers of digital media, the development of your online persona and most importantly, navigating the privacy settings and terms of service of different platforms. After taking this course my whole approach to clicking "I agree" changed, and led to a better iteration of my Digital Citizenship lesson plan.

Understanding Copyright and Fair Use: Not only does this course help you dive more deeply into copyright and fair use and gives you tools to go beyond clicking "usage rights" when teaching this to students, it also provides you with ways to address the proper attribution of several forms of media. After taking this course, I knew that many of my lessons would need to fully address how my students were using media to support their knowledge and led to the inclusion of these concepts in lessons such as the one I used to exemplify how I plan to incorporate this moving forward (Proper Attribution)

Constructing Media Messages: Building upon the previous courses, this course also includes how to deconstruct media to interpret hidden messages and identify biases. The course puts you, and by extension your students, in the role of creators of media. To exemplify the lengths to which advertisers go to spread their message and how images can be manipulated I developed a completely new lesson as a final product for this course entitled Media Fake Out, which though I have not taught, I plan to incorporate at the beginning of the school year.

These are the courses that I've found most helpful under the umbrella of digital citizenship for educators on KQED teach, but as you explore you will also find many others to address media creation in your classroom. There is even one that specifically talks about managing and assessing media projects! As your summer winds down, I invite you to hone your skills and join me on KQED Teach.

Digital Media Literacy with KQED Teach

Bill Ferriter 

I am sure that many of you are familiar with the image above. While I wholeheartedly agree with the sentiment, the National Association of Media Literacy Education tells us:

“The purpose of media literacy education is to help individuals of all ages develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators and active citizens in today’s world.”

So, while the learning outcome should not be "create a Prezi" or "produce a video", we do need to provide students with the skills of expression to be effective communicators.

Now I'm sure that we've all been privy to things like

• presentations with too much text, or unreadable fonts
• student videos that, while cute, are unintelligible
• Edmodo or Google classroom posts that should have been edited
• student-created cartoons, infographics and Google Draw productions that are nothing more than a disorganized copy/paste

I illustrate these to make the point that we do need to help students develop better media literacy skills. We live in a world where most classrooms have access to 1:1 devices (especially if we count student-owned devices). Many of us have dabbled with creating educational products for our students and/or have asked our students to do the same, but how many of us have taken the time to hone those skills before teaching them to the students? I know that I was one of the ones that expected my students to "produce a 5-minute video to explain ____", without ever having gone through the process myself!

That is why I was so glad when last spring I was introduced to KQED Teach. In Randall Depew's words:

"KQED Teach, our new online learning platform, will support educators’ growing media literacy needs by helping them develop the media skills necessary to bring media production to their learning environments."

The beauty of KQED Teach is two-fold. First, it is completely free. Not only are the courses free, all the tools they suggest within each course are also free. Second, the courses are self-paced and short enough to be easily completed in an afternoon or two. As teachers, we are budget and time poor. KQED Teach understands that and responded in kind. 

Let me tell you a little bit about the courses I have taken, and what I've been able to do and teach because of it.

Media Foundations: Allowed me to explore the impact digital media could have in my teaching. Because of this course, I became a more critical consumer of information and started paying attention to bias and copyright. The skills I learned were easily transformed into a lesson titled  "Should I CITE-IT?", which I posted and have available on the KQED Teach platform.

Taking Charge of Social Media: This course opened up my eyes to the world of social media, especially Twitter, as a PD tool, allowing me to add a myriad of innovative educators to PLN, which in turn made me grow so much more than any "traditional" PD.

Designing Presentations: This course should be required by anyone that has ever thought about creating any kind of presentation. We all know about essay-like presentations, but have you ever thought about how fonts, images, and colors interact to tell a story during your presentation? After this course, you will be ready to go well beyond the template that you've seen or used 1000 times to create much more impactful and memorable presentations using any platform. 

Interactive Timelines: At first, this course looks a little scary, especially if you are unfamiliar with Google Sheets. However, following their advice, I was able to create the interactive timeline of my scope and sequence that you see below. How cool is that!

I have not taught the lesson I posted at the end of the course "Technology Timeline", but it is there for anyone that wants it, and can be easily modified to suit other purposes.

Making Interactive Maps: Much like the interactive timelines, I did not know I needed to know this until I created my first map. The course not only gives you the step by step instructions and ideas on how to integrate their use in anyone's practice but also includes how to take these maps further using the layers and data tables that I did not know existed within Google Maps. Because of this course, I was able to have my 5th graders create maps like the one you see below, in response to the lesson I posted within KQED Teach - The Journey of Stuff.

Making Infographics: My favorite course so far. This course taught me some design basics that are transferable to many other platforms, creating websites for example. But that was not all, it also helped me hone my skills as a creator of digital content, allowing me to take it to the next level in things like the blog post about student-designed board games, and the image I created for the Stop the Fake News Cycle lesson I shared in response to the KQED Teach course on Finding and Evaluating Information:



Communicating with Photography and Video Storytelling Essentials both highlight the power of your smartphone camera. Beyond the composition of your subjects to issues regarding lighting, sound, and editing (including how to conduct interviews), these two offer very specific fixes and ideas that can help you learn and then teach the basics to your students. I invite you to look at the lessons I posted for these two, which include student examples -Source to Mouth documentary and Layered Selfies.

These are only a few of the courses that KQED Teach has to offer, and they are consistently adding new courses. I encourage you to sign up and start learning today.

Twitter, a Tool for Teacher Professional Development

Whenever I share my Twitter experience I face the inevitable, "Oh, I don't use Twitter", and I must admit that the first time I heard about teachers using Twitter, I was skeptical, too. My knee-jerk reaction was, "Social media is for keeping up with family and friends. Twitter, specifically, is for people that, at best, participate in politics and debates, and at worst those who enjoy instigating others. Why would a teacher invite that!" I completely dismissed the idea and patted myself on the back for not following in the trappings of social media.

The second time I became aware of Twitter as a possibility for me was at a conference. Like many others before me, I joined so I could post the happenings at that particular event, but it was more a feeling of shouting things out to the wind. I even remember that there were prizes given out for the most tweets, which pushed me a little to participate, but nothing more than that.  Follow others, why? At the end of that conference, I did not go back in. This cycle was repeated at the next event, and three or more times after that.

A couple of years went by and as I became involved with Edmodo as an ambassador, I completed the "Participate in an #edmodochat" challenge. That was the turning point for me. I started to read the posts, occasionally overcoming the risk of replying with my own ideas. All of a sudden I was involved in a deep conversation about best practices in education with a bunch of people that I had never met. That first hour went by in a flash, and at the end, I had specific ideas that I could put into practice the next day. I left that chat energized and hungry for more.

Fast forward to where I am now, writing about why educators should have Twitter accounts and participate in conversation often.

Twitter as Professional Development

Find and Share Resources

Gone are the days when the work of a teacher was a solo endeavor, or when you could open the file cabinet and teach the same lesson the same way for years on end. At our fingertips we not only have a plethora of resources, but these resources are constantly updated. New tools are imagined every day and ideas are flowing freely. Teachers all over the world are discovering and sharing ways to teach specific content and/or using ed-tech tools in a variety of ways. You may never have thought of using the board game Pandemic to teach about The Columbian Exchange, but @MatthewFarber has.

Staying Updated

Education is changing. Whether you are now an expert at the Common Core Standards, struggling to implement the 3 Dimensions of the NGSS, awaiting Social Studies standards or interested in changing your delivery to include PBL or gamification, the conversations are happening now. And wouldn't you know it, many of these conversations are happening on Twitter. Just take a look at the calendar of education Twitter chats below (managed by @cybraryman1, @conniehamilton, @thomascmurray, @cevans5095 and @jrochelle). You could say, "There is a chat for that!"



For those of you that have never participated in a Twitter chat and that may feel overwhelmed by trying to follow a conversation while remembering the "rules", here is a handy "How To" written by @kelseynhayes. The only thing I would add is the use of @participate's tool - Participate Chat simply because it allows you to focus only on that particular chat and automatically adds the #hashtag to the chat you joined, lessening the risk of tweeting to the wind.

Grow your Professional Learning Network

All of these educators that are sharing on Twitter and participating in Twitter chats are offering up their perspectives. They are also connecting with other educators who are willing to help out when the teaching work gets hard. Perhaps you are struggling to reach a particular student, and you need a sounding board outside of your own site. Maybe you would like to infuse more kindness or creativity into your classroom, or even would like to have a speaker come into your classroom, but do not know where to start. The PLN you create by using Twitter is there to help out. The beauty of this is that Twitter is available 24/7 so those ideas or questions that came to you at 2:00 a.m. as you were grading the last batch of essays can be posted and tagged to be answered by your Twitter connection in Europe as he/she starts the day.
In a similar vein, leaders in education are also on Twitter, and connecting directly with them is only a click away. Perhaps you are not ready to engage them in conversation, but you can infuse what you learn from their posts into your own practice. Here are a couple of lists to get you started:

• 36 Twitter Accounts Teachers Should Follow
• 15 Top Educators to Follow on Twitter in 2017

How to's

If you are ready to get started, I invite you to read Edudemic's The Teacher's Guide to Twitter, and if you are new to the Tweetverse, look below for a handy infographic.

Click to view the original

Source: Twiends