4. Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including
respect for copyright, intellectual property, and the appropriate documentation of sources
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access
to appropriate digital tools and resources
c. Promote and model digital etiquette and responsible social interactions related to the use of technology
and information
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including
respect for copyright, intellectual property, and the appropriate documentation of sources
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access
to appropriate digital tools and resources
c. Promote and model digital etiquette and responsible social interactions related to the use of technology
and information
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools
Artifact 1: Internet Safety Prezi
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I created this Prezi/Animoto presentation in my Internet tools class to educate young learners about internet safety, specifically using personal information for logins and email addresses. I was inspired to make this after helping a teacher create user names for her students for an online site. Her initial instinct was to use first initial, last name, and then the initials of our school (so EKingUWG for example), but I persuaded her it would be safer for the students to have more randomized logins, even if they were more difficult to remember.
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Artifact 2: Accessibility Suggestions for Online Course
For one of my distance education classes I had to review a high school epidemiology distance education course and make suggestions as to how to improve it. The topic I chose was accessibility and making the course more user-friendly to those with disabilities. In this video I walk through various aspects of the course and highlight areas where changes could be made, including changing fonts to ensure readability, making sure transcripts/captions are available for videos for those with hearing issues, and asking course designers to make sure their embedded objects (Flash) are accessible to screen readers for students with vision issues.
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Artifact 3: Copyright Assignment
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One of my first assignments in my very first class was to research copyright laws, look at and critique acceptable use policies (AUPs), and design my own copyright activity. This was an eye-opening activity since I, like many educators, was under the erroneous belief that almost any digital media used in an educational setting fell under fair-use policy. As the internet was essentially created for “sharing” (by creating a website and publishing it on the internet, I am “sharing” my words, images, documents, and links to anyone with my web address), students and teachers must learn the difference between sharing and taking.
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Reflections
These three artifacts demonstrate my ability to promote and model digital citizenship and responsibility. The internet safety presentation teaches students one way to be safe while using technology, and it would be easy to use this Prezi template to create a series of lessons on internet safety and/or cyber bullying. With the copyright assignment I am advocating and teaching about the legal and ethical uses of technology. My Jing video walkthrough shows the knowledge I have about making digital tools and resources accessible to a variety of learners, even those with disabilities. I really enjoyed making the distance education walkthrough, because first I had to research in what ways a website should be accessible, then research ways to make sites accessible, and then test the distance education site itself. Prior to this investigation I did not know that Flash objects usually cannot be read by the text readers used by those with vision issues, so should I ever design my own distance education course I will make sure any Flash objects are designed using a newer version of Flash that is more text reader-friendly.