Cultural & Global Citizenship
Uses technology and/or digital learning to:
- Consider diverse perspectives when examining interactions between self and others' cultural, environmental, political or economic systems, and communities
- Analyze various ways in which decisions are made within cultural, environmental, political or economic systems
- Demonstrate responsible citizenship through actions that contribute to healthy and sustainable communities
- Evaluate the impact of decisions or actions on the dignity and well-being of individuals or communities
- Values equity and diversity and believes in the capacity to make a difference
Download a printer friendly version of the Digital Competencies Scope and Sequence
Outcome 1: Use digital tools to explore and appreciate diverse people, values and cultures, perspectives and systems to connect with learners from a variety of backgrounds. Connect with community experts, leaders and elders to explore truths, enrich understandings and seek guidance for action projects.
Division 1
Use digital tools with teacher guidance to collaborate with peers, experts and other audiences using appropriate language.
Use digital tools with teacher guidance to connect with others from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
Division 2
With teacher guidance, students collaborate with peers, experts and other audiences using appropriate language.
With teacher guidance, students connect with others from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
Division 3
From a selection of pre-determined tools, students choose tools to collaborate and communicate with peers, experts and other audiences using appropriate academic language.
From a selection of pre-determined tools, students choose tools to connect with others from a variety of backgrounds and cultures to engage with them in ways that broaden mutual understanding and learning.
Division 4
Students actively choose appropriate digital tools to connect with others from a variety of backgrounds and cultures to engage with them in ways that broaden mutual understanding and learning.
Students actively chooose appropriate digital tools to collaborate and communicate with peers, experts and other audiences using appropriate academic language.
Outcome 2: Cultivate and manage digital identity and reputation.
Division 1
Teacher models ways to create a positive online reputation and digital footprint.
Division 2
With teacher guidance, student acknowledges that anything accessed, produced and posted builds their digital footprint and lasts forever.
Division 3
Student acknowledges that anything accessed, produced and posted builds their digital footprint and lasts forever.
Student uses appropriate and positive online behaviour.
Division 4
Student acknowledges that anything accessed, produced and posted builds their digital footprint and lasts forever.
Student demonstrates appropriate and positive online behaviour.
Outcome 3: Engage in positive, safe, legal and ethical behavior when using technology, including social interactions online, supporting individuals, groups and causes or when using networked devices.
Division 1
With teacher guidance, students identify how one can be a good citizen when using technology.
Student complies with the responsible use policy of the school and school district.
With teacher guidance, student understands the definition of bullying and cyberbullying.
With teacher guidance, student communicates electronically with people outside the classroom through answering questions and replying to comments.
Division 2
With teacher facilitation, student identifies positive and negative aspects of Social Media and other online platforms such as blogs and video hosting sites.
Student complies with the responsible use policy of the school and school district.
Student distinguishes between appropriate and inappropriate digital conversations and postings and their impacts.
Student knows the definition of bullying and cyberbullying and can identify strategies for how to respond to it.
Division 3
Student identifies positive and negative aspects of Social Media and other online platforms such as blogs and video hosting sites.
Student complies with the responsible use policy of the school and school district.
Student distinguishes between appropriate and inappropriate digital conversations and postings and their impacts.
Student understands the definition of cyberbullying, knows how to respond to it and models appropriate and positive online behaviour.
Division 4
Student identifies positive and negative aspects of Social Media and other online platforms such as blogs and video hosting sites.
Student complies with the responsible use policy of the school and school district.
Student distinguishes between appropriate and inappropriate digital conversations and postings and their impacts.
Student understands the definition of cyberbullying, knows how to respond to it and models appropriate and positive online behaviour.
Resources
Common Sense Media - Find lesson plans, public service announcements, teacher resources and training, and visual resources for promoting digital citizenship.
Connected Classrooms - Through Google +, find other classrooms from around the world with whom to connect and collaborate.
Global Read Aloud - Runs each fall for a 6 week period. Registration opens in January. Read the book out loud to students over a 6 week period and make as many global connections as you can. Available in English and French.
Media Smarts - Find lesson plans, tips and resources for teaching online safety, digital citizenship and how to be media smart in today's society.
Mystery Skype & Skype in the Classroom - Teach students about geography and culture from around the world. Access virtual field trips, lesson plans and guest speakers through Skype.
Taking it Global for Educators - Collaborate, understand and take on global challenges as students create learning experiences.