Educators inspire students to positively contribute to and responsibly participate in the digital world.
3a Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that builds relationships and community.
Make positive, socially responsible contributions: For example, engaging productively with others online; sharing creative or intellectual work that is original, protected and documented; being involved in virtual social actions such as crowdsourcing, crowdfunding or mobilizing for a cause; using digital tools for entrepreneurship and innovation.
Build relationships and community: Using digital tools to contribute to the common good and build interpersonal bonds.
3b Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.
Establish a learning culture: With students, create shared values, social norms, and goals around the purpose and approach to learning in the digital world.
Curiosity: Encourage and support students’ questioning of information and ideas ut in front of them and pursuit of their own interests, ideas, and hunches.
Critical examination of online resources: Assessing the credibility and usefulness of information found online and in the media, for example, evaluating the accuracy of source data, bias, and relevance to learning goals; learning to think about and check for personal biases and everyone’s tendency to confirmation bias; and varying search terms to find alternative perspectives.
Digital literacy: Being able to use technologies effectively and being able to effectively discover, analyze, create and communicate information using digital tools and resources.
Media fluency: The ability to meaningfully interpret large amounts of complex information in multiple formats and communicate and share across various media formats.
3c Mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual rights and property.
Mentor: Coaching or ongoing audience that includes modeling of your own practice; sharing with and teaching others; and providing ongoing, productive feedback and advice.
Safe practices: Interactions that keep you out of harm’s way, for example, knowing the identity of who you are interacting with; how much and what kind of information you release online; and protecting oneself from scams, phishing schemes and poor purchasing practices (e-commerce theft).
Legal practices: Interactions that are mindful of the law, for example, abiding by copying and fair use, respective network protections by not hacking them and not using another’s identity.
Ethical practices: Interactions that align with one’s moral code, for example, preventing or not engaging in cyberbullying, trolling or scamming; avoiding plagiarism; and supporting other’s positive digital identity.
Protection of intellectual rights and property: Mindful sharing of creative and intellectual work; knowing and using creative commons as well as innate copyright protections.
3d Model and promote the management of personal data and digital identity and protect student data privacy.
Model and promote: Educators engage in these best practices themselves; bring transparency to them with colleagues, parents, students and other stakeholders; and promote them among students, colleagues, and other stakeholders.
Management of personal data: For example, creating effective passwords, authenticating sources before providing personal information, sharing personal data conscientiously, not posting address or phone numbers publicly.
Management of digital identity: How an individual is represented online in the public domain based on activities, connections or tagging through social media posts, photos, public online comments or reviews, and awareness and monitoring of depictions by others.
Protect student data privacy: Actively protecting students’ personal or academic information through such precautions as not sharing student work, pictures or identifying information without permission from students and parents or guardians; being safe when working with student data in public or shared spaces; understanding companies’ privacy and data management policies; and, avoiding or gaining permission to use those without strong management and privacy for student data.