This document discusses digital citizenship and social media use among students. It begins by noting that digital citizens are expected to act according to social norms online. While students are comfortable with technology, they may not be using it appropriately or understand their roles. The document then examines students' social media use and offers keys for schools to establish successful digital citizenship programs, including understanding students, embracing social media, and developing frameworks. It provides examples of social media platforms and privacy issues. The document advocates teaching the nine elements of digital citizenship to promote safe, responsible technology use among students. It concludes by sharing lessons learned about implementing digital citizenship programs.

1. Digital Citizenship and Social
Media in the Classroom and Life
Patrick Woessner
MICDS

2. Digital Citizenship and Social Media
Today, billions of people all over the planet interact
using various technologies. This interaction has
created a digital society that affords its members
opportunities for education, employment,
entertainment, and social interaction. As in any
society, it is expected that digital citizens act in a
certain way—according to accepted norms, rules,
and laws. Most of today’s students are entirely
comfortable with technology, but are they using it
appropriately? Do they understand their roles and
responsibilities in digital society? How can teachers
help students become responsible digital citizens?

3. Keys to Establishing a
Successful Program
• Understand Today’s Student
• Maintain Perspective
• Embrace Social Media
• Develop a Framework
• Reflect and Revise

5. A Vision of K-12 Students Today

6. A View of Teenagers Today
• 95% of teens spend time
with friends face to face
• 93% of teens ages 12-17
use the Internet
• 68% send instant
messages
• 65% use social
networking sites
• 64% of online teens are
content creators

7. A Closer Look: Today’s Student

8. A View of Social Media Today

10. Generational Fears/Concerns
About Youth
• Since the turn-of-the-twentieth century —and
lasting right up until today—generation after
generation of young people and adults have
increasingly come into conflict, and it probably
is not going to change anytime soon!

11. 11
Example #1: What was it??
It “encourages isolation and splitting” of
families, and “puts children on a
narrowly defined developmental path,
and contributes little to social skills.”
It is “corrupting our youth” and “is not
wholesome”. It “mesmerizes our
children…teaches gambling and breeds
aggressive behavior.”

12. 12
VIDEO GAMES (1980s)
Glenn Collins, “Video Games:
A Diversion or a Danger?” New
York Times, February 17, 1983,
p. C1.
Mrs. Ronnie Lamm, quoted by
William E. Geist, in “The Battle
For America’s Youth.” New York
Times, January 5, 1982, p. B2.

13. 13
Example #2: What was it??
It “exerts a harmful influence…
upon the public mind and morals,
and particularly upon the minds
of youth and children.”
and it has “steeped the youth of
our country in filth and
degradation.”

14. 14
MOVIES (1930s)
Central Conference of American
Rabbis, quoted in “Rabbis
Denounce ‘Harmful’ Movies.”
New York Times, June 19, 1934,
p. 24.
Reverend Dr. S. Parkes Cadman,
quoted in “Cadman at Drexel
Denounces Movies.” New York
Times, June 19, 1934, p. 15.

15. 15
Example #3: What was it??
It “may well be…an insidious force that
causes children to be more aggressive,
fearful, materialistic and callous,
while at the same time makes them
more passive, less robust and damages
their educational potential.”

16. 16
TELEVISION (1970s)
Richard Flaste, “Screening TV
For Uncritical Young Eyes.”
New York Times, March 11,
1977, p. 31.

17. 17
Example #4: What was it??
is “a communicable disease” is
“cannibalistic and tribalistic” and just
“another form of adolescent
rebellion.”

18. 18
ROCK-N-ROLL (1950s)
“Rock-and-Roll called
‘Communicable Disease’.”
New York Times, March 28,
1956, p. 33.

19. 19
What do all of these examples
have in common?
• Young people embracing new forms of
technology/activity that adults do not understand or
know about (early adopters)
• New technologies/activities involving thematic
content with which adults are uncomfortable
• Through these new technologies/activities, young
people form “community” and speak a “language”
that is theirs & theirs alone
• Adults feel confused and left out of the picture,
begin to worry and/or get angry about their loss of
influence over “kids today”

20. What does this mean for
educators today?
• We see students behaving in our classes in
ways that we do not approve of or appreciate
• We see students engaging with technology in
ways that we consider to be inappropriate, or
rude, or detrimental to both their maturation
and education
• Overall, our struggles with students actually
are not much different from previous
generations’ struggles with us

22. What is Social Media?

23. Social Networking Demographics
Percent with a Social Networking Profile
Source: Pew Internet

24. A Closer Look: Social Media

25. The Power of Social Media

26. Social Networking:
Preschool and Elementary

27. A Closer Look: Preschool and
Elementary Social Networks

28. Social Networking:
Teens and Adults

29. A Closer Look: Teen-Adult
Social Networks

30. Facebook 101
• Facebook is a social networking site that lets
users connect and share photos, links, and video.

31. Creating a Facebook Account
• A valid email address is all that is required to
create a FB account

32. A Look Inside Facebook

33. Your Profile
• Your profile is what your friends/family will see
about you in FB.
• Your “Info” includes Basic, Personal, Contact,
and Education/Work Information

34. Finding Friends
• FB will help you connect with people you email,
IM, and/or went to school with.
• In addition to being able to search, FB will also
suggest “people you may know”
• To become FB friends, both parties must
agree; friendship request is sent and approved.

35. Joining Networks and Groups
• In addition to finding friends, users can join
networks and groups.
• Networks are organized around a workplace,
region, high school, or college
• Groups can be organized around anything
• When you join a network, your privacy settings
may change

36. Posting/Sharing Info and Content
• News Feeds: stream of content from all your
friends and groups
• News: can pull info/content from other
applications
• Message: similar to email
• Chat: ability to chat w/o installing software

37. Manners and Etiquette

38. Applications
• Facebook offers a wide array of applications for
your profile, desktop, and the web
• When you choose/use an application, you are
granting it access to your profile
• Some of the applications are fun and harmless
but some are not

39. Privacy Settings: Profile
• Profile: Each aspect of your profile can have
customized privacy settings
• Students should not enter contact info

40. Privacy Settings: Search
• Search settings determine who can find you and
what they can see
• Students should not be part of the public search
listing

41. Privacy Settings: News and Wall
• User determines which actions are visible to friends
• Students should not appear in social ads

42. Privacy Settings: Did You Know?
• Friends can be organized into lists, each with its
own privacy policies
• Users can block friends from viewing content
• What does this mean for parents? Being
“friends” with your child does not mean you will
see everything on their FB page
• That said, students should be reminded that
ultimately nothing on FB is private

43. Footprints in the Digital Age
• Social technology leads to a
digital footprint
• How well do our profile and
footprints reflect who we
really are?
• Object permanence has
evolved from the physical to
the virtual world

44. A Closer Look: Digital Footprints

46. Digital Citizenship
• Digital citizenship can be described as the norms
of appropriate, responsible behavior with regard
to technology use.
• In their book Digital Citizenship in Schools,
Gerald Bailey and Mike Ribble identify nine
elements of digital citizenship that can be
grouped into three broad categories:

47. Student Learning and
Academic Performance
1. Digital Access: full electronic
participation in society
2. Digital Literacy: the process
of teaching and learning
about technology and the use
of technology
1. Digital Communication: electronic exchange
of information

48. School Environment and
Student Behavior
1. Digital Security and Safety:
electronic precautions to
guarantee safety/physical well-
being in a digital technology
world
1. Digital Etiquette: electronic standards of
conduct or procedure
2. Digital Rights and Responsibilities: those
freedoms extended to everyone in a digital
world

49. Student Life Outside
the School Environment
1. Digital Commerce: electronic
buying and selling of goods
2. Digital Health and Wellness:
physical and psychological well-
being
3. Digital Law: rights and
restrictions

50. A Closer Look: The MICDS Program

51. Other Models and Resources

53. Lessons Learned:
Teachers and Administrators
• Actions speak louder than words; real support
requires a time commitment and accountability
• You can’t give away what you don’t own; training
is essential to understand Digital Citizenship
• The value of the program must be abundantly
clear; it’s not an “addition” but rather part of the
culture of the school

54. Lessons Learned:
Parents
• Support means getting involved; parents and
teachers must share responsibility
• If you teach it, they will come; hands-on
workshops are much more effective than
“information” sessions
• Line between home/school can get blurred; be
prepared to address “after hours” issues

55. Lessons Learned:
Students
• Expect resistance; you are invading “their world”
and they don’t necessarily want to learn about it
with/from you
• Younger children believe everything they read;
beware media sensationalism
• Despite your best collective efforts, some will
still stray off the path; have patience

56. Lessons Learned:
Program
• Utilize a variety of instructional strategies; a
standard format is simple but not always effective
• Need to weigh benefits/drawbacks of large vs.
small group setting; consistency or intimacy
• Scope, sequence, and timeframe; how much, how
deep, and how often

57. Questions or Comments?
• Email: pwoessner@micds.org
• Twitter: @pcwoessner
• Technology in the Middle blog (pwoessner.com)