digital citizenship certified...- distribute a common sense parent tip sheet or our family media...

How-To Kit

Common Sense Educator Digital Citizenship Certified

Dear Educator,

Thank you for your interest in becoming a Common Sense Educator! Your dedication and commitment to educating students to be good digital citizens is inspiring, and we want to make sure that your school community and colleagues know just how much work you’ve put into your efforts. Plus, we figured we should thank you for helping us achieve our vision of ensuring that every student in this country knows how to make safe, responsible, and respectful choices to harness the learning potential of digital media in a 24/7 connected world. But we can’t thank you without knowing what you’re doing!

So dive into this kit, and learn everything you need to know to become a Common Sense Educator. We’ve also included lots of materials to help get you started.

Please contact [email protected] if you have any questions.

Sincerely,

The Common Sense Media Education Team

DIGITAL LITERACY AND CITIZENSHIP IN A CONNECTED CULTURE © 2013 www.commonsense.org

http://www.commonsense.org

I. Criteria Checklist.....................................................................

II. Completing the Application.....................................................................

III. K–12 Curriculum Scope and Sequence.....................................................................

IV. Communication Examples a. Staff Presentation Slides

b. Classroom Posters

c. Top 10 Tips for Parents

d. Family Media Agreement

e. Introductory Letters to Parents

.....................................................................

V. Frequently Asked Questions

Table of Contents



Common Sense Educator Criteria Checklist

Common Sense Educator Criteria Checklist

Use this checklist to help plan your activities and meet the requirements to become a Common Sense Educator.

LEARN

New applicants: Complete our online curriculum tutorial (http://www.commonsensemedia.org/educators/training) OR attend an in-person training facilitated by a Common Sense Media Trainer.

2012-2013 Certified Educators: Watch a short online refresher tutorial. Visit http://www.youtube.com/watch?v=Gi0cXwSeiYg&feature=youtu.be for more information.

TEACH

Teach the basics of digital literacy and citizenship to students using Common Sense Media’s Curriculum or Digital Passport (www.digitalpassport.org). You can either:

a. Teach at least one unit (which includes five lessons) to one class. OR

b. Teach at least three lessons to two (or more) classes. OR

c. Engage one class of upper elementary students in all five modules of Digital Passport. OR

d. Engage two (or more) classes of upper elementary students in three modules of Digital Passport.

If you’re using the curriculum, visit the Scope and Sequence (www.commonsense.org/educators/scope-and-sequence) to select the unit and lessons you want to teach.

Consider which period, day(s) of the week, and the frequency at which you will teach the lessons or Digital Passport modules. We suggest teaching one to two lessons/modules per week rather than spreading them out across the school year.

SHARE

Foster a home/school connection by completing at least three of the following activities:

- Assign students homework that includes parent participation

- Put a link to Common Sense on your teacher OR school website

- Send home the Digital Literacy and Citizenship Curriculum or Digital Passport™ introductory letter to parents

- Distribute a Common Sense parent tip sheet or our Family Media Agreement to the parents of students in your classroom

Introduce Common Sense and what you’re doing in the classroom to your principal, and encourage him or her to roll out a school-wide digital citizenship program. Also, let your colleagues know about your efforts.


http://www.commonsensemedia.org/educators/training

http://www.commonsensemedia.org/educators/training

http://www.youtube.com/watch?v=Gi0cXwSeiYg&feature=youtu.be

http://www.youtube.com/watch?v=Gi0cXwSeiYg&feature=youtu.be

http://www.commonsensemedia.org/sites/default/files/curriculum-overview_0.pdf

http://www.commonsensemedia.org/sites/default/files/curriculum-overview_0.pdf

http://www.digitalpassport.org

http://www.digitalpassport.org


Completing the Application


Completing the Common Sense Educator Application

We know that educators are busy people, and we’d rather have you teaching young people than filling out forms, so we made it pretty easy. The application shouldn’t take more than 15 minutes to complete — but you will have to complete it in one sitting, as you cannot save the form once you begin. You can apply at any point during the school year or even early summer—anytime before July 1st, 2013.

As you will see from the application on the following pages, there are mostly check-boxes, with a few open-ended responses. You’ll also have to attach documentation—for at least one of the criteria—to demonstrate completion. For example, if you put a link to Common Sense Media on your teacher or school website, you can take a screen shot of the page and attach it as a .jpeg or PDF file.

We have included the form in this kit for your reference only. To complete the “real” application, you must do so online at http://commonsensemedia.wufoo.com/forms/common-sense-educator-application-2013-2014


http://commonsensemedia.wufoo.com/forms/common-sense-educator-application-2013-2014

Common Sense Educator Application 2013 - 2014Thank you for your commitment to teaching students to be safe and responsible digital citizens! In orderto become a certified Common Sense Educator, please fill out the following application.

Please note that this application will take 15-20 minutes to complete. You must complete the applicationin one sitting. You will not be able to save your application, so be sure to have all your information anddocuments ready to upload before you start. Thank you!

Your information

First Last

Name *

Email *

Street Address

Address Line 2

City State / Province / Region

Postal / Zip Code

Country

Mailing address *

What type of educator are you? *

Why did you decide to teach digital literacy and citizenship in yourclassroom? *

How will you use this certification? *

Common Sense Educator Application 2013 - 2014 https://commonsensemedia.wufoo.com/forms/common-sense-e...

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School information

Learn

TeachAll responses in this section should refer to activities in the 2013-14 school year

School name *

District name *

Principal name *

Principal's email

Which Common Sense Media training did you receive in the 2013-14school year? *

K 1 2

3 4 5

6 7 8

9 10 11

12 none of theabove

In what grade level(s) did you teach digital literacy and citizenship?

How many students in total did you teach? *

How many classes of students did you work with? For example, you


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Share

may have worked with 1 classroom only, or three. *

Digital Literacy and Citizenship Curriculum

Digital Literacy and Citizenship Curriculum iBooks

Digital Passport

Digital Bytes

None of the above

Which Common Sense Media resource(s) did you use? *

How many lessons/modules did you teach to a given class?

Assigned students homework that included their parents

Inserted a link to Common Sense Media on my teacher orschool's website

Sent home the Digital Literacy and Citizenship and/orDigital Passport introductory letter

Distributed Common Sense parent tip sheets

Distributed Family Media Agreement

Other

None of the above

How did you reach out to students' families? *

If you checked 'Other' above, please describe.

In-person

By email

Staff meeting

Other

None of the above

How have you encouraged schoolwide implementation and introducedyour Digital Literacy and Citizenship activities to your principal andcolleagues? *

If you checked 'Other' above, please describe.


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Impact

DocumentationPlease upload any materials (pictures, videos, weblinks, documents, newsletters) you may have that document yourdigital literacy and citizenship activities.

Was your principal receptive to learning about your efforts and/orinterested in implementing a digital literacy and citizenship programschool-wide? Please explain. *

What impact do you think teaching digital literacy and citizenship hashad on your students? Their parents? School culture? *

Attach a File *

Browse…


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Attach a File

Browse…

Attach a File

Browse…

Yes

No

Did you put a link on your or your school's website? *

Please share the URL. *

I verify that the information I have provided is true.

Check this box to attest that all information you have provided in thisform is true to the best of your knowledge.


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K–12 Curriculum Scope and Sequence


UNIT CATEGORY TITLE DESCRIPTION

1 Going Places Safely Students learn that they can go to exciting places online, but they need to follow certain rules to remain safe.

ABC SearchingStudents search for pictures online by clicking on letters of the alphabet. They learn that directory sites with alphabetical listings offer one way to find things on the Internet.

Keep It Private Students learn that many websites ask for information that is private and discuss how to responsibly handle such requests.

My Creative Work Students are introduced to the concept of having ownership over creative work. They practice putting their name and date on something they produce.

Sending Email Students explore how they can use email to communicate with real people within their schools, families, and communities.

2 Staying Safe Online Students understand that they should stay safe online by choosing websites that are good for them to visit, and avoid sites that are not appropriate for them.

Follow the Digital Trail Students learn that the information they put online leaves a digital footprint or “trail.” This trail can be big or small, helpful or hurtful, depending on how they manage it.

Screen Out the MeanStudents learn that children sometimes can act like bullies when they are online. They explore what cyberbullying means and what they can do when they encounter it.

Using KeywordsStudents understand that keyword searching is an effective way to locate information on the Internet. They learn how to select keywords to produce the best search results.

Sites I LikeStudents discuss criteria for rating informational websites and apply them to an assigned site. Students learn that all websites are not equally good sources of information.

3 Powerful PasswordsStudents explore reasons why people use passwords, learn the benefits of using passwords, and discover strategies for creating and keeping strong, secure passwords.

My Online CommunityStudents explore the concept that people can connect with one another through the Internet. They understand how the ability for people to communicate online can unite a community.

Things for SaleStudents examine product websites and understand that the purpose of the site is to encourage buying the product. Students learn methods used to promote products on these sites.

Show Respect Online Students explore the similarities and differences between in-person and online communications, and then learn how to write clear and respectful messages.

Writing Good Emails Students learn how to communicate effectively by email, taking into account the purpose and audience of their message, and the tone they want to convey.

Scope and Sequence: Grades K–2

Use our Scope & Sequence to find the lessons that are just right for your classroom and school. Our cross-curricular approach covers eight categories:

Internet Safety Privacy & Security Relationships & Communication Cyberbullying

Digital Footprint & Reputation

Self-image & Identity

Information Literacy

Creative Credit & Copyright

The Sequence consists of three units, each containing five cross-curricular lessons, which build upon each other by reinforcing developmentally appropriate topics. You can use the units either sequentially by grade or at any grade level within this band.



Scope and Sequence: Grades 3 –5









1 Rings of Responsibility Students explore what it means to be responsible to and respectful of their offline and online communities as a way to learn how to be good digital citizens.

Private and Personal Information

How can you protect yourself from online identity theft? Students think critically about the information they share online.

The Power of WordsStudents consider that they may get online messages from other kids that can make them feel angry, hurt, sad, or fearful. Students identify actions that will make them Upstanders in the face of cyberbullying.

The Key to Keywords Students learn strategies to increase the accuracy of their keyword searches and make inferences about the effectiveness of the strategies.

Whose Is It, Anyway?Students learn that copying the work of others and presenting it as one’s own is called plagiarism. They also learn about when and how it’s ok to use the work of others.

2 Strong Passwords Students learn how to create secure passwords in order to protect their private information and accounts online.

We the Digital CitizensStudents explore Spider-Man’s motto, “with great power comes great responsibility” through the lens of digital citizenship. They create comic strips show a digital superhero who witnesses an act of poor digital citizenship, and then helps resolve it.

You’ve Won a Prize! Students learn what spam is, the forms it takes, and then identify strategies for dealing with it.

How to Cite a Site Students reflect on the importance of citing all sources when they do research. They then learn how to write bibliographical citations for online sources.

Picture PerfectStudents learn how photos can be altered digitally. They will consider the creative upsides of photo alteration, as well as its power to distort our perceptions of beauty and health.

3 Talking Safely OnlineStudents learn that the Internet is a great place to develop rewarding relationships. But they also learn not to reveal private information to a person they know only online.

Super Digital CitizenStudents explore what it means to be responsible and respectful to their offline and online communities as a step towards learning about the characteristics of good digital citizens.

Privacy RulesStudents learn that children’s websites must protect their private information. They learn to identify these secure sites by looking for their privacy policies and privacy seals of approval.

What’s Cyberbullying?Students explore how it feels to be cyberbullied, how cyberbullying is similar to or different than in-person bullying, and learn strategies for handling cyberbullying when it arises.

Selling StereotypesStudents explore how the media can play a powerful role in shaping our ideas about girls and boys. They practice identifying messages about gender roles in two online activity zones for kids.



Scope and Sequence: Grades 6–8









1 Digital Life 101 Students are introduced to the 24/7, social nature of digital media and technologies, and gain basic vocabulary and knowledge for discussing the media landscape.

Strategic Searching Students learn that to conduct effective and efficient online searches, they must use a variety of searching strategies.

Scams & Schemes Students learn strategies for guarding against identity theft and scams that try to access their private information online.

Be Upstanding Students learn about the difference between being a passive bystander versus a brave upstander in cyberbullying situations.

A Creator’s Rights Students are introduced to copyright, fair use, and the rights they have as creators.

2 My Media Students review their media habits and the array of media they use on a weekly basis, and reflect on the role of digital media in their lives.

A Creator’s Responsibilities Students reflect on their responsibilities as creators and users of creative work.

Safe Online Talk While acknowledging the benefits of online talk and messaging, students learn how to handle situations or online behavior which may make them feel uncomfortable.

Which Me Should I Be? Students learn that presenting themselves in different ways online carries both benefits and risks.

Gender Stereotypes Online Students analyze a “Dress Up Your Avatar” feature of a virtual world for kids for evidence of stereotypes about boys and girls.

3 Trillion Dollar FootprintStudents learn that they have a digital footprint and that this information can be searched, copied and passed on, but that they can take some control based on what they post online.

Identifying High-Quality Sites Students learn that anyone can publish on the Web, so not all sites are equally trustworthy.

Reality of Digital Drama Students draw connections between young teens’ perceptions of digital drama and stereotypes of men and women on reality TV.

Cyberbullying: Crossing the Line Students learn to distinguish good-natured teasing from cyberbullying.

Rework, Reuse, Remix Students expand their understanding of fair use, apply it to case studies, and create an original work of fair use.



Scope and Sequence: Grades 9 –12







The Sequence consists of four units, each containing five cross-curricular lessons, which build upon each other by reinforcing developmentally appropriate topics. You can use the units either sequentially by grade or at any grade level within this band.


1 Digital Life 102 Students test their knowledge of digital media and talk about the role media plays in their lives.

Oops! I Broadcast it on the Internet

Students are introduced to the benefits of sharing information online and the potential risks of sharing inappropriate information.

Copyrights and Wrongs Students explore the legal and ethical dimensions of respecting creative work.

Feeling On Display Students reflect on the different pressures teens face when it comes to editing, posting, and commenting on photos online.

Turn Down the Dial on Cyberbullying

Students learn that cruelty can escalate quickly online because people are often anonymous and posts spread quickly.

2 My Online Code Students discuss their understanding of ethical behavior and are introduced to the concept of online ethics.

Who Are You Online? Students explore how they and others represent themselves online, and the relationship between online and offline selves.

Building Community Online Students examine websites that foster positive community.

Overexposed: Sexting and Relationships

Students explore the risks and responsibilities of carrying out romantic relationships in the digital world.

Risky Online Relationships Students think critically about developing relationships with people online.

3 Rights, Remixes, Respect Students reflect on the differences between taking inspiration from the creative work of others and appropriating that work without permission.

Taking Perspectives on Cyberbullying

Students learn about the dynamics of online cruelty and how it affects all of the people involved.

What’s the Big Deal about Internet Privacy?

Students explore the concept of privacy in their everyday lives, and as it relates to using the Internet.

Becoming a Web Celeb Students explore the upsides and downsides of becoming famous online, and reflect on whether the experience can differ for boys and girls.

College Bound Students learn that everything they or anyone else posts about them online becomes part of a public online presence known as a digital footprint.

4 Private Today, Public Tomorrow

Students reflect on their responsibility to protect the privacy of others when posting information about them online.

Does it Matter Who Has Your Data?

Students consider the ways websites and companies collect data online and utilize it to personalize content for their users, as well as consider companies’ motives in doing so.

Breaking Down Hate Speech Students learn the definition of hate speech and understand how it affects individuals, groups, and communities.

Retouching Reality Students think critically about the different purposes and contexts of digital image editing.

Collective Intelligence Students consider both the benefits and drawbacks of using collective intelligence in different contexts.


Communication Examples

Sharing with Principal and Colleagues

An important part of being a Common Sense Educator is sharing with your principal and colleagues what you’re doing to educate students about digital literacy and citizenship and encouraging more teachers to get involved. You can even help spearhead efforts at your school to become a Common Sense School.

Some simple ways to share information about your efforts include sending an email and/or presenting at a staff or grade-level planning meeting. Below, we’ve included some email examples that you can modify or use as-is, as well as some presentation slides and a poster that you can print and put up in your classroom.

Principal Email ExampleI believe that digital literacy and citizenship are essential 21st-century skills for our students, so I wanted to share with you information about an exciting (and free) digital literacy and citizenship curriculum from Common Sense Media that I’m using with my students. The lessons address topics such as cyberbullying, privacy, and information literacy and will empower students to think critically, behave safely, and participate responsibly in our digital world.

Common Sense Media also offers parent/guardian education materials to help families better understand how to guide their kids in becoming good digital citizens.

To learn more about these free resources and how to roll out a school-wide digital citizenship program, visit www.commonsense.org/educators. And if you’re interested in getting a stamp of recognition for our school’s efforts, take a look at www.commonsense.org/certification. You can also contact Common Sense Media directly with any questions at [email protected].

Please let me know if you if you have any questions and if I can do a presentation on this work at an upcoming staff meeting.

Colleague Email ExampleI believe that digital literacy and citizenship are essential 21st-century skills for our students, so I wanted to share with you information about an exciting (and free) digital literacy and citizenship curriculum from Common Sense Media that I’m using with my students. The lessons address topics such as cyberbullying, privacy, and information literacy and will empower students to think critically, behave safely, and participate responsibly in our digital world.

Common Sense Media also offers parent/guardian education materials to help families better understand how to guide their kids in becoming good digital citizens.

To learn more about these resources, visit www.commonsense.org/educators. And if you’re interested in using these lessons in your classroom, too, and getting a stamp of recognition for your efforts (plus some cool stuff for yourself and your students), take a look at www.commonsense.org/certification.

Please let me know if you’d like to discuss my experiences so far. You can also contact Common Sense Media directly with any questions at [email protected].



Sharing with Families

Letting parents/guardians know what you’re doing in the classroom is another important element of being a Common Sense Educator. You can do any number of activities, including:

• Assigning students homework that includes parent participation

• Putting a link to Common Sense on your teacher OR school website

• Sending home the Digital Literacy and Citizenship curriculum or Digital Passport™ introductory letter

• Distributing a Common Sense parent tip sheet or our Family Media Agreement to parents of students in your classroom

On the following pages, you’ll find a few tip sheets and our media agreement for families with elementary school age children. Visit http://www.commonsensemedia.org/educators/educate-families to access many more tip sheets and our media agreements for families with middle- and high school-age children. All of these materials are available in both English and Spanish.



Staff Presentation Slides

Classroom Posters

All Digital citizensProtect private information for themselves and others.

Respect themselves and others in online communities.

Balance the time they spend using media and doing other activities.

Stand up to cyberbullyingwhen they see it happening.

Stay safe onlineby listening to their gut feelings.

For information and resources about digital citizenship, visit www.commonsense.org/educators.

audrey

Typewritten Text

© 2012 www.commonsense.org

audrey

Typewritten Text

Play nice. You wouldn’t

want your friend to

broadcast a bad photo

of you, would you?

Don’t post any photos that might come

back to haunt you or your friends. You

never know who will see them.

I took a photo of my friend that I want to share...now what?

Go ahead! Share & ENjoy!

1. IS IT A GOOD PHOTO?

2. WOULD MY FRIEND AGREE?

So my friend is okay with it, but how might it affect me?

3. COULD IT GET MY FRIEND INTO TROUBLE?

5. AM I AWARE THAT ANYONE CAN SHARE IT?

6. WOULD I BE OKAY WITH MY GRANDMA SEEING IT?

7. A YEAR FROM NOW, WILL I FEEL GOOD ABOUT MAKING THIS PUBLIC ?

YES NO

YES NO

YES NO

YES NO

Congratulations! You clearly self-reflect before you self-reveal online, so...

Be proud of the photos that you share with others! Only show people the best of the best.

Well, it's true. Anything you post online can be saved, copied, and shared with a large invisible audience.

Hold off if you’re having doubts. Your future self will thank you.

Then it’s not worth posting. Really.

If you think it will make your grandma blush, then there’s a good chance somebody else will find it inappropriate, too.

4. IS IT GOING TO CAUSE DRAMA? YES NO

YES NO

YES NO

For information and resources about digital citizenship, visit www.commonsense.org/educators.

© 2012 www.commonsense.org

Top 10 Tips for Parents

With Power Comes Responsibility


PARENT TIP SHEET

Visit age-appropriate web sites. Familiarize yourself with the features, content — even the advertising— of your child’s favorite sites. Make sure it’s good for your kids.

Use bookmarks and safe search. Teach your child to bookmark his or her favorite sites. This way, your child is less likely to go somewhere online you don’t want. Use safe search options on browsers like Google or Bing to make sure your child can search safely.

Keep private information private. Tell kids not to share their passwords, Social Security number, full name, address, or birthday. And teach them to ask your permission before filling out online forms.

Avoid strangers. Explain that people aren’t always who they say they are in cyberspace. If someone they don’t know talks to them, kids shouldn’t respond — but should let you know.

Teach kids to think before they post. Everything online leaves a digital footprint. Explain that everyone should think carefully about comments, pictures, videos, or text messages before they post them so that they will be comfortable with their Internet presence down the road.

Be nice. Explain that the same rules apply offline as they do online, like “don’t say mean things” and “be nice to others.” A good rule of thumb: If kids wouldn’t do something in person, they shouldn’t do it online. Teach them how to report mean behavior on their favorite sites.

Teach kids to show respect for other people’s work. Just as they would want to receive credit for things they make — like artwork, pieces of writing, or photos — they should give credit to other people’s work they use.

Keep the computer in a central place. That way you can see what’s going on.

Find a good balance. Establish expectations and limits that work for your family about the amount of time your children spend online and what they do.

Be involved, and have fun with them! Show an interest in the sites kids visit and the games they play. That’ll make your job a lot easier when they start exploring technology more independently. And remember to view your own habits – you’re their role model!

TOP 10 DIGITAL CITIZENSHIP TIPS FOR FAMILIES WITH ELEMENTARY SCHOOL-AGE KIDSHelp your kids be safe and respectful and have fun!

Con el poder viene la responsabilidad

HOJA DE CONSEJOS PARA PADRES


Visitar los sitios apropiados para su edad. Familiarícese con las características, contenido, incluso con la publicidad de los sitios favoritos de su hijo. Asegúrese de que son buenos sitios.

Utilizar marcadores y búsqueda segura. Enseñe a su niño a marcar sus sitios favoritos. De esta manera, su hijo tiene menos posibilidades de ir a algún sitio en línea que usted no desea. Utilice las opciones de bús-queda segura en los navegadores, como Google o Bing, para asegurarse de que su hijo puede buscar de forma segura.

Mantener la información privada en privado. Dígales que no compartan las contraseñas, su número de seguro social, nombre completo, dirección o fecha de cumpleaños. Enséñeles a que le pidan permiso a usted antes de llenar cualquier formulario en línea.

Evitar a los extraños. Explíqueles que las personas no siempre son quienes dicen ser en el ciberespacio. Si alguien que no conocen se comunica con ellos, no deben responder pero si deben informarle a usted.

Enséñeles a pensar antes de publicar. Todo lo que se hace en línea deja una huella digital. Explíqueles que deben pensar cuidadosamente acerca de sus comentarios, fotos, vídeos o mensajes de texto antes de publicarlos para que así se sientan orgullosos de su presencia en Internet.

Ser amables. Explíqueles que las mismas reglas que se aplican en la vida real se usan en comunicaciones por Internet como “no decir cosas malas” y “ser amable con los demás”. Una buena regla general: si no cree que haría algo en persona, entonces no deberían hacerlo en línea. Enséñeles cómo reportar el mal comportamiento de otros en sus sitios favoritos.

Enseñe a los niños a mostrar respeto por el trabajo de otras personas. Así como les gustaría recibir crédito por las cosas que hacen como sus obras artísticas, de escritura o fotos que publican, así mismo deben dar crédito al trabajo de las personas que utilizan en sus sitios.

Mantenga la computadora en un lugar central de su casa. Así puede ver lo que está pasando cuando ellos se conectan por Internet.

Encontrar un buen equilibrio. Establezca expectativas y límites para su familia sobre la cantidad de tiempo que sus hijos pasarán en línea y lo que hacen.

Participe y diviértase con ellos! Muestre interés en los sitios que sus hijos visitan y en los juegos que juegan. Eso va a hacer su trabajo mucho más fácil cuando comiencen a explorar la tecnología de forma más independiente.

LOS 10 CONSEJOS MÁS IMPORTANTES DE CIUDADANÍA DIGITAL PARA FAMILIAS CON NIÑOS EN EDAD ESCOLAR PRIMARIA¡Ayude a sus hijos a estar seguros, a ser respetuosos y al mismo tiempo a divertirse!

¡Sobre todo recuerde con su propio comportamiento, ya que usted es su modelo a seguir!

With Power Comes Responsibility


PARENT TIP SHEET

What happens on the Internet may live forever on the Internet. What teens do online spreads fast and can last a long time. Silly or not-so-smart comments, photos, and videos can be found long after your teen forgets about them. So remind your teens that a bad reputation could be just a click away and to think carefully before they post.

Nothing is as private as teens think. Text messages, photos, comments, videos – they can all be copied, pasted, and shared with tons of people in a heartbeat. Make sure kids use privacy settings and that they understand that the best way to protect their secrets is not to post personal stuff. That includes sending their own “sexts” (nude or semi-nude photos or sexual comments) or forwarding any “sexts” that they receive.

Kindness counts. Teens sometimes say and do things online that they wouldn’t in person. Encourage them to communicate kindly, build positive online relationships, and stand up for those who are bullied or harassed. Remind them that posting an embarrassing photo or forwarding a friend’s private text without asking can hurt or damage others.

Give and get respect for creative work. Teens are proud of the videos, photos, music, and other art (and school papers!) they create—and they have the right to have that work respected. They also have the responsibility to respect other people’s creative work. So explain that illegal downloading, using technology to cheat in school, and cutting and pasting other people’s stuff may be easy, but that doesn’t make it right. Make sure they give credit where it’s due.

Don’t dismiss digital talk. Don’t underestimate the power of texts, IMs, and other digital media to strengthen existing relationships. Teen relationships often move fluidly from online to off. But if your teen seems withdrawn, spends endless hours online, or appears to be hiding something, that could mean that something is wrong with their relationships. If you think this might be happening, ask your teen about it.

Teach your teen not to flirt with people they don’t know online. Flirting with strangers or acquaintances online is risky —no matter how old they are—because the exchange can move from harmless to unhealthy very quickly. Flirting may lead to unwanted exposure to sexual requests. It may also lead teens to believe that they’re in a serious, romantic relationship with someone they don’t really know. Both situations can make a teen feel harassed, manipulated, or uncomfortable.

Exploration is a part of growing up. Teens may try out different personas online or exaggerate things about themselves, but this is a normal part of figuring out who they are and who they want to be in the world. But if you see your teen trying out a problematic persona, ask about it. Don’t be too quick to worry or judge, but ask questions about why they made the choices they did.

Encourage positive participation. Help them create, share, tag, comment, and contribute to the online world in positive ways.

Let them know you’re always there for them. Remind teens that you’re always available to talk. While you’re at it, put in a plug for the school counselor or a friend’s parent. Knowing that they have a trusted adult to talk to will be comforting if they ever encounter a situation online (or off) that makes them uncomfortable.

Embrace their world. Ask your teens to share the sites they visit, the songs they download, and the videos and games they love. It’s up to us to join the fun!

TOP 10 DIGITAL CITIZENSHIP TIPS FOR FAMILIES WITH MIDDLE OR HIGH SCHOOL-AGE TEENS

Con el poder viene la responsabilidad

HOJA DE CONSEJOS PARA PADRES


Lo que sucede en la Internet puede quedarse en la Internet. Los que los adolescentes hacen online se extiende rápidamente y puede durar mucho tiempo. Los comentarios no tan inteligentes, las fotos y vídeos pueden ser encontrados mucho tiempo después aun cuando a su hijo se le olvide lo que publicó. Así que recuerde a su hijo que una mala reputación puede ser muy fácil de establecer, así que piense antes de hacer sus publicaciones.

Nada es privado como los adolescentes piensan. Los mensajes de texto, fotos, comentarios, vídeos, todos esto se puede copiar y compartir con muchas personas en un segundo. Asegúrese de que sus hijos usen la configuración de privacidad y que comprendan que la mejor manera de proteger sus secretos es no publicar cosas personales. Esto incluye enviar “sexts” (sexting) o fotos desnudas o semidesnudas o comentarios sexuales o transmitir cualquier “sext” que reciban.

La bondad o cortesía cuenta. Los adolescentes dicen o hacen cosas en Internet que no harían en persona. Inculque a sus hijos que se comuniquen amablemente, que creen relaciones positivas online y que defiendan o delaten si alguien es acosado. Recuérdeles que publicar una foto vergonzosa o retransmitir un texto privado de un amigo sin permiso puede herir a otros.

Que den y obtengan respeto por el trabajo creativo. Los adolescentes se enorgullecen de sus vídeos, fotos, música y otros trabajos artísticos que hacen y tienen el derecho de que se les respete su trabajo. Ellos también tienen la responsabilidad de respetar el trabajo creativo de otros. Así que explíqueles que bajar contenido ilegalmente, usando tecnología para hacer trampas en la escuela y copiar el trabajo de otras personas puede ser fácil, pero eso no lo hace correcto. Ellos deben dar el crédito de donde obtienen la información.

No le reste importancia a las comunicaciones digitales. No subestime el poder de los textos, mensajes instantáneos y otras comunicaciones digitales que refuerzan las relaciones existentes. Las relaciones de adolescentes a menudo se mueven rápidam-ente online así como en la vida real. Si su hijo aparenta estar distraído, pasa demasiadas horas en la internet o parece que oculta algo, eso podría significar que algo anda mal con sus relaciones. Si piensa que eso puede estar ocurriendo, no tema en sentarse a conversar con su adolescente.

Dígale al adolescente la importancia de no coquetear con desconocidos online. Coquetear con extraños o conocidos únicamente en la internet es riesgoso, no importa la edad que tengan, porque el intercambio puede moverse rápidamente de algo sin cuidado a algo muy peligroso. Coquetear puede conducir a acceder sin quererlo a exponerse sexualmente. Puede además llevar a los adolescentes a creer que están en una relación romántica seria con alguien que no conocen realmente. Ambas situaciones pueden hacer que su hijo se sienta al final, acosado, manipulado o de alguna forma incomodo.

Explorar es parte de crecer. Los adolescentes pueden probar a ser diferentes personas online o exagerar cosas sobre ellos mismos, lo que es un comportamiento normal para entender quienes son y quienes quieren ser. Pero si usted ve que ellos se muestran como una persona problemática, pregunte a sus hijos que les pasa. No se preocupe o juzgue tan rápidamente, pero definitivamente haga preguntas sobre el por qué ellos han tomado ciertas decisiones que a usted le inquietan.

Fomente la participación positiva de los adolescentes. Ayúdelos a crear, compartir, comentar y contribuir en el mundo virtual de una manera positiva.

Confírmeles que usted siempre esta para ellos. Recuerde a los adolescentes que siempre está disponible para hablar. Al decirles esto, también aconséjeles dirigirse a un consejero en la escuela o una amistad suya adulta. Saber que ellos tienen un adulto en quien confiar será reconfortante si se encuentran en situaciones en la internet (o en la vida real) que les haga sentir incómodos.

Involúcrese en su mundo. Comparta con sus adolescentes y pídales que visiten juntos los sitios que les gustan, escuche las canciones que bajan y los vídeos y juegos que les gustan. ¡Está en nosotros disfrutar y formar parte de su diversión!

LOS 10 CONSEJOS MÁS IMPORTANTES DE CIUDADANÍA DIGITAL PARA FAMILIAS CON ADOLESCENTES

Family Media Agreement


stay safe.

o I will not give out any private information, such as my full name, date of birth, address, or phone number, without my family’s permission.

o I will keep my passwords private and only share them with my family.

o I will tell a trusted adult if anyone online makes me feel uncomfortable, sad, or unsafe. I will recognize that my safety is more important to my family than anything else.

o

think first.

o I will communicate kindly when I use the Internet or my cell phone. I will not tease, embarrass, or bully others.

o I know that the Internet is public, and I will respect myself and others when I’m using it.

o I will not pretend that I created something that’s not actually my own work.

o

stay balanced.

o I know that not everything I read, hear, or see online is true.

o I will respect my family’s decisions for what I’m allowed to watch, play with, or listen to, and when.

o I will continue to enjoy the other activities – and people – in my life.

o

I will . . .

In exchange, my family agrees to . . .o recognize that media is a big part of my life, even if they don’t always understand why.

o talk with me about what worries them and why, before saying “no.”

o talk to me about my interests and help me find stuff that’s appropriate and fun.

Family Media Agreement: K-5

signed by me signed by my parent or caregiver

x x


protegerme.o No daré información privada, por ejemplo, mi nombre completo, fecha de nacimiento, dirección o

número de teléfono, sin el permiso de mi familia.o Mantendré mis contraseñas en secreto y sólo las compartiré con mi familia.o Le contaré a un adulto de confianza si alguien me hace sentir incómodo, triste o inseguro por Internet.

Sabré reconocer que mi seguridad es lo más importante para mi familia.o

pensar primero.o Me comunicaré en forma amable por Internet o por teléfono celular. No molestaré, avergonzaré o agrediré

a otros.o Sé que Internet es de acceso público y me respetaré y respetaré a los demás al usarla. o No inventaré ser el autor de un trabajo que no es realmente mío.o

mantener un equilibrio.o Sé que no todo lo que leo, escucho o veo por Internet es verdad.o Respetaré las decisiones que tome mi familia acerca de lo que puedo ver o escuchar, las cosas con las

que puedo jugar y cuándo.o Seguiré disfrutando de otras actividades y personas que forman parte de mi vida.o

Me comprometo a . . .

A cambio de ello, mi familia acuerda . . .o Reconocer que los medios son parte importante de mi vida, incluso cuando ellos no

siempre entiendan porqué.o Hablar conmigo acerca de las cosas que los preocupan antes de decir que “no”.o Hablar conmigo acerca de mis intereses y ayudarme a encontrar cosas que sean

adecuadas y divertidas.

Acuerdo familiar sobre el uso de los medios: K-5

Firmado por mi Firmado por mi padre o tutor

x x

© 2013Programa sobre Principios Elementales

fAsE 3implementar


stay safe.

o I will not create accounts or give out any private information – such as my full name, date of birth, address, phone number, or photos – without my family’s permission.

o I will not share my passwords with anyone other than my family. I will ask my family to help me with privacy settings if I want to set up devices, accounts, or profiles.

o If anyone makes me feel pressured or uncomfortable, or acts inappropriately toward me online, I’ll stop talking to that person and will tell a friend or family member I trust about it.

o

think first.

o I will not bully, humiliate, or upset anyone online or with my phone – whether through sharing photos, videos, or screenshots, spreading rumors or gossip, or setting up fake profiles – and I will stand up to those who do.

o I know that whatever I share online or with my cell phone can spread fast and far. I will not post anything online that could harm my reputation.

o Whenever I use, reference, or share someone else’s creative work online, I will give proper credit to the author or artist.

o

stay balanced.

o I know that not everything I read, hear, or see online is true. I will consider whether a source or author is credible.

o I will help my family set media time limits that make sense, and then I will follow them.

o I will be mindful of how much time I spend in front of screens, and I will continue to enjoy the other activities – and people – in my life.

o

I will . . .

In exchange, my family agrees to . . .o recognize that media is a big part of my life, even if they don’t always understand why.

o talk with me about what worries them and why, before saying “no.”

o talk to me about my interests and embrace my world, including helping me find media that’s appropriate and fun.

Family Media Agreement: 6-8


x x


protegerme.o No abriré cuentas o daré información privada – por ejemplo, mi nombre completo, fecha de nacimiento, dirección,

número de teléfono o fotos – sin el permiso de mi familia.

o No compartiré mis contraseñas con personas que no sean de mi familia. Si quiero configurar un dispositivo, una cuenta o un perfil, le pediré a mi familia que me ayude con las configuraciones de privacidad.

o Si alguien me presiona, me hace sentir incómodo o tiene comportamientos inadecuados hacia mi por Internet, dejaré de hablar con esa persona y se lo contaré a un amigo o familiar de confianza.

o

pensar primero.o No agrediré, humillaré o haré enojar a otros por Internet o con mi teléfono – ya sea compartiendo fotos, videos o

impresiones de pantalla, haciendo correr rumores o chismes o creando perfiles falsos – y me enfrentaré a quienes lo hagan.

o Sé que todo lo que comparto por Internet o con mi teléfono celular se puede difundir rápidamente a todas partes. No publicaré nada por Internet que pueda dañar mi reputación.

o Cada vez que use, mencione o comparta el trabajo creativo de otra persona por Internet, daré al autor o al artista el reconocimiento que merecen.

o

mantener un equilibrio.o Sé que no todo lo que leo, escucho o veo por Internet es cierto. Evaluaré si una fuente o autor es confiable.

o Ayudaré a mi familia a poner límites de tiempo para usar los medios que tengan sentido y luego los respetaré.

o Seré consciente de cuánto tiempo paso frente a una pantalla y seguiré disfrutando de otras actividades y personas que forman parte de mi vida.

o


A cambio de ello, mi familia acuerda . . .o Reconocer que los medios son parte importante de mi vida, incluso cuando ellos no siempre entiendan porqué.

o Hablar conmigo acerca de las cosas que los preocupan antes de decir que “no”.

o Hablar conmigo acerca de mis intereses y entender mi mundo, lo que incluye ayudarme a encontrar medios que sean adecuados y divertidos.

Acuerdo familiar sobre el uso de los medios: 6-8


x x


fAsE 3implementar


stay safe.o I know that there are scams online that I can avoid. Therefore, unless I am filling out a trusted form with my family’s

permission, I will not give out my private or financial information.o I will read the privacy policies of any social network sites or apps that I want to use, and I will pay attention to the types

of information these companies can collect about me.o I know that I have a choice in the kinds of relationships I have online. I will stop talking to anyone who makes me feel

pressured or uncomfortable, or acts inappropriately toward me.

o

think first.o I will model kind behavior online. I will not bully, humiliate, or upset anyone online or with my phone – whether through

sharing photos, videos, or screenshots, spreading rumors or gossip, or setting up fake profiles – and I will stand up to those who do.

o I know that the photos and videos I post, and everything that I write about myself and others online, can be saved and shared without my knowing. Therefore, I will not post anything online that I wouldn’t want my family, teachers, college admissions officers, or future employers to see.

o When I use, reference, or share someone else’s creative work online, I will give proper credit to the author or artist. I also know that I have a right to receive credit for any original work that I share online.

o

stay balanced.o I know that not everything I read, hear, or see online is true. I will consider whether a source is credible. As an author,

I will also contribute information thoughtfully and honestly.o I will be open with my family about how I spend my time with media and show them that I use it responsibly.o I will be mindful of how much time I spend in front of screens, and I will continue to enjoy the other activities – and

people – in my life.

o

I will . . .

In exchange, my family agrees to . . .o recognize that media is a big part of my life, even if they don’t always understand why.o talk with me about what worries them and why, before saying “no.”o talk to me about my interests and embrace my world, including helping me find media that’s appropriate and fun.o let me make some mistakes and help me learn from them.o respect my privacy and talk to me if they have concerns.

Family Media Agreement: 9-12


x x


protegerme.o Sé que se tienden muchas trampas por Internet en las que puedo evitar caer. Por lo tanto, a menos que esté

completando un formulario confiable con el permiso de mi familia, no daré información privada o financiera.o Leeré las políticas de privacidad de los sitios de las redes sociales o las aplicaciones que quiero usar y prestaré

atención a los tipos de información que estas compañías pueden juntar sobre mi.o Sé que tengo la opción de elegir el tipo de relaciones que quiero tener por Internet. Dejaré de hablar con personas

que me presionen, me hagan sentir incómodo o tengan comportamientos inadecuados hacia mi.o

pensar primero.o Seré un ejemplo de amabilidad por Internet. No agrediré, humillaré o haré enojar a otros por Internet o con mi

teléfono – ya sea compartiendo fotos, videos o impresiones de pantalla, haciendo correr rumores o chismes o creando perfiles falsos – y me enfrentaré a quienes lo hagan.

o Sé que las fotos y los videos que publico y que todo lo que escribo sobre mi y sobre otros por Internet puede ser guardado y compartido sin que yo lo sepa. Por lo tanto, no publicaré nada que a mis familiares, maestros, responsables de admisiones en las universidades o futuros empleadores no les gustaría ver.

o Cada vez que use, mencione o comparta el trabajo creativo de otra persona por Internet, daré al autor o al artista el reconocimiento que merece. También sé que tengo derecho a que me den reconocimiento por los trabajos originales que comparto por Internet.

o

mantener un equilibrio.o Sé que no todo lo que leo, escucho o veo por Internet es cierto. Evaluaré si una fuente es confiable. Como autor,

también aportaré información de forma seria y honesta.o Hablaré con mi familia abiertamente acerca de cómo uso los medios y les demostraré que lo hago de forma responsable.o Seré consciente de cuánto tiempo paso frente a una pantalla y seguiré disfrutando de otras actividades y

personas que forman parte de mi vida.o


A cambio de ello, mi familia acuerda . . .o Reconocer que los medios son parte importante de mi vida, incluso cuando ellos no siempre entiendan porqué.o Hablar conmigo acerca de las cosas que los preocupan antes de decir que “no”.o Hablar conmigo acerca de mis intereses y entender mi mundo, lo que incluye ayudarme a encontrar medios que

sean adecuados y divertidos.o Dejarme cometer algunos errores y ayudarme a aprender de ellos.o Respetar mi privacidad y hablar conmigo si algo los preocupa.

Acuerdo familiar sobre el uso de los medios: 9-12


x x


fAsE 3implementar

Introductory Letter to Parents

Curriculum Introductory Letter

Dear Parents and Caregivers,

Have you ever wondered whether all the time your child is spending online, watching TV, texting their friends, and playing video games is good for them? I know I have! That’s why I’m going to be teaching my students about how to be good digital citizens. We’ll explore topics like cyberbullying, online privacy, and creative rights and responsibilities. With strong digital citizenship skills, your child will be able to take advantage of all the wonderful opportunities of technology and avoid all the things that aren’t as good for them.

The curriculum I’m using was developed by Common Sense Media, a national nonprofit organi-zation. I encourage you to check out the free parent resources on Common Sense Media’s website at www.commonsense.org so you can stay up-to-date on all things digital.

Please let me know if you have any questions. I hope you’re as excited as I am!

Sincerely,



Digital Passport™ Introductory Letter

Dear Parents and Caregivers,

Your child is taking part in Digital Passport™. With its fun online learning platform, this program introduces kids to the basics of digital safety, etiquette, and citizenship.

Through Digital Passport™’s interactive games, videos, activity handouts, and more, your child will learn about:

Password protection Kids will learn strategies for creating and maintaining strong passwords.

Cyberbullying Kids make choices about what to do if they or their friends are cyberbullied. They identify ways to be “upstanders,” rather than bystanders, when they see cyberbullying occur.

Online privacy Kids reflect on the benefits of sharing online, while acknowledging that information can spread fast and far. They evaluate what information is appropriate to share, with whom, and in what context.

Respecting creative work Kids learn about the importance of giving and receiving credit for creative work.

Safe and responsible cell phone use Kids explore how multitasking with cell phones can distract them from paying attention to other important tasks, situations, or people.

What families can do If you have access to the Internet at home or at work, you can visit Common Sense Media’s website at www.commonsense.org to take a look at the wealth of family resources it provides on kids and media.

Raising and educating kids in today’s 24/7 digital media world is one of the most exciting and daunting challenges that families and schools face today. Working together, we can raise a generation of kids who become smart, responsible, and respectful digital citizens.

Sincerely,



Frequently Asked Questions


Frequently Asked Questions

What is a Common Sense Educator?A Common Sense Educator is someone dedicated to teaching digital literacy and citizenship to young people using Common Sense Media’s materials. Getting certified as a Common Sense Educator is an official “stamp of recognition” from Common Sense Media for your efforts.

What’s the cost of becoming a Common Sense Educator? There is NO COST to become a Common Sense School or use any of the educational materials on our website, like our Digital Literacy and Citizenship Curriculum and Digital Passport™.

Who’s eligible to become a Common Sense Educator?Anyone interested in becoming a Common Sense Educator is eligible if they meet the requirements described below. Common Sense Educators can work with students in any grade, kindergarten through 12, in any setting (traditional school, after school, etc.).

What’s required to become a Common Sense Educator?To become a Common Sense Educator, individuals will need to complete all of the following actions in the 2013-2014 school year.

• For new applicants, complete our online curriculum tutorial or attend an-person training.

• For applicants that were certified in the 2012-2013 school year, you will need to watch the online refresher training.

• Teach digital citizenship using Common Sense resources. You can either: - Teach at least one unit (which includes five lessons) to one class. OR- Teach at least three lessons to two (or more) classes. OR- Engage one class of upper elementary students in all five modules/games of Digital Passport™along with the

wrap-around materials. OR- Engage two (or more) classes of upper elementary students in three modules/games of Digital Passport™ along

with the wrap-around materials.

• Foster a home/school connection by completing at least three of the following activities:- Assigning students homework that includes parent participation - Putting a link to Common Sense on your teacher OR school website- Sending home the Digital Literacy and Citizenship curriculum or Digital Passport™ introductory letter to parents - Distributing Common Sense’s parent tip sheets or Family Media Agreement to parents of students in your classroom

• Introduce Common Sense and what you’re doing in the classroom to your principal and encourage him or her to roll-out a school-wide digital citizenship program.

How much instructional time is required?If you are teaching one class, you must teach a minimum of five lessons or Digital Passport modules. Each lesson/module takes approximately 45 minutes, so your total time commitment is just under four hours for the one class.

If you are teaching two or more classes, you must teach a minimum of three lessons/modules to each class. Therefore your total time commitment is a minimum of approximately two hours and fifteen minutes for each class.

Does it matter which lessons I teach from the curriculum? Or Digital Passport modules?If you are working with one class, our recommendation is that you teach five lessons from within one unit. You can teach any of the unit(s) you think are the best fit for your class. Though this is not recommended, you can select five lessons from different units. Visit www.commonsense.org/educators/scope-and-sequence to select the lessons you would like to teach.

If you are using Digital Passport, you must teach all five modules/games, along with the wrap-around materials, to one class. Visit www.digitalpassport.org.



What if I am teaching more than one class? Does it matter which lessons or Digital Passport modules I select? To meet the certification criteria, you must teach at least three lessons (or three Digital Passport modules) to two different classes. Our recommendation is that you teach lessons from within the same unit, however that is not required.

Can I combine the curriculum and Digital Passport? Digital Passport is recommended for use in 3rd through 5th grades. You may decide to use both curriculum lessons and Digital Passport modules in these grades. The lessons build upon the concepts that students learn playing the Digital Passport games and engaging in the wrap-around activities.However, for certification purposes, you cannot combine lessons and modules to comprise the approximately 4 hours of instructional time that you need to teach. For example, for one class of students, you cannot teach two lessons and three Digital Passport modules to comprise the four hours of instructional time.

How might I benefit from becoming a Common Sense Educator? Being a Common Sense Educator is an official “stamp of recognition” from Common Sense Media. Once certified, you’ll receive a digital badge that you can put in your email signature (among other places) so others know about your efforts, and it’s a great addition to your resume. This certification could also open doors for you to speak to the press about these issues. And if you’d like, we’ll send an email to your principal acknowledging the work you’re doing.

After you become certified as a Common Sense Educator, you will also receive a bunch of classroom goodies and some cool stuff just for you, including:

• A digital citizenship poster for your classroom • An aluminum BPA-free water bottle

And, each year, every Common Sense Educator will be entered into a raffle to win the latest tech gadget, like an iPad.

Last but not least, you’ll have our never-ending gratitude and the satisfaction of knowing that you’ve helped raise a generation of good digital citizens.

When can I apply? You can apply at any point during the school year. The application deadline for the 2013-2014 school year is June 30, 2014. The drawing for the raffle will take place on July 1, 2014.

How do I apply? Go to http://commonsensemedia.wufoo.com/forms/common-sense-educator-application-2013-2014.

How long is this application process?We know that educators are busy people, and we’d rather have you teaching young people than filling out forms, so we made it pretty easy. The application shouldn’t take more than 15 minutes to complete — it’s mostly check-boxes, with a few open-ended responses. You’ll also have to attach documentation for some of your efforts, if applicable (e.g. the email you sent to your principal). Make sure you have enough time to complete your application in one sitting, as you cannot save it once you begin.

What are Common Sense Media’s requirements to maintain Common Sense Educator status?You will need to complete all the actions required to become a Common Sense Educator every year and then recertify by submitting an application.

What resources do you have to help me become a Common Sense Educator? How can I access them? The materials in this kit, in addition to the resources available for free on our website, should give you everything you need to become a Common Sense Educator. Here are some key links:

K-12 Digital Literacy and Citizenship Curriculum http://www.commonsensemedia.org/educators/scope-and-sequence

Online Curriculum Training http://www.commonsensemedia.org/educators/training

What if I need additional assistance? Contact [email protected]

Digital Passport™ http://www.digitalpassport.org

Online Refresher Training http://www.youtube.com/watch?v=Gi0cXwSeiYg&feature=youtu.be


digital citizenship certified...- distribute a common sense parent tip sheet or our family media...

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