In our school, we have a technology teacher who meets with grades 3-8 on a weekly

basis for 45 minute classes. In those classes, the younger grades learn how to type,
and are introduced to the concept of digital citizenship. Through the years, as they
become age appropriate and students are expected to use the digital citizenship
skills in school, they are introduced and practiced. These skills include (but are not
limited to) how to safely search for information, how to safely communicate through
email and social media, the basics of leaving a digital footprint, and technical skills
such as typing and using software or programs such as the Google Drive suite as
well as others. They are taught to collaborate with each other both in and out off
school, and start out doing so well-moderated by teachers.

In the Middle School, sixth graders complete a DARE program with a State Police
officer, who includes lessons on the dangers of social media and the laws
concerning them (including sexting and cyberbullying). In seventh and eighth
grades, teachers teach specific lessons on plagiarism and research, which also
includes learning how to evaluate the trustworthiness of sites such as Wikipedia.

In my discussions with teachers, it seems like the majority of them feel like the
lessons are taught well and are definitely needed, and are taught at appropriate
times through the years. However, it seems like many of the middle school
students do not take them seriously. FOr example, the middle school ELA teacher
had a problem with both 7th and 8th graders plagiarizing, and taught some explicit
lessons on how to avoid this problem. The Science teacher reinforced those lessons
through her research reports. Yet still there are a few students (not very many, but
still too many) students who are obviously plagiarizing on a regular basis. Even
when faced with serious consequences and stories of high school and college
students facing expulsion, they claim that their parents helped them with it, and the
words belong to their parents.

Although this year we have not had any known trouble with social media or
cyberbullying, it is addressed in tech classes regularly. It has been a problem in the
past. My colleagues report that in the past the school has brought experts (such as
police officers) in to talk to students about the dangers of social media, and to
define cyberbullying. Whenever special guests have come, teachers report that it
has been effective. However, the teachers also report that it is increasingly harder

to get experts to come to school, for various reasons. It is excellent that the DARE
officer can work it into the 6th grade DARE curriculum.

According to my conversations with colleagues, it seems like the major issues are
being addressed at certain times in students' careers, and that they are addressed
in a spiraling manner coinciding with students' developmental needs. I believe our
school would benefit from using Ribble's stages of reflection, having had this plan in
place for several years. It is time analyze the results of the digital citizenship
curriculum, and determine if there are any problems or gaps that need to be
addressed. If there are gaps, and I believe there will be a couple, then it will be
necessary to bring in people or resources to help revamp the curriculum. As we
move toward more of a 1-1 model in the middle school, and beginning next year will
allow students to bring their school-issued chromebooks back and forth from school,
I believe that we should take a closer look at our AUP and where and by whom
digital citizenship skills are taught. The time for teaching those skills only in the
computer lab is over.