<rss version="2.0" xmlns:content="http://purl.org/rss/1.0/modules/content/" xmlns:dc="http://purl.org/dc/elements/1.1/"><channel><title>cybercivics</title><description>cybercivics</description><link>https://www.cybercivics.com/blog</link><item><title>3 Takeaways from WSJ Tech Live</title><description><![CDATA[Being welcomed to WSJ TechLive by @MistyRobotics I had the good fortune of being invited to participate in Wall Street Journal’s WSJ Tech Live Conference at the beautiful Montage Laguna Beach, CA. Billed as a tech conference that digs into topics making headlines and disrupting the industry, it did not fail to deliver. I left with a head spinning about driverless cars (Zoox), life-saving drone deliveries (Zipline), nimble robots (Boston Dynamics), and, most exciting, XPRIZE (a foundation<img src="http://static.wixstatic.com/media/f6bccd_0e60d14c5a2c4a29a5866cda6ba3da9f%7Emv2.png/v1/fill/w_626%2Ch_716/f6bccd_0e60d14c5a2c4a29a5866cda6ba3da9f%7Emv2.png"/>]]></description><dc:creator>Diana Graber</dc:creator><link>https://www.cybercivics.com/single-post/2019/10/25/3-Take-Aways-from-WSJ-Tech-Live</link><guid>https://www.cybercivics.com/single-post/2019/10/25/3-Take-Aways-from-WSJ-Tech-Live</guid><pubDate>Fri, 25 Oct 2019 17:57:27 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_0e60d14c5a2c4a29a5866cda6ba3da9f~mv2.png"/><div>Being welcomed to WSJ TechLive by @MistyRobotics </div><div>I had the good fortune of being invited to participate in Wall Street Journal’s <a href="https://techlive.wsj.com">WSJ Tech Live Conference</a> at the beautiful Montage Laguna Beach, CA. Billed as a tech conference that digs into topics making headlines and disrupting the industry, it did not fail to deliver. I left with a head spinning about driverless cars (<a href="https://zoox.com">Zoox</a>), life-saving drone deliveries (<a href="https://flyzipline.com">Zipline</a>), nimble robots (<a href="https://www.bostondynamics.com">Boston Dynamics</a>), and, most exciting, <a href="https://www.xprize.org">XPRIZE</a> (a foundation awarding millions of dollars to anyone who can solve world problems, like climate change).</div><div>During my MasterClass, Better Living With Tech, a tech exec/parent asked, &quot;Working in the tech industry I see things changing so frighteningly quickly, how do I prepare my kids?&quot;</div><div>I hope I adequately answered her question, but just in case I didn't, I'm going to try again. In order to prepare your children for the certainty of technological change, prepare yourself with knowledge. </div><div>&quot;Working in the tech industry, I see things changing so frighteningly quickly, how do I prepare my kids?&quot;</div><div>Know What's Coming </div><div>Michael Wolfe, the CEO of the consulting firm <a href="https://activate.com">Activate,</a> presented his company's annual report on the state of the Internet, technology, media, and entertainment (available on <a href="https://www.slideshare.net/ActivateInc/activate-technology-media-outlook-2020-185417815">SlideShare</a>and <a href="https://activate.com">www.activate.com)</a>. Here are some highlights:</div><div><div>Time Spent Online Is On The Rise.</div><div>Everyone will be spending more time than ever online! Multitasking (doing two or more digital things simultaneously) will lead to a 31-hour day for the average American adult, 12 of these hours will be spent consuming technology and media. By 2023, Americans will spend an additional 16 minutes each day with Internet and media. Which begs the question, when will one have time for parenting anyway?</div></div><img src="http://static.wixstatic.com/media/f6bccd_399650ad226a4469a62119ab296625cb~mv2.jpg"/><div>See that ascending black line? That’s Tik Tok, one of the fastest growing social media networks used by kids.</div><div>There Will Be a Social Splinter.<div>Behemoth social media networks (looking at you FaceBook), will give way to smaller ones that play an important role in people’s lives by providing authentic communities built around users’ specific interests and needs (sure explains my <a href="https://www.strava.com">Strava</a>-obsession). Going forward, the average number of social networks used (per person) will increase from 5.8 today to 10.2 by 2023.</div></div><div>Here’s a good example pertaining to kids… <a href="https://aminoapps.com">Amino</a> (heard of it?) targets Gen Z with 2.5M unique micro-communities centered around common interests, like Anime (2.2M users) and Doki Doki Literature Club (165K users). Activate predicts significantly increased usage of social networks like this one because of an increased hankering for deep communities of interest and the need for people to connect and meet each other.</div><div>Which Brings Us To Video Gaming.It should be no surprise to any parent that video gaming is exploding! Look for this industry to be as large as the music industry, film industry, and the subscription video markets combined. Every major gaming and technology company will race to develop their own cloud service so that users can play together across all devices… mobile, PC and console. </div><img src="http://static.wixstatic.com/media/f6bccd_e342b1db4b974cf09c3f694f8b76ea53~mv2.jpg"/><div>Gaming is social. </div><div>Gamers Want To Connect!Look for more opportunities for social connections and more social mechanics being built into games. The primary reasons users (aged 18+) play Fortnite? Because “it is fun” (39%) and “to stay connected with friends/family and to meet new people” (34%). Likewise, Discord users (46%) say “staying connected with friends/meeting new people” is the primary reason they use Discord, while many (33%) say they use it “to communicate with people about other topics besides video games.&quot; As gaming becomes more social, the gaming community will be at the center of a connected and multi-media experience.</div><div>Do You Know About VSCO Girls and YouTubers?</div><div>The term “VSCO girl” generally refers to a white girl who posts trendy pictures of herself edited on the app <a href="https://vsco.co">VSCO</a> (a photo editing app). Because I’ve often seen/heard the term used derogatorily, I really enjoyed the presentation by the decidedly not a VSCO-girl co-founder and CEO Joel Flory who reminded us that it is time to stop talking about Gen Z and start talking with them (vigorous head-nodding). By 2020, Gen Z will be the largest generation of consumers and, according to Flory, their activism will carry over into other areas of their lives, like their purchasing decisions. So when youth post about issues like environmentalism, immigration, or gun control, do not dismiss them, take note. They are dead serious about these causes.</div><img src="http://static.wixstatic.com/media/f6bccd_e7eb3704947a469f901d5e2a8244d95c~mv2.png"/><div>From the VSCO presentation</div><div>Adults also tend to dismiss YouTubers, or to think very little of (or about) them. So you might be as pleased to learn about former NASA engineer-turned-YouTuber <a href="https://www.youtube.com/channel/UCY1kMZp36IQSyNx_9h4mpCg">Mark Rober</a> as I was. He is one of the most popular YouTubers today. His science and do-it-yourself videos receive some 27M views (for context, an episode of “Game of Thrones” doesn’t even achieve that number). So if you assume your kids might be mindlessly binge-watching unsuitable content on this streaming network, maybe just maybe they are one of millions of viewers consuming an entirely entertaining education in STEM.</div><iframe src="https://www.youtube.com/embed/Kou7ur5xt_4"/><div>You've got to see it for yourself </div><div>Much like VSCO’s users, youthful Youtube viewers care about their causes. So at the WSJTechLive event Rober announced that he and the top 1,000 Youtube creators, who together have a direct line to 1.3B followers (yes, the B is for billion), are fighting environmental destruction by planting 20 MILLION trees before Jan 1, 2020. You can learn more by following #TeamTrees project.</div><div>3 Takeaways</div><div>This is a very cursory summary of all the amazing things that went on at WSJTechLive. But you’re busy, so here are just three take-aways:</div><div>Technology use will increase, even for your kids.Community matters. Like all of us, young people will increasingly go online to talk about and connect over shared interests and passions.Youth are very serious about their causes and this will spill over to their online lives. Be ready.</div><div>At the end of his presentation, Flory said he has great hope about this generation. So do I. As he suggests, start talking to your kids, not just about their tech future, but about their tech NOW.</div><div>See all the WSJTechLive highlights here: <a href="https://www.wsj.com/livecoverage/wsjtechlive">https://www.wsj.com/livecoverage/wsjtechlive</a></div><img src="http://static.wixstatic.com/media/f6bccd_9521dc0bfc4e4d3da9b02db89b8e2ce9~mv2.png"/><div>Yep, I guess I said this.</div><img src="http://static.wixstatic.com/media/f6bccd_982b984d84494ffb87a2cf181eb300a8~mv2_d_4263_3324_s_4_2.jpg"/><div>Diana Graber is the author of &quot;<a href="https://www.amazon.com/Raising-Humans-Digital-World-Relationship/dp/0814439799">Raising Humans in a Digital World&quot; Helping Kids Build a Healthy Relationship with Technology&quot;</a>(HarperCollins Leadership), the founder of Cyber Civics, and co-founder of <a href="http://www.cyberwise.org">Cyberwise.</a></div></div>]]></content:encoded></item><item><title>What Is Cyber Civics? Let This 6th Grader Tell You!</title><description><![CDATA[The following short account of "Cyber Civics: Level 1" was written by a wonderful young digital citizen named William. This is his self-drawn selfie (made for the lesson "My Self; My Selfie") along with the bio that another classmate wrote for him (for the lesson "You, In Six Words"). William's classmate described him this way: Very Quiet, But Full of Words." We thought that was a perfect, and appropriate, bio! Enjoy... What is Cyber Civics? It's a class that we incorporate at Journey School. In<img src="http://static.wixstatic.com/media/f6bccd_005a9fe296d64d2fa4e9f5f232597bd1%7Emv2.png/v1/fill/w_257%2Ch_341/f6bccd_005a9fe296d64d2fa4e9f5f232597bd1%7Emv2.png"/>]]></description><dc:creator>William Brown</dc:creator><link>https://www.cybercivics.com/single-post/2019/07/16/What-Is-Cyber-Civics-Let-This-6th-Grader-Tell-You</link><guid>https://www.cybercivics.com/single-post/2019/07/16/What-Is-Cyber-Civics-Let-This-6th-Grader-Tell-You</guid><pubDate>Tue, 16 Jul 2019 16:01:39 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_005a9fe296d64d2fa4e9f5f232597bd1~mv2.png"/><div>The following short account of &quot;Cyber Civics: Level 1&quot; was written by a wonderful young digital citizen named William. This is his self-drawn selfie (made for the lesson &quot;My Self; My Selfie&quot;) along with the bio that another classmate wrote for him (for the lesson &quot;You, In Six Words&quot;). William's classmate described him this way: Very Quiet, But Full of Words.&quot; We thought that was a perfect, and appropriate, bio! Enjoy... </div><div>What is Cyber Civics? It's a class that we incorporate at <a href="https://www.journeyschool.net">Journey School.</a> In this class we learn the difference between digital drama and cyberbullying. We learn how to present ourselves online and we learn how to be upstanders and help change peoples lives for the better and other stuff too.</div><div>Now you may be asking what is digital drama or what is the difference between digital drama and cyberbullying? Digital drama is really just drama that happens online, it's hurtful but not meant to be hurtful. It's an accident that somebody got hurt. Here's an example: There's a birthday party and all the boys get invited, all except a few kids that no one likes. At the party</div><img src="http://static.wixstatic.com/media/f6bccd_bddc5675e8a5415fa5a80afbfc323fbf~mv2.png"/><div>the people take pictures and post them and then the kids who didn't go to the B-day party see them and start crying... That is digital drama. Cyberbullying is repetitive, harmful, and like digital drama, will be online forever.</div><div>We also learned to follow the rules on social media sites, like to wait to get an account when you're thirteen and to use common sense (like not to cyberbully and not to post bad pictures). We also learned that our profile pictures tell a lot about ourselves, like our gender, how we prefer to dress, what we look like, and what we do during our pastimes (roughly) like if you workout or not. We also learned it is better to have a social media account than not to have one. If you don't have one then people assume you have something to hide!</div><img src="http://static.wixstatic.com/media/f6bccd_d80186d3f33341c4bb8ef69832725f71~mv2.png"/><div>We also learned how to be an upstander. You can be an upstander by watching and seeing when somebody is being cyberbullied and then tell the person to stop bullying the other, you can do something nice for the target, or you can talk to a trusted adult.</div><div>We also did other stuff in Cyber Civics too, such as creating an app. This was probably my favorite thing we did in this class. The assignment said to make an app that was nice and friendly and could have a positive affect on the world. In class I made an app that was focused on sports. The app would find somebody near you (let's take tennis as an example) that was around your skill level in points and would pair you up and set up a tennis match. This app would be a bit like a social media site because you can talk and arrange when you have time and get XP points for when you congratulate or send a &quot;good game&quot; text to the person you played. The more you win the more points you would get, the more you lost, the more you would lose points. With more points you would move up into a league with better players.</div><div>Well that's it. Next year I will have Cyber Civics again, and we'll learn how to do research online and stuff like that!</div><img src="http://static.wixstatic.com/media/f6bccd_83f763f53ebf4cec8ad25c49c7f9e9af~mv2.png"/></div>]]></content:encoded></item><item><title>How Technology Is Hooking Teens Up With Drugs</title><description><![CDATA[If you’re one of those parents who constantly find their children gazing into their computers and smartphones and worry about the technology’s influence on them, relax a bit. It can actually be good for them. Aside from making their (and our) lives more convenient and helping teens connect with their peers, technology provides useful information to inquiring minds. It can broaden their outlooks, and expand cultural views and diversity. Different types of media can help teenagers develop their<img src="http://static.wixstatic.com/media/e21b7bec30ff45e28e5cbd7b4260993c.jpg/v1/fill/w_351%2Ch_234/e21b7bec30ff45e28e5cbd7b4260993c.jpg"/>]]></description><dc:creator>Gordon Goad</dc:creator><link>https://www.cybercivics.com/single-post/2019/06/20/How-Technology-Is-Hooking-Teens-Up-With-Drugs</link><guid>https://www.cybercivics.com/single-post/2019/06/20/How-Technology-Is-Hooking-Teens-Up-With-Drugs</guid><pubDate>Thu, 20 Jun 2019 19:01:43 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/e21b7bec30ff45e28e5cbd7b4260993c.jpg"/><div>If you’re one of those parents who constantly find their children gazing into their computers and smartphones and worry about the technology’s influence on them, relax a bit. It can actually be good for them. Aside from making their (and our) lives more convenient and helping teens connect with their peers, technology provides useful information to inquiring minds. It can broaden their outlooks, and expand cultural views and diversity. Different types of media can help teenagers develop their reading, writing and critical-thinking skills, not to mention creativity.</div><div>At the same time, the Internet has some hidden dangers. According to the National Survey of American Attitudes on Substance Abuse XVI: Teens and Parents, American teenagers aged 12-17 who have a habit of spending time on social networking sites daily, are twice more likely (in comparison with teens that aren’t hooked on social nets) to smoke marijuana, 3 times more likely to drink alcohol, and 5 times more likely to smoke cigarettes.</div><div>While parents, teachers, and the federal government are trying to teach a younger generation to say no to drugs, more than $25 billion are spent each year on the advertising of cigarettes, alcohol, and prescription drugs. Moreover, TV shows and movies demonstrate considerable amounts of substance use. Consequently, impressionable young minds develop misconceptions about alcohol and drug use and their effects. What makes the situation even worse is the fact that any drug can be easily found and bought online.</div><img src="http://static.wixstatic.com/media/f6bccd_18951e2063874f96a4cd839a8571f7f4~mv2_d_1920_1440_s_2.jpg"/><div>How do teenagers get drugs through the Internet?</div><div>Many young people who become clients of teen drug rehabilitation (<a href="https://addictionresource.com/drug-rehab/teen/">Addiction Resource</a>) reveal that one of the sources where they obtained substances was the net. And there are three main ways:</div><div>1. Social Networks</div><div>It turns out that Facebook is not just a place to connect with friends. The platform has also become a fruitful marketplace for drug sellers. The trade mainly occurs through Facebook’s secret groups were dealers push ecstasy, LSD, Xanax, and cocaine.</div><div>Some sellers do their “business” even more blatantly. Make a quick search of “oxycodone” on Facebook. You’ll see the pics of pills and profiles of fake pharmacies that offer sleeping pills, opioid painkillers, sedatives, and other prescription drugs. As you’ve already understood, to buy these, your child doesn’t need any prescription. Some media resources report that such illegal trade takes place on Instagram and Snapchat.</div><div>2. The Dark Web</div><div>The dark web (or darknet, deep net) is part of the internet that can be accessed only through special software. Criminals use it for various illegal activities, including drug trafficking. Since this part of the net is not regulated, black market sites that offer illegal substances operate freely.</div><div>Fortunately, one of the largest black markets called Silk Road was shut down in 2013 by the FBI. Before the shutdown, Silk Road had facilitated more than a million transactions that totaled over $1.2 billion in its short lifetime (just 2 years).</div><div>However, there are still many shady sites in the darknet. It goes without saying that teenagers are very tech-savvy. It wouldn’t be a problem for them to access the dark web and purchase something there.</div><div>3. Illegitimate Online Pharmacies</div><div>Psych Central reports that around 10% of prescription abusers obtain their drugs from online pharmacies. In addition to the deep net, the internet is full of illicit pharmacy sites.</div><div>Many of these stores are based abroad, so they are not subject to U.S. governance. People of any age can go online, place an order, and get it delivered in discreet packaging. Again, there’s no need to obtain a prescription to these purchases.</div><div>The additional danger of buying drugs off the net is that buyers don't truly know what they are really getting when they receive an order. The World Health Organization <a href="https://www.who.int/en/news-room/fact-sheets/detail/substandard-and-falsified-medical-products">estimates</a> that about 50% of illicit “no-prescription” online pharmacies are selling counterfeit medications. At best, customers might get just sugar pills; at worst, the substances might be mixed with additional ingredients to make them more potent and deadly.</div><img src="http://static.wixstatic.com/media/02288d1e6bbb44ec813b5e7c5b56e196.jpg"/><div>How to prevent your child from buying drugs over the net?</div><div>Given that youth can easily get any type of drug on the net, parents should watch their kids closer. If you have any doubts, check out your child’s browser history and Facebook, Instagram or another social networking site they use. If you find some unfamiliar hashtags, <a href="https://www.verywellmind.com/glossary-of-drug-related-slang-terms-67907">look for them here</a>. It may be street terms for various drugs.</div><div>Most importantly, you should keep a direct and candid dialogue with your children. You should educate them on the dangers and risks involved with substance use and addiction. Make them feel comfortable telling you about what’s going on at school, including alcohol and drug use among their peers, if it happens. Understanding the environment your children live in and relationships they have with peers can help you understand how to protect them from detrimental influences.</div><div>What parents can do about teen drug use?</div><div>The younger the individual who experiments with drugs is, the higher the risk of serious health consequences. For teenagers, it’s vital to get help early on. When it comes to substance abuse, rehabilitation is the best solution. Teen rehab centers traditionally offer two types of treatment programs:</div><div>Inpatient (residential) programOutpatient program.</div><div>The choice of rehab depends on the type of addiction, mental or other health condition that your child may suffer from, the duration of usage, and the level of the teen’s maturity.</div><div>For someone with a relatively mild addiction, outpatient teen drug rehab is a suitable option. It’ll allow your kid to continue studying at school and leading a normal family life while undergoing treatment at the center.</div><div>If your offspring was unlucky enough to develop a severe addiction that has already caused serious problems at home or school, or already had one or more unsuccessful attempts to quit drugs, inpatient teenage drug rehabilitation would suit more.</div><div>No matter what type of rehabilitation you choose, it’ll provide a lasting and life-changing experience. Teen drug programs are designed to treat addiction and co-occurring health problems caused by abuse. And what is more, they teach teenagers coping techniques to prevent relapse and enable them to sober lifestyles after treatment.</div></div>]]></content:encoded></item><item><title>Harvard Rescinds Student Admission, Take 2. Let's Teach Kids To Do Better.</title><description><![CDATA[Here we go again. Another student has lost his acceptance to Harvard because of stupid online posts online at age 16. It’s imperative to talk to kids about their digital reputations, often and early. Many schools address this by inviting online safety experts to their campus. But often these “experts” either lecture kids or rely on scare tactics that either don’t work or backfire completely. Kids take to adults talking at them about their digital world like birds take to dogs telling them how to<img src="http://static.wixstatic.com/media/f6bccd_551706838c0a459880a4f103e83bf21b.jpg/v1/fill/w_169%2Ch_140/f6bccd_551706838c0a459880a4f103e83bf21b.jpg"/>]]></description><dc:creator>Diana Graber</dc:creator><link>https://www.cybercivics.com/single-post/2019/06/18/Harvard-Rescinds-Student-Admission-Take-2-Lets-Teach-Kids-To-Do-Better</link><guid>https://www.cybercivics.com/single-post/2019/06/18/Harvard-Rescinds-Student-Admission-Take-2-Lets-Teach-Kids-To-Do-Better</guid><pubDate>Tue, 18 Jun 2019 21:28:16 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_551706838c0a459880a4f103e83bf21b.jpg"/><div>Here we go again. Another student has <a href="https://www.nytimes.com/2019/06/17/us/parkland-kyle-kashuv-harvard.html">lost his acceptance to Harvard</a> because of stupid online posts online at age 16. </div><div>It’s imperative to talk to kids about their digital reputations, often and early. Many schools address this by inviting online safety experts to their campus. But often these “experts” either lecture kids or rely on scare tactics that either don’t work or backfire completely. </div><div>Kids take to adults talking at them about their digital world like birds take to dogs telling them how to fly. </div><div>A better way to help kids understand the importance of maintaining a positive digital reputation is by letting them experience it from a different perspective.</div><div>A Lesson on Digital Reputation That Sticks</div><div>During our first year of <a href="http://www.cybercivics.com">Cyber Civics</a>, I tell my students the earlier story of poor almost-Harvard students who <a href="https://www.mic.com/articles/178904/harvard-rescinds-10-offers-to-students-who-sent-hateful-memes-in-a-private-facebook-group-chat">lost acceptance</a> to this prestigious university because of racist posts in what they thought was a &quot;private&quot; Facebook group. To help that story sink in, I challenge students to image they are college admissions officers. I even let them decide what college they want to pretend to represent. Since we are in California, the ones that come to their minds include Stanford, UCLA, and Cal, some of the hardest in the state, and country, to get into. Next, the students peruse online content I have gathered (all made up, of course) about two fictional applicants and use that information to decide which candidate is most worthy of receiving the full scholarship they are awarding.</div><div>They start by reading each student’s (fake) application letter. The candidates—one male</div><img src="http://static.wixstatic.com/media/f6bccd_6d5405d4bbfd4f95a8ec859246b19005~mv2.png"/><div>and one female—describe themselves and tell of their high GPAs, excellent test scores, and numerous extracurricular activities. Both claim to be outstanding athletes. Since it’s impossible to decide which one is more deserving based solely upon this self-reporting, students turn to each applicant’s (fake) “digital billboard” to learn more.</div><div>Before this activity, students have already learned that a digital billboard is a collection of a person’s online activities—their digital reputation. While often referred to as a digital footprint, we call it a billboard for a couple of reasons. First, as students have pointed out to me, footprints are easily washed away. To them, a billboard seems more permanent. Second, anyone and everyone on the “information superhighway” can see a billboard. It advertises what kind of person you are.</div><div>My students quickly discover that the content of each applicant’s digital billboard isn’t so stellar. The male applicant, Dave, a talented soccer player, posted a picture of himself toilet-papering a neighbor’s house and also posted a YouTube video of the escapade. Ouch. Plus, a newspaper article said he’d allegedly been caught hacking into his school’s computer to access a biology test. Furthermore, a club he said he belonged to posted on its Facebook page that he had been dropped for missing too many meetings.</div><img src="http://static.wixstatic.com/media/f6bccd_19b5f54bd76c4d45ab19ef88a1a37caf~mv2.png"/><div>When the students turn their attention to the female applicant, Kate, a prospective English major in the school’s honor society, they discover her food blog is full of grammatical errors and misspelled words. On her Instagram feed, someone had accused her of using a photo that belonged to someone else. She appears scantily dressed in another social media post, and her name does not appear in the list of honor society members on the school’s website.</div><div>My young students, most of whom are just starting to use social media themselves, judge these applicants harshly. Neither, they decide, is worthy of a scholarship.</div><div>But there’s more to this lesson. After students make their decision, they must go back to take another look at each candidate’s digital trail. Upon closer inspection, they notice that the “Dave” who was accused of hacking was a different person from the “David” who had applied for the scholarship. It is not uncommon for two students at a large school to share a last name, I explain. Besides, had they studied the information I gave them more carefully, they would have noticed that the “Dave” in the article plays lacrosse, not soccer. Plus, I point out, the Facebook post that said he was being dropped from the club’s roster was several months old. Something else they had overlooked.</div><div>Students realize they missed some important details about Kate as well. Her school’s website had not been updated in nearly a year, which explains why she did not appear in its honor society list. Oftentimes, this closer inspection leaves my students feeling deflated. “It’s not fair,” they say. “It’s so easy for mistakes to happen online, even mistakes that aren’t your fault. Plus, sometimes other people post stuff about you that’s not true.” They also say, “Kids joke around online a lot,” and they wonder if adults can tell when kids post things in jest, or when they are being sarcastic. “Do adults take all of this into consideration?” they want to know. My answer? </div><div>Maybe, but don’t count on it.</div><div>People Are Judging You By What They See Online</div><div>Just as my students made snap judgments about the two fictional applicants, based on a cursory review of each one’s digital billboard, people in real life do this all the time. Bradley Shear, a D.C.-based lawyer specializing in social media law, thinks this is a big problem. In an <a href="https://www.nytimes.com/2013/11/10/business/they-loved-your-gpa-then-they-saw-your-tweets.html">interview with the New York Times</a>, Shear says, “Colleges might erroneously identify the account of a person with the same name . . . or even mistake an impostor’s account—as belonging to the applicant, potentially leading to unfair treatment. ‘Often . . . false and misleading content online is taken as fact.’”</div><div>As founder and general counsel of a company called <a href="https://www.digitalarmourgroup.com">Digital Armour</a>, Shear advises students, professionals, and corporate clients about the legal, privacy, reputation, and security issues inherent in the digital age. “Kids are going to make mistakes,” says Shear. “Why should these mistakes be tied to them for the rest of their lives?”</div><div>Shear told me about a client of his who had been admitted into one of the most prestigious universities in the world. This applicant had his offer and a $250,000 scholarship revoked because of an alleged inappropriate Face-book like and an emoji about the 2016 presidential election.</div><div>“This was a kid with the highest privacy settings,” Shear said. Despite this, one of the applicant’s “Facebook friends” had taken a screenshot of the alleged inappropriate “like” and emoji, saved it for months, and then sent it anonymously to the admissions office of the school Shear’s client had been accepted to. The school contacted the applicant, who verified the long- deleted “like” and emoji. Subsequently, the applicant’s offer and scholarship were rescinded.</div><div>I'd Heard This Story Before</div><img src="http://static.wixstatic.com/media/f6bccd_cba92d611fec4acc9b7e66d7919575a7~mv2.png"/><div>Shear’s story is eerily similar to one I heard from an admissions officer who works for a California university. She told me she’d received a manila envelope in the mail, no return address, filled with screenshots allegedly from the “fake” social media accounts of a female applicant. A note that accompanied the images claimed they were being sent by another prospective student. It read, “You need to know what this girl is really like; she’s not as squeaky-clean as you think.”</div><div>“The envelope was filled with half-naked selfies, posts strewn with foul language,” the admissions officer told me. “Not only could I not believe what I was seeing, I also couldn’t believe that another student would go to such lengths to bring this to my attention. I thought to myself, ‘Is this really what we’ve come to?’”</div><div>According to Shear, “Colleges, graduate schools, and employers do not revoke offers because applicants lack a robust digital life; however, they have and will continue to reject applicants if they find something online that raises a question about an applicant’s character, integrity, or judgment.”</div><div>Please tell your kids that anything they say or do online, or that others say or do about them, speaks volumes about their character. And that character still matters.</div><div>Excerpted from<a href="https://www.amazon.com/Raising-Humans-Digital-World-Relationship/dp/0814439799">&quot;Raising Humans in a Digital World: Helping Kids Build a Healthy Relationship with Technology&quot; (</a>HarperCollins Leadership) </div></div>]]></content:encoded></item><item><title>What I Learned From Cyber Civics</title><description><![CDATA[On his last day teaching sixth graders a full year of "digital citizenship" lessons, Cyber Civics teacher Peter Kelley received this from one of his students. We just had to share it with you.Dear Mr. Kelley,I learned a lot from Cyber Civics. It helped me use the Internet more wisely. It taught me the difference between digital drama and cyberbullying. It also taught me how to be an upstander and how to deal with cyberbullying. This class taught me so much.When I go on social media I am much<img src="http://static.wixstatic.com/media/f6bccd_b36adbe6e45e480893db2588320c5426%7Emv2.png"/>]]></description><dc:creator>Sixth Grade Student</dc:creator><link>https://www.cybercivics.com/single-post/2019/06/12/What-I-Learned-From-Cyber-Civics</link><guid>https://www.cybercivics.com/single-post/2019/06/12/What-I-Learned-From-Cyber-Civics</guid><pubDate>Wed, 12 Jun 2019 23:33:06 +0000</pubDate><content:encoded><![CDATA[<div><div>On his last day teaching sixth graders a full year of &quot;digital citizenship&quot; lessons, Cyber Civics teacher Peter Kelley received this from one of his students. We just had to share it with you.</div><img src="http://static.wixstatic.com/media/f6bccd_b36adbe6e45e480893db2588320c5426~mv2.png"/><div>Dear Mr. Kelley,</div><div>I learned a lot from Cyber Civics. It helped me use the Internet more wisely. It taught me the difference between digital drama and cyberbullying. It also taught me how to be an upstander and how to deal with cyberbullying. This class taught me so much.</div><div>When I go on social media I am much more careful than I was before I took this class. Anything that I post stays online and will never disappear. I know not to post inappropriate things online because everyone will see it and do you really want that? I learned that you should not post or comment anything offensive or rude. That can turn into digital drama or even cyberbullying. So now I know how to use social media in a safe way.</div><div>The difference between digital drama and cyberbullying is hard to understand, at least it was hard for me to understand before this class. Digital drama is not intentional, repeated, and harmful. Cyberbullying is intentional, repeated, and harmful. It is not an accident. Cyberbullying and digital drama are very different, but both can be hurtful.</div><div>How to be an upstander is very easy but sometimes it can seem like a lot of work. There are</div><img src="http://static.wixstatic.com/media/f6bccd_e73df840fc1744388772ebbeb8c9a53d~mv2_d_2557_1670_s_2.jpg"/><div>three ways to be an upstander. You can do or say something nice to the person being hurt, you can tell a trusted adult, or you can tell the bully to stop. All of this seems like it might take you some time, but it could help someone from being hurt online, and that's why it's important.</div><div>I also learned there are also three things you should do if you are being cyberbullied. First, you take stock, which means you take a screen shot of the evidence. Number two is you stop or block the bully. Step three is to talk to a trusted adult. </div><div>I think this class has helped me become a better person online and I owe this all to my amazing teacher Mr. Kelly. He taught me so much this year.</div><div>Image by <a href="http://thepradhanstudios.com/orange-county-photographer/about-us-orange-county/nirzhar-photographer/">Nirzhar Pradham</a> Photography.</div></div>]]></content:encoded></item><item><title>Civics for a Digital Age</title><description><![CDATA[Civics, the study of citizenship, has an entirely new meaning today. We live in an age when we are as much a citizen of the online world as we areof our town, state, or country. In a captivating TED Talk, Eric Lui, CEO of Citizen University, describes civics as “the art of being a pro-social, problem solving contributor in a self-governing community.” Civics: The art of being a pro-social, problem solving contributor in a self-governing community.-Eric LuiI love this definition and can’t think<img src="http://static.wixstatic.com/media/f6bccd_0d993d08445a42599551f0bc50ecc1d9%7Emv2_d_2800_2800_s_4_2.jpg/v1/fill/w_313%2Ch_313/f6bccd_0d993d08445a42599551f0bc50ecc1d9%7Emv2_d_2800_2800_s_4_2.jpg"/>]]></description><dc:creator>Diana Graber</dc:creator><link>https://www.cybercivics.com/single-post/2019/05/22/Civics-for-a-Digital-Age</link><guid>https://www.cybercivics.com/single-post/2019/05/22/Civics-for-a-Digital-Age</guid><pubDate>Wed, 22 May 2019 15:22:26 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_0d993d08445a42599551f0bc50ecc1d9~mv2_d_2800_2800_s_4_2.jpg"/><div>Civics, the study of citizenship, has an entirely new meaning today. </div><div>We live in an age when we are as much a citizen of the online world as we are</div><div>of our town, state, or country. In a captivating <a href="https://www.ted.com/talks/eric_liu_why_ordinary_people_need_to_understand_power?language=en">TED Talk</a>, Eric Lui, CEO of Citizen University, describes civics as “the art of being a pro-social, problem solving contributor in a self-governing community.” </div><div>Civics: The art of being a pro-social, problem solving contributor in a self-governing community.</div><div>-Eric Lui</div><div>I love this definition and can’t think of any communities more “self-governing” than those online. Can you? </div><div>Consider the social media communities where youth hang out, share information, and spend the bulk of their time—like Snapchat, Instagram, YouTube, and so forth. These communities are largely devoid of parents, internet police, crossing guards, or even</div><div>rules to keep their users in line or safe. Kids are left to their own devices to figure out how to be a good citizen in places like these.</div><div>Lui further explains civics by quoting Microsoft founder Bill Gates’s father, Bill Gates Sr., who says civics is “simply showing up for life.” </div><div>Civics is &quot;simply showing up for life.&quot;</div><div> -Bill Gates Sr.</div><div>I love that descriptor, too, and especially the three things Lui says it encompasses:</div><div>A foundation of values An understanding of the systems that make the world go roundA set of skills that allow you to pursue goals, and have others join in that pursuit.</div><div>These are three things we aim to accomplish through Cyber Civics too. By guiding kids through a series of discussions and activities surrounding a range of technology-related topics, they become digitally literate. This holistic approach to possibly the most important skill kids need today, given the time they spend with tech, achieves an important end. It arms them with the superpowers they'll need to keep themselves safe and be, well, super--online and off. </div><div>What is Digital Literacy? </div><div>Digital literacy &quot;is more than technological know-how. It includes a wide variety of ethical, social, and reflective practices that are embedded in work, learning, leisure, and daily life.&quot;</div><div>Digital literacy &quot;is more than technological know-how.&quot;</div><div>-Media Smarts</div><div>What is Cyber Civics?</div><div>Cyber Civics teaches students how to be digitally-literate through a three-year series of weekly activities that cover the entire spectrum of digital literacy. It includes lessons in:</div><div>Digital Citizenship (the safe and responsible use of digital tools).Information Literacy (how to find, retrieve, analyze, and use online information). Media Literacy for Positive Participation (using critical thinking to analyze media messages, including “fake news”).</div><img src="http://static.wixstatic.com/media/f6bccd_40d50c9f049c4146ba37e22422e8125e~mv2.png"/><div>The entire curriculum is available online, so teachers can easily download lessons that they deliver in the classroom. All lessons include interactive activities, hands-on projects, problem solving scenarios, and role-play. As of this writing, schools in 42 U.S. states (and four other countries) teach Cyber Civics to their students, and the program continues to grow. Today there is even a book--Raising Humans in the Digital World: Helping Kids Build a Healthy Relationship With Technology(HarperCollins Leadership) that tells the Cyber Civics story.</div><div>Too Important To Ignore</div><img src="http://static.wixstatic.com/media/23f7a224a337416c8ff279a52397ff22.jpg"/><div>No matter what a child's future brings, you can be sure it will include using digital tools.</div><div>Given all the things they need to know in order to use them well (online reputation management, privacy protection, fake news, cyberbullying, sexting, porn, online predators, media misrepresentation.... need I go on?), it is imperative that every child receives an education in digital literacy.</div><div>Please <a href="mailto:support@cybercivics.com?subject=">contact us</a> if we can help you help your students learn how to become digitally literate.</div></div>]]></content:encoded></item><item><title>Digital Detox Summer Camp for Tech Addicted Children and Teens</title><description><![CDATA[“This is NOT a ‘fix you because you’re broken’ camp, this is ‘learn how to get what you want in life’ camp.” -Reset Summer Camp Executive Director, Michael JacobusMeet Griff.Griffin was 10 years old.After his parents got divorced, he turned to gaming.“I just spent my days sitting in a room with a TV, blinds shut, everything. Games were a part of my life and they just stuck with me and have been a part of me through hard times.”Games were a refuge for Griff. Like many kids, games and technology<img src="http://static.wixstatic.com/media/f6bccd_b74b311409294f0c84cf847b43ca7824%7Emv2_d_1920_1280_s_2.jpg/v1/fill/w_626%2Ch_417/f6bccd_b74b311409294f0c84cf847b43ca7824%7Emv2_d_1920_1280_s_2.jpg"/>]]></description><dc:creator>Michael Jacobus, Executive Director, Reset Summer Camp</dc:creator><link>https://www.cybercivics.com/single-post/2019/05/18/Digital-Detox-Summer-Camp-for-Tech-Addicted-Children-and-Teens</link><guid>https://www.cybercivics.com/single-post/2019/05/18/Digital-Detox-Summer-Camp-for-Tech-Addicted-Children-and-Teens</guid><pubDate>Sat, 18 May 2019 23:02:07 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_b74b311409294f0c84cf847b43ca7824~mv2_d_1920_1280_s_2.jpg"/><div>“This is NOT a ‘fix you because you’re broken’ camp, this is ‘learn </div><div>how to get what you want in life’ camp.” </div><div>-Reset Summer Camp Executive Director, </div><div>Michael Jacobus</div><div>Meet Griff.</div><div>Griffin was 10 years old.</div><div>After his parents got divorced, he turned to gaming.</div><div>“I just spent my days sitting in a room with a TV, blinds shut, everything. Games were a part of my life and they just stuck with me and have been a part of me through hard times.”</div><div>Games were a refuge for Griff. Like many kids, games and technology were a vacation into another world where he could be the hero and where his only troubles were how fast he could level up and if he was keeping up with his online friends.</div><div>However, those momentary vacations into the gaming-verse turned into extended gaming sessions that would last for hours on end. Gaming came first in Griff’s life. Family, friends, school, even basic needs like eating and sleeping only happened with considerable pressure and arguments with his mother. Griff’s mother was losing her son to video games and she needed help.</div><div><a href="https://www.resetsummercamp.com">Enter Reset Summer Camp.</a></div><img src="http://static.wixstatic.com/media/f6bccd_de919f2a3086424891f1f4ae122570de~mv2_d_1920_1280_s_2.jpg"/><div>Griff’s mother signed him up for Reset Summer Camp’s 4-week digital detox program, and with a little convincing, had Griff onboard too. After the <a href="https://www.resetsummercamp.com/triple-screening">triple-screening process</a> coordinated by Reset’s Executive Director, Michael Jacobus, the Clinical Director and the on-site therapist, it was time for Griff to pack his bags and head to camp.</div><div>Griffin and his fellow campers were greeted by the <a href="https://www.resetsummercamp.com/our-team">camp staff</a> as they settled into their university campus dorm rooms, which they would clean and care for during their month-long stay.</div><div>Camp wasn’t easy for Griff at first. He and his fellow campers went through some of the same withdrawal symptoms that other addicts face when cutting out such a critical coping strategy out of their life. However, after a few days, Griff started to see progress.</div><div>The many <a href="https://www.resetsummercamp.com/teen-page">camp activities</a> including cooking, music and art, STEM and boating taught Griff lifelong skills and gave him the opportunity to explore healthy passions and hobbies.</div><div>Having a roommate and attending group therapy allowed Griff to make real, in-person friends and begin to value community beyond the one he just played with online.</div><div>Finally, through small group and individual counseling, and finding role-models in the camp staff, Griff was able to better understand himself and develop the tools he needed to be successful after camp ended.</div><div>At one of Griff’s last therapy sessions, he was asked to set some goals for the future:</div><div>“I want to establish a better video games limit, snorkel across the </div><div>world and have a better love for myself and get rid of my gaming </div><div>addiction.”</div><div>With future ambitions in mind and the skills to succeed in his grasp. Griff was ready for the <a href="https://www.resetsummercamp.com/family-weekend">culminating family camp weekend</a> where he and his family worked together to translate the skills and routines developed at camp into life back at home.</div><div>For the next 90 days at home, Griff and his family had <a href="https://www.resetsummercamp.com/after-care">weekly meetings with RESET clinical interns</a>to provide a steady lifeline and connection back to Griff’s time of success and stability at Reset Summer Camp.</div><div>Through this process, Griff was, and is, RESET.</div><img src="http://static.wixstatic.com/media/f6bccd_bf1fcb63bfa54f43b221fb7f15485149~mv2.png"/><div>“One of the reasons we need Reset Summer Camp is so we can help </div><div>these kids. Because there are too many with this problem - and more </div><div>showing up every day.”</div><div>-Parenting and Youth Development Expert &amp; Reset Summer Camp </div><div>Family Engagement Director, Deborah Gilboa, MD, </div><div>aka &quot;Dr. G.&quot; (<a href="http://www.askdoctorg.com">www.askdoctorg.com</a>)</div><div>There are many Griff’s out there. A <a href="http://www.camhx.ca/Research/OSDUHS_Mental_Health_2017/">large-scale study</a> by the Centre for Addiction and Mental Health (CAMH) found 13% of students between grades 7–12 report symptoms of a video game problem, a 4% increase since 2007. A <a href="https://www.commonsensemedia.org/sites/default/files/uploads/research/census_researchreport.pdf">Common Sense Media census report</a>shows that US teens spend an average of 9 hours of recreational time on their devices every single day.</div><div>Reset Summer Camp is here to help.</div><div>This summer, Reset is facilitating <a href="https://www.resetsummercamp.com/dates-rates">8 different camp programs</a> on college campuses across the US. Families are encouraged to visit the <a href="https://www.resetsummercamp.com">camp website</a>, or <a href="mailto:mjacobus@resetsummercamp.com?subject=reset summer camp">get in touch with Executive Director, Michael Jacobus.</a></div><div>Does your family NEED Reset Summer Camp?</div><div>Take the <a href="https://www.resetsummercamp.com/quiz-page">RESET Technology Addiction Quiz</a> to learn more!</div><div>SPECIAL OFFER!!! </div><div><a href="https://www.resetsummercamp.com/">USE THE PROMO CODE: CYBERWISE</a></div><div><a href="https://www.resetsummercamp.com/">TO GET AN EXCLUSIVE DISCOUNT OF $785!!</a></div><img src="http://static.wixstatic.com/media/f6bccd_8e6f1a3be1f74c41a716d41df7e84aba~mv2.jpeg"/><div>Author: </div><div>Michael Jacobus is an internationally recognized author, child-development specialist and camp professional. He has an extensive background in youth—serving nonprofits, staff training, operations, administration and outdoor education. In the summer of 2018, Michael created the world's first clinical summer camp program for teens and adolescents suffering from unhealthy screen-time and social-media overuse habits and gaming addiction.</div></div>]]></content:encoded></item><item><title>Yes, Social Media IS Fake</title><description><![CDATA[Editor's Note: Recently we were contacted by a smart, vivacious college senior who told us she'd become passionate about media literacy after seeing the impact of the media's representation of the female body upon several of her friends. Additionally, she recently experienced a very personal tragedy that further cemented her concerns and interest in media, particularly social media, and the role in plays in the lives of youth today. We thought it was important to share her story with<img src="http://static.wixstatic.com/media/f6bccd_5db767456d6f4a2893db7505bfe90c16%7Emv2_d_1920_1357_s_2.jpg/v1/fill/w_626%2Ch_442/f6bccd_5db767456d6f4a2893db7505bfe90c16%7Emv2_d_1920_1357_s_2.jpg"/>]]></description><dc:creator>Sara Sosnowski</dc:creator><link>https://www.cybercivics.com/single-post/2019/04/14/Yes-Social-Media-IS-Fake</link><guid>https://www.cybercivics.com/single-post/2019/04/14/Yes-Social-Media-IS-Fake</guid><pubDate>Sun, 14 Apr 2019 22:39:18 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_5db767456d6f4a2893db7505bfe90c16~mv2_d_1920_1357_s_2.jpg"/><div>Editor's Note: Recently we were contacted by a smart, vivacious college senior who told us she'd become passionate about media literacy after seeing the impact of the media's representation of the female body upon several of her friends. Additionally, she recently experienced a very personal tragedy that further cemented her concerns and interest in media, particularly social media, and the role in plays in the lives of youth today. We thought it was important to share her story with you...</div><div>Social media plays a key role in the lives of adolescents today. According the the Pew Research Center, as of 2018, 95% of high school aged youth, 13-17, reported having access to a smartphone. On top of this, nearly half of the demographic reported using social media daily. </div><div>Platforms such as Instagram, Snapchat, TikTok, Facebook, and YouTube serve as windows of opportunity for us to share different aspects of our lives with friends. But media consumption also has the ability to impact an individual’s identity in many different ways.</div><div>As a college student, I have personally been part of the the social media movement. When I was in the sixth grade the first iPhone was released, and since then I have seen social media exposure not only impact my life, but the lives of those around me. While social media allows me to keep up with the lives of my friends from around the world, it often lowers my self-esteem. If I scroll through Instagram at any given moment, my feed is flooded with photos of people having the best time at the beach, skiing, or simply just eating out with friends. On social media, everyone appears to be living their best life all the time. This leads to the unhealthy mindset that we have to live up to this standard of being perfect on media all the time. If I am feeling upset about myself I can simply post a “cute” photo on media of me and my friends doing something “fun.” While there may be a sense of instant gratification when this photo is gaining likes, it is all fake.</div><div>&quot;On social media, everyone appears to be</div><div>living their best life all the time.&quot;</div><div>Yes, social media IS fake.</div><div>Through social media you are able to live an artificial life through a screen where everything appears perfect. This is damaging because instead of accepting and expressing our true emotions, we conceal them to live up to the idealized unrealistic standards of beauty and success on media. By constantly feeling the pressure to live up to this fake life, many teens often face feelings of isolation and depression.</div><div>A Real-Life Example</div><img src="http://static.wixstatic.com/media/f6bccd_f81e92df647d4c5dba7a40d2dcdd36f2~mv2_d_2046_2048_s_2.jpg"/><div>Leslie, a senior in high school, on Instagram appeared to be living her best life. With over 1,500 followers and an average of 400 likes per photo, her feed was filled with photos of her cheerleading, smiling, and enjoying time with friends.</div><div>Through her stories on social media and posts one would never have expected Leslie to take her own life. But on March 28, 2019, after feeling depressed, isolated, and feeling like she could not relate to anyone Leslie made the irreversible decision to take her own life. Her candlelight vigil had over 1,000 students in attendance. Family, friends, classmates, and even her dance competitors were all in attendance. Leslie’s death came as shock to everyone in the community.</div><div>When the news of Leslie’s death broke people were shocked, because you would have never guessed she was struggling because she appeared to be so happy and put together on her Instagram and Snapchat. I realize that this is a facade that Leslie had put on, just like so many other young people do.</div><div>&quot;Through her stories on social media and posts</div><div>one would never have expected Leslie to</div><div>take her own life.&quot; </div><div>It is important to take a step back when using media, to realize that the images portrayed on social media apps do not tell the full story. It is vital that adolescents are educated on the unrealistic standards that are often depicted on media. It is hard to grasp the notion that feeling sad and not perfect is normal when all of the media you are exposed to tell you the exact opposite.</div><div>I am sure that the feelings of isolation, that Leslie felt, are more common in adolescent youth than we would like to admit. It is of the utmost importance that we become aware of and confront these emotions.</div><div>References:</div><div>https://www.pewinternet.org/2018/05/31/teens-social-media-technology-2018/</div><img src="http://static.wixstatic.com/media/f6bccd_80dbe01be4314e479bca988299217a56~mv2_d_4000_6000_s_4_2.jpg"/><div>Author: </div><div>Sara Sara Sosnowski is a senior Integrated Educational Studies major at Chapman University. Sara became interested in education, especially media literacy, during her sophomore year of college after seeing the impact that the media’s representation of the female body had on several of her friends. As Sara continued through the traditional educational journey, Sara’s processors encouraged her to explore and investigate topics of interests, this is where she realized her passion for media literacy. Sara has volunteered with several youth organizations around Orange County to help aid her on this journey. She is very passionate about understanding how education is impacted by technology and hopes that she can use critical media literacy in her classroom as she prepares to be an elementary school teacher in Miami, FL in the fall of 2019.</div></div>]]></content:encoded></item><item><title>Tips for Keeping Mobile Devices Secure</title><description><![CDATA[In this digital age, it’s important that we are teaching digital literacy. Technology is something that impacts educators as well as students. We use our devices every day inside the classroom as well as in our spare time outside of school. Consider this: The average time spent online per week in America has risen from 9.4 hours in 2000 to 23.6 hours in 2018. The percent of people who are accessing the Internet from mobile devices has gone from 23 percent in 2010 to 84 percent in 2018. While<img src="http://static.wixstatic.com/media/f6bccd_8456e112620b43aa8e5776593da39a9f%7Emv2_d_1441_11507_s_2.png/v1/fill/w_626%2Ch_4999/f6bccd_8456e112620b43aa8e5776593da39a9f%7Emv2_d_1441_11507_s_2.png"/>]]></description><dc:creator>Elsie Weisskoff</dc:creator><link>https://www.cybercivics.com/single-post/2019/03/19/Tips-for-Keeping-Mobile-Devices-Secure</link><guid>https://www.cybercivics.com/single-post/2019/03/19/Tips-for-Keeping-Mobile-Devices-Secure</guid><pubDate>Tue, 19 Mar 2019 20:56:31 +0000</pubDate><content:encoded><![CDATA[<div><div>In this digital age, it’s important that we are <a href="http://www.cybercivics.com/single-post/2019/02/26/Educators-FIND-THE-TIME-to-Teach-Digital-Literacy">teaching digital literacy</a>. Technology is something that impacts educators as well as students. We use our devices every day inside the classroom as well as in our spare time outside of school. Consider this:</div><div>The <a href="https://www.technologyreview.com/the-download/610045/the-average-american-spends-24-hours-a-week-online/">average time spent online per week</a> in America has risen from 9.4 hours in 2000 to 23.6 hours in 2018.</div><div>The percent of people who are accessing the Internet from mobile devices has gone from 23 percent in 2010 to 84 percent in 2018.</div><div>While navigating the Internet may be an intuitive learning process, using devices in a safe manner isn’t. To add on, there seems to be an endless number of mobile threats out there. Both Android and iOS devices are prone to viruses and can be hacked by professionals to obtain your personal information. In 2018, Android and iOs combined had 446 vulnerabilities.</div><div>Luckily, there are some simple steps you can take to keep yourself safe from these threats. To set you on the right track, <a href="https://www.pandasecurity.com/usa/">Panda Security</a> has an infographic on tangible <a href="https://www.pandasecurity.com/mediacenter/panda-security/mobile-security-tips/">mobile security tips.</a></div><div>Read through to ensure your devices are up to date with the latest security precautions.</div><img src="http://static.wixstatic.com/media/f6bccd_8456e112620b43aa8e5776593da39a9f~mv2_d_1441_11507_s_2.png"/><div> Download Here:</div><div><a href="https://www.pandasecurity.com/mediacenter/src/uploads/2019/03/mobile-security-tips-IG-1-2.png">https://www.pandasecurity.com/mediacenter/src/uploads/2019/03/mobile-security-tips-IG-1-2.png</a></div></div>]]></content:encoded></item><item><title>Educators, FIND THE TIME to Teach Digital Literacy</title><description><![CDATA[I know it’s tough for educators to find time to fit anything extra into the curriculum, such as digital literacy. It’s easy just to check a box and deliver five online safety lessons per year or maybe have an assembly when an unfortunate “digital incident” occurs. But teaching students digital literacy should not be an “extra.” In today’s world, these are vital life skills for kids grade 5 and above. They need to know how to navigate and excel in a digital setting before entering high school.<img src="http://static.wixstatic.com/media/f6bccd_001731985e414702999f77fab321d17a%7Emv2.png/v1/fill/w_626%2Ch_671/f6bccd_001731985e414702999f77fab321d17a%7Emv2.png"/>]]></description><dc:creator>Peter Kelley</dc:creator><link>https://www.cybercivics.com/single-post/2019/02/26/Educators-FIND-THE-TIME-to-Teach-Digital-Literacy</link><guid>https://www.cybercivics.com/single-post/2019/02/26/Educators-FIND-THE-TIME-to-Teach-Digital-Literacy</guid><pubDate>Tue, 26 Feb 2019 16:17:07 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_001731985e414702999f77fab321d17a~mv2.png"/><div>I know it’s tough for educators to find time to fit anything extra into the curriculum, such as digital literacy. It’s easy just to check a box and deliver five online safety lessons per year or maybe have an assembly when an unfortunate “digital incident” occurs. But teaching students digital literacy should not be an “extra.” In today’s world, these are vital life skills for kids grade 5 and above. They need to know how to navigate and excel in a digital setting before entering high school. And the only way to get there, is by laying a foundation, offering sequential lessons that make sense, and repetition. This is what you do for Math, English, and Science. It should be the same for digital literacy. After all,what do you think kids will need more of down the road—the ability to solve for x or the ability to use their digital devices ethically and safely?</div><div>My experiences teaching high school students at the dawn of the iPhone along with my current role teaching middle school gives me a unique perspective. First off, kids WANT and feel a NEED to learn digital literacy. They’re not living under a rock, they hear the horror stories of what can happen with misuse of the powerful tool of a smart phone. On the other hand, they also see all the wonderful possibilities and opportunities the online world offers. That’s what teaching digital literacy on a weekly basis can do...preempt possible pitfalls and encourage positive participation and production. </div><div>The digital literacy program I teach to 6-8 graders is Cyber Civics. It’s by far the most comprehensive digital literacy and citizenship program I could find. What I love most about it is that it’s sequential. My students get weekly 45-minute lessons in Digital Citizenship (6th grade), Information Literacy (7th grade) and Media Literacy for Positive Participation (8th grade). Lessons build off one another and encourage students to be ethical and critical thinkers. This is done through role-play, group discussions and problem-solving activities. As students progress through the program, they negotiate and create social norms that will guide future online practices.</div><div>My Favorite Lessons</div><img src="http://static.wixstatic.com/media/f6bccd_98287308ca9a4d89be86e19a05f9a474~mv2.jpeg"/><div>Last week I taught one of my favorite lessons. After learning about the personal information that’s collected from them online, students created their own online businesses and decided what information they would collect from users. This was all done by acting out an episode of &quot;Shark Tank.&quot; I was the shark and they pitched me their business. They had to explain what info they wanted to collect and how they would (ethically) use it to customize user experience and, of course, make money. They loved it!</div><div>While that was a lesson for 7th graders, I was having my 6th graders create their own avatars (which is an online identity). Many times avatars are used to mask real feelings and physical attributes. While this is just one lesson in the Cyberbullying unit, it gives students a chance to learn about empathy – which is an important step to eradicating online cruelty. Of course students loved to draw and share their avatars. But they didn’t realize they would also be learning about how, with every online interaction, there’s a real person with real feelings and vulnerabilities on the other end. Needless to say, a great class discussion ensued. </div><div>From Digital Reputations and Cyberbullying in Level 1, to Online Safety and Personal Information/Privacy in Level 2 to Stereotypes and “Fake News” in Level 3 – Cyber Civics covers a wide range of digital topics. It’s absolutely the most comprehensive digital education you’ll find. Kids want and kids need these lessons. It’s up to educators to make it happen. </div><div>Educators, FIND THE TIME! </div><div>Cyber Civics can be taught as an elective, a leadership course, during an advisory class, in homeroom, or as a club. It can absolutely be an ELA class, or Social Studies, there’s even Math involved. There are so many options for you to fit this in your schedule!</div><div>Don’t just check a box, find the time and give your students repetitive, sequential lessons in digital literacy. It’s the only way they’ll actually learn it. </div><div>To Get a Complete Syllabus, Contact Us: <a href="mailto:support@cybercivics.com?subject=I'd like a syllabus">support@cybercivics.com</a></div><div>See All Our Lessons.</div></div>]]></content:encoded></item><item><title>Popular Promotion is Back! Next 6 Months Free!</title><description><![CDATA[Start the new year off right! Prepare your students to use digital tools safely and wisely by taking advantage of our popular New Year Promotion.Schools (or home families) that commit to purchasing now for the 2019-2020 school year will receive the next 6 months free.Why Are We Offering This?We want schools (and home school families) to get to know Cyber Civics and to familiarize themselves with the lessons. That way you'll be ready to deliver the program with confidence next year.What Do You<img src="http://static.wixstatic.com/media/f6bccd_8c89d6a1f8ca4cbeb67472b82f73fce0%7Emv2.png/v1/fill/w_626%2Ch_352/f6bccd_8c89d6a1f8ca4cbeb67472b82f73fce0%7Emv2.png"/>]]></description><dc:creator>Cyber Civics Team</dc:creator><link>https://www.cybercivics.com/single-post/2019/01/04/Popular-Promotion-is-Back-Next-6-Months-Free</link><guid>https://www.cybercivics.com/single-post/2019/01/04/Popular-Promotion-is-Back-Next-6-Months-Free</guid><pubDate>Fri, 04 Jan 2019 16:01:20 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_8c89d6a1f8ca4cbeb67472b82f73fce0~mv2.png"/><div>Start the new year off right! Prepare your students to use digital tools safely and wisely by taking advantage of our popular New Year Promotion.</div><div>Schools (or home families) that commit to purchasing now for the 2019-2020 school year will receive the next 6 months free.</div><div>Why Are We Offering This?</div><div>We want schools (and home school families) to get to know Cyber Civics and to familiarize themselves with the lessons. That way you'll be ready to deliver the program with confidence next year.</div><div>What Do You Get?</div><div>A school-wide subscription that runs through 8/20.</div><div>Weekly in-classroom lessons on digital citizenship, information literacy, and media literacy.</div><div>Continually updated, award-winning curriculum, delivered to the teacher via an easy-to-use digital platform; delivered to students in-person by the teacher. Every activity is effective and fun!</div><div>Free online tutorials for teachers. You schedule these when they are convenient for you.</div><div>Monthly newsletters announcing new resources and lessons.</div><div>24/7 support.</div><div>All of this costs significantly less thank one textbook per student per year!</div><div>We pride ourselves in offering the most comprehensive digital literacy program you'll find. We also offer 24/7 support and work closely with schools and home families who subscribe.</div><div>Why?</div><div>Because it takes a village to raise thoughtful, ethical, and smart digital citizens.</div><div>For more information, contact us!</div><div>support@cybercivics.com</div><div>(949) 481-4319</div><div>Be sure to read the book about how and why Cyber Civics started:</div><img src="http://static.wixstatic.com/media/f6bccd_c390ba78d418446ca41b870b9e28a2a3~mv2_d_1792_2700_s_2.jpg"/><div><a href="https://www.dianagraber.com/preorder">&quot;Raising Humans in a Digital World: Helping Kids Build a Healthy Relationship with Technology&quot; (HarperCollins Leadership (Jan. 15, 2019).</a></div></div>]]></content:encoded></item><item><title>Lots To Be Thankful for When It Comes to Tech Use</title><description><![CDATA[There are a lot of reasons to be optimistic about technology use.A new study, Online Safety: Across Generations, released last week by the Family Online Safety Institute ( FOSI ) examines the online attitudes of parents and seniors. It finds that 57% of parents believe technology has improved communication in their family.“Technology has the power to bring families together across generations,” according to the FOSI study, which was conducted by Hart Research Associates and made possible by<img src="http://static.wixstatic.com/media/f6bccd_7a885c80f4f447688240cbc5c457903c.jpg/v1/fill/w_626%2Ch_405/f6bccd_7a885c80f4f447688240cbc5c457903c.jpg"/>]]></description><dc:creator>Diana Graber</dc:creator><link>https://www.cybercivics.com/single-post/2018/11/17/Lots-To-Be-Thankful-for-When-It-Comes-to-Tech-Use</link><guid>https://www.cybercivics.com/single-post/2018/11/17/Lots-To-Be-Thankful-for-When-It-Comes-to-Tech-Use</guid><pubDate>Sun, 18 Nov 2018 00:05:11 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_7a885c80f4f447688240cbc5c457903c.jpg"/><div>There are a lot of reasons to be optimistic about technology use.</div><div>A new study, <a href="https://www.fosi.org/policy-research/online-safety-across-generations/">Online Safety: Across Generations</a>, released last week by the Family Online Safety Institute ( FOSI ) examines the online attitudes of parents and seniors. It finds that 57% of parents believe technology has improved communication in their family.</div><div>“Technology has the power to bring families together across generations,” according to the FOSI study, which was conducted by Hart Research Associates and made possible by Comcast Innovation Fund and Comcast’s Internet Essentials Program.</div><div>Among their findings:</div><div>Parents of connected kids are nearly twice as likely to feel that technology and the Internet have made their job as a parent easier than harder.</div><div>Parents think their child’s use of technology has had a positive impact on many areas of their child’s life. Parents report that being online helps their child build technology skills, research information, foster career skills, life skills, and creativity, and enhances performance in school.</div><div>Parents are slightly more likely to think the potential benefits of their child having a smartphone outweigh the potential harms (36% benefits vs. 31% harms), but a sizeable number of parents think the potential harms of their child having a social media account outweigh the potential benefits (52% harms vs. 20% benefits).</div><div>Parental concern about online content (64%) outweighs concerns about time spent online (32%).</div><div>Finally, parents look to schools as information sources for how to manage their child’s tech use. (Good reason to check out this site for our comprehensive <a href="http://www.cybercivics.com">Cyber Civics</a>program for middle school!).</div><img src="http://static.wixstatic.com/media/f6bccd_24d8dec7f18e4d80bdcbd63ebac19d67~mv2.png"/><div> (Image courtesy of <a href="https://www.fosi.org/policy-research/online-safety-across-generations/">www.fosi.org/policy-research</a>)</div><div>According to the report, “today’s parents are the first generation to be confronted with technology use by their parents and elderly relatives, as well as their children, and are in uncharted territory.” As seniors learn how to use technology, many are turning to their adult children (and sometimes their grandchildren) to get help. But in more good news, even a majority of seniors say technology has had a positive effect on their lives.</div><div>Despite the challenges that technology presents, many of which are documented daily, the majority of parents think technology has improved communication among their family members. Nearly eight in ten parents with living parents or elderly relatives say these relatives use text messaging, e-mail, or social media to communicate with them. And both parents and seniors are talking to their children and grandchildren about the importance of being safe online.</div><div>Good news all the way around. We're grateful for that.</div></div>]]></content:encoded></item><item><title>Humanity + Tech Conference + Teaching Cyber Civics</title><description><![CDATA[Editor's Note: Like teacher Dirk Tiede, who wrote the post below, I also teach Cyber Civics to 7th graders (in Aliso Viejo, CA) and recently delivered the same lessons he writes about. Even though Dirk and I are separated by 3,000 miles, it’s absolutely uncanny how similar our students’ responses were to these activities! The anecdote Dirk shares of the Harvard student saying he wished he had this program while in middle school reminded me of when, as a high school teacher, I asked 30 high<img src="http://static.wixstatic.com/media/f6bccd_5a5af857344f469ab038f37dec0b3ca6%7Emv2.png/v1/fill/w_307%2Ch_269/f6bccd_5a5af857344f469ab038f37dec0b3ca6%7Emv2.png"/>]]></description><dc:creator>Dirk Tiede, Cyber Civics Teacher at Waldorf School at Moraine Farm</dc:creator><link>https://www.cybercivics.com/single-post/2018/10/31/Humanity-Tech-Conference-and-Teaching-Cyber-Civics</link><guid>https://www.cybercivics.com/single-post/2018/10/31/Humanity-Tech-Conference-and-Teaching-Cyber-Civics</guid><pubDate>Wed, 31 Oct 2018 17:46:42 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_5a5af857344f469ab038f37dec0b3ca6~mv2.png"/><div>Editor's Note: Like teacher Dirk Tiede, who wrote the post below, I also teach Cyber Civics to 7th graders (in Aliso Viejo, CA) and recently delivered the same lessons he writes about. Even though Dirk and I are separated by 3,000 miles, it’s absolutely uncanny how similar our students’ responses were to these activities! The anecdote Dirk shares of the Harvard student saying he wished he had this program while in middle school reminded me of when, as a high school teacher, I asked 30 high school students if they wished they had digital literacy courses in high school – and 30 out of 30 said YES! We hope you enjoy Dirk’s article. Peter Kelley.</div><div>In early September I attended the <a href="http://humanitytech.theatlantic.com">“Humanity + Tech” conference</a><div> at the MIT Media Lab. It featured Joi Ito, the director of the Media Lab, Glen Murphy, the head of user experience at Google, and even Bo Burnham, the director of the movie “Eighth Grade.” In addition, a long list of scientists, journalists and thinkers joined the conference. I attended this important conference to investigate how closely the topics would parallel the ideas we cover in Cyber Civics class. In addition to sessions on the rise of artificial intelligence, how social media is changing our culture, and the proliferation of misinformation and fake news online, a significant portion of the conference focused on finding balance between our time spent on screen and everything else in our lives, which just happened to be the theme of the first unit we covered in the seventh grade class—“Learning Balance.”</div></div><div>One fascinating part of the conference was when a group of high school students representing the <a href="https://www.bostondebate.org">Boston Debate League</a><div> presented a policy debate on the notion, “Have smartphones destroyed my generation?”. This debate was in response to </div><a href="https://www.theatlantic.com/magazine/archive/2017/09/has-the-smartphone-destroyed-a-generation/534198/">an article in The Atlantic</a> with a similar title. The students examined the pros and cons of smartphones from an academic standpoint. They cited the downsides of this technology as a major source of distraction that makes time management more difficult. They also noted that smartphones and technology can interfere with sleep, intensify symptoms of anxiety and depression, and even prevent teens from “putting themselves out there” in the real world. However, on the upside they reminded us that mobile devices help us connect all over the world and empower young people in a way we’ve never seen before. And all the students said they use their phones to read books and research, and love that they have access to essentially an infinite library through the internet. In the end, both sides concluded that moderate usage is the best answer.</div><div>This is exactly the same idea that inspired developer <a href="https://www.youtube.com/watch?v=PvQbIJi7aug&amp;index=3&amp;list=PLwj46yNDLyTVUoB_50Q0xe-SPhj4AroEk">Kevin Holesh to create the app “Moment”</a>after he realized how much time he was spending on his phone. Now millions of people are using this app to help moderate their own phone usage. Data from the technology sector and research from academia now suggest that the key to a happy relationship to our devices comes from moderating our usage. Here’s what Mr. Holesh found from his users of the “Moment” app:</div><img src="http://static.wixstatic.com/media/f6bccd_cf25eda9445a4a7c8e028617f7ea79ed~mv2.png"/><div>In just about all cases, more time spent on an app, the less happy users are. <a href="https://www.youtube.com/watch?v=ZoFoVvQVvUQ&amp;list=PLwj46yNDLyTVUoB_50Q0xe-SPhj4AroEk&amp;index=8">Anya Kamenetz</a>, NPR education correspondent and author of the book <a href="https://www.npr.org/books/titles/579778789/the-art-of-screen-time-how-your-family-can-balance-digital-media-and-real-life">“The Art of Screen Time”</a><div>sums up these findings this way: “Enjoy screens. Not too much. Mostly together.” Her research suggests that so long as we are mindful about the content and use screens as an opportunity to interact with each other—such as looking up something interesting together or even watching a movie as a family—that we can make good use of these tools.</div></div><div>How We Tackled Screen Time During Cyber Civics Class</div><div>In our seventh grade class, we tackled all these ideas in a two-part lesson, “Your Digital Diet.” The students’ first homework assignment was to track how they spent a full day over the weekend, and when they returned the next week, we added up all the time spent in different categories to examine how much time was actually spent on screens. As you can see, while we as a class did find a way to balance our time, screen use still made up a significant portion of our time:</div><img src="http://static.wixstatic.com/media/f6bccd_df89da51582841bdbf61d0899bea63bf~mv2.png"/><div>However, considering the average teenager in the United States spends 8 hours and 40 minutes in front of a screen (vs 9 hours 22 minutes for adults),our class actually is well below that at about 3 and a half hours per student on average. Of course, the amount of screen usage varied quite a bit from student to student, but they chart very well as a whole.</div><div>For the second part of the lesson, I assigned the class to take a “24-hour Digital Media Vacation” over the following weekend and write a paragraph about the experience. We discussed how it went during the next class, and several students said it was very difficult to stay off devices entirely for a full day, especially since other family members were on them. A couple of students reported getting some “second-hand TV” when walking into a room where someone was watching a program. Another had to write an email and found herself on YouTube out of habit afterward, and had to stop herself. Yet another student pointed out that she found herself wanting to use devices more intensely than she normally would simply because she couldn’t use them.</div><div>What About This Question of Digital “Addiction”? </div><div>Are these devices actually creating addictive behavior? Research is still unclear, but without a doubt, our technology is definitely habit-forming. Author <a href="https://www.youtube.com/watch?v=__dVaqBZatQ&amp;list=PLwj46yNDLyTVUoB_50Q0xe-SPhj4AroEk&amp;index=4">Nir Eyal</a>, an expert in “persuasive technology” and the author of <a href="https://www.nirandfar.com/hooked">“HOOKED: How to Create Habit Forming Products”</a> argued that using the term “addiction” was excessive, but even he agreed that we have to take steps to prevent forming bad habits with our tech. He points out that developers and marketers use our emotions to try to “hook” us into using their products more often by tapping into our hidden fears and desires—something that advertisers have been doing for over a century.</div><div>He suggested we do the following things to help moderate our usage:</div><div><div>Ask yourself, “What am I trying to avoid by looking at a screen?”  — This will help you identify an “internal trigger” like loneliness or fear of missing out (FOMO), both of which often drive “addictive” social media usage.’</div><div>Schedule a specific time each day to check in on social media — try to keep your sessions to under 30 minutes and consider deleting social media apps off your phone and only check them on computer or tablet.</div><div>Use a calendar to schedule your time — you’re more likely to distract yourself online when you don’t have something else you’re planning to do at any given moment.</div><div>Disconnect from the internet when you need to do important “focus work” — especially anything creative or thinking-intensive. Schedule specific blocks of time, and use an app like “Freedom” to help you disconnect if you’re having trouble with self-control.</div></div><div>A few other suggestions from the MIT conference were:</div><div><div>Turn off notifications on your phone for everything except texts, phone calls, and other direct person-to-person messages. This will cut down on constant interruptions and distractions.</div><div>Don’t use your devices while going to the bathroom. (Bonus: you’ll be less likely to drop your phone in the toilet!)</div><div>Avoid using a screen right before bed. The easiest way to do this is to not bring anything into the bedroom at all. This can also help you break the habit of checking your phone first thing when you wake up. Though, it may mean buying an old-fashioned alarm clock.</div><div>Set aside specific “device-free” times for your family, such as during meal times and short car rides.</div><div>Put your phone in “Do Not Disturb” or “Airplane” mode when you’re spending important face to face time with someone. This will help you prioritize the people you’re with over the people on your phone.</div><div>Lastly, consider making a pact with the people closest to you to not expect an immediate response to every text or email. Work on giving each other some “breathing space”. Come up with an “urgent” signal to use in cases of emergencies, such as repeated calls or texts. For example, we have an email policy for the school that we expect a response to direct emails within 48 hours, not including weekends or holidays. If there is an urgent need we will call or text, and we prioritize speaking about issues in person when we can.</div></div><div>&quot;Pro Tips&quot; For My Students</div><div>I gave many of these suggestions to the seventh graders as “Pro Tips” in part because they were given to me by the real pros at the “Humanity + Tech” conference. I hope these can be useful for you and your own family. I was gratified to find important thinkers, engineers and scientists grappling with the same ideas and issues we face in our Cyber Civics classroom, including future topics on social media, information literacy and even artificial intelligence.</div><div>In addition to all this wonderful information, I had a chance to converse with a number of other attendees, and upon explaining my work as a Cyber Civics teacher their response was surprise and delight that such a program exists. <div>I got into a lively discussion about the program with a professor of psychology, and a Harvard student I spoke with who said, “I wish we had something like that when I was in high school.”</div></div><img src="http://static.wixstatic.com/media/f6bccd_5172c263b4e3479182d5566e2c9cf4df~mv2.jpg"/><div>Dirk Tiede graduated with a B.F.A. in Commercial Art from Millikin University and has worked as a professional illustrator, independent comic book creator, web designer &amp; developer, animator, video editor, musician, and lecturer throughout his career. He brings 25 years of experience with the internet as a media creator to the Cyber Civics program. He began teaching at the Waldorf School at Moraine Farm as a middle school elective teacher and substitute and is a certified Cyber Civics instructor.</div></div>]]></content:encoded></item><item><title>The 7 Indispensable Digital Life Skills</title><description><![CDATA[What are today's indispensable digital life skills? Find out by reading and downloading this handy checklist, and then ask yourself if your school is teaching students these skills? If not, we can help! DOWNLOAD THE PDF<img src="http://static.wixstatic.com/media/f6bccd_fcbc6dce39ea46368be14a0ccd8ad02a%7Emv2.png/v1/fill/w_626%2Ch_1552/f6bccd_fcbc6dce39ea46368be14a0ccd8ad02a%7Emv2.png"/>]]></description><dc:creator>Cyber Civics Crew</dc:creator><link>https://www.cybercivics.com/single-post/2018/09/03/The-7-Indispensable-Digital-Life-Skills</link><guid>https://www.cybercivics.com/single-post/2018/09/03/The-7-Indispensable-Digital-Life-Skills</guid><pubDate>Tue, 04 Sep 2018 05:24:25 +0000</pubDate><content:encoded><![CDATA[<div><div>What are today's indispensable digital life skills? Find out by reading and downloading this handy checklist, and then ask yourself if your school is teaching students these skills? If not, we can help!</div><img src="http://static.wixstatic.com/media/f6bccd_fcbc6dce39ea46368be14a0ccd8ad02a~mv2.png"/></div>]]></content:encoded></item><item><title>10 Wishes for My Future Teens in the Digital World</title><description><![CDATA[My life changed for the better three years ago when my daughter was born, then changed even more (for the better again, a crazy better, but better) when my son was born two months ago. Having taught at the high school level for six years beginning at the dawn of cell phone era, I was at the forefront of the all the digital changes occurring with our youth….and it was scary. I’m fortunate to have found a home at Cyber Civics, where I can use my experience and skills to teach students how to use<img src="http://static.wixstatic.com/media/f6bccd_59c70a57077141a1990f39df258e7e40%7Emv2.jpg/v1/fill/w_225%2Ch_401/f6bccd_59c70a57077141a1990f39df258e7e40%7Emv2.jpg"/>]]></description><dc:creator>Peter Kelley, Cyber Civics Outreach Director</dc:creator><link>https://www.cybercivics.com/single-post/2018/06/22/10-Wishes-for-My-Future-Teens-in-the-Digital-World</link><guid>https://www.cybercivics.com/single-post/2018/06/22/10-Wishes-for-My-Future-Teens-in-the-Digital-World</guid><pubDate>Fri, 22 Jun 2018 19:39:22 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_59c70a57077141a1990f39df258e7e40~mv2.jpg"/><div>My life changed for the better three years ago when my daughter was born, then changed even more (for the better again, a crazy better, but better) when my son was born two months ago. Having taught at the high school level for six years beginning at the dawn of cell phone era, I was at the forefront of the all the digital changes occurring with our youth….and it was scary. I’m fortunate to have found a home at Cyber Civics, where I can use my experience and skills to teach students how to use technology ethically and confidently and also share the program with schools across the globe. </div><div>Being in this field has opened my eyes to all the wonderful and positive ways kids can use technology, but I do worry that if we as parents and educators don’t train our youth on how to use tech effectively, we could be in trouble. I am hopeful however, especially with more and more schools recognizing the urgent and growing need to equip students with the skills to keep them safe and ethical online. </div><div>Looking at my two young children, who thankfully don’t know how to swipe a device yet, I can’t help but be hopeful for them as they’ll face even bigger challenges with the ever-developing digital world. Here’s a wish list of 10 things I’m hopeful will change by the time they’re asking for their first phone. </div><div>1. Stereotypes &amp; Photoshop in Digital Ads.I don’t want my son or daughter to be persuaded by ad companies as to what is beautiful. Hopefully by then photo-shopped images will all be flagged.</div><div>2. Stop Spread of Misinformation (aka, &quot;fake news&quot;). A good way to prepare kids for online lies will be to teach them how to interpret and think critically about messages they will view. The 1st Amendment will remain, so we need our kids to be smarter than the sneaks who perpetuate and spread falsehoods.</div><div>3. End Cyberbullying. Bullying has and will probably continue to exist in some form, that's why we must teach children to be ethical and caring, especially online. Teaching them how to be upstanders is essential and stricter laws and penalties for cyberbullying may be needed too.</div><div>4. Dopamine and Social Media. Tech companies know they’re making their products highly addictive for kids…just like tobacco companies knew their products were addictive too. The ding on the phone from a like or follow is more exciting then receiving a n “A” on a test, how did we get to this? It's no wonder so many tech exec's send their own kids to no- or low-tech schools... mine will go to one too.</div><img src="http://static.wixstatic.com/media/f6bccd_4e22cdff814340e5ba30690fce6565a2.jpg"/><div>5. Privacy and Information Gathering Need to Be More Transparent. Who really reads the fine print on anything? Why can’t terms of agreement pages be easier to read, with bullet points instead of pages and pages of legal type documents. Everyone should know exactly what they’re giving up for a “free” app.</div><div>6. Better Flagging System for Online Predators. I imagine law enforcement works very hard to prevent predators online, but this is an epidemic and more needs to be done. I’m shocked to hear stories from my students about kids getting preyed on through gaming or other social media sites.</div><div>7. More Women in Tech! The tide is shifting, maybe in 10 years it will have been a seismic shift…hopefully!</div><div>8. Digital Literacy and Citizenship Lessons in Every Middle School. This is an upward trend, but more states need to be passing legislation requiring these topics be taught before students enter the crazy world of high school. Who wouldn’t want their child to be ethical, safe and smart online?</div><div>9. Kids Being Positive Producers Online, Instead of Mindless Consumers. This training begins at home and should be fostered in school. We need better parental role modeling too. What does your digital diet look like? Do you make more content than you consume? How much time are you in front of a screen? Is this how you want your child to view normalcy? Try to go 24 hours without tech as a family and you’ll remember all the wonderful activities you use to do as a child.</div><div>10. More Safeguards for Kids Using Social Media. We should be able to verify if someone</div><img src="http://static.wixstatic.com/media/f6bccd_2b716713731a4475b3da9f1e826ae121.jpg"/><div>is actually old enough to use a site or app. Maybe the minimum age should be 15 in some instances? There should be better screening of posts before they go live. I don’t trust the tech industry to have the best interest of our kids in mind. I guess it’s up to us as parents and educators to drive these important points home to our kids through education and practice.</div><div>These are just 10 of the thousands of thoughts that go through my mind daily about my children’s futures. One can only hope for better safety in the online world. We can try, but in the end, kids need training and practice before having a phone constantly in their pockets. My favorite metaphor for this is driver’s ed. We don’t just give kids a car and send them on their way, nor should we with the awesome power of digital devices. </div><img src="http://static.wixstatic.com/media/f6bccd_cd715810c7ee43ad8f01ddf01c8508d4~mv2.jpg"/><div>Peter joined the Cyber Civics team in 2016 with experience in both education and marketing. Peter has always had a passion for teaching and working with kids. In 2011 he made the switch from the business sector and earned his Single Subject Teaching Credential in English. He was a teacher and head coach for both the Boys and Girls Tennis Programs at Aliso Viejo High School in Aliso Viejo, CA for the next 6 years. Peter now works full time for Cyber Civics. In his role as Outreach Director he is in constant contact with schools, marketing the program, and helping schools onboard and implement. He also teaches Cyber Civics at Journey School, and makes presentations to schools and organizations. He resides in San Clemente, CA with his wife and tow young children and feels this is “the perfect fit” for his passions and skill sets. Peter earned a degree in Communication from the University of Portland in 2001.</div></div>]]></content:encoded></item><item><title>It's Summer and Kids are Saying: Let the Games Begin!</title><description><![CDATA[With summer upon us, kids are heading online. Many will be spending unless hours (or want to be spending endless hours) playing and talking about online games—everything from Fortnite, to Minecraft, and even (unfortunately) Grand Theft Auto. Anna Dieckmeyer has put together a terrific infographic on the "8 Online Games Kids Love" for parents and teachers to refer to. It tells you what the recommended ages are for each one and what kids find so compelling about them. Please download and share it<img src="http://static.wixstatic.com/media/f6bccd_80e995c488414a25a068bebda65ba09b%7Emv2.png/v1/fill/w_626%2Ch_1565/f6bccd_80e995c488414a25a068bebda65ba09b%7Emv2.png"/>]]></description><dc:creator>Anna Dieckmeyer</dc:creator><link>https://www.cybercivics.com/single-post/2018/06/08/Its-Summer-and-Kids-are-Saying-Let-the-Games-Begin</link><guid>https://www.cybercivics.com/single-post/2018/06/08/Its-Summer-and-Kids-are-Saying-Let-the-Games-Begin</guid><pubDate>Fri, 08 Jun 2018 18:46:49 +0000</pubDate><content:encoded><![CDATA[<div><div>With summer upon us, kids are heading online. Many will be spending unless hours (or want to be spending endless hours) playing and talking about online games—everything from Fortnite, to Minecraft, and even (unfortunately) Grand Theft Auto. Anna Dieckmeyer has put together a terrific infographic on the &quot;8 Online Games Kids Love&quot; for parents and teachers to refer to. It tells you what the recommended ages are for each one and what kids find so compelling about them. Please  it with the parents of the game-loving kids you know!</div><div>You might also enjoy the most recent <a href="https://conta.cc/2HqzeKQ">Cyberwise Newsletter devoted to Gaming</a>.</div><img src="http://static.wixstatic.com/media/f6bccd_80e995c488414a25a068bebda65ba09b~mv2.png"/><img src="http://static.wixstatic.com/media/f6bccd_d3c3ac37e4df4e93add018b35833f630~mv2.png"/></div>]]></content:encoded></item><item><title>Middle School Educators Finding it Tough to Keep up with Social Media Problems</title><description><![CDATA[A new study of U.S. school principals finds that over half are "extremely concerned" about students' use of social media and only 14% feel "very prepared" to help them use social media responsibly."It has a tremendous impact on the day-to-day culture of a school," said Daniel Kelley, the president of the National Association of Secondary School Principals and the leader of Rhode Island's Smithfield High School (read more here).While many companies are pushing technology-solutions, researchers<img src="http://static.wixstatic.com/media/f6bccd_2c3d3b4a9f614507b787a4be66392f87%7Emv2_d_4218_3290_s_4_2.jpeg/v1/fill/w_263%2Ch_205/f6bccd_2c3d3b4a9f614507b787a4be66392f87%7Emv2_d_4218_3290_s_4_2.jpeg"/>]]></description><dc:creator>Cyber Civics Crew</dc:creator><link>https://www.cybercivics.com/single-post/2018/05/10/Middle-School-Educators-Finding-it-Tough-to-Keep-up-with-Social-Media-Problems</link><guid>https://www.cybercivics.com/single-post/2018/05/10/Middle-School-Educators-Finding-it-Tough-to-Keep-up-with-Social-Media-Problems</guid><pubDate>Thu, 10 May 2018 17:19:09 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_2c3d3b4a9f614507b787a4be66392f87~mv2_d_4218_3290_s_4_2.jpeg"/><div>A new study of U.S. school principals finds that over half are &quot;extremely concerned&quot; about students' use of social media and only 14% feel &quot;very prepared&quot; to help them use social media responsibly.</div><div>&quot;It has a tremendous impact on the day-to-day culture of a school,&quot; said Daniel Kelley, the president of the National Association of Secondary School Principals and the leader of Rhode Island's Smithfield High School (<a href="https://www.educationdive.com/news/study-at-least-half-of-principals-say-they-are-extremely-concerned-about/522462/">read more here</a>).</div><div>While many companies are pushing technology-solutions, researchers suggest that teaching students &quot;digital citizenship&quot; is a better way to go. Several states—such as Connecticut, Maine, Utah, and Washington—have passed bills promoting lessons to help with these issues. We are happy to be able to offer such lessons through Cyber Civics.</div><div><a href="https://www.edweek.org/media/school-leaders-and-technology-education-week-research.pdf">DOWNLOAD SCHOOL LEADERS AND TECHNOLOGY STUDY</a></div><img src="http://static.wixstatic.com/media/f6bccd_df27cf5216f74532adca0a8aa28d8004~mv2.jpg"/><div>From: https://www.edweek.org/ew/articles/2018/04/18/on-social-media-principals-fight-losing-battle.html</div></div>]]></content:encoded></item><item><title>Our Newest Video is Here!</title><description><![CDATA[Enjoy our newest video from the Cyber Civics: Level 1 Unit on "Cyberbullying and Digital Drama." It recaps the concepts students learn during this very important unit of our middle school digital literacy program.Students learn how to identify and distinguish cyberbullying from other online behaviors. It is: Online Intentional Hurtful Repeated And, most importantly, they learn what they can do if and when they see cruelty of any kind.They learn that they can be upstanders by: Asking the bully to<img src="http://img.youtube.com/vi/ptHPSI7GVDQ/mqdefault.jpg"/>]]></description><dc:creator>Cyber Civics Crew</dc:creator><link>https://www.cybercivics.com/single-post/2018/05/05/Our-Newest-Video-is-Here</link><guid>https://www.cybercivics.com/single-post/2018/05/05/Our-Newest-Video-is-Here</guid><pubDate>Sat, 05 May 2018 22:43:51 +0000</pubDate><content:encoded><![CDATA[<div><iframe src="https://www.youtube.com/embed/ptHPSI7GVDQ"/><div>Enjoy our newest video from the Cyber Civics: Level 1 Unit on &quot;Cyberbullying and Digital Drama.&quot; It recaps the concepts students learn during this very important unit of our middle school digital literacy program.</div><div>Students learn how to identify and distinguish cyberbullying from other online behaviors. It is:</div><div>OnlineIntentionalHurtfulRepeated</div><div>And, most importantly, they learn what they can do if and when they see cruelty of any kind.</div><div>They learn that they can be upstanders by:</div><div>Asking the bully to stop.Giving comfort to the target.Taking a screen shot of the cruel behavior and telling a trusted adult.</div><div>If every child was empowered with these simple skills, just imagine how much kinder the Internet would be.</div><div><a href="mailto:support@cybercivics.com?subject=">Contact us</a>today to try a Cyber Civics lesson for your school!</div></div>]]></content:encoded></item><item><title>Beyond Turing: Artificial Intelligence Over Real Teachers??</title><description><![CDATA[What happens when we prefer artificial intelligence to real teachers?I used to ask audiences two questions in rapid succession. First, “How many of you support the use of genetic engineering with humans?” Almost no hands would go up. In fact, I could hear gasps of disgust, as if I had asked, “How many of you support puppy killing just for the heck of it?” Then I would ask, “How many of you would support genetic engineering to save the life of your child?” Almost all hands would go up. Audience<img src="http://static.wixstatic.com/media/f6bccd_5bc5c2fe3eb443739d39fc93cc2ea10c%7Emv2_d_1920_1357_s_2.jpg/v1/fill/w_626%2Ch_442/f6bccd_5bc5c2fe3eb443739d39fc93cc2ea10c%7Emv2_d_1920_1357_s_2.jpg"/>]]></description><dc:creator>Jason Ohler, PhD, Fielding Graduate University PhD Program</dc:creator><link>https://www.cybercivics.com/single-post/2018/03/06/Beyond-Turing-Artificial-Intelligence-Over-Real-Teachers</link><guid>https://www.cybercivics.com/single-post/2018/03/06/Beyond-Turing-Artificial-Intelligence-Over-Real-Teachers</guid><pubDate>Tue, 06 Mar 2018 22:22:11 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_5bc5c2fe3eb443739d39fc93cc2ea10c~mv2_d_1920_1357_s_2.jpg"/><div>What happens when we prefer artificial intelligence to real teachers?</div><div>I used to ask audiences two questions in rapid succession. First, “How many of you support the use of genetic engineering with humans?” Almost no hands would go up. In fact, I could hear gasps of disgust, as if I had asked, “How many of you support puppy killing just for the heck of it?” Then I would ask, “How many of you would support genetic engineering to save the life of your child?” Almost all hands would go up. Audience members were left to reconcile their responses. </div><div>By the way—I no longer ask these questions because we have come to expect gene therapy to help us live longer, healthier lives. In fact, we impatiently wait for its advances. What a difference twenty years can make.</div><div>When technology gets up close and personal</div><div>We are philosophical about adopting technology when dealing with it in the abstract. But our perspective changes dramatically when technology is up close and personal, especially when it comes to our children. After all, we’ll do anything for our kids. Otherwise, what kind of parents would we be?</div><div>So, let’s update my questions. “How many of you support the use of artificial intelligence to assist and perhaps replace human tutors in the education of your children?” My guess is few reading this are raising their hands. In fact I can hear whispers of disbelief emanating from the other side of the screen. Let me rephrase. “How many of you would support educational support systems that ensure the academic success of your children, even if it means using bots and other AI creations?” Pause. Still not sure? “The AI tutors are mobile, inexpensive and available 24/7. They are personalized, and continually adapt to your child’s learning style. They greatly improve the chance your child will succeed in school. And, above all, your kid loves using them.” Welcome to AI. When technology gets up close and personal, we say “bring it on.” </div><div>Touring Turing </div><img src="http://static.wixstatic.com/media/f6bccd_b224f177aa1e41d18760ded19829dc05~mv2_d_1279_1920_s_2.jpg"/><div>Here’s your quick refresher about the Turing Test. From Wikipedia: “The Turing test, developed byAlan Turing in 1950, is a test of a machine's ability to exhibit intelligent behavior equivalent to, or indistinguishable from, that of a human. Turing proposed that a human evaluator would judge natural language between a human and a machine designed to generate human-like responses.” If the evaluator can’t tell the difference, then the machine passes the Turing Test. These days AI is now routinely passing the Turing Test. And the future is just getting started.</div><div>Consider the AI-powered teaching assistant called Jill Watson. “She” assisted students at the Georgia Institute of Technology for months before Professor Ashok Goel revealed Jill was AI, not a real human being. Students were generally surprised they didn’t know. Apparently Jill passed the Turing Test with flying colors. One student even reported that he saw no personality in Jill’s response, which is what he expected from a human TA (teaching assistant). Perhaps human TAs need personality reprogramming? </div><div>Beyond Turing</div><div>In fact, we are entering a Post Turing Test era, in which we not only expect AI to fool us, but we welcome it to surpass us. We can easily imagine a situation in which a tutor becomes so adept in a content area that it is no longer just the tutor, but also takes the place of the teacher. The AI teacher will be a “value added human being,” in that it will be able to cull information from an unlimited number of information sources instantaneously, informing its lectures and conversations with the latest research in its field in real time. It will be able to read facial expressions to determine students’ level of understanding, and provide examples to illuminate course content that are specifically attuned to each student’s learning style. AI teachers may even draw on a joke database to help to make lessons more entertaining. The jokes of course would be AI-tested to make sure that students actually considered them to be funny.</div><div>But won’t we be crossing a dangerous line, losing the organic presence of a teacher that defines our humanity? Yes, we will. But will we be able to tell? </div><div>We may actually enter a phase in which we simply don’t want to know what’s AI and what’s human, because then we will have to deal with the discomfort of knowing. Up close and personal, all we really want is results. </div><div>Up ahead</div><div>Really smart people have said a number of unintelligent things to me over the years, like the Internet will never catch on and personal computers are just a fad. More recently, I have heard AI will never replace teachers. We will resist AI because, to put it in scientific terms, it gives us the creeps. Currently, it is our emotional response to AI that currently keeps it at bay. But that is only for the AI we know about. Most of it is so embedded in our daily lives we don’t realize it’s there. And even if we did, what would we do? </div><div>If we want a world in which AI doesn’t completely replace humans, then we need a new goal when it comes to progress. We need to decide that human imperfection is preferable to machine precision. And we need the wisdom to know the difference.</div><div>Dr. Jason Ohler is a professor emeritus and lifelong digital humanist who has been helping students at all levels, K thru PhD, understand the ethics of living a digital lifestyle. His recent book, <a href="https://www.amazon.com/4Four-Big-Ideas-Future-Understanding/dp/1522780335">4Four Big Ideas for the Future</a>, reflects on his 35 years in the world of educational media. Visit <a href="http://www.jasonohlerideas.com">JasonOhlerIdeas.com</a>.</div></div>]]></content:encoded></item><item><title>12 Tips to Stop Peer Cruelty and Raise Kind Kids</title><description><![CDATA[“Sticks and stones may break my bones, but names will never hurt me” is a myth that needs to be dispelled. Bullying is viewed as one of the most serious public health problems in our school systems. The effects can cause immense stress and may result in serious mental health issues for children. Caring, committed adults using research-based strategies can turn this terrible trend around. Here are tips from my new book, End Peer Cruelty, Build Empathy: The Proven 6Rs of Bullying Prevention That<img src="http://static.wixstatic.com/media/f6bccd_1d5c874fd0ce43f5be7f345ee08ce0ff%7Emv2_d_1284_1920_s_2.jpg/v1/fill/w_282%2Ch_422/f6bccd_1d5c874fd0ce43f5be7f345ee08ce0ff%7Emv2_d_1284_1920_s_2.jpg"/>]]></description><dc:creator>Michele Borba, Ed. D.</dc:creator><link>https://www.cybercivics.com/single-post/2018/02/10/12-Tips-to-Stop-Peer-Cruelty-and-Raise-Kind-Kids</link><guid>https://www.cybercivics.com/single-post/2018/02/10/12-Tips-to-Stop-Peer-Cruelty-and-Raise-Kind-Kids</guid><pubDate>Sat, 10 Feb 2018 21:27:45 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_1d5c874fd0ce43f5be7f345ee08ce0ff~mv2_d_1284_1920_s_2.jpg"/><div>“Sticks and stones may break my bones, but names will never hurt me” is a myth that needs to be dispelled. Bullying is viewed as one of the most serious public health problems in our school systems. The effects can cause immense stress and may result in serious mental health issues for children. Caring, committed adults using research-based strategies can turn this terrible trend around. Here are tips from my new book, <a href="https://www.amazon.com/End-Peer-Cruelty-Build-Empathy/dp/1631983539/ref=as_li_ss_tl?ie=UTF8&amp;qid=1517849230&amp;sr=8-1&amp;keywords=End+Peer+Cruelty&amp;linkCode=sl1&amp;tag=rockyobie-20&amp;linkId=1ef681380f05aa40682737e98214c24d">End Peer Cruelty, Build Empathy: The Proven 6Rs of Bullying Prevention That Create Inclusive, Safe and Caring Schools</a> (Free Spirit Pub, 2018) educators and parents can use to stop bullying and create the schools our children deserve.</div><div>1.Be on the same page.Go to your school’s website or handbook and review the rules on bullying with your kids. Ask them to teach you the bullying prevention skills they’re learning at school, for example, what to do when they see somebody being bullied. If the school has a speaker about bullying, try to be there and then discuss at home what you learned.</div><div>2. Define bullying.Bullying is intentional-not accidental-cruelty and there is a power imbalance where one child cannot hold their own. Normal conflict is when kids have a disagreement or a difference of opinion but both have equal power. Then ask: “What do you do if you see or experience bullying? How do you report it?”</div><img src="http://static.wixstatic.com/media/f6bccd_83bb6e8877b64fdf8d54e6cee049f23e~mv2_d_1920_1440_s_2.jpg"/><div>3. Make kindness count! Consciously model kind behavior so your child sees kindness. Whenever you do a kind act, tell your child how good it makes you feel. Be explicit about your expectations: “I expect you to treat everyone kindly.” And look for opportunities for your child to be kind and then acknowledge it: “That was a very kind thing to do.”</div><div>4. Reinforce assertiveness.Kids with an assertive posture are less likely to be picked on. Teach your child: “Always look at the color of the talker’s eyes.” It will help him stand tall, hold his head up and appear more confident and less vulnerable.</div><div>5. Boost respect online and off. Teach kids to communicate with other people online in the same way they would face-to-face—with respect (“the way they would want to be treated.”) As one mom said, &quot;The difference between right and wrong is the same on the Internet as it is in real life.&quot;</div><div>6. Make kids accountable to family Internet rules. Have kids sign a pledge to follow the rules. Have frequent chats to follow up. Give Internet freedom based on your child’s past trustworthiness and age. Increase those limits slowly as you verify trust.</div><img src="http://static.wixstatic.com/media/f6bccd_540ec7d33275412e8eeb72ff8f2e38b0.jpg"/><div>7. Say no using a firm voice. Stress to your child that if she needs to respond, simple direct commands work best, delivered in a strong, determined voice: “No.” “Cut it out.” “Stop.”</div><div>8. Use the &quot;Walk-By&quot; Rule. Announce that you will be monitoring your child’s online behavior. And if at any time your child covers the screen, closes programs, or quickly turns off the computer, Internet privilege is lost. Do walk-by's as often as needed.</div><div>9. Find a pal. Tell your child there is sometimes safety in numbers. Kids who have even one friend to confide in can deal with bullying better than those one there one. Is there one kid your child can pair up with?</div><div>10. Avoid hot spots.Bullying usually happens in unsupervised areas like hallways, lockers and stairwells. Talk about “hot spots” with your child (places most likely to be frequented by bullies) and tell him to avoid those areas.</div><div>11. Build an adult ally.Ask: “Who would you go to if you needed help?” Help your child</div><img src="http://static.wixstatic.com/media/96cdf03aca694c098847b2a3effed31d.jpg"/><div>identity an adult who he go to if he does not feel safe. </div><div>12. Get help, ASAP! If your child is using aggressive behaviors or appears to be victimized, request a meeting with the teacher, counselor or school psychologist. If you can’t find this kind of help at your school, seek a trained mental health professional in the community. The key to changing any behavior is not to give up. An effective behavior plan tailored to your child’s specific needs is crucial.</div><div>Preventing bullying is always about creating safe, respectful learning climates with caring adults at the helm. And all children need to learn in where they feel cared about and connected so they can succeed.</div><div>Dr. Michele Borba is an internationally recognized educational psychologist and expert in bullying, social-emotional learning and character development, regular “Today Show” contributor and featured on “Dateline,” “The View,” “Dr. Phil,” “Dr. Oz” and “The Early Show.” She has authored 24 books including: “<a href="https://www.amazon.com/UnSelfie-Empathetic-Succeed-All-About-Me-World/dp/1501110071">UnSelfie: Why Empathetic Kids Succeed in Our All-About Me World”</a>and “<a href="https://www.amazon.com/End-Peer-Cruelty-Build-Empathy/dp/1631983539/ref=as_li_ss_tl?ie=UTF8&amp;qid=1517849230&amp;sr=8-1&amp;keywords=End+Peer+Cruelty&amp;linkCode=sl1&amp;tag=rockyobie-20&amp;linkId=1ef681380f05aa40682737e98214c24d">End Peer Cruelty, Build Empathy: The Proven 6Rs of Bullying Prevention That Create Inclusive, Safe and Caring Schools.”</a> Learn more at <a href="http://micheleborba.com">micheleborba.com</a>, and follow her on <a href="https://twitter.com/micheleborba">Twitter.</a></div><img src="http://static.wixstatic.com/media/f6bccd_868a9f84b873471eaff09ba9147f512b~mv2.png"/></div>]]></content:encoded></item><item><title>How To Teach Kids about Internet Privacy</title><description><![CDATA[Cookies, Third Parties, Log File Information, User Content...these are terms that every Internet user should know and understand. You'll find them in the "Privacy Policy" and "Terms of Agreement" of every app, website, or service online. Thing is, most Internet users willingly agree to the policies and terms of the sites and services they use without reading either... or even understanding what they are agreeing to.And that's a crying shame.We hope to change this through our Cyber Civics<img src="http://static.wixstatic.com/media/f6bccd_ab3e1790b9ef4103832fbd56e249323e%7Emv2_d_1920_1281_s_2.jpg/v1/fill/w_626%2Ch_418/f6bccd_ab3e1790b9ef4103832fbd56e249323e%7Emv2_d_1920_1281_s_2.jpg"/>]]></description><dc:creator>Diana Graber</dc:creator><link>https://www.cybercivics.com/single-post/2018/01/19/How-To-Teach-Kids-about-Internet-Privacy</link><guid>https://www.cybercivics.com/single-post/2018/01/19/How-To-Teach-Kids-about-Internet-Privacy</guid><pubDate>Fri, 19 Jan 2018 17:47:03 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_ab3e1790b9ef4103832fbd56e249323e~mv2_d_1920_1281_s_2.jpg"/><div>Cookies, Third Parties, Log File Information, User Content...these are terms that every Internet user should know and understand. You'll find them in the &quot;Privacy Policy&quot; and &quot;Terms of Agreement&quot; of every app, website, or service online. Thing is, most Internet users willingly agree to the policies and terms of the sites and services they use without reading either... or even understanding what they are agreeing to.</div><div>And that's a crying shame.</div><div>We hope to change this through our Cyber Civics classes. How? By guiding students through seven sequential lessonsthat explain how and why personal information is collected online, what apps and sites do with that information and, more importantly, how these services customize the information and ads they give us in return. Understanding how this process works helps kids from falling prey to the &quot;filter bubble&quot; problem that most adults find themselves in.</div><div>Filter Bubble: A state of intellectual isolation that can result from personalized searches when a website algorithm selectively guesses what information a user would like to see based on information about the user, such as location, past click-behavior and search history.</div><div>But first you've got to capture students' attention.</div><div>Lesson 1</div><div>“Kids, a team of researchers will be coming to your school to monitor your every move. These observers will record where you go (including the restroom, lunch area, playground, etc.), how much time you spend there, whom you talk to, and what you do. The results of this research will help your school administrator customize the school to better meet your needs.” </div><div>This is the announcement our teachers deliver on the first day of the &quot;Privacy and Personal Information&quot; unit of lessons. It's fun to watch as 7th grade faces transform from uninterested to curious to disbelieving and, finally, to outrage. They tell you what they think about this too:</div><div>&quot;It's creepy!&quot;</div><div>&quot;This is an invasion of my privacy!&quot;</div><div>&quot;What are they going to do with my personal information?&quot;</div><img src="http://static.wixstatic.com/media/f6bccd_4474f187f6164f9d9422b076babfbe9c.png"/><div>Okay, by now you see where this is going. There’s no research company. But this lesson on “Privacy,” which we found years ago in Common Sense Media’s digital citizenship curriculum, does get their attention. When students learn that this invasion of their privacy isn’t actually going to happen at their school, but is happening every day in a place where they spend more time than in school -- cyberspace -- well, let’s just say they aren’t thrilled. But they are eager to learn more.</div><div>Lessons 2-7</div><div>The next lessons have students pouring through the privacy policies and terms of agreement of the apps they use most--Snapchat and Instagram--searching for the terms at the top of this post. This is boring, tedious work...but they dive in with tenacity. Often they are shocked at some of the things they find. For example:</div><div>7th Grader: &quot;Did you know that Instagram can share your personal information as well as information from cookies, log files, and device identifiers and location data, with third-parties? Dang. I wish I'd known that!&quot; </div><div>Understanding this information certainly makes kids think twice about the apps they were previously so enamored with. After this lesson, students explore how customized ads are delivered based on previous web searches (&quot;Also creepy&quot;). Then they learn what steps they can take to protect their personal information online. Next comes the lesson they have the most fun with, imagining they are app-designers who have to decide what data they'll collect from their users. And, finally, they learn about the first line of defense when it comes to protecting personal information--an effective password (<a href="http://dianagraber-cybercivics.blogspot.com/2016/02/learning-how-to-make-and-remember-great.html">which I wrote about previously here</a>).</div><div>Why Does This Stuff Matter?</div><div>Understanding how to protect personal information online not only helps keep kids safe, it makes them better citizens. How? They will get a more well-rounded view of the world if their future newsfeeds and social media sites aren't littered with information that those sites think they want to see. Plus, in a few short years these kids will be able to vote. Maybe they’ll actually pay attention to (and understand) privacy-related legislation that is sure to move through Congress. Maybe they'll decide its a good idea to restrict social media apps and websites from gaining access to so much of their data. Or maybe they’ll decide they like their information perfectly designed to meet their needs.</div><div>Whatever they decide, at least they’ll be informed citizens of their digital world.</div><img src="http://static.wixstatic.com/media/f6bccd_a771ffabf4484fedae5ebea40d6dd77a~mv2.jpeg"/><div>Diana Graber is founder Cyber Civics and co-founder of of <a href="http://www.cyberwise.org">CyberWise.org</a>. A long-time media producer with an M.A. in “Media Psychology &amp; Social Change,” she is also a regular contributor to the HuffPost and others. In addition to serving as an Adjunct Professor of Media Psychology at the graduate level, she teaches middle school Cyber Civics classes at Journey School in Southern California. Graber was recently honored with the “2017 Media Literacy Teacher” award from the National Association of Media Literacy Education (NAMLE). Cyber Civics is currently being taught in public and private Waldorf school across the US, Canada, and the U.K.</div></div>]]></content:encoded></item><item><title>What Tech Insiders Know About Kids &amp; Tech That We Don't</title><description><![CDATA[In the first pages of his best-selling book, Irresistible: The Rise of Addictive Technology and the Business of Keeping Us Hooked, author Adam Alter tells how tech company insiders—like Steve Jobs and others—shielded their own young children from the technology they made. For example, Evan Williams, a founder of Twitter, Blogger, and Medium, refused to give devices to his young sons and Chris Anderson, the former editor of Wired Magazine, didn’t let his five children use screens in their<img src="http://static.wixstatic.com/media/f6bccd_27073e43105e411eb08ed4e6c36100d2%7Emv2.jpg/v1/fill/w_425%2Ch_282/f6bccd_27073e43105e411eb08ed4e6c36100d2%7Emv2.jpg"/>]]></description><dc:creator>Diana Graber</dc:creator><link>https://www.cybercivics.com/single-post/2018/01/02/What-Tech-Insiders-Know-About-Kids-Tech-That-We-Dont</link><guid>https://www.cybercivics.com/single-post/2018/01/02/What-Tech-Insiders-Know-About-Kids-Tech-That-We-Dont</guid><pubDate>Tue, 02 Jan 2018 18:34:35 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_27073e43105e411eb08ed4e6c36100d2~mv2.jpg"/><div>In the first pages of his best-selling book, Irresistible: The Rise of Addictive Technology and the Business of Keeping Us Hooked, author Adam Alter tells how tech company insiders—like Steve Jobs and others—shielded their own young children from the technology they made. For example, Evan Williams, a founder of Twitter, Blogger, and Medium, refused to give devices to his young sons and Chris Anderson, the former editor of Wired Magazine, didn’t let his five children use screens in their bedrooms. Steve Jobs told The New York Times that his kids did not use the iPad his company had invented. Asrecently as last year, Melinda Gates, wife of Microsoft founder Bill Gates, wrote this in <a href="https://www.washingtonpost.com/news/parenting/wp/2017/08/24/melinda-gates-i-spent-my-career-in-technology-i-wasnt-prepared-for-its-effect-on-my-kids/?utm_term=.cde92e842d36">The Washington Post,</a></div><div>&quot;Parents should decide for themselves what works for their family, but I probably would have waited longer before putting a computer in my children’s pockets. Phones and apps aren’t good or bad by themselves, but for adolescents who don’t yet have the emotional tools to navigate life’s complications and confusions, they can exacerbate the difficulties of growing up: learning how to be kind, coping with feelings of exclusion, taking advantage of freedom while exercising self-control. It’s more important than ever to teach empathy from the very beginning, because our kids are going to need it.&quot; </div><img src="http://static.wixstatic.com/media/f6bccd_8720201eb30a45c9888313d68f559f61~mv2.png"/><div>Download the infographic and learn more about </div><div>&quot;High-Tech Parents and Their Low-Tech Kids&quot; <a href="http://www.cyberwise.org/tech-insiders">HERE</a></div><div>But That's Not the Whole Story</div><div>It’s become increasingly fashionable for those who work in or around the tech industry to send</div><img src="http://static.wixstatic.com/media/fa3f180fa1e352f14e12c99e9e97a81a.jpg"/><div>their own children to schools that are tech- free, and Waldorf schools are often a popular choice. Founded in the early 20th century, Waldorf education is based on the insights, teachings and principles of education outlined by artist and scientist, Rudolf Steiner. The principles of Waldorf Education stem largely from an understanding of human development that address the needs of the growing child and many who choose this pedagogy for their own offspring believe that technology is no friend to childhood—a precious time when kids should be playing outdoors and engaging with flesh and blood friends.</div><div>But eventually, even kids who go to tech-free schools, grow into young adults who must learn how to navigate an online world full of peril and possibility, and Waldorf teachers and families know this—<div>which is why Cyber Civics, a middle school digital literacy program, has found a home in many of their schools.</div></div><div>In 2011, my own children attended a Waldorf-inspired charter school: <a href="http://www.journeyschool.net/">Journey School</a> in Southern California. That year our small, close-knit community experienced its first “cyber-incident.” Although this event fell short of actual “cyberbullying”— 8th grade girls were posting pictures on Facebook that were unflattering to one another—feelings were hurt nonetheless. The nurturing environment that students, teachers, and parents had worked so hard to create and maintain was thrown off-balance. The school’s administrator at the time, Shaheer Faltas, who’d just come to Journey School from Kona Pacific Public Charter School, found himself dealing with a stream of teary-eyed girls, upset parents, and confused teachers flowing in and out of his office. He knew it was time to do something, but the question was: What?</div><div>How To Prepare Kids for a Digital World?</div><img src="http://static.wixstatic.com/media/f6bccd_9a3c68af7afd4ef2802f7f483552c863~mv2_d_1262_1640_s_2.png"/><div>I had a daughter in that 8th grade class with a sister following just a few years behind and I wanted the school to do something too. Having just completed a M.A. program in <a href="http://www.fielding.edu/our-programs/school-of-psychology/ma-media-psychology/">“Media Psychology and Social Change,”</a> I had learned what that “What” was…digital literacy. So, I asked Faltas for permission to teach “digital literacy” to Journey School’s middle school students, using an hour a week formerly devoted to “Civics,” to teach “Cyber Civics.” These digital literacy lessons, I told him (secretly hoping I was right), would help prevent future problems from arising, and more importantly, empower students to use technology thoughtfully, ethically, and competently.</div><div>Thankfully, our experiment worked. Digital “issues” stopped demanding administrative time or attention, as students started using their new digital wisdom to avoid or solve problems themselves. But more importantly, they started developing a healthy and balanced attitude towards technology, coming to the understanding that those who do not use it well, will get used by it.</div><div>&quot;'In the first two years after implementing Cyber Civics, the school’s Academic Performance Index score grew from 766 to 878—the highest in the school’s history,' says Shaheer Faltas, the charter’s outgoing executive director. 'Only three incidents of poor digital behavior or online bullying have been reported since 2010, and none have occurred in the last two years,' he adds.&quot;</div><div>-Lauren Williams, District Administration Magazine, 7/24/15</div><div>When we started experiencing success with our own students at Journey, other Waldorf schools, public and private, expressed interest in the curriculum, so we placed the entire program online and made it available via subscription. Soon all kinds of schools—public, private, Montessori, Catholic, and more—starting teaching Cyber Civics to their students too. Today the program—a series of easy, hands-on lessons taught in the classroom— is being taught in schools in 33 U.S. states, four other countries, and it continues to grow! A book about the program—CYBERCIVICS: A Parents Guide to Helping Kids Build a Healthy Relationship with Technology” Book (Amacom/World Rights)—is even due out early next year.</div><div>Three Years to Digital Literacy</div><div>At Journey School we soon discovered that allocating an hour per week to these lessons in 6th grade wasn’t nearly enough time. It takes at least three years to cover all the concepts that constitute “digital literacy.” The first year of the program, recommended for 6th grade (some schools start as early as 5th, others wait until 7th or 8th), teaches <div>“digital citizenship,” which is “the safe and responsible use of online tools.” </div>Lessons—about 50 minutes long—</div><img src="http://static.wixstatic.com/media/f6bccd_0258703f75ca466b868ca7e3abff8020~mv2.jpg"/><div>are taught entirely without actual technology because, according to experts, the most important media literacy skills are “social and behavioral skills” and those are learned through engagement with others. So, students engage using critical thinking, ethical discussion and decision making during hands-on projects, problem solving activities, and role-play surrounding digital media topics. They keep beautiful lesson books to track their discoveries. It is an important year in which they learn what it means to be a member of a community, about digital reputations, how a computer works, how to avoid cyberbullying and digital drama, what steps to take to protect their personal information, and much more.</div><div>These classes were met with such enthusiasm, not only from students who were excited to finally talk about their digital world, but by grateful parents and teachers too, that we decided to keep going. So, building upon this foundation, we added a year of “Information Literacy” lessons because students must know how to use digital tools to do research. This means they need to know what keywords are and how to write effective search queries. They need to understand copyright, plagiarism, fair use, public domain, Creative Commons, Wikipedia, and more. Possibly the most important thing students will learn in this second year, is that when they search for something online, Google gathers up their personal information and then feeds them information it thinks they want. These “filter bubbles,” they discover, are largely responsible for the divided world we know today.</div><img src="http://static.wixstatic.com/media/f6bccd_d1be7ebce43844a6b71757839819bc3d~mv2_d_1258_1900_s_2.jpg"/><div>Finally, the program concludes with a third year that brings all these concepts together. Called “Media Literacy for Positive Participation,” this level challenges students to use critical thinking skills to analyze media messages. They explore stereotypes in media, fake news, “Photoshopped” images, online hoaxes, and more. They use their Information and Media Literacy skills to prepare for 8th grade projects, doing research, writing papers, and making presentations. But, most importantly, they are encouraged to participate with media in powerful and productive ways. Our aim is for students to understand how these powerful tools can be harnessed to make the world a better place.</div><div>Jennifer Helmick, a teacher at the Waldorf School at Moraine Farm in Beverly, Massachusetts, has delivered Cyber Civics lessons to her own school’s middle school students. She recently wrote in her school’s blog,</div><div>“While as a Waldorf school we encourage limits to screen time, especially in the younger years, there’s a wide range among our families as to the use of computers, smart phones, and other devices. In the middle school, most students are using the Internet and social media outside of school. Here’s a great quote I can relate to:</div><div>‘Our children are growing up on a digital playground, and no one’s on recess duty.’ –Kevin Honeycutt</div><div>So, we’re hoping as teachers and parents we can take our heads out of whatever layer of sand we’re in, go out on recess duty together, and give them the adult guidance they need.”</div><div>What Students Need Is What the World Needs</div><div>“The need for imagination, a sense of truth, and a feeling of responsibility.”</div><div>-Rudolf Steiner</div><div>These three capacities, identified by Rudolf Steiner so long ago, are needed more than ever today, especially when it comes to technology use. Here’s why:</div><img src="http://static.wixstatic.com/media/f6bccd_212b76a76ab240ae8c51fd98de41b922~mv2_d_1900_1258_s_2.jpg"/><div>Imagination: Born of imagination and ingenuity, technology will continue to be innovated and, hopefully, improved by out-of-the box thinkers set on making a better mousetrap. I have an inkling that students educated in rich and imaginative settings that revere childhood and see it as a time to cultivate creativity, can and will make it better.</div><div>Truth: Current events aptly demonstrate that making, finding and identifying truth online is a skillset in high demand. On this topic, Helmick writes,</div><div>“To discern what is real, kids also need experiences of beauty. This is not just pretty sunsets; it’s experiencing and creating art, music, and literature. This connects them to great human achievements, and they learn to distinguish what is beautiful and what is degrading. As one historian said, “Beauty is but the sensible image of the infinite”—and therefore itself a form or experience of truth.”</div><div>In order to identify truth, or “fake news” for that matter, students must understand how online information is made, shared, and consumed. These are basic elements of “literacy” today.</div><div>Responsibility: This is the overarching theme of the entire arc of the Cyber Civics program. From the very beginning, students learn that their online actions have huge impact, making them responsible not only to themselves, but to their friends and families, and to the world at large. They’re responsible for maintaining positive online reputations and for the impact they make upon the reputations of others (through “tagging” one another, for example). Online responsibility extends to reading and adhering to the terms of agreement and privacy policies of the online sites the use (including those that state they must be 13 to use!). They are responsible for the information they share and like, and most importantly, for the information they create.</div><div>It is the responsibility of our generation to teach the next how to wield these three capacities, online and off. I believe every school can and must make time to help students develop these skillls.</div><div>It's What Every Kid Needs</div><div>Today, I visit all kinds of schools to share this story and am often asked if I think kids at no-tech schools who spend so little time using technology when they are young will be adequately prepared for a world where most kids spend more time online than they do with their families or in school. I always respond to this question with an emphatic and enthusiastic “yes!” After all, I explain, from the moment children enter a kindergarten where face-to-face skills can blossom and grow, they begin learning and practicing the social and cultural competencies that the online world needs most—empathy, perspective taking, judgment, collaboration, networking, negotiation, ethical and critical thinking, and more. These skills aren't learned from behind a screen. They are learned by playing with others, hearing rich stories that engage the imagination, and pondering the complexities of the natural world. These kind of activities are inherent to Waldorf education.</div><div>But the next step is perhaps the most important: teaching students how to deploy these skills online when they are ready. This takes time, effort, and will. It also takes, as Helmick writes,</div><div>“…adults who are willing to go out on recess duty… So maybe what we need to do, as educators and parents, is declare our membership in the reality-based community, and figure out how to grow that community. Maybe we owe that to our kids, to ourselves, and even to the world.”</div><div>There is no time to waste because the world is in desperate need of digital leaders empowered with imagination, truth, and responsibility. Let's get to work on this!</div><div>Photography by: Nirzhar Pradham of The Pradham Studios in Aliso Viejo, CA</div><div>Artwork by: Students at Journey School</div><div>Digital Literacy Topics Covered in the 3-Year Program</div><div>Level 1: Digital Citizenship</div><div>Unit 1: Becoming a De-‘Tech’-Tive</div><div>Unit 2: Citizenship</div><div>Unit 3: Your Digital Reputation</div><div>Unit 4: Ethical Thinking</div><div>Unit 5: Cyberbullying and Digital Drama</div><div>Unit 6: Online Identity &amp; Privacy</div><div>Level 2: Information Literacy</div><div>Unit 1: Learning Balance </div><div>Unit 2: Online Safety</div><div>Unit 3: Searching the Web</div><div>Unit 4: Online Privacy and Personal Information</div><div>Unit 5: Copyright | Public Domain | Fair Use</div><div>Unit 6: How to Use Wikipedia</div><div>Level 3: Media Literacy for Positive Participation</div><div>Unit 1: Living in a Participatory Culture</div><div>Unit 2: Calling on Critical Thinking</div><div>Unit 3: Fake News</div><div>Unit 4: Seeing Stereotypes</div><div>Unit 5: Visual Literacy</div><div>Unit 6: Sexting</div><div>Unit 7: 8th Grade Project Preparation</div><div>Unit 8: Positive Participation</div><div>Author:</div><div>Diana Graber is a long-time parent and teacher at Journey School, a public charter Waldorf School in Southern California. She is also founder of <a href="http://www.cyberwise.org">CyberWise.org</a>and CyberCivics.com, two organizations dedicated to helping adults and students learn digital citizenship and literacy skills. A media producer with an M.A. in “Media Psychology &amp; Social Change,” Graber writes about technology's impact on human behavior for HuffPost and others. She’s served as Adjunct Professor of Media Psychology at the Massachusetts School of Professional Psychology (MSPP) and recently received the 2017 National Association of Media Literacy Education (NAMLE) “Media Literacy Teacher Award.” Her book, CYBERCIVICS: A Parents Guide to Helping Kids Build a Healthy Relationship with Technology” Book (Amacom/World Rights), is due out early next year.</div></div>]]></content:encoded></item><item><title>Here's What We're Teaching for Media Literacy Week</title><description><![CDATA[As I write these words, Cyber Civics' Outreach Director Peter Kelley is in the classroom teaching a lesson called "Fake or Not?" and some of the many schools now teaching Cyber Civics in their own classrooms are teaching this lesson too!If you'd like to teach this lesson in your classroom, contact us and we'll send it to you!<img src="http://static.wixstatic.com/media/f6bccd_42d4d5cc127b4dea8411a9cd07d64685%7Emv2.png/v1/fill/w_626%2Ch_300/f6bccd_42d4d5cc127b4dea8411a9cd07d64685%7Emv2.png"/>]]></description><dc:creator>Diana Graber</dc:creator><link>https://www.cybercivics.com/single-post/2017/11/06/Heres-What-Were-Teaching-for-Media-Literacy-Week</link><guid>https://www.cybercivics.com/single-post/2017/11/06/Heres-What-Were-Teaching-for-Media-Literacy-Week</guid><pubDate>Mon, 06 Nov 2017 16:30:52 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_42d4d5cc127b4dea8411a9cd07d64685~mv2.png"/><img src="http://static.wixstatic.com/media/158017384a394bfe8a362cc58b609376.jpg"/><div>As I write these words, Cyber Civics' Outreach Director Peter Kelley is in the classroom teaching a lesson called &quot;Fake or Not?&quot; and some of the many schools now teaching Cyber Civics in their own classrooms are teaching this lesson too!</div><div>If you'd like to teach this lesson in your classroom, <a href="mailto:support@cybercivics.com?subject=">contact us and we'll send it to you</a>!</div></div>]]></content:encoded></item><item><title>Why I Love Teaching Cyber Civics</title><description><![CDATA[Peter Kelley is Cyber Civics' Outreach Director. Maybe you've had a chance to chat with him? A former high school English teacher, this year he started teaching Cyber Civics in the classroom. Here are his his reflections. Contact Peter if you'd like him to teach a sample Cyber Civics lesson in your classroom!Being able to actually get in the classroom this year and practice what I’ve been preaching about Cyber Civics has been enlightening on so many levels. To see from a different lens how this<img src="http://static.wixstatic.com/media/f6bccd_40d50c9f049c4146ba37e22422e8125e%7Emv2.png/v1/fill/w_626%2Ch_232/f6bccd_40d50c9f049c4146ba37e22422e8125e%7Emv2.png"/>]]></description><dc:creator>Peter Kelley</dc:creator><link>https://www.cybercivics.com/single-post/2017/11/02/Why-I-Love-Teaching-Cyber-Civics</link><guid>https://www.cybercivics.com/single-post/2017/11/02/Why-I-Love-Teaching-Cyber-Civics</guid><pubDate>Thu, 02 Nov 2017 22:30:25 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_40d50c9f049c4146ba37e22422e8125e~mv2.png"/><div>Peter Kelley is Cyber Civics' Outreach Director. Maybe you've had a chance to chat with him? A former high school English teacher, this year he started teaching Cyber Civics in the classroom. Here are his his reflections. <a href="mailto:peter@cybercivics.com?subject=Sample Lesson In My Classroom!">Contact Peter</a> if you'd like him to teach a sample Cyber Civics lesson in your classroom!</div><div>Being able to actually get in the classroom this year and practice what I’ve been preaching about Cyber Civics has been enlightening on so many levels. To see from a different lens how this program unfolds-- from reviewing the lesson online and printing materials, to teaching the students these vital life skills, and then watching the positive results--makes me that much more motivated and excited to spread the word and get this ground-breaking program in front of as many educators as possible.</div><div>Here are just a few reasons why I love teaching Cyber Civics and why I’m confident that if you take a closer look at implementing this program at your school, you’ll feel the same way.</div><div>The program emphasizes ethical discussions, critical thinking, and decision making about digital media issues... all through role-play activities, hands-on projects, and problem-solving tasks. This not only excites and engages students, but it should excite the teacher as well. </div><div>What’s surprising to most, is that all this can be taught without the use of technology. Additionally, Cyber Civics is focused upon the social and emotional development of a child,so every online skill we teach, correlates to offline life as well. And to witness an “aha” moment when the students realize this is priceless! Every lesson is social by nature and focuses on creating ethical, critical thinkers in the digital world. </div><img src="http://static.wixstatic.com/media/f6bccd_8c3f306644b345db8f2f4bfbf15899d5.jpg"/><div>Cyber Civics is flexible, and it should be since every classroom is different. For example,<div>I was able to create a scenario around a “To Share or Not to Share” lesson that mirrored a real-life situation that occurred among the students in my class. One student had just posted a picture on social media and tagged a classmate without their approval. Needless to say, this created some classroom drama. When I embedded this scenario into the context of our lesson, the student who posted the picture and tagged the classmate without approval blurted out, “Hey wait, I totally did that, I’m so sorry.” That “aha” learning moment in front of the entire class reinforced my passion for teaching these lessons and motivates me every day. </div></div><div>At Cyber Civics, we urge students to think for themselves and to think critically when consuming media, mainly because they’re not always going to be in a classroom setting. So, when a “digital media issue” arises, we’re ready to discuss it in our classes. There are countless examples of society making the wrong (or right) choices when dealing with media. Unfortunately, the poor and sometimes damaging choices people make are the ones that end up in the headlines. But on the bright side, we see these as “teachable moments.” Or as we like to say “cyber civics moments.”</div><div>Funny things happen when students discuss real life topics among themselves in a classroom setting…they actually learn from each other. And when you combine that with a topic they all love to talk about – media use – you have a fun, exciting and educational learning environment. </div><div>Finally, I love how I can witness the students grow from earnest digital learners in the 6th grade into blossoming digital leaders in 8th grade. </div><div>One of the reasons I enjoyed coaching high school tennis was being able to see student development from 9th – 12th grade. Well I’ve found a new passion now, and have a feeling I’ll be just as emotional when I see my 8th graders graduate this year…knowing they’re entering a high school setting with skills that will keep them safe online as well as equipped with the tools that can unlock their full online potentials.</div><div>We’ll be starting a #cybercivicsmoment Twitter and Facebook campaign in the coming days to open the discussion around “cyber civics moments” that arise in your classrooms too. Examples can be anything from a celebrity or politician bullying through social media, an obviously photoshopped image used to persuade a narrative, or a sexting story gone horribly wrong – these are the stories we strive to teach our students to think critically about and have open discussion in class, in an effort to keep them from making these mistakes themselves online.  We hope you’ll join in the conversation as well.</div><div><div>If you’re not already, follow us on Twitter at @cybercivics or on Facebook at </div><a href="https://www.facebook.com/BeCyberwise">https://www.facebook.com/BeCyberwise</a> to join in and share in our discussion.</div><img src="http://static.wixstatic.com/media/f6bccd_43f290ddcdd5439588cda6ebec47b6b5~mv2.jpg"/><div>Peter Kelley is experienced in both education as well as marketing. He received a degree in Communication from the University of Portland with an emphasis in Media and Society. Peter has always had a passion for teaching and working with kids. In 2011 he made the switch from the business sector and was a teacher and coach at Aliso Niguel High School for the next 6 years. Peter now works full time for Cyber Civics and teaches the program to middle school students at Journey School in Aliso Viejo, CA. With his experience teaching high school English and background in media, he sees this as the perfect fit. He resides in San Clemente, CA with his wife and young daughter.</div></div>]]></content:encoded></item><item><title>A 6th Grader Defines Citizenship</title><description><![CDATA[One of our favorite lessons in Level 1 of Cyber Civics is called, "The 5 Principles of Citizenship." We love to hear students explain how these principles apply to all the communities they belong to--like their baseball team, or their church group, their city, state, or even their family. This is such an important concept for students to grasp before they start belonging to online communities--where many believe, or at least act like they believe, these rules don't apply! Here is how one of our<img src="http://static.wixstatic.com/media/f6bccd_0258703f75ca466b868ca7e3abff8020%7Emv2.jpg/v1/fill/w_194%2Ch_258/f6bccd_0258703f75ca466b868ca7e3abff8020%7Emv2.jpg"/>]]></description><dc:creator>A 6th Grade Cyber Civics Student</dc:creator><link>https://www.cybercivics.com/single-post/2017/11/02/A-6th-Grader-Defines-Citizenship</link><guid>https://www.cybercivics.com/single-post/2017/11/02/A-6th-Grader-Defines-Citizenship</guid><pubDate>Thu, 02 Nov 2017 15:14:35 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_0258703f75ca466b868ca7e3abff8020~mv2.jpg"/><div>One of our favorite lessons in Level 1 of Cyber Civics is called, &quot;The 5 Principles of Citizenship.&quot; We love to hear students explain how these principles apply to all the communities they belong to--like their baseball team, or their church group, their city, state, or even their family. This is such an important concept for students to grasp before they start belonging to online communities--where many believe, or at least act like they believe, these rules don't apply! Here is how one of our students tackled this lesson:</div><div>CITIZENSHIP</div><div>I was told that I had to do a report on how a community I belong to shows citizenship, so I chose to do it on my classroom community. Hope you enjoy!</div><div>HONESTY: Suppose there are two different math quizzes and they don’t have names on them. Your teacher asks you which one is yours. One has a better grade and the other one doesn't. You have the bad grade. So do you say that other person's quiz is yours, or not? Most likely you would be honest and admit you had the lower grade. This is honesty.</div><div>COMPASSION: This can mean helping someone when they are in a time of need. Somtimes at my school on Wednesdays we have &quot;Compassionate Campus&quot; where we do something like clean or write nice letters to teachers. This is a slight rendering of what compassion is.</div><div>RESPECT: Respect is a value that everyone SHOULD have. Respect, for example, is not talking out of turn in class on not saying bad things about a person when they are not around. I think everyone in my class could benefit from showing more respect and I think almost everyone in the world would benefit by showing each other more respect too.</div><div>RESPONSIBILITY: Let’s say you were late to class at school and it was your fault because you were out playing basketball. That’s irresponsible, right? Responsibility would mean you would stop playing basketball and head back to class when the bell rings or when it is time to go.</div><div>COURAGE: Maybe you are at school and someone is picking on a friend or someone who is sort of unpopular and you stick up for them. That’s an example of courage, to some extent. Maybe you have been picked on. But did you fight the person? Did you say mean things to them? Well if you are getting picked on and you did one of those things back, that is actually not smart. Even if they are making fun of you, it shows courage not to do it back. Courage is one of the most essential things a citizen should have.</div><div>Well that is my report on citizenship and I hope you learned something from it and had fun reading it.</div></div>]]></content:encoded></item><item><title>CBC News Visits a Cyber Civics Class</title><description><![CDATA[We received a visit from CBC News recently because they wanted to see how we teach "media literacy" to 8th grade students in a Cyber Civics class. Oh, and without using computers. For this lesson students used the C.R.A.P. Detection skills learned in a previous lesson (this is an acronym devised by Howard Rheingold of Stanford University, and it provides students with an unforgettable mechanism for evaluating and identifying falsehoods online). Students used this tool to evaluate current news<img src="http://img.youtube.com/vi/JnPdN4BxJzk/mqdefault.jpg"/>]]></description><link>https://www.cybercivics.com/single-post/2017/09/07/CBC-News-Visits-a-Cyber-Civics-Class</link><guid>https://www.cybercivics.com/single-post/2017/09/07/CBC-News-Visits-a-Cyber-Civics-Class</guid><pubDate>Thu, 07 Sep 2017 14:34:00 +0000</pubDate><content:encoded><![CDATA[<div><iframe src="https://www.youtube.com/embed/JnPdN4BxJzk"/><div>We received a visit from CBC News recently because they wanted to see how we teach &quot;media literacy&quot; to 8th grade students in a Cyber Civics class. Oh, and without using computers. For this lesson students used the C.R.A.P. Detection skills learned in a previous lesson (this is an acronym devised by Howard Rheingold of Stanford University, and it provides students with an unforgettable mechanism for evaluating and identifying falsehoods online). Students used this tool to evaluate current news headlines and stories. The aim was for students to practice using the best news filter in the world--the one they keep between their ears!</div><div>Here's the entire article:</div><img src="http://static.wixstatic.com/media/f6bccd_0788727447ee4d27887577b6b0d66c2f~mv2.png"/><img src="http://static.wixstatic.com/media/f6bccd_58659caa236a4c7a8ab24d1bca926e68~mv2.png"/><img src="http://static.wixstatic.com/media/f6bccd_2f5880d89dc442219994a38fb9d99cd5~mv2.png"/><img src="http://static.wixstatic.com/media/f6bccd_d502c2c1391c4dc1bc2c2e10a20f88cd~mv2.png"/><img src="http://static.wixstatic.com/media/f6bccd_05305cc1b0c146039b7f0540135e8a6d~mv2.png"/></div>]]></content:encoded></item><item><title>Waldorf Schools and Technology: Not So Strange Bedfellows</title><description><![CDATA[In his new book, “Irresistible: The Rise of Addictive Technology and the Business of Keeping Us Hooked,” Adam Alter writes how tech insiders—like Steve Jobs and others—restricted their own children from technology. For example, Evan Williams, a founder of Twitter, Blogger, and Medium, refused to give his young sons an iPad. Chris Anderson, the former editor of Wired, didn’t allow his five children to use screens in their bedrooms. And Gates told The New York Times that his own kids did not use<img src="http://static.wixstatic.com/media/9ffd46987185699c9144b393b57078b8.jpg/v1/fill/w_407%2Ch_257/9ffd46987185699c9144b393b57078b8.jpg"/>]]></description><dc:creator>Diana Graber</dc:creator><link>https://www.cybercivics.com/single-post/2017/05/23/Waldorf-Schools-and-Technology-Not-So-Strange-Bedfellows</link><guid>https://www.cybercivics.com/single-post/2017/05/23/Waldorf-Schools-and-Technology-Not-So-Strange-Bedfellows</guid><pubDate>Tue, 23 May 2017 21:17:52 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/9ffd46987185699c9144b393b57078b8.jpg"/><div>In his new book, “<a href="https://www.amazon.com/Irresistible-Addictive-Technology-Business-Keeping/dp/1594206643">Irresistible: The Rise of Addictive Technology and the Business of Keeping Us Hooked</a>,” Adam Alter writes how tech insiders—like Steve Jobs and others—restricted their own children from technology. For example, Evan Williams, a founder of Twitter, Blogger, and Medium, refused to give his young sons an iPad. Chris Anderson, the former editor of Wired, didn’t allow his five children to use screens in their bedrooms. And Gates told The New York Times that his own kids did not use the iPad.</div><div>Waldorf families think like these tech insiders. They have an instinctive understanding that technology is no friend to childhood—a precious time when kids should be playing outdoors and engaging with flesh and blood friends. But at some point, young kids grow into young adults who must learn how to navigate an online world full of peril and possibility, and Waldorf teachers and families know this‑-which is why <a href="http://www.cybercivics.com">Cyber Civics</a> has found a rich home in their schools.</div><div>In 2011, my own children attended a Waldorf-inspired charter school: <a href="http://www.journeyschool.net">Journey School</a> in Southern California. That year our small, close-knit community experienced its first “cyber-incident” and the school’s then-administrator, Shaheer Faltas, knew it was time to do something. The question was: What?</div><img src="http://static.wixstatic.com/media/f6bccd_7e34f84430e44f61838f0afb3eccb678~mv2.jpg"/><div>I had just completed <a href="http://www.fielding.edu/our-programs/school-of-psychology/ma-media-psychology/">Fielding Graduate University’s M.A. in “Media Psychology and Social Change”</a> and had learned what that “What” was…digital literacy. So, I asked Mr. Faltas for permission to teach “digital literacy” to his middle school students, using an hour a week formerly devoted to “Civics,” to teach “Cyber Civics.” These digital literacy lessons, I assured him, could help prevent future problems from arising, and more importantly, empower students to use technology competently and positively (at least that’s what I hoped!).</div><div>Our experiment, it turns out, paid off in spades. Digital “issues” no longer demanded his time or attention, as students started using their new digital wisdom to avoid or solve problems themselves. But more importantly, they started developing a healthy and balanced attitude towards technology, understanding that those who do not use it well, tend to get used by it.</div><div>When we started seeing success in our own classrooms, other schools (mostly Waldorf) expressed interest in the curriculum, so we have since put the entire program online. Today Cyber Civics is being taught in schools in 25 U.S. states, many of them both public and private Waldorf schools!</div><div>The Program</div><div>The first year of Cyber Civics, which we start in 6th grade (some schools start as early as 5th,</div><img src="http://static.wixstatic.com/media/f6bccd_b36adbe6e45e480893db2588320c5426~mv2.png"/><div>others wait until 7th or 8th), teaches “Digital Citizenship,” which is “the safe and responsible use of online tools.” This first year is taught entirely without actual technology because, according to experts, the most important media literacy skills are “social and behavioral skills” and those are best learned through engagement with others. So, students engage using critical thinking, ethical discussion and decision making during hands-on projects, problem solving activities, and role-play surrounding digital media topics. It is an important year in which they learn what it means to be a member of a community, about their digital reputations, how a computer works, how to avoid cyberbullying and digital drama, protect their personal information, and more.</div><div>Our classes were met with such enthusiasm, not only from students, but grateful parents and teachers too, that we decided to keep them going. So, building upon this foundation, we added a year of “Information Literacy” lessons because students must know how to use digital tools to do research. This means they need to know what keywords are and how to write an effective search query. They need to understand copyright, plagiarism, fair use, public domain, Creative Commons, Wikipedia, and more. Possibly the most important concept students learn in this second year, is that when they search for something online, Google gathers up their personal information and then feeds them information it thinks they want. These “filter bubbles,” they learn, are largely responsible for the divided world we know today.</div><img src="http://static.wixstatic.com/media/f6bccd_7d7e5e27fe5c4c2f9989b771afece9be~mv2_d_1900_1258_s_2.jpg"/><div>Finally, Cyber Civics concludes with a third level that brings all these concepts together. Called “Media Literacy for Positive Participation,” it challenges students to use critical thinking skills to analyze media messages. So, they explore stereotypes in media, fake news, “Photoshopped” images, online hoaxes, and more. They use their Information and Media Literacy skills as they prepare for their 8th grade projects, doing research, writing papers, and making presentations. But, most importantly, they are encouraged to participate with media in powerful and productive ways, rather than simply consuming it. Our aim is for students to understand how technology can be harnessed to make the world a better place.</div><div>What Students Need Is What the World Needs</div><div>“The need for imagination, a sense of truth, and a feeling of responsibility.”</div><div>-Rudolf Steiner</div><div>These three capacities, identified by Rudolf Steiner, founder of the Waldorf school movement, so long ago are needed more than ever today, especially when it comes to technology use. Here’s why:</div><div>Imagination: Born of imagination and ingenuity, technology will continue to be to be innovated and, hopefully, improved by out-of-the box thinkers set on making a better mousetrap. I have an inkling that kids educated through a rich and imaginative Wadlorf curriculum (see video below)—one that reveres childhood—can make it better.</div><div>Truth: Current events aptly demonstrate that making, finding and identifying truth online is a skill-set in high demand. But in order to identify truth online, one must understand how online information is made, shared, and consumed. That’s what students learn through Cyber Civics.</div><div>Responsibility: This is the overarching theme of the entire arc of the Cyber Civics program. From the very beginning, students learn that their online actions have huge impact, making them responsible not only to themselves, but to their friends and families, and the world at large. They’re responsible for maintaining positive online reputations and for the impact they make upon the reputations of others (through “tagging,” etc.). Online responsibility includes reading and adhering to the terms of agreement and privacy policies of the online sites they use (including those that state they must be 13!). They are responsible for the information they share and like, and most importantly, for the information they create.</div><div>Not Strange Bedfellows After All</div><div>So, when asked if I think Waldorf students (who spend so little time using technology when young) will be adequately prepared for a world in which most kids spend more time online than with their families or in school, I respond with an enthusiastic “yes!” After all, they get daily practice in the social and behavioral skills the online world needs most—things like empathy, ethical thinking, perspective taking, judgment, and more. Plus, when we teach them how to deploy these skills online, through Cyber Civics, I believe we also empower them to become the digital leaders our world so desperately needs today.</div><iframe src="https://www.youtube.com/embed/tZmAX5adCl0"/></div>]]></content:encoded></item><item><title>State Legislators, Media Commentators, AND Students All Agree—Give Us “Media Literacy”!</title><description><![CDATA[In California, where we are based, State Senator Hannah-Beth Jackson just introduced a bill that would ensure students know “how to spot fake news and enables students, parents and educators to establish strategies ensuring that digital citizenship, internet safety, and media literacy become part of California's basic teaching requirements in public schools.”As a former high school English teacher who still works with youth regularly, I know that by the time kids reach high school, they actually<img src="http://static.wixstatic.com/media/f6bccd_b90e59bfa4f04b75aa901505cf5e1b09%7Emv2.jpeg/v1/fill/w_338%2Ch_226/f6bccd_b90e59bfa4f04b75aa901505cf5e1b09%7Emv2.jpeg"/>]]></description><dc:creator>Peter Kelley</dc:creator><link>https://www.cybercivics.com/single-post/2017/03/13/State-Legislators-Media-Commentators-AND-Students-All-Agree%E2%80%94Give-Us-%E2%80%9CMedia-Literacy%E2%80%9D</link><guid>https://www.cybercivics.com/single-post/2017/03/13/State-Legislators-Media-Commentators-AND-Students-All-Agree%E2%80%94Give-Us-%E2%80%9CMedia-Literacy%E2%80%9D</guid><pubDate>Mon, 13 Mar 2017 17:39:39 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_b90e59bfa4f04b75aa901505cf5e1b09~mv2.jpeg"/><div>In California, where we are based, State Senator Hannah-Beth Jackson just <a href="http://www.keyt.com/news/education/senator-introduces-bill-to-eliminate-proliferation-of-fake-news/388244200">introduced a bill</a>that would ensure students know “how to spot fake news and enables students, parents and educators to establish strategies ensuring that digital citizenship, internet safety, and media literacy become part of California's basic teaching requirements in public schools.”</div><div>As a former high school English teacher who still works with youth regularly, I know that by the time kids reach high school, they actually want and desire to have received a course on Media Literacy. Last year I wrote a post – <a href="http://www.cybercivics.com/single-post/2016/10/20/Social-Media-and-High-School-Students-Will-They-Ever-Learn">“Social Media and High Schoolers: Will They Ever Learn?”</a> Today my belief is an absolute YES because my findings are that they WANT to learn and will ultimately demand (or their parents will demand on their behalf) that they become media literate.</div><div>It’s undeniable, even for the most uninterested high schooler, that media use comes with both positive as well as negative impact. And even the most jaded of students will tell you this is important to learn in middle school, so they’re prepared and empowered to be ethical, competent and productive in an online setting once they reach high school. I haven’t encountered one student who will say otherwise.</div><div>No one knows better how destructive the online world can be better than high schoolers. </div><img src="http://static.wixstatic.com/media/f6bccd_0e5cadf716314b8a9a65d44b5b3789e2.jpg"/><div>They, along with educators like me, see it almost every day in the forms of cyberbullying, sexting, and addiction. I’ve seen firsthand the depression, dejection and sadness on the face of students when dealing with a “digital incident.” It saddens me to no end knowing this is occurring all over the country (and world for that matter). It hurts knowing that the sadness students experience can be prevented if they have the knowledge before entering the crazy and intimidating high school digital setting. </div><div>On the other hand, like most competent adult digital media users, high schoolers know how beneficial and indispensable media is. </div><div>In a 2004 study that appeared in the American Behavioral Scientist, “Media Literacy—A National Priority for a Changing World,” Elizabeth Thoman and Tessa Jones wrote:</div><div>“The convergence of media and technology in a global culture is changing the way we learn about the world and challenging the very foundations of education. No longer is it enough to be able to read the printed word; children, youth, and adults need the ability to critically interpret the powerful images of a multimedia culture. Media literacy education provides a framework and pedagogy for the new literacy needed for living, working, and citizenship in the 21st century. Moreover, it paves the way to mastering the skills required for lifelong learning in a constantly changing world.”</div><div>Michelle Ciulla Lipkin, Executive Director of the <a href="https://namle.net">Nat’l Association for Media Literacy Education</a>, spoke with Brian Stelter of CNN about this very subject:</div><div><a href="http://www.cnn.com/videos/tv/2017/03/12/is-trump-lacking-media-literacy.cnn">See “Is Trump Media Literate” | CNN Reliable Sources</a></div><div>I love that Stelter closes their conversation by saying, “We have to do more to invest in media literacy.”</div><div>And I couldn’t agree more.</div><div>We, young and old alike, are all citizens of this online world; therefore we must learn to communicate with one another truthfully, respectfully, ethically, and competently. The information kids are inundated with is mind blowing. If they don’t know how to absorb, evaluate, comprehend, and be critical of this information – that could be (and is) trouble.</div><div>Luckily there are programs out there specifically geared to teach students the vital life skills they need to be truly “digitally literate”: Digital Citizenship, Information Literacy, and Media Literacy (For Positive Participation). That’s why I’m all in on Cyber Civics--the turnkey, comprehensive program for middle schools that addresses these topics. It’s now being taught in 26 states (and internationally)—and we’re working hard to reach 24 more!</div><div>When state legislators, media commentators AND kids all agree that they need to learn media literacy, shouldn’t we heed their call? I hope you’ll reach out to me to find out how we can make this happen. You can reach me at <a href="mailto:peter@cybercivics.com?subject=contact me about Cyber Civics">peter@cybercivics.com</a></div><img src="http://static.wixstatic.com/media/f6bccd_43f290ddcdd5439588cda6ebec47b6b5~mv2.jpg"/><div>Peter joins the Cyber Civics team with experience in both Education as well as Marketing. He received a degree in Communication from the University of Portland with an emphasis in Media and Society. Peter has always had a passion for teaching and working with kids. In 2011 he made the switch from the business sector and has been an Educator at Aliso Niguel High School for the past 5 years. He’s also the Head Coach of both the Boys and Girls Tennis Programs. He resides in San Clemente, CA with his wife and young daughter and sees Cyber Civics as “the perfect fit” for his passions and skill sets.</div></div>]]></content:encoded></item><item><title>A Cyber Civics Lesson on Sexting</title><description><![CDATA[Students today use technology as easily as previous generations used a pencil. But technology is much more powerful than a pen or pencil, and it amplifies opportunities for both help and harm. Kids know how to use phones and computers—often more adeptly than adults. The issue for many educators is teaching them to use these tools wisely. Many schools address that challenge by implementing “digital citizenship” into their curriculum.How can schools do this? What are the costs, both financial and<img src="http://static.wixstatic.com/media/f6bccd_6fabe275542b470aa1d537f46581e3e4%7Emv2.png/v1/fill/w_282%2Ch_261/f6bccd_6fabe275542b470aa1d537f46581e3e4%7Emv2.png"/>]]></description><dc:creator>Liz Repking</dc:creator><link>https://www.cybercivics.com/single-post/2017/02/21/A-Cyber-Civics-Lesson-on-Sexting</link><guid>https://www.cybercivics.com/single-post/2017/02/21/A-Cyber-Civics-Lesson-on-Sexting</guid><pubDate>Tue, 21 Feb 2017 21:55:08 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_6fabe275542b470aa1d537f46581e3e4~mv2.png"/><div>Students today use technology as easily as previous generations used a pencil. But technology is much more powerful than a pen or pencil, and it amplifies opportunities for both help and harm. Kids know how to use phones and computers—often more adeptly than adults. The issue for many educators is teaching them to use these tools wisely. Many schools address that challenge by implementing “digital citizenship” into their curriculum.</div><div>How can schools do this? What are the costs, both financial and time, to implementing such curriculum? What are the benefits of building this into the students’ educational experience? These are all very difficult questions to address in an already overcrowded educational landscape.</div><div>I had the opportunity to observe one class session of Diana Graber’s Cyber Civics curriculum, a cutting edge digital citizenship program. At The Journey School in Aliso Viejo, CA, I sat in on the 8th grade class that Diana led on the topic of sexting. This is a critical topic for students at this age for two reasons:</div><div>First, this is a social-emotional issue for teens. Apart from technology, they are trying to navigate relationships with their peers, and they become hyper-aware of the opposite sex and attracting their attention. A teen’s relational world can be a place where alliances shift quickly, crushes hit hard, emotions run high, and drama is normal, even without technology to amplify everything.</div><div>Second, from a technology perspective, teens need to understand the implications of using technology to communicate with friends or people they date. They need to understand that any image or words shared digitally are permanent. You can’t delete what someone else has already received.</div><div>In my work with students and parents about cyber safety, I’ve heard hundreds of stories about the unexpected and long-ranging impact that sharing images (especially sexual ones) has on people’s lives, especially when they’re shared far beyond the intended audience (and they almost always are shared much more than a student expects).</div><div>Students need to understand the nature of their romantic relationships. The reality is that these</div><img src="http://static.wixstatic.com/media/f6bccd_0f38f8fe54a9450a805c365021770b62~mv2.png"/><div>relationships end, and the trust and intention that exists at one moment can quickly be violated. These are challenging issues for us as a society, but they are especially difficult for young teenagers who are attempting to navigate the intersection of relationships with a world of technology.</div><div>In other words, the crush or relationship may not last forever, but any words or images you share will.</div><div>Cyber Civics builds on a foundation that challenges students to think at a broader level about ethical behavior. This foundation was critical for Diana to lead the discussion on the topic of sexting.</div><div>The success of the session is in the sequential delivery of the content. First, sexting was clearly defined. It was apparent that most students had an incomplete definition of sexting. Second, sexting was discussed and analyzed through the use of a recent current event of sexting in a high school. This allowed Diana to challenge the students to make the connection from the definition to the consequences of the action, both personally and legally. There appeared to be a disconnect for the students on this point. Most students did not realize that the consequences could range from school disciplinary action to legal charges resulting in a criminal record.</div><img src="http://static.wixstatic.com/media/f6bccd_0e5cadf716314b8a9a65d44b5b3789e2.jpg"/><div>The next step in Diana’s session was to allow students a forum where they could examine this issue</div><div>from an ethical perspective. This was the portion of the class that truly engaged the students and where the quality learning occurred. They discussed the fairness of sending and receiving sexts by thinking through various scenarios of how they could be involved in such situations. They incorporated many of the tenants of Cyber Civics that are the common threads of the entire program: judgment, stereotyping of people, leadership in their communities, especially their online community, and making ethical decisions.</div><div>The final step of the session was to lead the students in developing some possible solutions and responses if they find themselves receiving or being asked to send sext messages. </div><div>Clearly Cyber Civics does an excellent job of moving through topics in an effective, pragmatic way. However, one of the greatest outcomes of implementing the curriculum is that it provides students a safe environment to ask questions as they try to navigate the intersection of ethical, appropriate behavior with access to powerful technology. Cyber Civics provides a venue to tie the characteristics and actions of good citizenship to the digital landscape.</div><div>Find these lessons on Sexting inCyber Civics: Level 3. </div><div><a href="mailto:support@cybercivics.com?subject=sexting lesson">Ask us for a sample lesson</a>.</div><img src="http://static.wixstatic.com/media/f6bccd_ac9e2091c03748d4ab24565e1547cbd0.jpg"/><div>Liz Repking is the mother of 3 children, ranging in age from elementary school to high school. Entering the workforce over 20 years ago, she has spent the majority of her career working as a technology consultant, developing and delivering a variety of training courses for clients.</div><div>Five years ago, Liz became acutely aware of the dangers the Internet posed to children like her own. It was apparent that while many parents recognize these dangers, they are uncomfortable and even intimidated by the depth and breadth of the technology our children use. This awareness and recognition led Liz to create Cyber Safety Consulting with the goal to educate parents, children and school educators on both the dangers of the Internet as well as tangible solutions for these issues. </div><div>As the Founder of <a href="http://www.cybersafetyconsulting.com">Cyber Safety Consulting</a>, Liz’s technology and training experience is perfectly paired with her passion for the online safety of our children. She believes that every parent has the ability and knowledge to understand the technology and social networking sites that our children are frequenting. Her mission is to help parents and children create an ongoing conversation around appropriate and safe online behavior. Parents need to increase their comfort and confidence in order to keep their children safe by being involved in their online life.</div></div>]]></content:encoded></item><item><title>A Teacher's Guide to Digital Citizenship</title><description><![CDATA[Did you miss our webcast for teachers about Digital Citizenship? Not to worry, just click on the image above and it will take you to a recording you can watch at your leisure!As you know, there is an urgent and growing need to help students become ethical, knowledgeable, and empowered digital citizens. That's why we were so happy to be the guests of Nepris to talk about our easy-to-use, turnkey in-school program that includes everything you need to successfully teach "digital citizenship" (the<img src="http://static.wixstatic.com/media/f6bccd_2cd631acec3446ac893de345bbdad0d7%7Emv2.png"/>]]></description><dc:creator>Diana Graber</dc:creator><link>https://www.cybercivics.com/single-post/2017/02/16/A-Teachers-Guide-to-Digital-Citizenship</link><guid>https://www.cybercivics.com/single-post/2017/02/16/A-Teachers-Guide-to-Digital-Citizenship</guid><pubDate>Thu, 16 Feb 2017 20:09:55 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_2cd631acec3446ac893de345bbdad0d7~mv2.png"/><div>Did you miss our webcast for teachers about Digital Citizenship? Not to worry, just click on the image above and it will take you to a recording you can watch at your leisure!</div><div>As you know, there is an urgent and growing need to help students become ethical, knowledgeable, and empowered digital citizens. </div><div>That's why we were so happy to be the guests of Nepris to talk about our easy-to-use, turnkey in-school program that includes everything you need to successfully teach &quot;digital citizenship&quot; (the norms of appropriate and responsible technology use). You can watch <a href="https://nepris.com/Sessions/Session/Detail/48588">this short video</a> to learn more. Please also look around the <a href="https://nepris.com">Nepris site</a> for lots of educational videos on topics of interest to both educators and students.</div><div>Why is Digital Citizenship so important? Because today students spend more time with media than they do in school or with their families. We must prepare them with the skills to use digital tools well. Find out why lessons in &quot;digital citizenship&quot; should be an essential component of a 21st century education. By watching this video you'll learn:</div><div>The essential elements of &quot;digital citizenship.&quot;How to make time for these lessons in the classroom.What are the expected outcomes?How much teacher prep or understanding of technology is required.How lessons in &quot;digital citizenship&quot; pave the way for essential &quot;information literacy&quot; and &quot;media literacy&quot; lessons.Examples and testimonials from other schools.</div><div>If you have any questions after viewing, please give us a call!</div></div>]]></content:encoded></item><item><title>Transforming Kids From Digital Citizens to Media ALL STARS</title><description><![CDATA[I think we can all agree the amount of time children spend with media today is crazy high. Last year, Common Sense Media reported that tweens (kids between 10-12) spend an average of six hours per day with media; for teens it’s nearly nine. Yikes! By their own accounts, according to Pew Internet, 24% of kids go online “almost constantly” and are feeling “addicted” to their phones.Much of what kids do online is good of course – blogging, positive social media use (if you’re 13 years old<img src="http://static.wixstatic.com/media/f6bccd_ef66a37b0995473aaf60cdf8a3e0ceff%7Emv2.jpg/v1/fill/w_225%2Ch_338/f6bccd_ef66a37b0995473aaf60cdf8a3e0ceff%7Emv2.jpg"/>]]></description><dc:creator>Peter Kelley</dc:creator><link>https://www.cybercivics.com/single-post/2017/02/01/Transforming-Kids-From-Digital-Citizens-to-Media-ALL-STARS</link><guid>https://www.cybercivics.com/single-post/2017/02/01/Transforming-Kids-From-Digital-Citizens-to-Media-ALL-STARS</guid><pubDate>Wed, 01 Feb 2017 17:37:26 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_ef66a37b0995473aaf60cdf8a3e0ceff~mv2.jpg"/><div>I think we can all agree the amount of time children spend with media today is crazy high. Last year, Common Sense Media <a href="http://www.cnn.com/2015/11/03/health/teens-tweens-media-screen-use-report/index.html">reported</a> that tweens (kids between 10-12) spend an average of six hours per day with media; for teens it’s nearly nine. Yikes! By their own accounts, according to <a href="http://www.pewinternet.org/2015/04/09/teens-social-media-technology-2015/">Pew Internet</a>, 24% of kids go online “almost constantly” and are feeling “addicted” to their phones.</div><div>Much of what kids do online is good of course – blogging, positive social media use (if you’re 13 years old remember!), researching fact-based news, video/music production, to name just a few examples. But with the good also comes some bad—in the form of addiction, cyberbullying, lying/misleading, sexting, or other poor/dangerous digital behaviors. </div><div>It’s obvious that we, as educators, want to embrace the good and combat the bad, right? We all want kids to develop skills that encourage them to be honest, compassionate, independent thinkers and critically engaged citizens, online and off. </div><div>This should be a no-brainer, but it seems some are still a little late to the game when it comes to teaching our youth the vital life skills necessary to achieve this end. Kids who believe in a cause or want to make change is one thing. Kids who actually know how to take (digital) action is another.</div><div> At least that’s what we think here at Cyber Civics, the turnkey Digital Citizenship,</div><img src="http://static.wixstatic.com/media/f6bccd_128300ac459143a1b8161041d0cc9342~mv2.jpg"/><div>Information Literacy, and Media Literacy for Positive Participation program for middle school now being taught in 24 states and internationally. Our end goal is for kids to become digital leaders who use their online powers for good by being thoughtful and ethical media consumers AND producers. And the more they produce positive media and strive to be ethical online– the more they evolve into the kind of media ALL STARS we all want in society.</div><div>This clearly doesn’t happen overnight, or with a one lesson here or guest speaker there. That’s why we begin laying the foundation in 6th grade by teaching kids to become ethical online through real life scenarios, role play, and group discussions. Also by having students explore what the rules and responsibilities are of being part of a “community,” they can begin to reflect on what a good digital citizen really is. The 7th and 8th grade years of the program encourage students to become self-reflective of their media use, to be critical thinkers, and to explore how media is constructed and presented. For example, news legitimacy (i.e. “fake news”), visual literacy, bias and stereotypes are all covered in the curriculum. </div><img src="http://static.wixstatic.com/media/f6bccd_43ae939cdda245efaca760a742722855~mv2.png"/><div>Cyber Civics is a social class. This lets students work through scenarios with classmates, enabling them to gain different perspectives. Anytime you learn in a group, it’s powerful, engaging and more fun. They discuss topics and they disagree in passionate ways…while LEARNING at the same time.</div><div>Fake news, Photoshop disasters, sexting, and how celebrities are behaving online are classic examples of topics that are covered in Cyber Civics. Students can learn from these situations and apply that information to every area of their lives (which is mostly online, for them) – this is what will help them become the digital all-stars of the future! And as a high school educator, I can say emphatically that we NEED more of these digital all-stars.</div><div>We can be ahead of the curve when it comes to teaching kids to be ethical and empowered online, so they’re prepared to take this new wave of technology head on. Teaching kids the skills at the middle school level will greatly advance them as they enter the digital world in a high school setting. </div><div>Or we can just wait and see what they’ll do as they encounter all the challenging, untruthful, and critical information the Internet throws at them. You decide.</div><img src="http://static.wixstatic.com/media/f6bccd_d20a369120b94697a4908ce88ea9476e~mv2.jpg"/><div>Peter joins the Cyber Civics team with experience in both Education as well as Marketing. He received a degree in Communication from the University of Portland with an emphasis in Media and Society. Peter has always had a passion for teaching and working with kids. In 2011 he made the switch from the business sector and has been an Educator at Aliso Niguel High School for the past 5 years. He’s also the Head Coach of both the Boys and Girls Tennis Programs. He resides in San Clemente, CA with his wife and young daughter and sees Cyber Civics as “the perfect fit” for his passions and skill sets.</div></div>]]></content:encoded></item><item><title>Musings on Teaching News Literacy</title><description><![CDATA[Our school has just begun working with the digital literacy curriculum called Cyber Civics. While as a Waldorf school we encourage limits to screen time, especially in the younger years, there’s a wide range among our families as to the use of computers, smart phones, and other devices. In the middle school, most students are using the Internet and social media outside of school. The Cyber Civics website shares a great quote I can relate to:“Our children are growing up on a digital playground,<img src="http://static.wixstatic.com/media/f6bccd_665b9027159749458081dee0014a2945%7Emv2.png/v1/fill/w_319%2Ch_264/f6bccd_665b9027159749458081dee0014a2945%7Emv2.png"/>]]></description><dc:creator>Jenny Helmick, Middle School Writing and Reading Workshop Teacher, Waldorf School at Moraine Farm</dc:creator><link>https://www.cybercivics.com/single-post/2017/01/23/Musings-on-Teaching-News-Literacy</link><guid>https://www.cybercivics.com/single-post/2017/01/23/Musings-on-Teaching-News-Literacy</guid><pubDate>Mon, 23 Jan 2017 22:52:21 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_665b9027159749458081dee0014a2945~mv2.png"/><div>Our school has just begun working with the digital literacy curriculum called Cyber Civics. While as a Waldorf school we encourage limits to screen time, especially in the younger years, there’s a wide range among our families as to the use of computers, smart phones, and other devices. In the middle school, most students are using the Internet and social media outside of school. The Cyber Civics website shares a great quote I can relate to:</div><div>“Our children are growing up on a digital playground, and no one’s on recess duty.” [1]</div><div>So we’re hoping as teachers and parents we can take our heads out of whatever layer of sand we’re in, go out on recess duty together, and give them the adult guidance they need. I was recently asked by a reporter about my experience in teaching news literacy in our middle school. I started reflecting on changes in how I’ve taken students through the process of writing research papers, a big part of which is finding reliable sources on the Internet. I remember introducing a lesson eight or ten years ago by showing students this website on whale watching in the Great Lakes:</div><img src="http://static.wixstatic.com/media/f6bccd_87519e8c43c949e0a6d7f5dab69eedf0~mv2.jpg"/><div>It was a fake site, a joke, but I didn’t tell my students that at first; we looked through it together, with its description of fresh-water whales and photos and testimonials and mugs and t-shirts for sale. I would wait till the first student would say, “Hey, wait a minute, are there really whales in lakes?” And then everyone would think about it and gradually get the joke; it was funny, and I could make the point that anyone could put anything on the Internet, and they do. That was memorable for them. I also remember five years or so ago talking a student out of writing about the first human moon landing as a hoax filmed on a sound stage in New Mexico—he’d read that on the Internet.</div><img src="http://static.wixstatic.com/media/f6bccd_05907b29ada74f1a8424249abff465b4~mv2.png"/><div>But now things have taken a darker turn. Now you have social media being used systematically and deliberately to manipulate people and spread disinformation. For example, not to get too political, but we have powerful people tweeting that climate change is a hoax from China, and that millions of people voted illegally in November, and other stories that are patently false. And kids are probably the biggest consumers and users of social media. So I’ve found I need to be much more direct and cautionary and expose the students at age 13 or 14 to things I wouldn’t have a decade ago. For example, in one of the Cyber Civics lessons in eighth grade, we looked together at a site that is pushing fake news stories. We came on articles saying that the massacre at Sandy Hook Elementary School was a hoax perpetrated to promote gun control. Nothing funny about that. It’s not easy to shock eighth graders, but they were shocked. One student said, “How can they do that to those parents?” I nodded: yes, exactly. I was thankful that his reaction was one of compassion, and that he shared that with the class.</div><div> Of course, fake news is not new, and the groundwork was laid a long time ago for what we’re now experiencing. I recently read that in 2002, in reference to the issue of weapons of mass destruction, an administration official criticized the news media as being part of the “reality-based community.” He said this consisted of people who “believe that solutions emerge from your judicious study of discernible reality.” [2] He explained that this was not how the world worked anymore, that we are an empire and when we act we create our own reality. And we know how that turned out. And there’s the decades-long disinformation campaign about climate change, taking a page from the tobacco industry playbook to convince people that there is a scientific debate about causes and effects. We know how that’s turning out as well.</div><div>It’s not a big leap from all that to today’s “post-fact” world, where scientists are just corrupt eggheads with secret agendas, where people in authority are fine with broadcasting anything, bogus or not, with the tagline “U decide!”</div><div> And our kids, as they use their devices, are in the process of creating their own personal echo chambers with their Facebook &quot;likes&quot; and shares, and the newsfeed on their phones and so on. They’re being encouraged to have instant opinions about everything. As teachers and parents, we need to help them avoid going down that rabbit hole…we need to give them skills to discern what’s reliable and what’s fake, and when they need to know more before making a judgment.</div><div>There are things we can do directly on the topic of news and information literacy, in school and at home. Our eighth grade, for example, definitely cottoned to the Cyber Civics lesson on “C.R.A.P. Detection”: using Howard Rheingold's method of evaluating a website for currency, reliability, authority, and purpose. At our school we put a lot of stock in forming class communities; regular times for sharing and class meetings are a comfortable setting for students to discuss current events, with a teacher’s guidance, and hear a variety of perspectives.</div><div> But I would go further, to say that if we think that the theater of battle in all this is just the Internet or news per se, we will lose. Ultimately, I believe it’s all about how we are or aren’t raising children so that they think for themselves, and care about other people. I think that’s really the theater of the battle.</div><div>First of all, to have a basis for news literacy and learn to think critically, kids need real experiences in the world. You can’t judge what is real if most of your experience is virtual. We need to demonstrate to our kids that the Internet is not the only source of information about the world. We need to tell them stories. We need to encourage them to observe the natural world; visit museums, laboratories, historical sites; interview people who are passionate about their jobs or avocations; talk to older generations who can share life experiences; serve their communities. If they ask you something, don’t just Google it; show them how to dig a little deeper.</div><img src="http://static.wixstatic.com/media/27d523f50e781626c04fc109dd313241.jpg"/><div>And we need to help them learn how to put all the information that’s at their fingertips in a bigger context. For this, they need deep learning about the achievements of humanity, across time, across cultures and nations. They need to actually do science, to work as scientists do, which is not just receiving finished concepts and definitions, but forming questions and testing your ideas by observing real phenomena. They need to understand how things work, especially the technology they use all the time, so they really get that human beings create technology, and that humans get to decide how and when to use technology, and for what purposes. Kids need to know they can control their digital lives. That’s a big part of what we have to teach them and model for them, even knowing they will be using technology in the near future in ways we probably can’t even imagine.</div><div> To learn to think for themselves, kids also need real people they can look up to, who are good and wise people—they need role models. If you haven’t had the security of trusting and looking up to authority figures, like parents and teachers, when you’re young, you can be susceptible to a distorted version of that—authority gets twisted into authoritarianism. Even in adolescence, when kids know everything and seem to reject authority, they are still observing us and listening to us as parents and teachers, more than we realize. That’s one reason it’s so important to put our phones down and pay attention to them and have real conversations, casual or serious, at the dinner table or a class meeting or wherever we can. I remember once when my own daughter was a freshman in college, she called me up—this was back when kids made phone calls—and said “Mom, I just did something you told me never to do.” Oh no, I thought, imagining all the worst possibilities. “I went skydiving!” she said. Now, I don’t remember a skydiving conversation—it was probably an offhand remark—but she clearly did, and considered it in her decision.</div><img src="http://static.wixstatic.com/media/54e5b921fdf54a1db3802e905a8c53f6.jpg"/><div>To discern what is real, kids also need experiences of beauty. This is not just pretty sunsets; it’s experiencing and creating art, music, and literature. This connects them to great human achievements, and they learn to distinguish what is beautiful and what is degrading. As one historian said, “Beauty is but the sensible image of the infinite”—and therefore itself a form or experience of truth. On this topic, it’s well worth consulting John Keats’s “Ode to a Grecian Urn,” which our eighth graders sometimes learn by heart.</div><div> You might notice that I’ve actually been talking about what the ancient philosophers said was the aim of education: upholding truth, goodness, and beauty. This, I believe, is the theater of our battle.</div><div> In sum—if our kids are to avoid the fake news trap, they need adults who are willing to go out on recess duty. They need real people they can look up to, and they need real experiences in the world, as the basis for judging what is true, good, and beautiful.</div><div>Maybe what we need to do, as educators and parents, is declare our membership in the reality-based community, and figure out how to grow that community. Maybe we owe that to our kids, to ourselves, and even to the world.</div><div> [1] Kevin Honeycutt, quoted at http://www.cyberwise.org/what-is-digital-citizenship. [2] quoted in Jonathan Mahler, “Search Party,” New York Times Magazine, January 1, 2017.</div><img src="http://static.wixstatic.com/media/f6bccd_57c4f68a47234c7f8d3e218c894b5575~mv2.png"/><div>Since 2000, Jenny Helmick has taught in various capacities at Waldorf School at Moraine Farm, including English, math and main lessons. She holds a B.A. from Harvard University in Social Studies and an M.S. from Tufts University in Environmental Health/Urban and Environmental Policy and completed the three summer sessions of the Waldorf High School Teacher Training (Life Sciences). Ms. Helmick is also part of an environmental consulting firm, where she specializes in science communication.</div><div>You can reach Jenny at <a href="mailto:jhelmick@waldorfmoraine.org?subject=">jhelmick@waldorfmoraine.org</a>.</div></div>]]></content:encoded></item><item><title>Why Students are Getting &quot;Faked Out&quot; By Fake News</title><description><![CDATA[Media literacy has been at the forefront of the news recently and rightly so. Over the past few months, fake news has infiltrated the media through various outlets, but especially through social media. And who are the biggest users of social media? You’ve got it. Kids. This wouldn’t be a problem if kids knew how to decipher what news is real, and what is not. Unfortunately, it’s not as easy as one would think to peg fake news, especially when we have a President-Elect who not only believes fake<img src="http://static.wixstatic.com/media/f6bccd_03e41afa1b5a4097a2673cfd31a366ab%7Emv2.jpg/v1/fill/w_200%2Ch_280/f6bccd_03e41afa1b5a4097a2673cfd31a366ab%7Emv2.jpg"/>]]></description><dc:creator>Peter Kelley</dc:creator><link>https://www.cybercivics.com/single-post/2016/11/30/Why-Students-are-Getting-Faked-Out-By-Fake-News</link><guid>https://www.cybercivics.com/single-post/2016/11/30/Why-Students-are-Getting-Faked-Out-By-Fake-News</guid><pubDate>Wed, 30 Nov 2016 23:56:46 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_03e41afa1b5a4097a2673cfd31a366ab~mv2.jpg"/><div>Media literacy has been at the forefront of the news recently and rightly so. Over the past few months, fake news has infiltrated the media through various outlets, but especially through social media. And who are the biggest users of social media? You’ve got it. Kids. </div><div>This wouldn’t be a problem if kids knew how to decipher what news is real, and what is not. Unfortunately, it’s not as easy as one would think to peg fake news, especially when we have a President-Elect who not only believes fake news, <a href="http://www.slate.com/blogs/the_slatest/2016/11/28/donald_trump_uses_twitter_to_lie_about_millions_of_illegal_votes_in_election.html">but gives it credibility</a> by either re-tweeting, re-posting, or discussing it publicly. But if kids knew what to look for, how to research it, and how to guarantee its validity – fake news wouldn’t be a problem at all…most of these stories would be laughable to those who are media literate. </div><img src="http://static.wixstatic.com/media/f6bccd_246ce704c91e43f7bc5f4949b13c8ab7~mv2.png"/><div>A <a href="http://www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-finds-students-have-dismaying-inability-to-tell-fake-news-from-real">recent NPR article</a>on this topic notes, “researchers at Stanford's Graduate School of Education have spent more than a year evaluating how well students across the country can evaluate online sources of information.” Their results were described as &quot;dismaying,&quot; &quot;bleak&quot; and &quot;[a] threat to democracy.&quot; </div><div>Frightening and disheartening as it may be, it IS possible to fix this dilemma.</div><div>Adults, and even most college and high school students, weren’t taught media literacy when</div><img src="http://static.wixstatic.com/media/f6bccd_3623f7970b8445d7ae04656f9f091683~mv2.png"/><div>they were younger, so while I’m not giving them a pass, it’s easy to understand how fake news can spread and how some can find ridiculous “news” stories believable.</div><div>In my experience, believe it or not, students want and desire to learn media literacy. Those exposed to media literacy lessons in middle school are amazed when they enter high school by those who have ZERO critical thinking ability when viewing news stories on social media. </div><div>I asked a student at my high school who had taken Media Literacy, Information Literacy, and Digital Citizenship courses in middle school what she thought of her peers being “faked out” by fake news. Her answer isn’t surprising.</div><div>“It’s literally unbelievable to me how out of touch some kids at my school, even my friends, are with reality. I guess I was fortunate to learn about all this stuff in 8th grade.”</div><div>What did she learn? Well among other things, she had a &quot;C.R.A.P. Detection&quot; lesson that was adapted from Howard Rheingold’s book, “<a href="https://www.amazon.com/Net-Smart-Thrive-Online-Press/dp/0262526131">Net Smart: How To Thrive Online.</a>” In it Rheingold states, “The first thing we all need to know about information online is how to detect crap, a technical term used for information tainted by ignorance, inept communication, or deliberate deception.” The objective of <a href="http://www.cyberwise.org/single-post/2015/11/01/Media-Literacy-is-CRAP">this Cyber Civics lesson</a> (and the entire unit) is for students to begin to understand the importance of evaluating, accessing,</div><img src="http://static.wixstatic.com/media/f6bccd_9d6ab8b8be7049f4a8be50f8dc851a41~mv2.png"/><div>analyzing, and creating media in a variety of forms.</div><div>Why is it not a mandate for all schools to teach media literacy? Sounds like a no-brainer to this teacher. As the Stanford Graduate School study puts it – how students are currently evaluating online information is a “threat to our democracy”</div><div>What You Can Do</div><div>Promote media literacy curriculum to your local schools, check out Cyber Civics.</div><div>Visit the <a href="https://namle.net">NAMLE</a> (National Association for Media Literacy Education) website, and either join (it's free) or donate today.</div><div>Support the work of <a href="http://medialiteracynow.org">Media Literacy Now</a>.</div><div>Check out Howard Rheingold's <a href="https://docs.google.com/document/d/163G79vq-mFWjIqMb9AzYGbr5Y8YMGcpbSzJRutO8tpw/edit">amazing collection of C.R.A.P. Detection resources</a>. (Thank you Amy Jussel of <a href="http://www.shapingyouth.org">Shaping Youth</a> for this tip!).</div><div>Simply put your own critical thinking hats on when viewing news to stop the problem of fake news where it begins.</div><img src="http://static.wixstatic.com/media/f6bccd_d20a369120b94697a4908ce88ea9476e~mv2.jpg"/><div>Peter joins the Cyber Civics team with experience in both Education as well as Marketing. He received a degree in Communication from the University of Portland with an emphasis in Media and Society. Peter has always had a passion for teaching and working with kids. In 2011 he made the switch from the business sector and has been an Educator at Aliso Niguel High School for the past 5 years. He’s also the Head Coach of both the Boys and Girls Tennis Programs. He resides in San Clemente, CA with his wife and young daughter and sees Cyber Civics as “the perfect fit” for his passions and skill sets.</div></div>]]></content:encoded></item><item><title>Cyber Civics Offers Lessons Essential to Future Voters</title><description><![CDATA[How to talk to kids about this presidential election is big news (a Google search for this topic yielded 3,650,000 results). Certainly this is important, but personally I’m tired of talking to anybody about this election and more interested in turning the event into one big fat teachable moment that will help these future voters. The past 18 months have vividly demonstrated the pivotal role that media, in all its forms, plays in both shaping public opinion and driving citizens apart from one<img src="http://static.wixstatic.com/media/f6bccd_4c3200f463ca49ed8a54c7d71b6023dc%7Emv2.jpg"/>]]></description><dc:creator>Diana Graber (cross-posted in The Huffington Post)</dc:creator><link>https://www.cybercivics.com/single-post/2013/05/01/Cyber-Civics-Offers-Lessons-Essential-to-Future-Voters</link><guid>https://www.cybercivics.com/single-post/2013/05/01/Cyber-Civics-Offers-Lessons-Essential-to-Future-Voters</guid><pubDate>Wed, 23 Nov 2016 18:06:40 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/f6bccd_4c3200f463ca49ed8a54c7d71b6023dc~mv2.jpg"/><div>How to talk to kids about this presidential election is big news (a Google search for this topic yielded 3,650,000 results). Certainly this is important, but personally I’m tired of talking to anybody about this election and more interested in turning the event into one big fat teachable moment that will help these future voters. The past 18 months have vividly demonstrated the pivotal role that media, in all its forms, plays in both shaping public opinion and driving citizens apart from one another. According to <a href="http://www.journalism.org/2016/05/26/news-use-across-social-media-platforms-2016/">Pew Research Center,</a> a majority of U.S. adults—62%—get their news via social media, filling a void left by fewer and fewer newspapers where real editors check for quaint items like facts and truth. In addition to being fed a media diet that includes a generous helping of bull, our consumption is further distorted by social media that largely reinforces our existing worldviews, which is why so many woke up scratching their heads last Wednesday morning. While it’s convenient to blame Mark Zuckerberg for this phenomenon, the truth is we should be smarter about how today’s “media” works, otherwise we find ourselves in a connected world that’s more disconnected than ever. That’s why students need and deserve a relevant civics education that teaches them how citizenship and government is influenced by “media” they will increasingly make and share. Here’s what future voters should know:Future Voters Should Know That With Rights Come Responsibilities. While the First Amendment grants citizens the right to freedom of speech, today more than ever it is important for students to understand that with this right comes a tremendous responsibility. That’s because when we “speak” on social media we potentially reach and influence large invisible audiences. For example, just this week <a href="http://nymag.com/thecut/2016/11/west-virginia-officials-called-michelle-obama-ape-in-heels.html">a woman in West Virginia</a>referred to Michelle Obama as “an ape in heels” in a Facebook post that quickly spread across the U.S. and to international media outlets. While the author of the post did apologize, the Internet was not so forgiving. An online petition was quickly circulated and the woman (plus the local mayor who responded favorably to the post) both lost their jobs. This incident provides an excellent example of how important it is to teach students about the responsibility that accompanies the right to free speech.</div><img src="http://static.wixstatic.com/media/f6bccd_1092a87e7e6d476ea74750b2f586c73d~mv2.png"/><div>Future Voters Must Learn “Media Literacy” Skills (this is the ability to be a critical media consumer and producer). In Education Week’s “<a href="http://blogs.edweek.org/edweek/edtechresearcher/2016/11/3_critical_competencies_for_the_future_-_preparing_students_to_thrive_in_2020.html">3 Critical Competencies for the Future - Preparing Students to Thrive in 2020</a>,” author Beth Holland identifies “media literacy” as the first of three critical competencies imperative to a student’s future success. Holland writes,</div><div>LIVE video and social media dominated this election. It turned every citizen into an unfiltered, un-fact-checked reporter of political events. Combined with Twitter, Facebook, Snapchat, blogs, and even the major media outlets, technology presented a plethora of biased - and unbiased - views that had neither editing nor filtering. This phenomenon gave us an Internet littered with fake news.</div><div> Even though Facebook and Google <a href="http://www.nbcnews.com/tech/tech-news/facebook-google-crack-down-fake-news-advertising-n684101">announced</a> they will be cracking down on fake news, Internet users still need to know how to detect and ignore misinformation should they encounter it. This is harder to do than it sounds. For example, this past summer a website that looks entirely legitimate upon first blush—WTOE 5 News—posted that “news outlets around the world” were reporting that Pope Francis endorsed Donald Trump for president. I remember seeing this headline in my own Facebook feed and would have believed it had I not been teaching <a href="http://ikeepsafe.org/educational-issues/a-lesson-in-crap-detection/">C.R.A.P. Detection</a> lessons to 8th graders for the past seven years. A media literate citizen would know, with a little digging, that WTOE 5 News is actually a fake news site masquerading as local television news outlet. Kids equipped with news filtering skills will be less likely to fall prey to bogus information like this—and that will be good for all of us.</div><img src="http://static.wixstatic.com/media/f6bccd_665b9027159749458081dee0014a2945~mv2.png"/><div>Future Voters Should Understand How “Filter Bubbles” and “Echo Chambers” Work. News and information today is served up to us via social media networks, websites, apps, and more that use algorithms to customize our online experience to our own liking. Because this is still a relatively new thing, “filter bubbles” or “echo chambers” can creep up on unsuspecting Internet users. StoryDisruptive’s Lara Hoefs explains this in “<a href="http://storydisruptive.com">Why the Election Results Shocked Us: Our Blue and Red Bubbles</a>,”</div><div> The media landscape which we live in today has created a perfect storm where we all have got lost in either our progressive blue or conservative red filter bubbles. Within each of our bubbles, we not only heard only the things we wanted to hear, but we also shut out what was happening within the opposing bubbles.</div><div> It is vital for young Internet users to understand how filter bubbles happen in the first place. They need to know how their online behaviors help create these bubbles via the personal information they provide, the friends and followers they choose and the ones they block. They should know that bubbles are further influenced by click behaviors, location, search history, even “likes” and “shares,” and that all these seemingly innocent actions shape what media serves back. Having this knowledge from the moment they start using the Internet can empower young people to be more proactive in keeping themselves out of these insular bubbles in the first place. Who knows, they may even create better algorithms in the future.That’s Not All There are so many more lessons essential to educating a democratic electorate influenced by its media—that it’s hard to know where to start, but here is a partial list:</div><div>Recognizing “click bait”Knowing how “data mining” worksIdentifying stereotypes in mediaUnderstanding how images are “photoshopped” or manipulatedRecognizing “ads” embedded in news feeds and in search results</div><div> Last year, while teaching one of these lessons, I overheard a girl in my class asking another why they had “Algebra” five days per week and “Cyber Civics” only once. “I’ll use these lessons,” she said, “way more.”So What Can YOU Do?</div><div><div>Advocate for modern day “civics” to be taught in your school. This includes lessons on media literacy.</div>Remember, every “like” or “share” in social media is akin to a “vote.” Be a responsible citizen and check your sources. Know that your online behaviors shape the information you get. Educate yourself and then explain this to your kids.<div>Comedian John Oliver <a href="https://www.youtube.com/watch?v=-rSDUsMwakI">talks about media literacy in this video</a> (at 9:55). At the end he issues a call to support non-profit organizations whose work is timely and critical. Here are two he missed: The National Association For Media Literacy Education (<a href="https://namle.net">NAMLE</a>) and <a href="http://medialiteracynow.org">Media Literacy Now</a>. Both are headed by passionate leaders who work tirelessly advocating for lessons that teach students to be excellent media consumers and producers. Please help support their work.</div></div><iframe src="https://www.youtube.com/embed/pS9FervPq9M"/></div>]]></content:encoded></item><item><title>Cyber Civics for Your School?</title><description><![CDATA[A kinder, safer Internet isn't just good for kids, it's good for all of us.<img src="http://img.youtube.com/vi/G85BZTA8Mls/mqdefault.jpg"/>]]></description><dc:creator>Cyber Civics</dc:creator><link>https://www.cybercivics.com/single-post/2016/11/10/Cyber-Civics-for-Your-School</link><guid>https://www.cybercivics.com/single-post/2016/11/10/Cyber-Civics-for-Your-School</guid><pubDate>Thu, 10 Nov 2016 10:58:00 +0000</pubDate><content:encoded><![CDATA[<div><div>A kinder, safer Internet isn't just good for kids, it's good for all of us.</div><iframe src="https://www.youtube.com/embed/G85BZTA8Mls"/></div>]]></content:encoded></item><item><title>Social Media and High School Students: Will They Ever Learn?</title><description><![CDATA[This first-hand account of the secret digital lives of high school students comes from Cyber Civics team member Peter Kelley, who is a former high school English teacher and current high school coach. There’s an urgent and growing need to equip middle school students with the skills to become ethical, knowledgeable and empowered digital citizens. Every competent mind is able to comprehend this….especially high school students! Having been a high school teacher and coach for the past five years,<img src="http://static.wixstatic.com/media/e59f258576ac742c93b52d36f9bf61e7.jpg"/>]]></description><dc:creator>Peter Kelley</dc:creator><link>https://www.cybercivics.com/single-post/2016/10/20/Social-Media-and-High-School-Students-Will-They-Ever-Learn</link><guid>https://www.cybercivics.com/single-post/2016/10/20/Social-Media-and-High-School-Students-Will-They-Ever-Learn</guid><pubDate>Thu, 20 Oct 2016 09:57:00 +0000</pubDate><content:encoded><![CDATA[<div><img src="http://static.wixstatic.com/media/e59f258576ac742c93b52d36f9bf61e7.jpg"/><div>This first-hand account of the secret digital lives of high school students comes from Cyber Civics team member Peter Kelley, who is a former high school English teacher and current high school coach. There’s an urgent and growing need to equip middle school students with the skills to become ethical, knowledgeable and empowered digital citizens. Every competent mind is able to comprehend this….especially high school students! Having been a high school teacher and coach for the past five years, I’ve (over)heard firsthand how damaging the effects of “digital incidents” can be on students. My curiosity, along with my first introduction to Cyber Civics™—the innovative middle school digital citizenship and literacy program—urged me to investigate further. So I questioned 30 of my</div><img src="http://static.wixstatic.com/media/f6bccd_210e131f606c42b6811f96e969325a70~mv2.png"/><div>students about whether they felt courses in digital literacy and citizenship in middle school would have been helpful in preparing them for their “digital life” in a high school setting. A resounding 30 for 30 said YES! When asked if a digital literacy program in middle school would prevent future “digital incidents” in high school….30 out of 30 said an absolute YES! Not too surprising if you think about it though. Shelley Glaze, Educational Director at Journey School – a K-8 school in Aliso Viejo, California says, “Immediately following the inception of Cyber Civics at our school, there were fewer problems from social media and cyberbullying, and now they are virtually non-existent. The lessons speak to the 21st century learner. Since the lessons are constantly evolving, they remain current and relevant.” I asked a recent graduate from Journey School, who went through all three years of Cyber Civics, how he felt about the program and if he felt empowered moving into a high school setting with the proper skills and knowledge of digital literacy. His response was, “What I appreciated most about the classes is that lessons are not just applicable to the digital world, but to real life everyday situations as well. Yes, I do feel empowered and ready for high school.”</div><img src="http://static.wixstatic.com/media/f6bccd_e94f816617414b0aa3050f8cd89f34f3~mv2.png"/><div>Another graduate of the Cyber Civics program said, “A lot of high school kids—girls especially—post underwear and bikini shots. That’s not going to look very good for them later in life. They just don’t think about it. I think the regular high school kid isn’t ready for the backlash of social media because they didn’t talk about it like I did in middle school.” Social media runs rampant throughout most every high school. It can be used for good, of course—my high school <a href="http://abc7.com/society/aliso-viejo-school-bans-macklemore-students-fight-back/1031804/">gained national media attention</a> last year when it protested school administration for taking away a prize of $10,000 for the music department and an on-campus appearance from musical artist Macklemore. A petition to reverse the decision on change.org was posted at 8 p.m. on a Monday and had garnered 6,067 signatures by Tuesday morning. Word spread of the petition mostly through social media and by Tuesday afternoon the school reversed its decision. But the bad and ugly side of social media in high school comes out in the forms of sexting, cyberbullying and addiction.</div><img src="http://static.wixstatic.com/media/f6bccd_0f374e8ab6b1470092f4d9d41e1c4e5a.png"/><div>A large takeaway from speaking with my students is they felt those with less face-to-face interaction and less self-awareness were more prone to behave poorly on social media sites. Cyber Civics solves this problem by emphasizing critical thinking, ethical discussion and decision making about digital media issues...through in-person role-play, hands-on projects, and problem solving tasks.  So, will high school students ever learn how to behave appropriately while using social media? Not if they look to some celebrities or other “active” social media users who are considered role models (Think Trump, Kardashians, or most recently <a href="http://www.nydailynews.com/entertainment/gossip/dani-mathers-suspended-job-sharing-naked-photo-article-1.2712853">Dani Mathers</a>). But if the foundation to educate them begins at age 12 (when their brain is able to truly and ethically reason), and builds year to year on that foundational knowledge….there is hope. It’s not going to be a one stop or one lesson fix to a gigantic problem. One movie, or one presentation is not going to engrain the importance of becoming empowered digital citizens into middle and high school kids. The mindset will not be changed overnight. Kids need to think critically about how social media use can be powerful, not destructive. A place to connect, not disconnect. And a place to learn and become an empowered digital citizen, not a reckless one.  From a high school educator’s perspective, it’s very promising there’s a perfect program that fits the needs to equip students with these vital “real life” and “digital life” skills.</div><img src="http://static.wixstatic.com/media/f6bccd_d20a369120b94697a4908ce88ea9476e~mv2.jpg"/><div>Peter joins the Cyber Civics team with experience in both Education as well as Marketing. He received a degree in Communication from the University of Portland with an emphasis in Media and Society. Peter has always had a passion for teaching and working with kids. In 2011 he made the switch from the business sector and has been an Educator at Aliso Niguel High School for the past 5 years. He’s also the Head Coach of both the Boys and Girls Tennis Programs. He resides in San Clemente, CA with his wife and young daughter and sees Cyber Civics as “the perfect fit” for his passions and skill sets.</div></div>]]></content:encoded></item></channel></rss>