This website created by Common Sense organisation contains a range of resources for teaching digital citizenship to students of a range of ages and levels. The resources are organised based on the following educational levels:
The resources range from videos, to presentation slides, customisable resources as well as bilingual material. So if you are a teacher or parent you can explore the various resources to see what is relevant for your students or children’s needs.
This resource is a video lecture where the researchers Liisa Ilomäki and Minna Lakkala from the University of Helsinki introduce the Critical Digital Literacies framework that has been developed in the context of the DETECT project. The length of the video is 9.27 minutes.
Digital competence, Digital literacies, Critical digital literacies
The presentation introduces the subject of social media use and well-being. There are questions to be discussed with the students, such as: How do you use social media? Why do you use social media? How often do you comment on posts on social media? What kind of photos or other pictures do you use on social media? The purpose of the presentation is to evoke a student’s thinking about her or his own use of social media
social media, well-being
Media, Literacy
text | video | image
text: presentation
PPt
Arja Kangasharju and Toni Rantaniitty
Attribution – Only noncommercial uses – Share Alike (CC BY-NC-SA)
Digital technologies make it possible to improve and facilitate our daily and professional tasks. The situation of the covid-19 pandemic has accelerated the intensification of the use of online communication tools promoting an increase in the digitization of the population and with it the need to train to optimize more and better the possibilities that we they offer these communication tools.
This resource is a guide that intended mainly for teachers who work online and choose to do so in a cooperative manner. In any case, it may be used to foster strategies for teaching-related teamwork.
Online collaboration, digital competences, virtual environment, online teamwork, group tasks, virtual cooperation, Virtual Communication, asynchronous teaching, Cooperation,
Indicate the pedagogical/teaching methods characterizing the unit (you may indicate more than one technique) □ Direct teaching (e.g. teacher giving a lecture to introduce key concepts) □ Modeling (e.g. thinking aloud technique based on teacher shaping conceptual reasoning) □ Discussion (e.g. students engaged in an open debate on a certain topic) □ Group work (e.g., students working in small group to pursue a common objective) □ Role play/Simulation (e.g. students interpreting a role in a given situation) X Project work (e.g., students working in small group to develop a project) X Problem finding/solving (e.g., students discovering problems and/or exploring possible solutions) □ Brainstorming (e.g. students engaged in process of generation of ideas) □ Case study (e.g. students involved in case analysis)
Specify the (self-)evaluation strategy to assess learning results (you may indicate more than one technique) □ Formative evaluation (i.e. feedback provided during the process) □ Final evaluation (e.g. using a rubric to evaluate students’ final media products) X Self-evaluation (e.g. students self-evaluate their products) □ Peer evaluation (e.g. mutual evaluation among students)
