Like any behaviours that teachers want to instill in their students, the expectations for behaviours need to be laid out at the beginning of the year. Within the first week of school, students engage in a lesson about the acceptable use policy. They are then expected to take a copy home, sign it and review it with their parents before returning it. All students in the Primary school begin with this routine. From there, it is easy to reference back to as the students begin to do activities. Teachers must be fully versed in the acceptable use policy as well and hold their students to this standard. Our acceptable use policy is quite thorough for students and focuses on the following topics: respectful, responsibility, care for devices, privacy, accessing appropriate information, referencing, discipline and social media (Chatsworth, 2015).

Another important aspect of teaching students about digital citizenship is actually modelling it as a teacher. It is extremely frustrating as a education technology coach when teachers ask me how to do things that are illegal, not aligned with our acceptable use policy or incorrectly. If teachers do not model how to be a good digital citizen, how can we expect our students to? As teachers, we should be showing students how to engage appropriately with emails, citing our work and referencing images in presentations. We need to be leading the way when our students turn to use for the standard. One way I have done this is set up an email writing programme in the past where students email me each week and I respond with an email. From this, students understand the format of an email, appropriate email communication all while building their written communication skills and rapport with the teacher.

Digital citizenship should be embedded into the curriculum and not taught in isolation. Students need to make meaning of it by connecting it to real life experiences inside and outside of the classroom. The Year 6 students are currently doing their puberty unit and learning about body image. This also translate into their online image and how they see themselves.  The teachers and students are having conversations about the impact of media and social media on their views of themselves and the images they also share. They are also discussing how to communicate appropriately on social media platforms. These topics are completely integrated, giving students context for the topics. 

There are also those times when teachable moments arise. Perhaps someone posts something inappropriately online or you see another student properly reference images. These are great conversations to have in the moment even though they weren't planned. When questions come up from students about something online, you shouldn't shy away from it but rather support the student's inquiry and help build their digital citizenship schema.

One of the other things as an educator I need to be cognizant about is that educating a child is a partnership between the school and home. This is why we also need to educate our parent community. When I was a homeroom teacher, I made sure that my class parents were informed regularly about what we were doing in our classroom, the technologies we were using and conversation starters they could have with their children. As an education technology coach, I work with members of our leadership team to develop and conduct parent sessions related to their child's technology use. We also have an open door policy for parents to drop in and ask questions whenever they need to.
Educating our students to become good digital citizens is not an easy task and not a task that can be accomplished in a year. It requires the whole school to approach digital citizenship as the way of moving forward. Currently our school is looking to build a digital citizenship curriculum that is integrated into various units from kindergarten to Year 13. Together with a whole school approach, we can work to support and model good digital etiquette for our students to follow.

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References
Chatsworth International School. (2015). Acceptable Use Policy - Chatsworth Group of Schools [internal document]. 

Most days I come to work with a plan of what’s to come. Yet somehow it never happens - in the best way possible. So many days my students railroad my plans with THEIRS - and it is quite frankly what I love most.

Take today for example. I sat down in my classroom around 11am with my students all ready to share our summative assessment task for our How We Organise Ourselves unit about Food Systems. Simply put, the task was to create a recipe using procedural writing for a cookbook and provide a detailed rationale for the meal and choices of ingredients based on what they know. They were to demonstrate their knowledge as a consumer and document the reasoning behind their choices. We had thought they could then make and share their recipes one day in class. A good idea that has simply inspired the 'want to get started NOW', when I hadn’t planned on it until early-mid next week.

I had only got out that we were going to create recipes when the ideas came spewing from their mouths. Of cours,e they wanted to invite their parents first and foremost. Ever since we first invited our parents to our end of unit celebration for our first unit, my students have found sharing their work with their parents to be one of their top priorities forthe following units. Many teachers struggle to build that connection to home but when students are proud of their hard work they want to share it with an audience that is meaningful - who better than their parents.

My class also likes to create an atmosphere and experience for their parents when they share their work. Then they decided they wanted to make food stalls where they would offer samples to their guests. The idea of a market was a highly popular idea. Each booth could have a name and a display of some sort about their meal. They want to create a class menu for their parents with a map of the food market so parents could easily decide what they wanted to try and where they could find it. At the booths, the displays could display videos of how to cooking shows or commercials, animations or other ways of demonstrating their understanding.

One of my favourite ideas was the idea of connecting it to our new math unit about data handling. We had ONLY started the unit the period before and already they were thinking that they could have parents complete a survey to show their rating of the dish on a 1-5 scale for overall appeal, I had a student even asking me how we could use technology to create graphs so when the survey was being done it could be updated in real time.Once they gathered their data, after the market they could graph their individual data and then compare their findings with the other dishes in the class to see how their dishes rated compared to others. There was also talk about using a survey to help them decide which dish they wanted to create to begin with. If they surveyed the type of dish people liked or the flavours that were most popular or the cuisine people liked most first, then they could use that data in deciding which meal they wanted to prepare for the market. I was surprised and amazed to hear these students creating their own transdisciplinary experiences and wanting to use math in a meaningful real life context.

One thing I have learned is to let them go with it because as a class, they just build upon each others’ ideas ata rapid pace. It’s definitely part of their learning during our design thinking studies in our inventions unit and they’ve just taken off with it. It was hard to not adding my own ideas, but making it all about them is what it NEEDS to be.

I can’t even count the number of times this happens any more whether it’s redesigning our class website, creating and leading their own lessons, planning an assembly and parent classroom experience,  taking a small homework assignment and turning it into a full exhibition or changing any other lesson, assignment or summative task on the fly. They make it their own and they make it better than anything I would have planned on my own. They take their learning into their own hands and they make me a better teacher. But at the end of the day, they teach me more than I teach them and that, I can’t be more thankful for.