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Digital citizenship and social responsibility
Quiz by Karoline Reda
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​1-As a digital citizen we have ....and responsibilitiesÂ
rights
tasks
roles
missions
1-As a digital citizen we have ....and responsibilitiesÂ
2-we shouldn't spread......informationÂ
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Digital citizenship is divided into ………………………… . [2024 القديمة مصر[ a. rights b. resposibilities c. a and b d. none of them 2 Digital citizenship means you have rights, such as your ………………………… . a. privacy b. location c. keyboard d. piracy ]القاهرة - عين شمس 2024[ ]اإلسكندرية - العجمي 2023[ 3  Respecting others' privacy is one of your ………………………… as a digital [الجيزة - 6 أكتوبر 2024] .citizen a. rights b. responsibilities c. piracy d. credibility 4  The ability to engage with others online is one of your ………………………… as a digital citizen. a. responsibilities b. rights c. privacy d. security 5 One of the responsibilities you have as a digital citizen is to ………………………… . a. ensure safe sharing online b. respect various sources c. a and b d. none of the previous 6 One of the rights of a digital citizen is the ……… . [2024 شرق نصر مدينة - القاهرة[ a. privacy b. protection from piracy c. ability to engage with others online d. all of them 7 You can access information online as this is one of your ………………………… as a digital citizen. a. responsibilities b. rights c. privacy d. a and b 8 Expressing your opinion in a ………………………… is a social responsibility. a. positive way b. negative way c. a and b d. neither a or b [القليوبية 2024] 9 One of the ways to respect online sources is to ………………………… them. a. ignore b. credit c. download d. hackEmpowerment Technologies: Navigating the Digital World I. Introduction to ICT (Information and Communication Technology) • Definition and Importance of ICT in daily life, education, and business • Evolution from Web 1.0 (static web) to Web 2.0 (interactive and collaborative web) • Examples of ICT tools: computers, smartphones, cloud apps, internet ________________________________________ II. Web 2.0 and Online Platforms • Features of Web 2.0: user-generated content, social media, blogs, wikis • Difference between Web 1.0, Web 2.0, and Web 3.0 (basic intro) • Examples: Facebook, YouTube, Google Docs, Wikipedia ________________________________________ III. Online Etiquette and Digital Citizenship • Netiquette: responsible behavior online o Be respectful and polite in digital communication o Avoid flaming, spamming, and trolling • Importance of digital footprint and online reputation ________________________________________ IV. Online Safety, Security, and Privacy • Cyber threats: phishing, malware, identity theft • Tips to stay safe online: o Use strong passwords o Avoid clicking suspicious links or emails o Enable privacy settings on social platforms • Digital addiction: recognizing and managing screen time ________________________________________ V. Productivity Tools and Applications • Common productivity software: o Word processors: MS Word, Google Docs o Spreadsheets: MS Excel, Google Sheets o Presentation tools: MS PowerPoint, Canva, Google Slides • Cloud computing: accessing tools and files via the internet (e.g., Google Drive) ________________________________________ VI. Open-Source and Licensing • Understanding open-source software: free to use, modify, and distribute o Examples: LibreOffice, GIMP, Moodle • Creative Commons licenses: o Allows creators to share work legally o Different license types (BY, SA, NC, ND) ________________________________________ VII. The Digital Divide • Definition: the gap between individuals who have access to technology and those who do not • Causes: economic status, geography, infrastructure • Importance of digital literacy and inclusionTPE 3: Understanding and Organizing Subject Matter for Student Learning Elements: Mild to Moderate Support Candidates will: U3.1 Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks. U3.2 Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter and make accommodations and/or modifications as needed to promote student access to the curriculum. U3.3 Plan, design, implement, and monitor instruction consistent with current subjectspecific pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline.1 U3.4 Individually and through consultation and collaboration with other educators and members of the larger school community, plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students to demonstrate their knowledge. U3.5 Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment. U3.6 Use and adapt resources, standards-aligned instructional materials, and a range of technology, including assistive technology, to facilitate students' equitable access to the curriculum. U3.7 Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining Internet security. U.3.8 Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized educational technology standards. MM3.1 Effectively adapt, modify, accommodate, and/or differentiate the instruction of students with identified disabilities in order to facilitate access to the Least Restrictive Environment (LRE). MM3.2 Demonstrate knowledge of disabilities and their effects on learning, skills development, social-emotional development, mental health, and behavior, and how to access and use related services and additional supports to organize and support effective instruction. MM3.3 Demonstrate knowledge of atypical development associated with various disabilities and risk conditions (e.g. orthopedic impairment, autism spectrum disorders, cerebral palsy), as well as resilience and protective factors (e.g. attachment, temperament), and their implications for learning. Digital Citizenship and Online Safety Review Digital Citizenship and the South African ConstitutionDigital Citizenship and Productivity Software Applications / Tools for Teaching and LearningQuiz: Digital Citizenship and Online SafetyQuiz Digital Citizenship and Online Safety