What is digital citizenship?

Being responsible and ethical when using technology

Why is it important to be a good digital citizen?

To protect yourself and others online

What information should you NOT share online?

Your full name, address, and phone number

Why is it important to fact-check information before sharing it online?

To increase your number of followers

What is the best way to respond to a message from a stranger online?

Ignore it and tell a trusted adult

Invite them to play your favorite game online

Respond and give them your personal information

What kind of content should you avoid sharing online?

Inappropriate or explicit content

Positive and uplifting messages

Helpful tips on a school project

Why is it important to have strong passwords?

To protect your accounts from being hacked

To make your device more colorful

What is the most important rule to follow when communicating with others online?

Treat others how you want to be treated

Ignore others and do what you want

Lie and pretend to be someone else

Post mean comments and spread rumors

What is the meaning of the term 'digital footprint'?

The trail of information that you leave online

A high-tech way to measure your feet

A new dance craze on social media

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12. Demonstrate appropriate digital citizenship through safe, ethical, and legal use of technology systems and digital content. a. Explain consequences of inappropriate, illegal, and unethical use of technology systems and digital content. Examples: cyberbullying, plagiarism, phishing, hoaxes, impersonation, baiting, spoofing, inappropriate sexual communications b. Gather, evaluate, and share information about copyright laws and policies regarding ownership and use of digital content. c. Explain the implications of creating and maintaining a positive digital footprint. d. Critique Internet and digital information for validity, reliability, accuracy, bias, and current relevance. e. Cite sources of digital content using a style manual. Examples: Modern Language Association (MLA), American Psychological Association (APA)

TPE 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.

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