Digital Wellness: Helping Students Build Healthy Digital Habits

October 28, 2025October 27, 2025Dr. Rachelle Dené Poth Leave a comment

Digital Citizenship Week has often served as a starting point for conversations about safety, ethics, and responsible online engagement with others and with content. But an equally vital component, often overlooked, is digital wellness. Digital wellness refers to how technology impacts our emotional, social, and mental well-being. If digital citizenship is focused on how we act and interact online, then digital wellness is how we feel, think, and show up online.

With so much technology in our classrooms today, educators are no longer just teaching academic content. Now, they are guiding students through a new terrain of constant connectivity, algorithm-driven attention, and shaping their digital identities. Digital wellness offers a framework that can help students build balance, boundaries, and agency as they develop technology skills. It leads them to understand how tech supports, rather than replaces, their growth.

What Is Digital Wellness?

Digital wellness refers to the intentional and healthy use of technology in ways that support:

Emotional resilience
Focus and attention
Healthy relationships
Digital boundaries and self-regulation
Positive identity-building
Offline/online balance
Safe and restorative digital habits

Wellness is not about restricting technology; it’s about using it wisely and reflectively—something the ISTE Standards for Students emphasize under Digital Citizen (2a, 2b) and Empowered Learner (1c, 1d). Students need to understand how to leverage technology safely, ethically, and responsibly. Removing it completely is not the answer; they need guidance.

Why Students Need Digital Wellness Instruction

Students today are processing information faster than they can understand it emotionally. Many may experience:

Notification fatigue
Fear of missing out (FOMO)
Stress from “performing” online
Comparison culture
Late-night “doom” scrolling and sleep disruption
“Always on” communication pressure

When students learn mindful tech use, they gain emotional space for creativity, deep thinking, and well-being. Educators have a powerful role in helping students recognize how tech makes them feel, rather than just how to use it.

Classroom Activities for Teaching Digital Wellness (K–12)

These practices work during Digital Citizenship Week—or anytime you want to promote balance and meaningful tech habits.

ELEMENTARY (K–5)

1. “Feelings Before Screens” Routine (5 minutes)
Before using a device, students pause, breathe, and choose a feeling icon (happy, calm, tired, frustrated). After the activity, they reflect: “Do I feel better, the same, or worse?”
Purpose: Builds self-awareness + emotional literacy.

2. Tech vs. Together Time Sorting Game
Students sort cards showing daily activities—reading, gaming, playground time, FaceTime with a grandparent—into “screen” and “people” columns to discuss balance.
Purpose: Helps visualize healthy habits.

3. Brain Breaks for “Resetting”
Before transitions, practice 30–60 second mindfulness (breathing, quiet reflection, stretching).
Purpose: Digital stamina + self-regulation.

MIDDLE SCHOOL (6–8)

1. Attention Audit
Students list apps they check most often, rating how each one affects:
✅ mood
✅ focus
✅ relationships
✅ time
Discuss patterns: “Which apps energize you? Which drain you?”
ISTE Link: 1d Empowered Learner (setting personal learning goals).

2. The “Invisible Pressure” Conversation
Students anonymously answer: “What is something online that stresses you out?” Afterward, compare results to normalize healthy boundaries.
Well-being Lens: Emotional honesty builds agency.

3. Tech-Time Menu
Students design a personal plan using categories like “learning time,” “friends/social,” “rest time,” and “offline time.”
Purpose: Helps students self-regulate instead of default scrolling.

HIGH SCHOOL (9–12)

1. Digital Identity & Emotional Health Reflection
Students respond to prompts such as:

Who am I online vs. offline—and how does it differ? Why?
What parts of my persona do I curate, hide, or amplify digitally?
This can bridge into healthy identity development.

2. “Attention Economics” Mini-Lesson
Teach students how platforms are intentionally designed to capture attention—streaks, infinite scroll, push alerts. I love to consider this question:
“If the product is free, what is being sold?” And the answer is often…our information.

3. Building a “Wellness Contract With Myself”
Students set personal wellness boundaries:

No doom-scrolling after midnight
Screens stay off during meals
Push notifications removed for nonessential apps
Reflex check: “Why am I opening this?”

This shifts digital wellness from theory into habits.

Digital Wellness Through the ISTE Lens

The ISTE Standards help frame wellness as a skill rather than a rule:

ISTE Standard	Digital Wellness Skill
1d Empowered Learner	Self-monitoring tech use
2b Digital Citizen	Managing digital identity & reputation
3a Knowledge Constructor	Distinguishing distraction from meaningful use
7a Global Collaborator	Respecting others’ digital well-being

Digital wellness is not a side lesson—it fits into what ISTE calls “responsible, ethical, and healthy learner agency.”

Daily Mini-Practices Teachers Can Use Immediately

These require no prep and can be layered into any class.

Strategy	What It Looks Like
Mindful Start	A 60-second pause before screens come out
Offline First	Think → speak → write → then tech
Tech + Talk	Every digital activity paired with peer discussion
App Impact Check	“How did this tech help your learning today?”
Micro-reflections	Quick exit tickets on wellness or focus level

Sample Prompts for Student Reflection

“Does this tool help you feel more connected or more overwhelmed?”
“When do you feel most in control of your technology use?”
“What’s one boundary you wish you could set but haven’t yet?”
“Where in your life could less screen time give you more peace?”

Partnering With Families

Home behaviors shape wellness as much as school experiences. Consider:
✅ Family Tech Talk Night
✅ One-page wellness guide in multiple languages
✅ Conversation starters (“when does tech feel too loud?”)
✅ Shared “screen-free zones” (dinner, car rides, bedtime)

When adults model healthy balance, students internalize it.

Shifting from One Week to a Wellness Culture

Digital wellness is not a unit—it is a skill for life. Schools can deepen impact by:

Including wellness language in advisory / SEL time
Embedding digital balance into classroom norms
Modeling tech off-ramps, not just on-ramps
Celebrating offline creativity with as much enthusiasm as digital work
Using AI thoughtfully—slowing down for reflective thinking

Digital wellness is really about helping students feel grounded, connected, and emotionally safe in digital spaces. When we teach students not just how to use technology but when to pause, reflect, and choose intentionally, we prepare them for a world where their humanity is not overshadowed by the pace of innovation.

About Rachelle

Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, with a research focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.

Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Bluesky, Instagram, and X at @Rdene915

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

************ Also, check out my THRIVEinEDU Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here.

Celebrating Digital Citizenship Week with Purpose

October 21, 2025October 19, 2025Dr. Rachelle Dené Poth Leave a comment

Every October, schools around the world celebrate Digital Citizenship Week, a time to focus on educating others on how to engage responsibly, safely, and ethically in digital spaces. This week, events are happening to bring greater awareness to the importance of digital citizenship. There are activities and webinars provided by Common Sense and other organizations with resources for schools. However, we need to focus on it throughout the year. Digital citizenship has become an essential life skill. It is how we understand the connection between technology, ethics, communication, and well-being. Preparing students means helping them understand not just how to use technology, but how to use it well and for good.

Especially today, in a world surrounded by AI, students have access to so many tools that enable them to create, connect, and collaborate. With these opportunities comes greater responsibility, and as educators, providing guidance to our students is more important than ever. Digital citizenship is not just about “don’t click this” or “stay off of that site.” It is about student agency, empathy, discernment, digital well-being, and community-building.

The ISTE Standards for Students address this by highlighting the importance that students move beyond being simply consumers of technology, but creators and innovators. That they emerge as Digital Citizens who “recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world.” Digital citizenship is foundational to preparing students for both college and career readiness and future success.

Why Digital Citizenship Matters More Than Ever

Today’s students are growing up in a world where:

Communication happens across multiple platforms, immediately, and often publicly.
AI tools have tremendous power and can generate content in seconds, without a guarantee of being accurate or not.
Online actions leave permanent digital footprints.
Collaboration is global, instant, multilingual, and multimodal.
Well-being and identity formation are increasingly tied to online spaces.

In my work with some schools that are focused on digital wellness and innovation, they are rethinking their policies and shifting in thought. They are looking at digital citizenship as a mindset and skillset rather than a compliance checklist.

With the right support and learning opportunities in place, all students will learn to:
✔ evaluate credibility
✔ protect personal data
✔ engage with empathy
✔ think before they post
✔ advocate for themselves and others
✔ leverage technology for positive impact

They will gain confidence, agency, and voice in authentic, meaningful, and responsible ways.

Aligning with the ISTE Standards for Students

Digital Citizenship Week is a great time to explore the resources from ISTE that provide free lessons. Focus on the Core Competencies of Balanced, Informed, Inclusive, Engaged, and Alert.

It also offers an opportunity to connect instruction with key strands of the ISTE Standards, especially:

1. Digital Citizen
“Students recognize the responsibilities and opportunities for positively contributing to their digital communities.”

2. Knowledge Constructor
“Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others.”

3. Global Collaborator
“Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.”

Activity Ideas

Here are a few adaptable activities for different grade levels. Each aligns with the ISTE Standards and can be completed within 15–45 minutes.

Elementary (K–5)

Activity 1: “Digital Footprints in the Sand”
Students trace a footprint on paper and fill it with icons or words representing safe things they can share online (favorite book, pet’s name) vs. things they should not (birthday, address, school name).
ISTE: Digital Citizen

Activity 2: Kindness Chain Reaction
Students write a positive digital message or example of an encouraging online interaction on a paper link. The class builds a kindness chain displayed throughout the week.
ISTE: Global Collaborator

Middle School (6–8)

Activity 1: “True or Fake?” Digital Source Investigation
Present students with three online “facts” or headlines. In pairs, they determine which is credible and why. They cite what signals helped them evaluate reliability (URL, author, publication, etc.).
ISTE: Knowledge Constructor

Activity 2: Digital Well-being Workshop
Students brainstorm behaviors that keep them emotionally healthy online. The class builds a wellness checklist (screen limits, muting apps, balance between offline and online activities).
ISTE: Digital Citizen

High School (9–12)

Activity 1: AI & Authorship Mini-Debate
In small teams, students debate: “Should AI-generated writing be considered original work?” Extend to ethics, attribution, and bias.
ISTE: Digital Citizen & Creative Communicator

Activity 2: “My Digital Legacy: Who Am I Online?”
Students reflect on how they are perceived digitally and create a personal statement describing how they choose to show up online as leaders.
ISTE: Empowered Learner

Student Leadership Opportunities

Bringing students into digital citizenship planning increases relevance and impact. Consider:

Student-created PSAs during morning announcements or posters displayed in the school
Peer digital mentors and mentoring activities
Student-led “digital wellness” club
TED-Ed club or TED-style talks on AI, privacy, or inclusivity

Digital Citizenship Week is meant to be the beginning of an ongoing learning journey for everyone in the school community. Schools can further support the development of these essential skills by:

Integrating media literacy in research projects
Encouraging the use of bilingual / multilingual tools for family communication (Check out School In One)
Practicing ethical generative AI use
Modeling digital well-being and boundaries
Hosting family nights or sharing family one-pagers

Digital Citizenship Week is a time to teach students to navigate digital spaces with care, empathy, responsibility, and discernment. By using the ISTE Standards as guidelines, we emphasize student agency, ethical engagement, and global connection. We are living in a world shaped by rapid innovation, where these skills are not optional, but rather they are foundational to the future of learning.

About Rachelle

Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, and her research focus was on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Contact Rachelle to schedule sessions about Artificial Intelligence, AI and the Law, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Bluesky, Instagram, and X at @Rdene915

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

************ Also, check out my THRIVEinEDU Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here.

Developing AI Literacy

June 10, 2025June 2, 2025Dr. Rachelle Dené Poth Leave a comment

Educators must stay informed, current, and ahead of the game (if possible) when it comes to emerging technologies. This means fostering the development of AI literacy skills. Being AI literate means more than knowing the basics about the technology or understanding relevant terms such as machine learning and algorithms. Literacy involves knowing the uses of AI in the world and being aware of the ethical considerations involved with its use. AI literacy should focus on developing skills to critically evaluate information and content generated by AI as well as to identify misinformation. Teachers should also know how to use AI in safe, ethical, and responsible ways and model this use for students.

Getting Started Teaching AI Literacy Skills

Introducing AI concepts at an earlier age gives students the opportunity to build their knowledge and skills over time—with younger students, starting with the basics of AI, such as focusing on where we see it in daily life. Begin with key definitions, and find resources that have been vetted and are safe for student and educator use. Several organizations provide a wealth of resources for educators, including ready-to-run lessons.

Modeling AI use in the classroom: As we teach students about AI, we can engage them in activities where they evaluate images, text, or videos to decide whether they are AI-generated or real. I have used game-based learning tools, such as Quizizz AI, to quickly create a quiz to check students’ understanding of the concepts covered, or Eduaide.Ai, to make a gamified activity or lesson related to AI literacy.

Continue reading on Edutopia.

About Rachelle

Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, and her research focus was on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Bluesky, Instagram, and X at @Rdene915

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

************ Also, check out my THRIVEinEDU Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here.

Empowering Students Through CodeMonkey: A Journey into Coding and AI

February 18, 2025February 14, 2025Dr. Rachelle Dené Poth Leave a comment

A post in collaboration with CodeMonkey. All opinions are my own

I remember when I started to learn how to code as a seventh grader many years ago and the impact it had on me. Writing lines of code and seeing what we could create was fascinating. Back then, we did not have the powerful tools or resources available in our classrooms today. As a student, I did not realize how beneficial of a skill coding was then, nor how much of an increasing demand for coding skills there would be.

As educators, we want to ensure that we prepare students for the future with the right skills and a variety of learning experiences to build those skills. Learning about STEM, especially AI and coding, is at the top of the list. I’ve taught a STEAM course to 8th graders for the past 8 years, and a lot of what we cover involves AI and coding. When I came across CodeMonkey, I couldn’t wait to try it in my classroom and share it with other educators.

CodeMonkey is a great option that benefits every student, regardless of their starting point and comfort level with coding. For educators wanting to dive into coding and unsure where to begin, CodeMonkey’s K-8 curriculum offers a great choice because it focuses on developing coding skills, fostering digital literacy, and introducing AI concepts to all students. Its design makes it easy for educators to get started in any classroom. I enjoyed learning more while chatting with Jonathan Schor, the CEO and Co-Founder of CodeMonkey, on my ThriveinEDU podcast!

Curriculum for Every Learner

One of the standout benefits of using CodeMonkey is that it helps educators meet students where they are. Preschoolers who are just learning about computational thinking can do so with CodeMonkey Jr. Elementary students can learn about logic by using Beaver Achiever. When students get stuck, they can get a hint to help them continue the coding process! It’s so much fun with the coding, sounds, and animations!

Students enjoy trying to problem-solve when different animals come up, and they have not programmed the right shake to be made!

Courses like Dodo Does Math and Coding Adventure teach students to use code to solve problems and express their creativity. Students need to use the ruler, do math, figure out steps and learn the process of coding to carry out the task. So much fun!

When students reach middle school, they are better prepared to explore more complex concepts, like designing their games in Game Builder or exploring artificial intelligence in the award-winning AI for Kids curriculum. CodeMonkey offers something for all grade levels. The Artificial Intelligence lessons are great for building students’ understanding of AI, its components, how it works and building their skills in various areas.

Diving in with CodeMonkey

Whenever I try something new, I like to dive in on my own and just know enough to get my students started. It is fun to learn with and from them. In my 8th-grade STEAM classroom, I started my students with CodeMonkey’s advanced courses like Coding Chatbots and the AI for Kids curriculum since we had spent a lot of time learning about AI. These courses resonated with students who were excited about these rapidly advancing topics. I was thrilled to see their interest in continuing to work independently and sharing their learning with me and their classmates.

Beyond building coding skills, I also see how CodeMonkey’s gamified, scaffolded approach helps to empower students of any age to build their confidence and skills in coding. Building confidence is key, especially as I have seen how frequently students tend to be afraid of coding or hesitant to start for fear of being unable to figure it out and problem-solve. However, the support provided by CodeMonkey helps students become more comfortable with learning about coding, which leads to increased confidence.

Some of CodeMonkey‘s great features are the user-intuitive drag-and-drop functionality of block-based coding and the logic-driven challenges of Python. Each course helps teach students about core programming concepts while fostering creativity and problem-solving, which are essential skills for future preparedness. I also appreciate its emphasis on ethical considerations.

In my classroom, we discuss bias in AI, privacy concerns, and the societal impact of automation. Engaging students in discussions focused on these ethical considerations helps them understand that coding is not just about algorithms—it’s about understanding the implications and how to safely, ethically, and responsibly leverage this technology.

How CodeMonkey Benefits All Students

By the time students reach the 8th grade, they’re ready for more complex challenges and real-world coding applications. CodeMonkey’s progressive curriculum helps educators to provide great learning experiences for all students. My students have enjoyed working in Python-based courses like Banana Tales and Coding Chatbots, which move them beyond basic coding into text-based programming, focusing on logic, creativity, and problem-solving.

For students new to coding, the structured, scaffolded approach ensures they don’t feel overwhelmed. Each lesson builds on the previous one, and the platform’s gamified elements make it feel more like an adventure than a traditional coding class.

Bringing Artificial Intelligence into Every Classroom

The AI course is one of the highlights of using CodeMonkey with my 8th graders. Covering foundational AI concepts like machine learning, neural networks, and the ethics of AI, this course bridges the gap between theoretical knowledge and practical application. Now that my students know they can train models using image and pose recognition and then apply these skills to create games, the learning becomes more authentic and meaningful.

In class, we also connect these AI lessons to broader societal implications. For example, we discuss how neural networks are used in everything from social media algorithms to self-driving cars. Then, we connect it back to real-world scenarios the students can relate to. When we do this, it sparks meaningful conversations about the impact of technology on our lives. It highlights the importance of responsible AI use—a topic I’m passionate about as an educator and attorney.

Building Real-World Skills

CodeMonkey isn’t just about coding; it’s about preparing students for the future. Through its courses, students develop essential skills like problem-solving, planning, and critical thinking, which are invaluable not only in STEM fields but also in life.

For example, in the Game Builder course, students can design their games from scratch, learn to iterate on their ideas, debug their code, and test for user experience. This mirrors the iterative design process used in tech startups, giving students an idea of what creating in a professional environment would be like.

Digital Literacy and Citizenship

In addition to coding, CodeMonkey offers a Digital Literacy course that introduces students to the safe and responsible use of technology. This has been especially valuable in my 8th-grade emerging technology class, where we discuss topics like the metaverse, AI ethics, and digital citizenship and focus on cybersecurity and topics like phishing. CodeMonkey’s approach aligns seamlessly with these discussions, reinforcing that coding is not just a technical skill but a tool for thoughtful and ethical problem-solving.

Coding Tools for All Teachers

As a classroom teacher, one of the things I appreciate most about CodeMonkey is how user-friendly it is. When I explore new tools, I always evaluate how long it will take to get started, what the learning curve might be, and what it offers for all educators. In CodeMonkey, the Classroom Dashboard provides teachers with a clear overview of student progress, making it easy to identify students needing extra support quickly. Automatic grading and detailed lesson plans save time, allowing me to focus on fostering creativity and critical thinking.

CodeMonkey’s resources make it easy for teachers new to coding to get started, but I can’t recommend it enough. Whether teaching block-based coding to younger students or diving into Python and AI with older students, this platform has something for everyone. Its intuitive design, gamified approach, and focus on real-world skills make it an invaluable resource for K-8 classrooms as they prepare students for the future.

At a time when technology is evolving faster than ever, teaching coding and AI isn’t just an optional extra; it’s a necessity. Platforms like CodeMonkey make coding approachable and enjoyable—for teachers and students. As someone who has seen firsthand the impact it can have, I’m excited to continue exploring what’s possible with this incredible tool.

If you’re an educator ready to take your students on a coding adventure, CodeMonkey is the perfect place to start. CodeMonkey doesn’t just teach coding; it fosters creativity, critical thinking, and a love of learning that will serve students well in any field they pursue. There are so many support resources available for educators! You can find lesson plans, videos, webinars, and more!

It’s a great option for introducing coding to kindergarteners or guiding 8th graders through AI and Python. CodeMonkey offers a curriculum that adapts to students’ needs and inspires them to keep pushing through and having fun with it. Listen to my podcast with CEO and Co-Founder Jonathan Schor here. Happy coding!

About Rachelle

Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, and her research focus was on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

She is the author of nine books and a blogger and podcaster.

Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Twitter(X) and Instagram at @Rdene915

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

************ Also, check out my THRIVEinEDU Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here.

Teaching Students Cyber Safety Basics

January 7, 2025April 8, 2025Dr. Rachelle Dené Poth Leave a comment

As educators, we must teach students how to stay safe online, especially with the rise of emerging technologies such as artificial intelligence (AI) and generative AI. With the capabilities of technology expanding so rapidly, teaching students about cybersecurity and cyber safety is more important than ever—these are topics that need to be discussed and explored at all grade levels.

Distinguishing between cybersecurity and cyber safety

Cybersecurity is the practice of protecting electronic devices, networks, and sensitive information from unauthorized access. It means proactively taking measures to ensure that confidentiality is protected and thoroughly checking out the resources that we use. Our access to devices and endless types of technology has transformed how we learn and work. However, it has also led to an increase in dangers that can impact our safety and well-being. We need to help students understand how to utilize the technology with a careful focus on how to stay safe online and protect personal information. Cyber safety awareness is critical for everyone.

Cyber safety refers to the practice of responsibly using technology and resources available through the internet. It is especially important to use care when accessing and sharing information online to avoid the risks and potential harm that can result, such as cyberbullying, hacking, phishing, identity theft, or exposure to inappropriate content and other online threats. Because of these risks, we must be intentional about helping students understand how to protect their safety and privacy online.

Continue reading this post on Edutopia.

About Rachelle

Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, and her research focus was on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

She is the author of nine books including ‘In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.

Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Twitter(X) and Instagram at @Rdene915

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

************ Also check out my THRIVEinEDU Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here.

Address the “WHY,” not the “HOW.”

October 15, 2024October 2, 2024Dr. Rachelle Dené Poth Leave a comment

Guest post written By: Maurie Beasley, M.Ed. Counseling (Edited by Jim Beasley)

A student deciding what path to take. To cheat or not to cheat.

Cheating in school — it’s the topic that’s always been there, lurking in the shadows of every classroom and exam hall. For decades, we’ve known it happens, but we often look for the quickest explanation: students are lazy, technology makes it easier, end of story. But here’s the thing: cheating is not just a modern phenomenon, nor is it just about slacking off or taking advantage of new tools like AI. The real reasons why students cheat run much deeper, and if we’re serious about addressing the issue, we need to understand those reasons first.

Let’s be clear: cheating isn’t just some bad habit students picked up recently. It’s been around long before ChatGPT was on the mind of any engineer. And despite the attention AI has brought to the issue, the reasons students cheat are essentially the same as they’ve always been. So why does it persist, and what can we do about it? Let’s take a closer look at these reasons.

Pressure to Perform:

Students today are walking a tightrope, balancing academic expectations, extracurricular activities, and even part-time jobs. The pressure to perform is immense, and it’s no surprise that some students feel they can’t afford to fall.

Let me tell you about my daughter. She was the salutatorian of her high school class. She missed being valedictorian by a hair — a hair that could have been as little as a hundredth of a point. The only B she ever received was from a teacher who told her that grades don’t matter. Her response? “Great, then give me the one point I need to make an A in the class, or better yet, write me a letter explaining to the admissions board at UT Austin that grades don’t matter and being number 2 in my class is ok.” She knew that being valedictorian meant having your first year of college paid for in Texas. My daughter is honest, sometimes to a fault, but several times I was even tempted to tell her to “cheat” a little. That’s the kind of pressure students are under, and when the stakes are this high, cheating may seem like a way to stay on that tightrope, even if just barely.

Fear of Failure:

Beneath that pressure lies an even more pervasive issue: fear of failure. The fear of letting down parents, teachers, and even themselves can be overwhelming. When failure isn’t seen as an opportunity to learn but rather as a personal catastrophe, cheating becomes a tempting escape route. It’s not about cutting corners for the sake of it; it’s about avoiding the crushing weight of perceived inadequacy.

And this fear isn’t just hypothetical. As a counselor, I’ve seen it manifest in tragic ways. I’ve had to make Child Protective Service calls because parents have beaten their children for not performing well enough in school. When failure comes with such dire consequences, is it any wonder some students feel they have no choice but to cheat?

Read the full article on Medium*: [Address the Why, Not the How](https://medium.com/@jim0237/address-the-why-not-the-how-1a7e01d52d56

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Digital Citizenship

October 1, 2024April 8, 2025Dr. Rachelle Dené Poth Leave a comment

Digital Citizenship Week is celebrated in October each year. The focus is on building digital citizenship skills, and there is a designated digcit week with events planned for schools to join in and learn more. These are concepts that teachers and schools should focus on throughout the year as well. With the increased use of digital tools in our classrooms and the amount of technology used in everyday life and work, we must consistently provide learning opportunities for students to develop “digcit” skills.

Being a responsible digital citizen means that all individuals are able to use technology ethically, responsibly, and effectively. It is important to develop an understanding of the impact that one’s digital actions can have on other individuals and on society as a whole. Students and teachers must be able to keep themselves safe, know how to protect their privacy, learn how to critically analyze information, and engage in respectful interactions online.

Teaching digital citizenship skills

Privacy and security: With increased data collection and online tracking of websites we use and how our information is shared, understanding how to safeguard our privacy is key. With more students using digital tools and at a younger age, it is essential to build in activities that will help students to better understand how to protect themselves and to respect the privacy of others as well. For instance, teaching students how to create unique passwords is key for securing personal information. With the increase in cybersecurity attacks over the past few years, updating passwords and even using two-factor authentication (TFA) will help to keep everyone safer.

Communication: With the variety of social media platforms available and how quickly we can post and respond, providing opportunities for students to practice responsible posting is an area that we need to focus on regularly. Even with young students, simulating a Twitter (X) chat or other online discussion can be done using Post-it notes, for example. Depending on grade level, another option is to use a tool like Padlet to help students learn how to properly post and interact with one another.

Continue reading the original post on Edutopia.

About the Author:

Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, and her research focus was on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Twitter(X) and Instagram at @Rdene915