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Digital citizenship refers to exhibiting responsible digital habits to function in a digital world. The purpose of this mixed methods study is to examine K-12 educators' experiences based on a digital citizenship graduate-level course that they participated in for professional development. Forty-five educators participated in this course. In addition to the knowledge and attitudinal data collected from assessment and survey, ten educators also participated in follow-up interviews at the end of the course. Results indicated that educators’ digital citizenship knowledge increased significantly over the course period. Qualitative data indicated educators could transfer the course content to their school environments and enrolled in the course due to personal, student-related, curriculum-related, and school-related reasons. Needs and challenges regarding digital citizenship were also identified. 

Cyber bullying, digital identity, impact of digital footprints, and use of inappropriate social media are topics that are gaining attention in K-12 schools. As more schools and school districts are implementing 1-1 and “bring your own technology” initiatives, attention to these topics is becoming increasingly important. A total of 593 middle school students were surveyed about digital footprints and concerns about social media. The results show that 17% started using social media at age nine or younger, 40% accepted friend requests from people they do not know, and 40% reported that their parents did not monitor their social media use, which calls for the needs of cyber-security education. These middle school students reported using social media most often to connect with their friends, share pictures, and find out what others are doing. They indicated that Instagram (27%), SnapChat (25%) and YouTube (25%) were their most used social media sites. These students have concerns about social media due to inappropriate postings, getting hacked, getting their feelings hurt, lack of privacy, inappropriate pictures, bullying, negativity, and stalkers. This study informs teachers, administrators, technology facilitators and parents on social media use by students. 

Due to a sharp contrast in elastic properties across the basement rocks of sedimentary basins (SBs), strong reverberations are generated during the passage of seismic waves. Traditional receiver function methods become inadequate for imaging crustal structure due to the existence of these strong reverberations. We investigate the feasibility of an autocorrelation technique to extract vertical component receiver functions from teleseismic earthquake data and the efficiency of the method to image the crustal architecture in presence of a SB. The method involves spectral whitening followed by autocorrelation and stacking in the depth domain. We show promising results when using temporary seismic networks in the eastern United States. Using synthetic and field‐data examples, we demonstrate that vertical autocorrelations are more efficient than classical radial receiver functions for interpretation purposes in an SB context. We also perform a joint analysis of the amplitudes on radial and vertical receiver functions for characterizing the thickness of the Mohorovičić discontinuity (Moho). We find that the Moho in the eastern United States is a transitional layer (up to 5‐km thick) instead of a sharp boundary. Further, we point out that it is challenging to unambiguously pick and interpret reflected phases on autocorrelations because of the effects of reverberations, cross‐mode contaminations, and a narrow frequency band limiting the resolution of velocity gradients. We therefore send a message of caution for future interpretations based on this technique.