This subject allowed me to explore the concept of responsible digital citizenship in the twenty first century. In a world saturated with information and digital tools, educators must be innovative to help students navigate changing digital landscapes. With social media blurring the boundaries between our personal and professional lives, consideration must be given to our digital footprint and the impact it may have on one’s future. In the discussion forum, I considered my own digital footprint and reflected on the need to set boundaries to ensure privacy is not compromised (Friend, 2022, March 12). When considering legal implications in the digital learning environment, I acknowledged how difficult it can be for teachers to understand copyright restrictions (Friend, 2022, March 12). The crowded curriculum allows little time for teachers to source compliant learning materials and departmental filters can cause unnecessary restrictions. To model best practice for students, classroom teachers need to integrate the teaching of issues such as copyright and plagiarism into their daily practice.
In my current position as a classroom teacher, I have had experience implementing my school’s Electronic Device Policy. As devices become smaller and students carry phones in their pockets, I didn’t think the policy was effective for deterring the use of mobile phones classrooms. When I posted the key points of my school’s policy on the discussion forum, I discovered that our process of working with students to promote responsible device usage was actually progressive (Friend, 2022, May 12). Using a flip sign on the board gives students a visual cue when devices can be used for learning and appropriate digital behaviour is linked to our Positive Behaviour for Learning (PBL) expectations. I have come to understand that while a flexible approach was necessary for our school community, giving teachers the discretion to allow devices for learning experiences is empowering to educators. Simply banning devices is not teaching students to self-regulate their use of technology and this is a skill that is needed for the workplace (Friend, 2022, May 6).
I had not considered how the digital divide significantly impacted my students, when they have constant access to mobile phones. As I began exploring digital citizenship issues, I came to understand that socio-economic factors play a role in how technology is used at home. Harris et al. (2017) found that students from disadvantaged neighbourhoods were more likely to spend time at home on multimedia and social media than learning activities. More time on social media and online games is leading to an increase in concerning behaviour in schools. The Growing Up Digital Report outlines key issues affecting screen-based technology use in schools (Graham & Sahlberg, 2020). With Australian children averaging four and a half hours of screen time a day, issues such as poor sleep, distraction, harassment, and bullying are affecting the wellbeing of students. I now consider it essential for schools to take preventative action by developing programs to educate students in all aspects of digital citizenship over the course of their schooling.
As a classroom teacher, I can see the need to embed digital citizenship issues into my subject area through the general capabilities of the Australian Curriculum (Australian Curriculum and Reporting Authority, n.d.). As I aspire to become a Teacher Librarian (TL) in the future, I can see the need for leadership in this area. The TL’s role as information and technology leader can have a great impact on teaching and learning throughout the school. They should assume responsibility for leading the delivery of professional development (PD), providing high-quality resources, and developing collaborative practice with classroom teachers to establish an effective digital learning environment. The incoming Federal Labor Government has committed six million dollars to support a national rollout of an eSmart Digital Licence+ for all school students and an eSmart Media Literacy Lab for secondary students (Australian Labor Party, n.d.). Investment in digital skills for our young people will support online safety and produce responsible digital citizens for the future workforce.
References
Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d). General capabilities (Version 8.4). Australian Curriculum. https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/
Australian Labor Party. (n.d.). Safe kids are eSmart kids. https://www.alp.org.au/policies/safe-kids-are-esmart-kids
Erol, H. (2020). Computer_cyberbullying_guy_boy_victim_bully [Clip art]. Pixabay. https://pixabay.com/illustrations/computer-cyberbullying-guy-boy-5777377/
Graham, A. & Sahlberg, P. (2020). Growing up digital Australia: Phase 1 technical report. Gonski Institute for Education. https://www.gie.unsw.edu.au/growing-digital-report-reveals-concerning-impacts-learning-and-wellbeing
Harris, C., Straker, L., & Pollock, C. (2017). A socioeconomic related ‘digital divide’ exists in how, not if, young people use computers. PLoS One 12(3). https://doi.org/10.1371/journal.pone.0175011
