Category: ETL523

Assessment Item 2 Part B: Critical Reflection

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In today’s technology-driven world, digital citizenship must be at the forefront of all teaching and learning. So much of our student’s lives and learning takes place online that we would be remiss as educators if we did not understand our responsibility to teach students how to use this space ethically, safely, and respectfully. Unfortunately, many teachers had a very different experience from their students concerning the level of access and use of technology. In the post-COVID teaching world, many teachers consider themselves quite adept at using technology, given the time spent delivering online learning a few years ago. However, as I have deepened my understanding of digital citizenship and digital learning environments, I’ve come to appreciate how important it is to plan and evaluate digital tools, platforms and programs within the school. The digital learning environment extends far beyond learning online and using devices and different applications (Okkonen, 2020, p.7). Digital learning environments must be designed as ethical, inclusive and safe spaces where students grow into responsible digital participants.
Traditionally, DLEs have been seen as tools to deliver content efficiently. However, learning about digital citizenship has shown me that DLEs are also communities—places where students interact, create, share, and critique information. Teachers must move beyond using technology as a replacement for traditional methods and move towards integration and innovation (Ribble and Park, 2019, p.135). As such, they require careful planning and guidance to support positive behaviours, foster collaboration, and build critical thinking.
The Teacher Librarian (TL) plays a pivotal role in this evolving landscape. TLs are uniquely positioned to champion digital citizenship, embedding it into the school’s formal curriculum and informal learning culture. TLs are not just curators of information but educators who guide students in evaluating sources, understanding media bias, protecting personal data, and practising respectful online communication. Moreover, TLs can actively lead in planning and shaping the digital learning environment. Our collaboration with teachers and school leaders ensures that technology integration aligns with the principles of digital citizenship (Wine, 2016, p.213). We can advocate for inclusive access, contribute to decisions about digital tools, and support staff professional development in digital literacy and online safety. By participating in these planning processes, we help ensure that the digital environment supports learning outcomes, student wellbeing, and digital empowerment.
Reflecting on what I have learned throughout ETL523, I now see digital citizenship not as a set of rules to be taught but as a mindset to be nurtured. It enriches our understanding of digital learning environments as spaces for participation, growth, and responsibility. For TLs, this is an exciting opportunity to lead, support, and innovate, ensuring that our school communities are prepared not only to use technology but also to provide students with knowledge and skills that will carry them into their adult lives and careers.
References
Okkonen, J. (2020). The Changing Role of Digital Learning Environments during/after the COVID-19 Pandemic. (CO:RE Short Report Series on Key Topics). CO:RE – Children Online: Research and Evidence. https://doi.org/10.21241/ssoar.71690
Ribble, M., & Park, M. (2019). The Digital Citizenship Handbook for School Leaders: Fostering Positive Interactions Online. International Society for Technology in Education.
Wine, L. D. (2016). School Librarians as Technology Leaders. Journal of Education for Library and Information Science, 57(2), 207-220. doi:10.12783/issn.2328-2967/57/2/12

ETL-523 Assessment 1: Part C Reflective Blog Post

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I found this task incredibly challenging but rewarding, particularly as it provided the opportunity to utilise various technological tools. It was overwhelming to narrow down the focus of my guide and artefact as there were so many really important aspects of digital citizenship to explore. After switching ideas multiple times, I designed an e-book guide for teachers to support teaching the ethical use of Generative AI in high school learning. Unfortunately, because I changed my focus so many times, I felt that this led to my final product being a bit rushed. As I completed the task, I appreciated walking in my students’ shoes, as I was very conscious of the need to model best practices in relation to acknowledging the use of Generative AI (and other sources). In my experience, many students forget that they must demonstrate this important aspect of digital literacy and citizenship.

 

As part of my assignment, I modified Caulfield’s SIFT (The Four Moves) approach to evaluating online sources to develop a tool to assess the credibility of information retrieved from Gen-AI (Caulfield, 2019). Initially, I planned to create a guide for students as I feel that this area is very under-resourced. Despite students completing the All My Own Work (AMOW) program before Stage 6, there continues to be a lack of understanding of the importance of acknowledging sources of information. Whilst the AMOW program was updated in 2024 to include a topic on the ethical use of AI, consistently supporting this through classroom practice is needed. Based on my recent classroom experience, this is an area where many teachers feel out of their depth and are perhaps reluctant to lead the integration of digital/AI literacy skills in the classroom. I found an ABC article advocating the importance of teachers and students having a basic understanding of AI skills, describing it as a must-have skill. Thus, providing a resource to assist teachers in delivering this information became the focus of my final assignment.

 

During the assignment, I often found myself going down a rabbit hole and exploring data on the use of AI by students. Whilst this was not a key focus of the task, I did include some of this information in my teacher guide as I felt it was relevant to demonstrate how prevalent the use of Gen-AI is by high school students in addition to their lack of understanding about how to use these applications ethically. Data that concerned me from a 2023 YouthInsight survey included 42% of students failing to verify information generated through AI. A 2024 UNICEF survey found that 20% of students admitted to using Gen-AI to complete assignments and schoolwork. Whilst I was not surprised by these numbers, as they reflect what I have experienced in the classroom, they clearly illustrate the importance of a focused approach to teaching digital citizenship and literacy.

 

I look forward to exploring this further in Assignment 2 to identify gaps in the school’s DLE and strategies to address these gaps. Future survey results will likely reflect the important work of Teacher Librarians to improve the ethical use of AI by students (and teachers!).

 

References

ABC Education. (2025, February 4). Understanding the basics of AI is a must-have skill for Australian students and their teachers. ABC Education. https://www.abc.net.au/education/students-and-their-teachers-must-understand-the-basics-of-ai/104872924
Caulfield, M. (2019, June 19). SIFT (The Four Moves). Hapgood. https://hapgood.us/2019/06/19/sift-the-four-moves/
Denejkina, A. (2023). Young People’s Perception and Use of Generative AI, YouthInsight, Student Edge.
NSW Education Standards Authority. (2024, May 22). All My Own Work. NSW Government. https://www.nsw.gov.au/education-and-training/nesa/hsc/all-my-own-work
UNICEF Australia. (2024). Protecting children in the online world: Reshaping the digital world for Aussie Kids. https://assets-us-01.kc-usercontent.com/99f113b4-e5f7-00d2-23c0-c83ca2e4cfa2/6cde226b-23d1-413a-bac3-7f0eafe524d4/UA_Digital-Wellbeing-Position-Paper-2024_LR_FINAL.pdf