This journey began with a closer examination of Education 4.0, a shift in education integrating advanced technologies and innovative strategies, enhancing learning experiences and prepare students for the demands of the future. This shift represents a transformative approach to education that not only embraces technological advancements but fosters collaboration in order to prepare students for the challenges and opportunities of the future. It requires a shift in mindset and a commitment to innovation and continuous improvement in educational practices. With the rapid pace of technological advancement new challenges are presented, however, the core values of integrity, respect, and empathy remain timeless. Educators are now faced with addressing these challenges whilst instilling ethical behavior that cultivates responsible digital citizens who contribute positively to their communities, both online and offline (Ribble, 2015, Huk, 2021).
My first Blog Post looked closer at the growing need to prepare students to communicate and collaborate in the online world both safely and responsibly, ensuring positive and productive use of technology in the classroom and beyond (Öztürk, 2021, Ribble, 2015). Discovering that for our students to navigate the digital world it requires more than digital citizenship, it requires a multifaceted intelligence. The DQ Institute (Global Standards of Digital Intelligence) comprises 32 digital competencies and focuses on eight critical areas of digital life– identity, use, safety, security, emotional intelligence, literacy, communication, and rights. These eight areas can each be developed at four levels: citizenship, creativity, and competitiveness (DQ Institute, 2021). Bringing me to the understanding that there is a vital need for a global standard Digital Literacy, Digital Skills and Digital Readiness, where Digital Citizenship remains a critical area of digital life.
Assessment 1 allowed me to dig deeper into the global framework developments and the compassions of local curriculum development. Building a digital guide presenting current research, world trends and local educational focus in Digital Citizenship, understanding its place in Australian curriculum, presenting implications for best practice and providing further resources for implementation of Digital Citizenship for teachers in K-6 schools. Through this assessment I also further developed my own pertinent TL digital literacy skills, building a website and animated video for the first time, critical TL skills needed for teaching and learning in Digital Learning Environments.
This also highlighted the global nature of digital citizenship that I further explored in my blog post . This global understanding of rights, responsibilities, and behaviors that individuals exhibit when engaging in digital spaces and interacting with digital technologies on a global scale. I began to understand that what is needed for our students is an integrated approach to global digital citizenship that acknowledges the interconnectedness of digital and global citizenship domains (Harris, A., Walton, J., Johns, A., & Caluya, G, 2022). Finally, I have learned that digital citizenship consists of a broad range of knowledge, skills and attitudes, and effectively utilising the digital learning environment in an ethical and productive way should be part of our everyday TL practice. As a TL we model digital citizenship in our everyday digital lives by integrating technology into our practice and habits, and connecting to expand our professional learning networks.
References
DQ Institute, 2021. Global Standards of Digital Intelligence. https://live.dqinstitute.org/global-standards/#:~:text=DQ%20comprises%2024%20digital%20competencies,citizenship%2C%20creativity%2C%20and%20competitiveness.
Harris, A., Walton, J., Johns, A., & Caluya, G. (2022). Toward global digital citizenship: “Everyday” practices of young Australians in a connected world. In P. K. Kubow, N. Webster, K. Strong, & D. https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9781003197881-9/toward-global-digital-citizenship-anita-harris-jessica-walton-amelia-johns-gilbert-caluya
Huk, T. (2021). From education 1.0 to education 4.0 – Challenges for the contemporary school. New Educational Review, 66(4), 36-46. https://doi.org/10.15804/tner.21.66.4.03
Öztürk, G. (2021). Digital citizenship and its teaching: A literature review. Journal of Educational Technology and Online Learning, 4(1), 31-45. https://primo.csu.edu.au/permalink/61CSU_INST/15aovd3/cdi_proquest_journals_2844067431
Ribble, M. (2015). A brief history of Digital Citizenship. In Digital citizenship in schools: Nine elements all students should know (3rd ed., pp9-14). International Society for Technology in Education. https://search-ebscohost-com.ezproxy.csu.edu.au/login.aspx?direct=true&db=nlebk&AN=1072357&site=ehost-live&ebv=EB&ppid=pp_17
