Tag: #digitalcitizenship

ETL523 -Critical Reflection – Part B

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The concept of Digital Citizenship is one I have interest in. I was intrigued what it meant to be a “Digital Citizen” and most importantly how do you become one?  A digital citizen is defined as using appropriate and responsible behaviour in relation to technology within an online environment and presents many challenges not evident offline (Bearden, 2016, p. 2). A digital citizen has a moral and ethical responsibility to act responsibly regarding technology to promote inclusivity and equity for all participants of a digital community.world globe

When engaging as a digital citizen within a professional context, it is important to curate a strong digital identity. Digital identity extends beyond a profile image and includes online interactions, comments, posts and communication should be of a high standard and portray the image and identity that shapes your professional identity. It is largely known, recruitment agencies conduct  Google searches on candidates as part of a digital refencing process (Linder, 2018, p. 32). What you do online today will impact tomorrow, therefore, it is imperative the digital footprint you leave behind is positive, informative and demonstrates a responsible digital citizen.

In preparing the environmental scan for a school environment in subject ETL523 the emphasis of the report was a focus on creating a Digital Learning Environments (DLE) to deliver online learning. Due to COVID-19 my current teaching environment swiftly moved from face-to-face delivery to online learning. As a result, I was interested in exploring the viability of continuing online delivery post-COVID-19 and reviewing new opportunities available for teaching and learning within a digital environment.

The environmental scan highlighted the challenges of institutional culture as a major barrier to the adoption of digital literacy and the introduction of technology into the learning environment. Many educators will resist change if they do not see a need or value in the adoption of new initiatives or technology and as a result, hold onto outdated and didactic teaching practices (Reynolds, 2017, p. 46). As a strategy to shift traditional cultural values the environmental scan recommended the establishment of a Community of Practice (COP) to provide a support network for collaboration and sharing of ideas in the creation of new knowledge networks.

A COP within a digital context is likely to be established through social media platforms, for example, Facebook, Instagram and Twitter to build online networks to promote innovative thinking, sharing and curating of content and development of digital citizenship participatory skills (Yarris et al., 2019, p. 2).  In the development of the environmental scan to achieve educational objectives the recommendation is to establish a COP, titled “Digital Leadership Team”. This will provide academic support to aid the transition from face-to-face delivery to online. The structure of the COP requires a framework of academic leadership supported by the college infrastructure of Library Services, E-Learning and Information Technology departments. It is imperative a wide network of expertise work together to provide knowledge and technical support as students and staff navigated a new world of online learning and delivery. Strong support networks are likely to improve user experience and a willingness to implement new strategies.

Social Constructivist theorist, Vygotsky holds the view learning is a social practice and through actively engaging in peer learning and social activities a higher level of critical thinking is achieved with new perspectives and opinions that may not have been previously conceived (Pillay, 2019, p. 29). The act of social learning is achievable through the adoption of a COP to promote positive digital citizenship that now extends beyond a local network of colleagues to reach a global network to create world innovators and global digital citizens.

In summary, actively engaging in unit ETL523 I now have a higher level of understanding on the social and ethical issues surrounding digital citizenship. Through active participation in discussion forums, Twitter posts and Facebook this has now become my “new normal” as a form of communication and lifelong learning for continual growth as I navigate a changing world.

Bearden, S. (2016). Digital Citizenship: A Community-Based Approach. Corwin.

Linder, K. E. (2018). Managing your professional identity online : A guide for faculty, staff, and administrators. Retrieved from https://ebookcentral.proquest.com

Pillay, P. (2019). Teaching and learning theories in higher education and its impacts on Africa’s development: A personal reflection. Journal of Gender, Information and Development in Africa (JGIDA), 8, 27-27–43. Retrieved from https://ezproxy.csu.edu.au/login?url=https://search-proquest-com.ezproxy.csu.edu.au/docview/2328296149?accountid=10344

Reynolds, M. (2017). A digital divide from faculty’s perspective: The millennial BSN student meets the baby boomer nursing faculty (Order No. 10635819). Available from ProQuest Dissertations & Theses Global. https://search-proquest-com.ezproxy.csu.edu.au/docview/1986249827?accountid=10344

Yarris, L, M,. Chan, T, M., Gottlieb, M, Juve, A, M,. (2019). Finding your people in a digital age. Virtual Communities of Practice to Promote Education Scholarship. Journal of medical education. Vol.11(1), pp.1-5. https://doi.org/10.4300/JGME-D-18-01093.1

ETL523 Reflective blog – Assessment 2

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Reflection

“Online collaborative group experience and resulting online module”

With the introduction of Web 2.0 platforms, collaborative learning is achieved through incorporating cloud-based and social media platforms to communicate, share information and work together as a team, however, it is not an easy method and does present challenges (Shonfeld & Gibson, 2019, p. 16). Research indicates Collaborative learning is linked to stress with high levels of anxiety, especially when the work is being assessed due to having to rely on “unknown others” (Hilliard, et al., 2019, p. 143).  My initial thoughts when commencing this assignment is, I hope I am with a team that is proactive and everyone contributes evenly to meet the deadline, otherwise, this is going to be an arduous task.

Successful group work is achieved when the members have good communication and strong interpersonal skills to problem solve, negotiate and build a sense of “Team Spirit” if this is not established goals may not be achieved (Cheng et al., 2020, p. 247). I was part of the Social Media & Networking Guide group to co-create a learning module on the responsible use of social media in Education and worked collaboratively with James Knight, Rebecca Lupton and Adele Boeti.

Our first discussion was an online Zoom video meeting were able to introduce, discuss location, occupations and during this session, we defined roles and responsibilities.  After the meeting, I was confident I was part of a proactive group with great interpersonal skills. Although strangers, we all had one thing in common, our world had changed due to the COVID-19 pandemic. Each of us was quickly adapting to a new way of living and the slogan “We are all in this together” resonated with our group to establish “Team Spirt”.

Collaborative learning requires clear communication, leadership and defined roles and responsibilities outlined (Chatterjee et al., 2020, p. 249) In our first Zoom meeting we established communication methods, agreeing to use Zoom once a fortnight to keep up to date and make changes to the website.  A Facebook group was created for ongoing communication to share ideas and we made decisions using interactive polls. We used Google Documents to work collaboratively and created our learning module on Wix a free web-based platform.

Below is a screenshot capturing our Facebook activity. We made decisions via polls and I uploaded a video demonstration to help the team navigate the website development.

Research indicates a sense of community and a positive attitude towards online learning has a direct impact on the experience and achievement with a willingness to using collaborative tools like Google Documents, blogs and discussion boards (Chatterjee et al., 2020, p.56). My experience with Online Collaboration was very positive with each member contributed efficiently. The Facebook group established a sense of belonging within our digital community and as a result, we designed a professional learning module.

My current teaching practice due to COVID-19 has transitioned from face-to-face to online learning, providing the perfect opportunity for collaborative learning. The graduating students this year will not participate in a “Graduation exhibition” as an alternative, we will create a virtual exhibition. The students will be required to participate in online group collaboration to drive the event and go live in November.  Positive Group dynamics are essential to working effectively in a team to achieve a shared goal. I now have the confidence to lead my students in a digital world after participating in this assignment. 

 

References

Chatterjee, R. Correia, A. (2020) Online Students’ Attitudes Toward Collaborative Learning and Sense of Community, American Journal of Distance Education, 34:1, 53 https://doi.org/10.1080/08923647.2020.1703479

Cheng, S. Hwang, G. Lai, C. (2020) Effects of the group leadership promotion approach on student’s higher-order thinking awareness and online interactive behavioural patterns in a blended learning environment, Interactive Learning Environments, 28:2, 246-263, https://doi.org/10.1080/10494820.2019.1636075

Hilliard, J. Kear, K,. Donelan, H. Heansy, C. (2019) Student’s experiences of anxiety in an assessed, online, collaborative project. Computer & Education Volume 143, January 2020, 103675. https://doi.org/10.1016/j.compedu.2019.103675

Shonfeld, M., & Gibson, D. (2019). Collaborative Learning in a Global World. Information Age Publishing.

 

Assessment item 1 – Reflective Journal Blog post INF530

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ipad 1

“Reflecting on your experience as an educator, and using your readings and interaction with the subject to date, develop concise statement about concepts and practices in a digital age within the context of your work or professional circumstances.  Consider the challenges and opportunities for educators, and the personal aims and knowledge enquiry that brings you to this subject.”

In 2019 I graduated with a Bachelor of Adult and Vocational education and during my studies, I completed the EMT-409 Technology for Adult learning & Teaching and thoroughly enjoyed this unit. As a result, I decided to continue studying at Charles Sturt University and I enrolled in a Master of Education, specialising in Digital Technology. My objective is to increase my knowledge in digital education and discover new and innovative ways to use technology within my teaching practices.

As an educator, I am constantly seeking new ways to educate students and I am always enthusiastic to try new technology and ideas. I have started to notice a common theme emerging and this is “Using technology for technologies sake”. Selecting appropriate technology promotes a higher level of learning and increases student engagement (Agyei, Keengwe, 2014, p, 155.)  I recall presenting a Google slide to a group of students last year and I decided to use the audience questions tool. This tool allows the students to ask a question on their phone and it displays on the screen.  On this particular day, absenteeism was high and out of 24 students, only 12 were in attendance. After 5 minutes into the tutorial, I noticed the question tool was disrupting the classroom delivery and slowing down the flow of the lesson. I paused, looked at the students and said this isn’t working for such a small group, how about you call out your questions like we normally do. We all laughed and this was a perfect example of using technology for technologies sake.

The world wide web was established in 1989 by Tim Berners-Lee and it is an integral component of the Knowledge society we live in today (Wikipedia, 2020, para.1).  According to Thomas & Brown, a new culture of learning is evolving due to increased connectivity where new skills and innovation are required to keep up with rapidly changing technology.  Concepts and practices in a digital age within my area of teaching in Vocational Education are limited due to budget limitations and educators resisting new technology.  In my teaching area, we have access to Blackboard Learn a content management system to assist with educational delivery.  I have been using Blackboard for over 7 years, however, there is a percentage of academics refusing to implement the use of Blackboard in educational delivery. A top news item at the moment is the Covid-19 pandemic, and as a solution digital technologies are being implemented in the event schools and universities are to be shut down. On Sunday 15th March, Scott Morrison publicly announced Australian schools and Universities are to remain open and this will be reviewed again on Friday (Nine News,  2020, para. 3).  In preparation for a college shut down my workplace is running a series of webinars in Adobe connect and Blackboard with the outlook teaching will be delivered from home via a digital platform. I wonder how technology resisters within education are feeling now? It is highly plausible, the fear of technology is greater than contracting Covid-19!

In the NMC Horizon report 2019 for Higher education, it was noted Mobile Learning is the top priority within education. The report stipulated students and educators rely heavily on mobile devices such as smartphones and tablet to form part of the learning experience due to accessibility and affordability (Alexander, Ashford-Rowe, Murphy, Dobbin, Knott, McCormack, Pomerantz, Seilhamer, Weber, 2019, p. 21). Mobile phones are an important learning tool and provide the perfect opportunity to educate students to use phones professionally by introducing phone-based games and quizzes (Bristol, 2018, p. 145). In 2019  mobile phones were banned in state primary and secondary schools, with James Merlino holding the view, it is the right thing to do due to cyberbullying and the misuse of phones cause’s distraction (The Conversation, 2019, para. 2). The ability for educators to teach students how to use phones correctly may lead to a change in attitude and prepare students to become responsible digital citizens.

mobile phone ban

Image 1 – James Merlino screenshotstudent images

Image 2 – In this image, you will see a  mobile device is never far away from my design students. Ipads are used for in-class quizzes, mobile phones for researching and laptops for creating content.)

Digital technology is at the forefront of society, forming the fabric of everyday life and will continue to thrive as we live in a digital economy (Dufvaa, Dufvab, 2019, p. 18). In the wake of Covid-19 educational institutions are relying heavily on digital platforms to minimise disruption to both students and educators. In a time that appears chaotic and uncertain, this situation may change the mindset of the technology resisters and a review of the removal of mobile devices within education.

broken computer
Mediamodifier / Pixabay

 

References

Agyei, D. D., & Keengwe, J. (2014). Using technology pedagogical content knowledge development to enhance learning outcomes. Education and Information Technologies, 19(1), 155-171. DOI  http://dx.doi.org.ezproxy.csu.edu.au/10.1007/s10639-012-9204-1

Alexander, B, Ashford-Rowe, K, Murphy, N, B, Dobbin, G, Knott, J, McCormack, M, Pomerantz,J, Seilhamer, R, Weber, N, (2019). EDUCAUSE Horizon Report: 2019 Higher Education Edition Retrieved from https://library.educause.edu/resources/2019/4/2019-horizon-report

Bristol, T, J (2018). Students, take out your phones. Teaching and Learning in Nursing, Vol.13 (3), pp.145-146 https://doi.org/10.1016/j.teln.2018.02.003

Dufvaa, T, Dufvab, M, (2019). Grasping the future of the digital society.  Aalto University School of Arts, Design and Architecture, Vol.107, pp.17-28, Helsinki, Finland. DOI: 10.1016/j.futures.2018.11.001

Nine News, (2020), Coronavirus: Scott Morrison calls for calm amid pandemic as restrictions begin. Retrieved from:https://www.9news.com.au/national/coronavirus-scott-morrison-urges-calm-restrictions-on-public-gatherings-travel-begin/265a377f-352c-4447-9773-27927eed6b34

The Conversation, (2019), Banning mobile phones in schools: beneficial or risky? Here’s what the evidence says, Retrieved from https://theconversation.com/banning-mobile-phones-in-schools-beneficial-or-risky-heres-what-the-evidence-says-119456

Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change (Vol. 219). Lexington, KY: CreateSpace.

Wikipedia, (2020) World Wide Web. Retrieved from: https://en.wikipedia.org/wiki/World_Wide_Web

Image 1 -The Conversation, (2019), Banning mobile phones in schools: beneficial or risky? Here’s what the evidence says, Retrieved from https://theconversation.com/banning-mobile-phones-in-schools-beneficial-or-risky-heres-what-the-evidence-says-119456

Image 2 (2019) photographed by Leanne Crawshaw

All other images on this page are from Pixabay a creative commons, royalty-free web-site.

Trends in technology environments 1.3 – Reflect & Share

leannecrawshaw on
Digital image

“Just being able to learn as individuals is not enough. The real questions revolve around the social practices, institutional structures and skills we need. What are the challenges you have encountered in these areas, and what have you done to respond to them?

Teaching in Adult Education where the majority of students have a mobile phone and are proficient with Instagram, Snapchat and TikTok,  many educators assume this cohort of students are highly proficient with technology. The term “Digital native” is one used to describe this generation as the majority of people born before 1980 may struggle to even know what “TikTok” is!  Admit it, you had to Goggle TikTok, didn’t you or ask Siri?

As an educator, I have witnessed high levels of proficiency from students swiping right and taking the most amazing selfie to a point the individual is unrecognisable, however, ask a group of students to simply modify an image or remove the background in Photoshop or a Word document and they look at you like you are speaking a different language.  The problem is likely due to students using technology and apps without any thought, it is quick, it is instant and boom they move onto the next thing.  A deeper understanding of how the technology works and taking a pause to stop reflect and think about what they are doing may lead to a deeper understanding and appreciation for the technology they are using.

I use Facebook Groups for my students to share information and keep up to date. The majority of my students have been using Facebook for years; however, the question is how have they been using it?  In my dealings it is evident online social etiquette is missing, privacy settings are not even considered and students appear to take on a different personality online.  In response to this, the first step is educating students about online safety and being a responsible and respectful online user. The challenge is to ensure the learner of today knows how to act responsibly online and use social media professionally and respectfully to ensure we are creating a network of digital citizens that are proficient online as this also impacts their life offline.

If you don’t know what TikTok is, here is a small YouTube video!

I look forward to hearing your views on how social media impacts your learning environment.

Leanne