May 30

ETL 523- Assessment 2 Part B: Critical Reflection

Concept of digital citizenship and applications for DLE

While working my way through this subject I have come to understand that digital citizenship is more than a list of rules, but rather a way of thinking. Ribble (2017) describe it as an umbrella term that covers aspects of etiquette, communication, digital literacy and law, responsibility, wellness and security. However, I personally believe that digital citizenship is more of a culture or attitude towards technology and your ability to use it to help make the world a more ethical and kinder place. I find my belief about digital citizenship has changed throughout this subject and now lines up more with Richard Culatta (ISTE, 2018) who describes digital citizenship as “using technology to make the community better”.

 

I believe digital citizenship curriculum needs to involve students, allowing them to be part of the teaching process, partnering with students in learning digital citizenship skills and making it applicable and relevant for them is the key (Johnston, 2021a). A good digital citizenship curriculum prepares students to be active and level-headed members of digital learning environments as it addresses behaviour in the digital space, encouraging students to be digital leaders by displaying responsible and ethical actions while using digital tools. I now have a deeper understanding of what digital citizenship really is and will no longer be focusing on the dangers of being in the digital space and ticking my IT program off, but encouraging students to add, create, collaborate, collate and leave a digital footprint that will work for them and say something about who they are and what they stand for in this world (Johnston, 2021b).

 

Understanding the role of the DLE

Embracing  digital learning environments is about creating a place for students to practice and develop 21st Century skills. Originally I really struggled with understanding this concept and was thinking about the devices and software that is made available for students to use (Johnson, 2021c). However, I have been able to expand my knowledge through the modules and assignments to understand that a digital learning environment is a vessel to develop 21st Century skills by giving students access to technology. In order for digital learning environments to support students through the acquisition of these skills it should have infrastructure, vision, policies, procedures, professional learning, available web tools, curriculum support and stakeholder buy in. A school’s digital learning environment will differ from school to school based on the needs of the students and the available support, but all digital environments must be well-supported by the technology team within the school. Through completing the environmental scan I have been able to reflect upon on my own school and the state of our digital learning environment and the missing elements that need to be added to bring greater strength to it and hopefully greater success in making digital technologies embedded better into our school curriculum.

  

Role of the teacher librarian and technology leader

Teacher librarians are experts at collaborating and sharing their knowledge with staff and offering support to teachers. Teacher librarians need to take up the call and help drive the digital learning environment for their school (Johnston, 2021d).  I personally don’t see this within my own school, but see the technology leader doing this role. Observing this has made me want to become more skilled in digital tools, become aware of policy and procedures within my school that focus around technology and extending my personal learning networks in order that I am able to be that support for either my school or another school one day in the role of teacher librarian.

 

References

 

ISTE. [username]. (2018, October 11). Rethinking digital citizenship. YouTube https://www.youtube.com/watch?v=iwKTYHBG5kk

Johnston, M. (2021a, March 8). I loved the comparison of just giving a child a car and letting them drive with no lessons [comment on “Topic 1.4- Digital citizenship in the curriculum”]. Topic 1.4 Digital citizenship in the curriculum.

https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messageDLE are pretty similar s&course_id=_55154_1&nav=discussion_board_entry&conf_id=_110086_1&forum_id=_232393_1&message_id=_3411477_1

Johnston, M. [melgjohnston]. (2021b, March 27). Digital citizenship in the curriculum. A positive digital footprint. https://thinkspace.csu.edu.au/digitalfootprint/

 Johnston, M. (2021c, March 14). My professional and personal DLE are pretty similar [comment on “Topic 3.1- Designing the Digital Learning Environment”].Topic 3.1- Designing the Digital Learning Environment. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_55154_1&nav=discussion_board_entry&conf_id=_110086_1&forum_id=_232395_1&message_id=_3411481_1

Johnston, M. [melgjohnston] (2021d, March 1). Are we teaching digital citizenship well? Mel’s reflective journal. https://thinkspace.csu.edu.au/melissa/2021/03/01/are-we-teaching-digital-citizenship-well/

 Ribble, M. (2017). Nine elements of digital citizenship. Digital citizenship using technology appropriately. https://www.digitalcitizenship.net/nine-elements.html

Category: ETL523 | LEAVE A COMMENT
April 21

ETL 523 Assessment 1- Digital Citizenship Guide

Part C: Reflective blog post

When reading the outline for the web guide, I was totally overwhelmed because I have never built a website before. I was definitely out of my comfort zone, however I have found completing this assessment the biggest learning curve.

I had two distinct challenges I identified when looking back on the process of completing the assessment task, the technology side and the legal side of copyright.

I come from a school with no real concern for copyright. Students and teachers constantly copy and paste images into power point presentations and no effort is made to address this. The teacher librarian does do a lesson on this topic in library lessons with older stages, but it is not upheld in classrooms by students or teachers. I am not confident in copyright because of this school culture. When looking for images to embed into the web guide, I discovered many online platforms that allow you to use their images in a legal way, this is something I will continue to use in the school environment and plan to demonstrate to staff and teachers while always promoting being copyright aware and doing the legal and ethical thing.

I also struggled with the layout of the website, how to embed and how to create links. Upon reflection I struggled with these things because it is apparent that my exposure and use of digital tools is lacking. I have not been experimenting with these technologies enough to feel confident to actually create anything. This is a problem as if I am supposed to teach students to be digital citizens how can I do that if I am not familiar with the tools they are using. I can’t add value to the discussion if I am not actively involved in it. I need to be a more engaged digital citizen and plan to reach out to the school librarian to ask for assistance while I attempt to add to my skill set when it comes to technology.

I have learnt a lot through the content of the assessment, but my biggest takeaway is the fact that I  created a website and for that I am really proud.

Category: ETL523 | LEAVE A COMMENT
March 10

The digital divide

The digital divide wasn’t something that I had put much thought into until covid-19 caused schools to move to online learning. Talking to parents and seeing their frustration and worry about how their three children are going to share one device to access zoom lessons and submit their work at the end of the week was a real wake up call.

Just because a student has access to the internet and a device to access it does not mean they have equal opportunities compared to others. A student with their own device that is theirs alone compared to one family desktop that is shared with multiple children and parents who may be working from home are two different situations.

As educators we need to be aware that the digital divide is a real thing and not only refers to the access of internet but also skills of users, blocked sites and restrictions imposed upon students by others. It is benneficial as teachers to keep this is mind when students are asked to complete tasks away from school. Are we making it fair for all students? If the asssessment has not been completed is it because they don’t have the means at home to do what is required?

The school in which I work uses library times and the expertise of the teacher librarian to assist students in completing assessment items, allowing students to have fair access to the internet and one to one devices that allows them to research and ask for help when needed. This is a very different approach from when I was in school or high school in which tasks were set and if we didn’t have access to the internet we were expected to get ourselves to the public library to borrow books on the topic or use the internet there. As educators we need to be encouraging students to collaborate, create and share but in a space where it is fair for all and the circumstances in which you come from don’t dictate your ability to do well at school.

Category: ETL523 | 1 Comment on The digital divide
March 1

Are we teaching digital citizenship well?

Digital citizenship is something I believe many teachers have got wrong, not because we aim to not inform our students but so much of our teaching load has been devoted to covering content that we have failed to teach and demonstrate these vital skills to students. We teach young people how to research and the skills associated with this but this seems to be where it stops. Does it stop here because teachers don’t really know what is involved in being a good digital citizen or is it assumed that these skills are being explored at home with their family?

I am guilty of teaching cyber bullying and being safe online and calling it a day, proud of the job I have done in equipping students to be safe online but exploring the key factors of digital citizenship has brought to my attention the massive gap we expect students to just fill in on their own.

It seems the approach of many educational facilties is to block every possible site for students in the hope of keeping them safe but have we prepared students to be  digital citizens when in school we limit their access and then send them home knowing they are using these platforms but with no real skills into how to be informed, responsible and the decision makers of their own digital wellness (Greenhow, 2010).

We as educators need to do better.  We need to be teaching students that their online behaviour needs to adhere to standards. Standards that look into legal and ethical aspects as well as looking at how we treat others and how we protect ourselves (Ribble & Park, 2019). If our aim is to make our global community a better place for all then understanding the remifications of what can happen when we don’t adhere to the standards expected of us by our educational facility and our government is a important lesson. The power that students have when they interact online is one that should not be taken lightly. They have the ability to insight change whether negative or positive, they have an impact.

It has been identified that teachers need to model and instruct their students on being digital citizens but with this expectation put upon teachers the question lies in how do teachers do this? (Greenhow, 2010). The teacher librarian is perfectly placed as the information specialist to drive this movement within their school.  Teacher librarians are experts as collaboration and  sharing their knowledge with staff and offering support to teachers. Teacher librarians need to take up the call and drive this for their school.

It is my hope that the students I teach can benefit from my new understanding and the identified errors I have made in my teaching practice.

Resources

Greenhow, C. (2010). A new concept of citizenship for the digital age. Learning & leading with technology, 37(6), 24-25.

Ribble, M., & Park, M. (2019). The digital citizenship handbook for school leaders, fostering positive interactions online.

Category: ETL523 | LEAVE A COMMENT