Digital Citizenship
(Week 1)
Regardless of the platform, citizenship plays an important role in our lives. Students are not born with the understanding of how to interact with others. Just as children are taught to speak, they must be taught to communicate. In the digital world, it is critical for users to understand the expectations of the digital environment just as it is for functioning in face to face society.
I believe that experts would agree with educators that digital citizenship is how we describe the behaviors and use of technology in which our students engage. Students must learn how to use technology in purposeful ways in order to continue the innovation expected from the future generations. The use of technology is not intended to replace human interactions, but rather enhance the effectiveness and efficiency with which we operate. The collaboration between humans is equally imperative. To have the best of both worlds, students need clear instruction in how and when to use technology and the norms we have accepted as a society to be appropriate when utilizing this resources.
Jason Ohler, in his article, “Digital Citizenship Means Character Education for the Digital Age,” equates the moral development expected of people in the 1960s to current instruction in digital citizenship to our students. Not only are our students engaging in communication and collaboration, they are immersed in a world of endless information. It is easy to become desensitized to basic moral expectations defined by society for so long. Along with explicit instruction in the expectations for behavior in the digital world, our students must identify what they believe is right versus wrong. When so many adults can not even apply those principles online, educators are tasked with helping this generation of children understand how citizenship interconnects with the behaviors online and otherwise.
With an appropriate understanding of what is expected and the moral investigation of right versus wrong; safety, literacy, access, etc. will fall into place. Students learn from the adults surrounding them. It is certainly our obligation to set an appropriate example.
References
Ohler, J. (2010). Digital community: Digital Citizen. Thousand Oaks, CA: Corwin.
Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know (3rd ed.). Eugene, OR: International Society for Technology in Education
Follow the “Mega Byte” Road?
Week 2
Growing up as technology was becoming widely used in the general households played an important role in my desire to learn about using technology in the classroom. I remember my first BCIS class. We had a text book that opened at the top like a pad of paper and a stand for the book to sit on so we could read the instructions as we preformed the task on the computers. We had large, heavy monitors but the graphics were cutting edge compared to that of the green and black from the screens in elementary. We began to learn how to use Microsoft Office components. We were seriously advanced in my school! I was a senior by this point. Until that year, my “online” interaction was nonexistent. We did not have internet at my house. We had a computer that my Grandpa had built from parts. He worked for Motorola for years and had gifted our family with our first computer for Christmas one year. I played on that computer all the time! I was definitely a Tetris queen; a skill that no doubt became beneficial as I pack our car up for family vacations now. I became quite adept in Minesweeper as well, though I have no idea what the objective really was for the game! What I do know is that my fascination for the technology propelled me into learning everything I could about it and how it worked. I feel confident that the curiosity served me well and has shaped me into the educator and consumer I am today!
This week has been a time to explore how our online presence begins and continues as we interact with the online world. As we progress in our knowledge and innovation, we are reminded that our children have no concept of life before the internet and smart phones. In her article, Jacqueline Detwiler said, “Today’s high school students are the first generation that won’t remember life without smartphones, social media, texting-all the things that let us live our lives more alone and more together than humans ever have before.” As an educator, her words forced me to look at the difference in my childhood and the childhoods of the children I teach and my own child. I question the purpose of the technologies we are using in schools and if we are really highlighting the best uses. I also began to explore if I am setting a good example with my own online footprint. I really like how the it is equated to a digital tattoo. It provides a realistic and concrete example of how lasting our activity online can be. We can help our students understand the finality of the persona we present when we interact online. At one time, a tattoo must be well placed to avoid the possibility that it would affect future employment. That same premise applies to the online tattoo today. Your actions can prevent or compromise your ability to gain entrance into college or to be hired for a position. Every thing in our lives is chronicled now. Nothing seems to be off limits. We must ensure that our kids are prepared to create a story of positivity and respectability so that they are always creating the best first impression!
References
Detwiler, J. (2016, December/January). Technology and the American teenager. Popular Mechanics, 193(1), 100-107. Detwiler_Technology and the American Teenager.pdf
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Mine, yours, his, hers…Better make sure!
(Week 3)
While completing my degree, I have been asked many times to produce a graphic or video to illustrate my understanding or make my plan more interesting. As I created, I intentionally used images that were my own. Why do that when there are so many out there on Google? One reason is that I did not have to worry about setting the right parameters on my search to make sure I could legally use the image! One missed click of an option and suddenly I am choosing images that are not free to use! Another reason is that I did not have to spend the time tracking down the originator in order to give credit. I did not do this because I am a lazy student, but rather I grew up in a time when plagiarism and copyright infringement was taught explicitly in school. I err on the side of caution when using the work of others. If the work is my own, I am safe since I gave myself permission to use it! Finally, the horror stories about major companies suing schools because teachers showed films without subscribing to do so has made every educator I know more hesitant to use those materials. It is important to know our rights and responsibilities so that we do not inadvertently involve our districts in unnecessary legal battles in our efforts to educate our children!
After attending class this week and reading through the enormous amount of resources, I began to take an inventory of how I am helping my students understand how to respect the ownership of others when everything they search for is so readily available. I realized that we definitely need more explicit instruction on what we can use, how we can use it, and how to give credit to an author/owner. Our students also need instruction and practice in how to set appropriate search parameters to ensure that their searches only yield usable pieces of work. If we begin this instruction early, our students will be ready for the secondary and post secondary academic world. They will also learn how to be responsible consumers in a world where it is so often overlooked.
My final thoughts are on the different types of formats to include other work and citations in the academic world. There are so many formats; each with its own set of rules! I find myself frustrated and annoyed by the importance we, as an academic body, put on the specific format of a citation or reference list! I feel like this is something that is done this way because that is the way it has always been. I would like to see the academic world examine the reason for the formats, and truly see if the purpose is being met. Perhaps we should streamline the process and not worry so much about not capitalizing each word in a title as required in APA references, but is required by the rest of the world. Our purpose is to give credit, not to learn a new language and ignore the basic mechanics of our language. While I expect my students to credit any work they use that is not their own, I will always remember my purpose when assessing them. My purpose is not a format. My purpose will always be the growth of the students and their capacity to think!
There’s always that one…
No matter the invention. No matter the purpose. No matter the need; someone always finds a way to use it in a different way that inherently leads to nefarious situations. Scientists and innovators around the world must live in a constant state of panic and euphoria when they create and discover. The time to educate the world and insist on a set of norms for the online world has long passed. Now, society must initiate the norms and undo the damage that is already evident.
The online world offers so many opportunities for enrichment and experience. There is never a lack of information. Humans have access to virtually anything they can imagine. Unfortunately, that imagination sometimes leads to pain, grief, and even death as in the case of Ryan Halligan. Kids are not immune to the dangers associated with technology use. Kids are finding ways to use technology to further perpetuate harassment and bullying of others. Sadly, the use of technology hides it from adults more often. Bullying is not new. Humans have battled this behavior as long as humans have existed. Bullies are good at hiding what they are doing and victims are often either too scared or embarrassed to seek help. Kids are especially vulnerable because of their strong desire to fit in with their peers and be approved of by their peers. Society must learn how to respond when there is an outcry. “Get over it!” “Ignore it!” These statements are not going to solve this complex issue, nor are they going to change behavior. Even the strongest of people can succumb to the overwhelming pressure to be accepted.
Ryan Halligan’s story continues to be told by his father, John. John has initiated legislation that addresses cyberbullying and the requirement for suicide prevention education in schools in Vermont. This was in response to his son’s suicide after the continual harassment by his peers. Peers that pretended to be his friends. His parents had no idea the extent of his torment. They did what all parents do. They tried to be supportive and teach Ryan coping tools. That was not enough to stop Ryan from ending his life. Using this instance to promote awareness and begin the conversations about signs to look for are the legacy of a 13 year old young man that felt he had no other recourse.
Integrating digital citizenship education in early childhood settings and continuing it throughout a student’s school career is paramount in dictating their behaviors online. Not only can this mitigate the cyberbullying epidemic our children are experiencing, but it can also prevent the loss of later opportunities because of online behavior. Everything our students broadcast online can ultimately affect their futures. With appropriate digital citizenship education, educators can intervene long before that happens. We use education as a defense for many things. We educate children about the dangers of drugs. We educate children about the dangers of sexual behavior and abusive relationships. Education is the key to guiding student’s down the appropriate path.
Schools across the world should immediately implement digital citizenship education from the onset of digital use regardless of grade level. The sooner students are educated, the less intervention will be needed later. Parents also need to be educated in digital citizenship. With a team effort, kids stand a much better chance of becoming neither the offender or the victim. Finally, the conversation must remain open. Kids need to feel safe coming forward. Kids also need to fear the consequences of noncompliance enough to deter them from engaging in the behavior. Likewise, parents are responsible for their child’s actions online just as much as they are if their child has access to a weapon and uses it to hurt others. Physical weapon or mental, the damage can be equal.
State governments should also put legislation in place to address the complex nature of cyberbullying and ways to protect kids from becoming victims or offenders. Laws should be concise and harsh to deter students from engaging. No longer can society deflect to “kids will be kids.” Kids do what they are allowed to do. Kids do what they see adults do. Kids must be taught. Society cannot continue to ignore the impact of bullying whether physical or mental. Time to make a change!
References
Ryan’s Story Presentation, LLC. (2020). School Assemblies: Ryan’s Story Presentation. Retrieved December 14, 2020, from https://www.ryanpatrickhalligan.org/
Jennifer Bloodworth 