Over the past two decades of teaching, I have watched technology grow and work its way into our classrooms and daily lives. I began teaching math at the high school level in 1997 and moved to the middle school level in 2001. In a 2012 New York Times article, a teacher was quoted as saying that she felt like she had to entertain students to keep their attentions due to the increase in technology (Richtel, 2012). I remember feeling the same way. Instead of pushing technology away, I chose to embrace it as a tool to enhance learning in my classroom. Through the years, I have been trying programs, apps, and any technology device that my district would allow. As technology continues to evolve, I will continue my adventure.
Durable Understandings of Digital Citizenship
Anyone born after 1990 has lived with technology their entire life. Just because someone has grown up using technology does not mean that they understand digital citizenship. Just as a citizen of a country must follow laws of the country and has right and responsibilities, citizens in the digital world also have rules, rights and responsibilities. Digital citizenship is the positive, responsible way a person behaves when using technology. It consists of nine elements which include digital access, commerce, communication, literacy, etiquette, law, rights/responsibilities, health/wellness, and security (Ribble, 2015).
The digital world is a blend of race, religion, gender, nationality, and socioeconomic status. Digital citizenship aims to teach everyone how to use technology appropriately and effectively (Ribble, 2015). Being able to communicate with people around the world at a touch of a button has many benefits, but we must be aware of cultural differences to ensure positive interactions. Sadly, we must also teach our students about the negative impacts of the digital world to protect their future. Because of the rapid growth in technology, we must also prepare young adults for a digital world that does not yet exist. Educating students about digital citizenship will help students live a digital lifestyle safely and positively (Ohler, 2012).
Course Accomplishments
My biggest course accomplishment is connecting what I have learned about digital citizenship with a topic already addressed in my classroom. Texas recently amended a code requiring all schools to teach character traits. My district began implementing character traits in every classroom during the 2019-2020 school year. During this time, I developed a website to organize materials so that teachers could deliver the material to students as a cohesive team. All teachers delivered different types of material about the same topic. During this course, I have found ways to weave most digital citizenship traits into the character units.
The character trait kindness was paired with digital etiquette. Kindness is the quality of being friendly, generous, and considerate ("English Dictionary, Thesaurus, & Grammar Help"). The definition of digital etiquette is the electronic standards of conduct or procedure (Ribble, 2015). When using any digital device, our standards of conduct or procedure should be friendly, generous and considerate.
The character trait commitment was paired with digital law. It takes commitment to your character to follow and help enforce rules and laws. Law include reporting copyright infringement, reporting cyberbullying, and not posting or sharing inappropriate images.
The character trait respect was paired with digital communication and digital rights and responsibilities. All of these include knowing how and when to use technology. Students should know when it is appropriate to use technology in the classroom, understand that a text or post can be misinterpreted, and sending inappropriate images or remarks could be breaking the law. Respecting others during communication is our responsibility and can avoid future conflicts.
Other character traits could be paired with digital elements, but I chose to focus on the few I felt were most important at this age. Honesty could be paired with digital commerce and patience could be paired with digital literacy. I found the character traits forgiveness, selflessness, and humility a little harder to pair with digital topics. The digital topics of access, health and wellness, and security could be grouped into other character traits. Character and digital character have to do with our true self. It is our job as educators to help students develop their character.
Course Challenges
My biggest challenge in this course was the week on copyright. I found copyright law very confusing to read and interpret. The class article “Copyright Basics” was twelve pages long. The law is very technically written. After reading a couple of paragraphs, I had forgotten what I read. Then, teachers have the fair use, but this does not mean that teachers can use any material for education. All the educational material that we find online may or may not be fair use. I have found material online that I know is protected by copyright, but has been copied and posted so many times that I am not even sure who was the original creator. Copyright infringement happens on a daily basis and many people do not realize they are breaking the law. Thankfully, there are websites and resources that can help your wade through the wording. Using these sites is up to the individual.
Best Work in this Course
My best work in this course was my final video presentation. I have made several videos during my courses, but this one is different. As I made this video, I felt like everything I have done over the past year and a half is coming together. I stepped out of my comfort zone and I was ok with that.
This is a product that I can use in my current classroom. The video is a short review of the nine elements of digital citizenship. During the video, I give examples of how it relates to my students lives. I also include my mantra which reminds students that what they do online today will be there forever.
While making my video, I bought and used a new software. I understand that there are many free products available, but I found a platform that I wanted to try. A year ago, I would have been to nervous to try something new. I bought this product (on sale, of course) and used it without thinking twice. As I began reflecting on this course, I realized what I had done.
Connecting Course Learning
When using any technology in the classroom, it cannot be assumed that students learn digital citizenship from their parents. Part of public education needs to include lessons teaching students proper online behavior. At the middle school level, parts of all nine elements need to be discussed. My main concerns using blended learning at this level are proper digital communication, etiquette, law and responsibilities.
Digital communication in conjunction with digital responsibility is a concern at this age. It is important to address cyberbullying and the student’s responsibility to report any abusive online behavior. Around 37% of students from 12-17 say they have been bullied online and 88% of teens surveyed say they have seen cruel or mean behavior (Ribble, 2015). Although most cyberbullying occurs at home, much of the fallout is seen at school. The victims of cyberbullies can suffer from many negative effects including depression, eating disorders, low self-esteem, drug and alcohol use, and suicidal thoughts or actions (“Cyberbullying Effects”). Encouraging students to report online harassment and not pass along or participate in inappropriate online posts will have positive affects to stop bullying. Establishing programs and procedures to educating students about cyberbullying can have tremendous influence as well (“Cyberbullying: What Teachers and Schools Can Do”).
Digital etiquette is another online behavior which should be addressed. When is it appropriate to use technology? As the digital world and real-life merge, students need to understand when technology needs to be put down. What many young people may not deem inappropriate, the older generation may see as rude and unacceptable. At this age, many students are not cognizant of others feeling or differences in cultures. There have been many miscommunications with texts or posts by people in the same culture and using the same language. Written word can change meanings with different tones. A meaningless joke to one person can be read as a rude comment to another. Add in a language barrier or cultural difference and many other issues can arise. Cultural diversity should be discussed to curb miscommunication (Michele, n.d).
Students should understand some digital laws. Digital laws cover area from copyright to sexting. Because of the complexity of copyright laws, students may break copyright laws and not even realize it. Students may even view an illegal behavior as “no big deal.” In a survey by Stanford, 44% of college aged students surveyed believed that downloading copyrighted music was ethical (Chen, LaGrandeur, Grant, & Siroker). Having an inappropriate image of someone underage on your digital device is illegal, even if that person sent the picture or gave permission for it to be taken. According to a 2018 article in Time magazine by Alexandra Sifferlin, 15% of teens say that they send sexts and 27% say they have received them (Sifferlin, 2018). Even more concerning, young adults do not think about the legal consequences of sending the images. Students need to be made aware of digital law and the consequences of breaking it to protect their future.
Favorite Aspect of Course
My favorite aspect of this course was the amount of resources that I was introduced to. The need for digital citizenship education is making itself know. Technology has given us the tool to communicate with people around the world who have different ideas and beliefs. Our students are being raised by a generation without an education in digital citizenship. It is up to educators to show students the proper online behavior so that they can educate their parents.
Since I am one of those who grew up without digital citizenship education, I need resources. During this course I was introduced to or found website to teach not only digital citizenship, but more specific topics in digital citizenship. There are websites to teach copyright law and others to help teachers decipher if they material they are using is protected by copyright. There are websites to help students with cyberbullying and help parents know the steps to take if their child is being cyberbullied. There may be negative aspect to technology, but there are so many more positive.
Resources:
Chen, G., LaGrandeur, M., Grant, P., & Siroker, D. (n.d.). The Future of Peer to Peer File Sharing. Retrieved April 5, 2020, from https://cs.stanford.edu/people/eroberts/cs201/projects/2003-04/peer-to-peer/ethics.html
Cyberbullying Effects. (n.d.). Retrieved April 2, 2020, from http://fundforcivility.org/cyberbullying-effects/
Cyberbullying: What Teachers and Schools Can Do. (n.d.). Retrieved April 2, 2020, from https://www.scholastic.com/teachers/articles/teaching-content/cyberbullying-what-teachers-and-schools-can-do/
English Dictionary, Thesaurus, & Grammar Help. (n.d.). Retrieved April 4, 2020, from https://www.lexico.com/
Michele, W, A., BillT, Mind Tools Content Team, Mind Tools Content Team, & Mind Tools Content Team. (n.d.). Cross-Culture Communication: Good Collaboration Is a Must. Retrieved April 2, 2020, from https://www.mindtools.com/CommSkll/Cross-Cultural-communication.htm
Ohler, J. (2012). Digital citizenship means character education for the digital age. Education Digest: Essential Readings Condensed for Quick Review, 77(8), 14-17. (PDF: Ohler_Digital_citizenship_means_character_education_2012.pdf)
Ribble, M. (2015). Digital citizenship in schools – Third edition. Eugen: International Society for Technology in Education.
Richtel, M. (2012, November 1). Technology Changing How Students Learn, Teachers Say. Retrieved April 4, 2020, from https://www.nytimes.com/2012/11/01/education/technology-is-changing-how-students-learn-teachers-say.html
Sifferlin, A. (2018, February 26). 1 in 4 Teens Say They're Sexting. Retrieved April 3, 2020, from https://time.com/5172906/sexting-messages-teens/
Z, D. (2020, February 26). The 9 elements of Digital Citizenship your students need to know. Retrieved April 5, 2020, from https://blog.neolms.com/the-9-elements-of-digital-citizenship-your-students-need-to-know/
Durable Understandings of Digital Citizenship
Anyone born after 1990 has lived with technology their entire life. Just because someone has grown up using technology does not mean that they understand digital citizenship. Just as a citizen of a country must follow laws of the country and has right and responsibilities, citizens in the digital world also have rules, rights and responsibilities. Digital citizenship is the positive, responsible way a person behaves when using technology. It consists of nine elements which include digital access, commerce, communication, literacy, etiquette, law, rights/responsibilities, health/wellness, and security (Ribble, 2015).
The digital world is a blend of race, religion, gender, nationality, and socioeconomic status. Digital citizenship aims to teach everyone how to use technology appropriately and effectively (Ribble, 2015). Being able to communicate with people around the world at a touch of a button has many benefits, but we must be aware of cultural differences to ensure positive interactions. Sadly, we must also teach our students about the negative impacts of the digital world to protect their future. Because of the rapid growth in technology, we must also prepare young adults for a digital world that does not yet exist. Educating students about digital citizenship will help students live a digital lifestyle safely and positively (Ohler, 2012).
Course Accomplishments
My biggest course accomplishment is connecting what I have learned about digital citizenship with a topic already addressed in my classroom. Texas recently amended a code requiring all schools to teach character traits. My district began implementing character traits in every classroom during the 2019-2020 school year. During this time, I developed a website to organize materials so that teachers could deliver the material to students as a cohesive team. All teachers delivered different types of material about the same topic. During this course, I have found ways to weave most digital citizenship traits into the character units.
The character trait kindness was paired with digital etiquette. Kindness is the quality of being friendly, generous, and considerate ("English Dictionary, Thesaurus, & Grammar Help"). The definition of digital etiquette is the electronic standards of conduct or procedure (Ribble, 2015). When using any digital device, our standards of conduct or procedure should be friendly, generous and considerate.
The character trait commitment was paired with digital law. It takes commitment to your character to follow and help enforce rules and laws. Law include reporting copyright infringement, reporting cyberbullying, and not posting or sharing inappropriate images.
The character trait respect was paired with digital communication and digital rights and responsibilities. All of these include knowing how and when to use technology. Students should know when it is appropriate to use technology in the classroom, understand that a text or post can be misinterpreted, and sending inappropriate images or remarks could be breaking the law. Respecting others during communication is our responsibility and can avoid future conflicts.
Other character traits could be paired with digital elements, but I chose to focus on the few I felt were most important at this age. Honesty could be paired with digital commerce and patience could be paired with digital literacy. I found the character traits forgiveness, selflessness, and humility a little harder to pair with digital topics. The digital topics of access, health and wellness, and security could be grouped into other character traits. Character and digital character have to do with our true self. It is our job as educators to help students develop their character.
Course Challenges
My biggest challenge in this course was the week on copyright. I found copyright law very confusing to read and interpret. The class article “Copyright Basics” was twelve pages long. The law is very technically written. After reading a couple of paragraphs, I had forgotten what I read. Then, teachers have the fair use, but this does not mean that teachers can use any material for education. All the educational material that we find online may or may not be fair use. I have found material online that I know is protected by copyright, but has been copied and posted so many times that I am not even sure who was the original creator. Copyright infringement happens on a daily basis and many people do not realize they are breaking the law. Thankfully, there are websites and resources that can help your wade through the wording. Using these sites is up to the individual.
Best Work in this Course
My best work in this course was my final video presentation. I have made several videos during my courses, but this one is different. As I made this video, I felt like everything I have done over the past year and a half is coming together. I stepped out of my comfort zone and I was ok with that.
This is a product that I can use in my current classroom. The video is a short review of the nine elements of digital citizenship. During the video, I give examples of how it relates to my students lives. I also include my mantra which reminds students that what they do online today will be there forever.
While making my video, I bought and used a new software. I understand that there are many free products available, but I found a platform that I wanted to try. A year ago, I would have been to nervous to try something new. I bought this product (on sale, of course) and used it without thinking twice. As I began reflecting on this course, I realized what I had done.
Connecting Course Learning
When using any technology in the classroom, it cannot be assumed that students learn digital citizenship from their parents. Part of public education needs to include lessons teaching students proper online behavior. At the middle school level, parts of all nine elements need to be discussed. My main concerns using blended learning at this level are proper digital communication, etiquette, law and responsibilities.
Digital communication in conjunction with digital responsibility is a concern at this age. It is important to address cyberbullying and the student’s responsibility to report any abusive online behavior. Around 37% of students from 12-17 say they have been bullied online and 88% of teens surveyed say they have seen cruel or mean behavior (Ribble, 2015). Although most cyberbullying occurs at home, much of the fallout is seen at school. The victims of cyberbullies can suffer from many negative effects including depression, eating disorders, low self-esteem, drug and alcohol use, and suicidal thoughts or actions (“Cyberbullying Effects”). Encouraging students to report online harassment and not pass along or participate in inappropriate online posts will have positive affects to stop bullying. Establishing programs and procedures to educating students about cyberbullying can have tremendous influence as well (“Cyberbullying: What Teachers and Schools Can Do”).
Digital etiquette is another online behavior which should be addressed. When is it appropriate to use technology? As the digital world and real-life merge, students need to understand when technology needs to be put down. What many young people may not deem inappropriate, the older generation may see as rude and unacceptable. At this age, many students are not cognizant of others feeling or differences in cultures. There have been many miscommunications with texts or posts by people in the same culture and using the same language. Written word can change meanings with different tones. A meaningless joke to one person can be read as a rude comment to another. Add in a language barrier or cultural difference and many other issues can arise. Cultural diversity should be discussed to curb miscommunication (Michele, n.d).
Students should understand some digital laws. Digital laws cover area from copyright to sexting. Because of the complexity of copyright laws, students may break copyright laws and not even realize it. Students may even view an illegal behavior as “no big deal.” In a survey by Stanford, 44% of college aged students surveyed believed that downloading copyrighted music was ethical (Chen, LaGrandeur, Grant, & Siroker). Having an inappropriate image of someone underage on your digital device is illegal, even if that person sent the picture or gave permission for it to be taken. According to a 2018 article in Time magazine by Alexandra Sifferlin, 15% of teens say that they send sexts and 27% say they have received them (Sifferlin, 2018). Even more concerning, young adults do not think about the legal consequences of sending the images. Students need to be made aware of digital law and the consequences of breaking it to protect their future.
Favorite Aspect of Course
My favorite aspect of this course was the amount of resources that I was introduced to. The need for digital citizenship education is making itself know. Technology has given us the tool to communicate with people around the world who have different ideas and beliefs. Our students are being raised by a generation without an education in digital citizenship. It is up to educators to show students the proper online behavior so that they can educate their parents.
Since I am one of those who grew up without digital citizenship education, I need resources. During this course I was introduced to or found website to teach not only digital citizenship, but more specific topics in digital citizenship. There are websites to teach copyright law and others to help teachers decipher if they material they are using is protected by copyright. There are websites to help students with cyberbullying and help parents know the steps to take if their child is being cyberbullied. There may be negative aspect to technology, but there are so many more positive.
Resources:
Chen, G., LaGrandeur, M., Grant, P., & Siroker, D. (n.d.). The Future of Peer to Peer File Sharing. Retrieved April 5, 2020, from https://cs.stanford.edu/people/eroberts/cs201/projects/2003-04/peer-to-peer/ethics.html
Cyberbullying Effects. (n.d.). Retrieved April 2, 2020, from http://fundforcivility.org/cyberbullying-effects/
Cyberbullying: What Teachers and Schools Can Do. (n.d.). Retrieved April 2, 2020, from https://www.scholastic.com/teachers/articles/teaching-content/cyberbullying-what-teachers-and-schools-can-do/
English Dictionary, Thesaurus, & Grammar Help. (n.d.). Retrieved April 4, 2020, from https://www.lexico.com/
Michele, W, A., BillT, Mind Tools Content Team, Mind Tools Content Team, & Mind Tools Content Team. (n.d.). Cross-Culture Communication: Good Collaboration Is a Must. Retrieved April 2, 2020, from https://www.mindtools.com/CommSkll/Cross-Cultural-communication.htm
Ohler, J. (2012). Digital citizenship means character education for the digital age. Education Digest: Essential Readings Condensed for Quick Review, 77(8), 14-17. (PDF: Ohler_Digital_citizenship_means_character_education_2012.pdf)
Ribble, M. (2015). Digital citizenship in schools – Third edition. Eugen: International Society for Technology in Education.
Richtel, M. (2012, November 1). Technology Changing How Students Learn, Teachers Say. Retrieved April 4, 2020, from https://www.nytimes.com/2012/11/01/education/technology-is-changing-how-students-learn-teachers-say.html
Sifferlin, A. (2018, February 26). 1 in 4 Teens Say They're Sexting. Retrieved April 3, 2020, from https://time.com/5172906/sexting-messages-teens/
Z, D. (2020, February 26). The 9 elements of Digital Citizenship your students need to know. Retrieved April 5, 2020, from https://blog.neolms.com/the-9-elements-of-digital-citizenship-your-students-need-to-know/