Part B - Reflection

Coming from the subject area of Outdoor Education, the term digital citizenship was foreign to me. This subject, ETL523 Digital Citizenship in Schools has shifted my mindset on the use of technology in the classroom from being tentative and navigating technology in the classroom prudently to taking my classes on a learning adventure into the digital learning environment. Our small primary school is just beginning to venture out into the online world with the huge realisation of the potential learning benefits and essentials skills for 21st century education and lifelong learning.

Fear factor has been a big issue in my school consequently the Internet has been blocked. It is time to make a difference within the school and develop positive student behaviours as we develop our digital footprint. It is important teach digital citizenship, so students have responsible norms of appropriate and responsible technology use (Ribble, 2011).Early in this subject I discovered for the first time designing your Personal Learning Network (PLN). Since then I have designed my PLN and I will continue to monitor and develop my own professional learning and portfolio as well as guiding the students’ PLN.

It is essential to integrate technological skills into context and real life situations. Initially I was guilty of using technology just because it was there. The school has invested in resources such as an Interactive White Board (IWB) and this allowed experimentation on the practicalities of use and propelled me to use the device to enhance student interaction in lessons. In the fast paced digital world, educators need to learn about the practicalities of how to use technological devices or learning platforms such Web 2.0 tools but the real importance is about using this in our learning and the students’ learning. This involves embedding digital citizenship into the curriculum and promoting both classroom and global collaboration.

An article by Daly (2010) reemphasised the change in learning: that students are moving from rote software training to using technology as a tool to control their own learning. As Richardson (2008) explains it is our ability to learn whatever we want, whenever we want, from who we want, that is reducing the linear, aged-grouped, teacher guided curriculum making it less and less relevant (para. 6). Our digital learning environment is continually changing, especially to be able to collaborate with others worldwide. As teachers and learners we need to continually model and develop the 21st century skills.

 Assignment 1 wiki enabled collaboration – to share ideas, to help each other and to be motivated to contribute. At the start I found it a little frustrating not hearing from my co-students but after we delegated work and regrouped to exchange ideas and offer feedback, it display the potential power of collaboration. My digital artifact allowed me to learn another Web 2.0 tool: Prezi. Using this tool developed my presentation skills and being mindful of creative commons and referencing.

The learning design was different for this subject with the Knowledge Networks, digital Innovation portal and the Digital Citizenship in Schools Subject site. This site was easy to navigate and the links were a lot clearer than I had experienced in the past. I added another resource to my PLN, by using a social bookmarking tool - diigo. Joining the subjects’ Facebook page enabled me to see from an educational facet how this social media could be used with students. Online conferencing was new to me as well and this has given me motivation to collaborate with others and be an effective information seeker. Whist using the CSU ETL523 forum I observed a student in central Victoria having trouble accessing the Internet, this triggered my reflection of the ‘digital divide’. So many people have yet to access to the Internet and even at my school we have trouble with a black spot in reception with unreliable Wi-Fi. I found the forums informative and helpful, for instance when a co-student gave me assistance with citations for the wiki. Sharing information and collaboration online is a valuable tool, especially when studying through distance education.

As I reflect on my Blog from 12 March 2014, I can see where my learning has developed in this subject. My definition of digital citizenship “guidelines of responsible behaviour when using technology” was very broad. Upon reflection I now see digital citizenship with the explicit safety procedures in place but also about guiding and empowering our 21st citizens to have to tools needed for critical analysis, seeking information and collaboration for lifelong learning. This subject was given me a wealth of information as well as paths to engage as I continue my digital learning journey.

References

Daly, K. (2010). Being Cybersafety Aware. Screen Education, 58, 42-46. Retrieved from http://search.informit.com.au.ezproxy.csu.edu.au/documentSummary;dn=210479024946648;res=IELAPA

Ribble, M (2011). Digital citizenship in schools. International Society for Technology in Education.

Richardson, W. (2008, December 3). World Without Walls: Learning Well with Others. Edutopia.Retrieved from http://www.edutopia.org/collaboration-age-technology-will-richardson.

My digital artifact for Digital citizenship in schools

http://prezi.com/ilwy4mubfddr/?utm_campaign=share&utm_medium=copy&rc=ex0share

How can we teach students to have online social awareness?

Online social awareness should definitely be taught in schools. At times it seems that people forget that what they write online is permanent but more importantly there are people's feelings at the other end. Students need to be taught to respect other people online as they would do face to face. 


Students need to gain an  understand digital citizenship through learnt and practised behaviours and using a model such as  Lindsay and Davis’ (2012) model called ‘Enlightened Digital Citizenship’ (Chapter 5). This begins with access to technology, and includes five underlying areas of awareness as a lens for viewing digital citizenship choices:

• technical awareness
• individual awareness
• social awareness
• cultural awareness
• global awareness
  

All five areas of awareness are important as they allow us to filter and interpret circumstances and determine appropriate behavior in different situations.

• The five areas of awareness are complemented by the four ‘Rays’ of understanding, namely:

• safety, privacy, copyright, fair use and legal compliance
• etiquette and respect
• habits of learning: responsible, reliable management of online activity
• literacy and fluency

Etiquette and respect online should be at the forefront of teaching our students to be acceptable digital citizens.

 

Reference:

Lindsay, J., & Davis, V. (2012). Flattening classrooms, engaging minds: Move to global collaboration one step at a time. New York: Allyn and Bacon.

ETL523 - Digital Citizenship in schools. What is digital citizenship?

What is digital citizenship?
Broadly speaking it is the guidelines of responsible behaviour when using technology. For example "netiquette" and being safe with on the Internet. We have access to technology 24/7 and it is important for students to learn how to access the information and valid it. Students and teachers will benefit from collaboration online and this will enable engagement of learning and innovation.


A digital learning environment (DLE) refers to the tools, skills, standards, attitudes and habits for learning while using technology and accessing digital resources.

ETL523 - Personal Learning Network (PLN).

Today I have been reading about: A ‘Personal Learning Network’ (PLN) (http://en.wikipedia.org/wiki/Personal_Learning_Network) is an extended group of people not always in your immediate physical realm, with whom you can connect and learn with and from. Patnoudes (2012), in Why (and How) you should create a Personal Learning Network, claims, “Personal Learning Networks are systems that help learners take control of and manage their own learning. This includes providing support for learners to: 1) set their own learning goals, 2) manage their learning; managing both content and process, 3) communicate with others in the process of learning and thereby achieve learning goals. Simply put: A PLN is a system for lifelong learning.”

I spent time my Diigo, wikispaces & twitter accounts. I realise that it is vital to establish a PLN.

Design Your Personal Learning Network

cc licensed ( BY SA ) flickr photo by Joyce Seitzinger: http://flickr.com/photos/catspyjamasnz/5205995052/ 

Reading

Semester 1, 2014

Last semester I enrolled in ETL411, ICT and ETL 505, Bibliographic Standards in Education. Two subjects was too much so I dropped back to one. I completed ETL 505, Bibliographic Standards in Education. 

This is my final year of my Masters in Teacher Librarianship, I have two subjects to go. ETL507 is practical experience which is taken over two semesters. I am looking forward to the Study tour in May. I also need to find a school to do my two week placement. 

The other subject is ETL 523, Digital citizenship in schools. As I begin my reading, I can see this is going to be a huge but interesting topic. 

Semester 2, 2013

ETL411

Well, it has been too long since my last post. In first semester I completed EER500, Introduction to Educational research. I can see why it is important to conduct research but I found this subject a little dry. I think I am more of a practioner and thoroughly enjoy being amongst the students.

Today is the first day of semester 2, 2013. I have enrolled in two subjects ETL411, ICT and ETL 505, Bibliographic Standards in Education. I think two subjects will be too much, but I am leaning towards ICT, for this a big interest for my at the school where my children attend. I will read the subject outlines, make a start on both  and then decide.