Thinking back to when I was in Primary School the way technology was used was extremely different. I realised this when talking to a class on a previous placement. I returned to visit my students and they had some questions for me, one question was about if I used computers in class like they did. I found myself describing the large computer screens and hard drives that accompanied them, between that and the limitation of only two computers per class it was easy to see the shock and interest in the student's eyes. When I used computers in school they were a privilege and used mainly for publishing written work or playing on http://www.coolmath-games.com.
Digital tools in todays classroom are used in a more engaging and fluid way. The Educational Gazette (2014) discuss how digital tools supported students and allowed for hope as students and teachers looked forward and used the tools to process and make meaning of their experiences during the Christchurch earthquakes. I recall friends returning to Blenheim from Christchurch and joining my class and using devices to access their work from school in Christchurch. The use of devices allowed for independent learning and more collaboration between students and teachers. There is less boundaries for students who are disadvantaged especially in literacy and technology brings new ways to access, create and share knowledge.
The National Library have resources and information that shares what Digital Citizenship in schools is like and how to manage it. There is an importance to teach about how individuals interact with others and/or information through media and technology. There is a separation meaning some individuals may make choices that are not sensitive to the people that they are directed towards. Digital Citizenship is shaped by cultures, institutions, policies and information. There needs to be values and principles that control how individuals interact with technology. It is also important to consider that technology has a time, place, and appropriate context meaning it is not always a necessity in the classroom and students should be able to recognise this as well.
The National Library also discusses Terms and Conditions, research shows that most individuals do not read the Terms and Conditions when asked and often there are consequences. I had thoughts about teaching to this by challenging my students to make a choice without clear instructions students could be given a series of questions and activities one of which is they need to accept Terms and Conditions, however, there will be a term that causes students to miss out if they accept them. This is only one step in a long ongoing teaching process that will occur in every class that I am to teach.
References
The New Zealand Gazette. (2014). Disrupting boundaries: how digital devices became a resource for transformative change in a time of crisis. 28 July. Wellington, New Zealand: Ministry Of Education.
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