Week Two - Digital Citizenship.

Week Two TECP317 - Digital Citizenship

Ribble (2007) discusses 9 elements of Digital Citizenship. These elements are central to teaching digital citizenships within schools, however, they are only the tip of the ice burg. During this week's readings I was able to delve deeper into these elements and consider their place within everyday learning as well as reflect on experiences I have had within digital classrooms and how these relate to the 9 Elements of Digital Citizenship.

Digital Citizenship is defined as "describing the norms of appropriate responsible behaviour with regard to technology use." (Ribble, 2008). These are not limited to where teaching Digital Citizenship is appropriate. It should be considered and referred to through out any teaching and learning within the classroom.

The Nine Elements of Digital Citizenship
Digital Etiquette
Much like tradition etiquette, digital etiquette reflects on what conduct is expected by others. Do we consider other around use when we use technology? A prime example being that when a teacher calls attention any devices are put down, paused, or the screens tilted down to show focus on the teacher. Others including using headphones for noise, the brightness of a screen, or the volume of voice while using a cell phone. Just because use of Technology is personal while we use it we can still affect those around us.

Digital Law

A consistent concern with the availability of technology is that laws are being followed and recognised. In New Zealand the legal age to access and have personal accounts on social media such as Facebook, Twitter, Snapchat, Instagram, Youtube, and Tumblr is 13 years of age. Studies show that children as young as 10 are gaining accounts to these social platforms, many without explicit parental consent or monitoring. The law is in place to protect students and this needs to be a key focus looking at the importance of not having these accounts and the damage that can occur from them to an individual's health and wellness. My concern and what should be a central focus for all digital citizens is monitoring what is accessed and communicating the importance of consistency between home and classroom so that all technology users are protected. There needs to be a focus on activities that are considered illegal and remind students of this. Much like in the real world where there can be consequences for illegal use of technology we need to make sure this is a focus within the classroom as well. Talk about the reason for these laws in a real world context; create a consequence system for the classroom creating a microcosm for students.

Digital Access

A consistent concern for all teachers is creating a fair set of tasks that all students can complete using the same devices that they have access to. Because it is un-realistic to expect all students to have the same access to technology as a teacher there is a need to be prepared with tasks that can be completed if there is no device available. Ribble (2007) talks about the range of causes that may mean lack of access to technology (socioeconomic status, disability, social location) as well as ways to support this disadvantage such as open computer labs, evening access to school libraries, and extracurricular activities. This access needs to be a central concern for student success; it also allows for parents to gain access to technology and develop their own skills.

Digital Health and WellnessWhen is it time to turn the devices off and take a break? More commonly than not students will verbalise their use of technology at home that goes straight through till they go to bed. There needs to be an open dialogue with parents about all elements of digital citizenship, there needs to be a specific focus on when it is appropriate to use technology for a child's own wellbeing. Extensive use of technology can cause eye damage, effects sleep patterns, and can be psychologically damaging (caused by bullying) if not monitored properly. There needs to be a clear balance for all users because there is a point where there can be too much. This needs to be discussed with parents and children to set clear outlines to support their health and wellness.

Digital Literacy"Have users taken the time to learn about digital technologies?" "Do users share their knowledge with others?" Both key questions asked by Ribble (2008). Digital Literacy is the skills required to successfully use digital technology. There is an expectation that children know all of the skills required for success, however, this is not the case. We must never assume that an individual knows all of the required skills, instead take the time to provide an environment that has prompts to help as well as 'peer-experts'. Whenever possible take the time to have a flipped classroom. Through personal experience I have seen the engagement and pride that is fostered through allowing the child to become the teacher.

Digital Commerce

Digital commerce reflects on the transactions that occur online whether it be for games, music, movies, or other goods or services. Digital commerce links directly to digital security as there needs to be a specific focus on looking for safe websites that you can purchase these services from. There is the opportunity to teach these safety steps to the children and then allow them to teach their parents meaning that there is an open dialogue between all parties and the learning is not restricted to the classroom.

Digital Security

As discussed in digital commerce, digital security is understanding the dangers there are while online. There needs to be specific focus on protecting personal information both personal and educating family and the wider community. Focus on how much information is too much, when someone is asking for personal details children need to be aware of what is and isn't ok. If possible use real context examples from people that have had experience with digital security breaches.

Digital CommunicationPrior to the extensive access that we have to technology forms of communication were taught during writing. A students was taught to write both formal and informal communication. Now with the availability there is to technology there is a need to teach about what sources are appropriate for each type of communication. For example an email is a more formal form of communication, Twitter or other forms of social media however are informal communication methods. Another key focus is whether the communication if helpful or harming. We need to make sure that teaching around appropriate and supportive communication is taught to prevent situations of bullying like many that occur within the the online environment.

Digital Rights and Responsibilities

Using technology is a privilege and the freedoms that come with it come with specific expectations. To often users take advantage of the availability of technology and misuse this, the 9 Elements of Citizenship set up specific expectations that need to be constantly reinforced and followed otherwise there needs to be specific consequences. There is a difference between rights and responsibilities and the attitude is too often that technology is a right.

The mind map below summaries this weeks readings and allowed me to add my own ideas and thoughts allowing for a sharing of ideas within the Nine Elements. These parts of Digital Citizenship have encouraged me to think more closely about how I will use technology within my classroom and what I expect of my own learners.

References
Ribble, M. & Bailey, G. (2007). Nine Elements of Digital Citizenship. Digital Citizenship in Schools. New York, USA: International Society for Technology in Education.

Ribble, M. (2008). Passport to Digital Citizenship. Learning and Leading with Technology, 36(4), 14-17.