See the powerpoint presentation by clicking on the button above.
EDET 673: Digital Citizenship Final Project Mariah Smith Proposal to Implement a Digital Citizenship Program in Grades K-12 Currently the Dillingham City School District’s Technology Plan focuses mainly on skills of operating technological tools. The Plan has a matrix of which skill needs to be learned in certain grade levels such as the second grade level should master opening a file or digitizing a human voice should be mastered by eighth grade (2014). The ISTE Standards (2016) are clear that students need to learn more than just how to physically use technology but also how to act in the digital world. The ISTE Standards for students are created “to empower student voice and ensure that learning is a student-driven process.” The standards are broken into seven attributes of a student in the digital world, which are an empowered learner, a digital citizen, a knowledge constructor, an innovative designer, a computational thinker, a creative communicator, and a global collaborator. The DCSD technology committee has confirmed that the current Technology Plan is lacking the standards of various skills that students need according to the Technology Standards. Among these lacking skills is digital citizenship. This presentation and paper is to propose a way to add digital citizenship skills to the technology plan in order to support students in learning technology skills that are required of them through the ISTE Standards. Digital citizenship is the norms of appropriate, reasonable technology use for students. The tools that are used to teach digital citizenships prepare students to be responsible technology users in society. The standard of digital citizenship call for students to create a digital identity and to be aware of the permanence of this digital identify in the digital world. Also, students must behave in a positive, safe, legal, and ethical way when using technology. Digital citizenship includes the students understanding and respecting the rights and responsibilities of using and sharing intellectual property in the digital world. Lastly, students must successfully manage their personal data and must be award of data-collecting entities. Mike Ribble, a well-known contributor to digital citizenship, has split digital citizenship in nine elements of digital etiquette, digital access, digital law, digital communication, digital literacy, digital commerce, digital rights and responsibilities, digital security, and digital wellness and welfare (2017). In order to teach the elements easier, Ribble proposes splitting them up into three groups of three with each group being appropriate for a certain age group for example digital access, literacy, and safety could be taught to grades 3 through 5. Lessons on digital citizenship are easily found and these resources include but are not limited to code.org, Common Sense Media, Digital Passport, Digital Compass, Digital Bytes, and iDrive Digital. These sites give teachers a wide variety of options to teach lessons according to grades and topics. These lessons might include games, technology, hands-on activities, mini-lessons, and materials needed. I propose that after a training of what digital citizenship is and where resources can be found to teach digital citizenship, teachers are given a few hours during the beginning of year inservice to begin planning on how they can include teaching digital citizenship in their classroom. Teachers should be split into groups according to grade level and/or content. Elementary teachers will be required to teach at least one lesson per quarter and middle/high school teachers will be required to teach at least one lesson per trimester. Students will be exposed to digital citizenship many times throughout the year and in result will create students who are responsible citizens in the digital world. As a math teacher who works with students who take dual credit courses, I might have a lesson on how students are supposed to communicate with professors via email. This lesson might take 20 minutes but it would provide an outline of what a student could potentially use while communicating with their professor because of a question they have or an assignment they are turning in. The whole class will write an example email and then trade computers with a partner to give advice or compliments on the email according to the lesson I gave. This is an example of a digital citizenship lesson plan that focuses on the element of digital communication. In order to have accountability in providing digital citizenships lessons to students, staff will have a share, assess, and reflection time with similar grade and/or content teachers once a month at staff meetings. For example, I might share that the email lesson I gave to my students worked really well but I forgot to focus on what an appropriate subject line is in an email. By sharing this with my colleagues, there could be a potential cross-curricular teaching with another teacher who will focus with students on appropriate subject lines in emails. The goal of this proposal is to create a thought-out environment in which students learn how to be digital citizens so that they can contribute and be apart of the digital world. I expect that after a year this plan might need to be changed a bit in format but I know that the goal will stay the same. Resources code.org www.commonsense.org ISTE (2016). ISTE Standards for Students. www.iste.org/standards/for-students Ohler, J. (2010) Digital Community, Digital Citizen. Thousand Oaks, CA: Corwin Press. Kindle Edition. Ribble, M. (2017) Digital Citizenship: Using Technology Appropriately. www.digitalcitizenship.net/ University of Kentucky’s iDrive Digital. Retrieved from https://otis.coe.uky.edu/DDL/
0 Comments
To be media literate, according to Ohler, one needs to be capable “to recognize, evaluate, and apply the persuasive techniques of media.” (2010) Media literacy is a way to effectively engage with media materials by applying critical thinking skills to various topics and resources. Media literacy is necessary for both youth and adults because we all are interacting with many different types of media in our every day life such as television, radio, Internet, newspaper, magazines, books, billboards, video games, and music. These interactions with media literacy happen on a daily basis which means media is trying to influence everyone in all different manners. The Media Literacy Project explains that having media literacy can develop various skills such as critical thinking skills, being able to identify marketing strategies, recognizing bias, misinterpretation, and lies, and creating and distributing media messages.
|
AuthorI am a teacher in Dillingham who loves mathematics. Lucky me because I happen to teach math! Also I teach French. ArchivesCategories |