1. Charles Sturt University
ETL523
DIGITAL CITIZENSHIP IN SCHOOLS
ASSIGNMENT 1
Presentation
Student name: Deidre MILGATE
Student number: 11484000:
Date Submitted: 28 April 2013
I understand that this assignment may undergo electronic detection for plagiarism and an anonymous
copy of the assignment may be retained on the database and used to make comparisons with other
assignments in future. This work is my own, except where acknowledged and has not been submitted
for any other subject.
2. Oh no! Not more!
Oh no! Not more!
QuickTime™ and a
decompressor
are needed to see this picture.
QuickTime™ and a
decompressor
are needed to see this picture.
http://www.flickr.com/photos/foot-slogger/720603575http://commons.wikimedia.org/wiki/File%3ABMS_classrooms.jpg
3. Imagine 10 years from now ...
Year 2
will be completing
their HSC
(if it still exists)
Year 5
will be completing
University Courses
People
will expect to
have input into
news, events
and
other aspects of life!
News reports
will be
interactive?
Most of us
will be retired
12. Sounds good!
BUT ….
What do
we
as a school
need?
Assistance
with
Programming?
Training
in
Web 2.0 tools?
Ongoing
Support?
Team
Teaching?
Where to from
here?
14. ??? Questions ???
Do our existing policies cater for the
complexities of digital citizenship and
specifically digital literacy?
How can we meet the
needs of our students
regarding digital
literacy without
overloading them or
ourselves?
What are our priorities for
incorporating digital literacy into
our programs?
GREAT WEBSITE
Future lab has practical
ideas for incorporating
digital literacy in the
classroom. Developed by
teachers. http://archive.futurelab
.org.
uk/resources/documents/handbooks/digita
.pdf
15. References
ACARA (2012). General Capabilities in Australian Curriculum Retrieved from http://www.australiancurriculum.edu
.au/GeneralCapabilities/Literacy/Introduction/Scope-of-the-Literacy-capability
CHAPTER 2: The Nine Elements of Digital Citizenship. (2007). Digital Citizenship in Schools (pp. 13-37). International Society
for Technology in Education. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx
?direct=true&db=ehh&AN=27694670&site=ehost-live
Demasi, L. (2013) Digital Communities quoted in Sydney Morning Herald, 21 April 2013 and retrieved
from http://www.smh.com.au/digital-life/digital-life-news/electronic-etiquette-20130418-2i14f.html
futurelab (nd) Digital Literacy across the curriculum: a Futurelab handbook. Retrieved from
http://archive.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf
Greenhow, C. (2010). New Concept of Citizenship for the Digital Age. Learning & Leading with Technology, 37(6), 24-25. Retrieved
from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=50283098&site=ehost-
live
Stripling, B. (2010). Teaching Students to Think in the Digital Environment: Digital Literacy and Digital Inquiry. School Library
Monthly, 26(8), 16-19. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=ehh&AN=48871577&site=ehost-live
University of Glasgow “Digital literacy is the ability to succeed in encounters with the electronic infrastructures and tools that make
possible the world of the twenty-first century.” DigEuLit – a European Framework for Digital Literacy: a Progress Report retrieved
from http://www.jelit.org/65/01/JeLit_Paper_31.pdf?utm_source=twitterfeed&utm_medium=twitter
University of Illinois at Urbana-Champaign (2008) “Digital Literacy Definition and Resources” retrieved from
http://www.library.illinois.edu/diglit/definition.html
Notas del editor
Deidre Milgate Student No. 11484000 Oh No! Not more to do? Acknowledge and identify current pressures for teachers, including: Australian Curriculum implementation, Planning and reporting requirements, Increasing expectations of parents Increasing curriculum demands
Imagine 10 years from now …. Year 2 doing HSC, Year 5 completing University Courses, us – retired Will news be interactive? People will expect to have input into news, events and other aspects of public life! Exciting part of this is that we are in at the beginning and we get to influence the behaviour and attitudes of those who will be participating in this society – our current students! So what sort of skills will they need to be able to participate? Well lets have a look at some of them!
Presentation to include an overview of digital citizenship, digital literacy and provide some practical ideas and examples for use in the classroom.
Digital Citizenship Link to being a citizen of our society, rules that we follow, norms of behaviour that are expected. Digital Citizenship has been defined as “the ability to practice and advocate online behaviour that demonstrates legal, ethical, safe and responsible uses of information and communication technologies.” (NETS quoted in Greenhow, 2010) Recent research by Laura Demasi has revealed that many people are feel some stress when using the internet to communicate with others. “We’re citizens of a digital empire, but we don’t yet know the culture’s customs.” (SMH 21 April 2013) “ Like all cultures and civilisations, the digital world is still in its infancy. Like all cultures and civilisations before it, a long process of negotiation occurs and from that a set of social norms and moral code will emerge.“ (SMH 21 April 2013). The overall concept of digital citizenship is that people should act in a responsible and sensitive manner both on line and off line. Nine key aspects of digital citizenship have been identified by the International Society for Technology in Education. These elements can provide a framework for education in digital citizenship. These aspects are: ｷ Access – “Full electronic participation in society” (International Society for Technology in Education, 2007) o issues: socio economic status, special needs students, access outside schools ｷ Etiquette – “The standards of conduct expected by other digital technology users” (International Society for Technology in Education, 2007) o issues: minimise negative effects on others, contextually appropriate, respecting others online (cyber bullying, language etc) ｷ Communication – “the electronic exchange of information” (International Society for Technology in Education, 2007) o issues: time and how used, cross over of text and formal language ｷ Security – “The precautions that all technology users must take to guarantee their personal safety and the security of their network” (International Society for Technology in Education, 2007) o issues: protecting hardware and network security, personal security (identity theft, phishing etc), school security (hackers, viruses), community security (terrorist threats). ｷ Health and Wellness – “the elements of physical and psychological well-being related to digital technology use” (International Society for Technology in Education, 2007) o issues: ergonomics, internet addiction. ｷ Rights and Responsibilities – “The privileges and freedoms extended to all digital technology users, and the behavioural expectation that come with them” (International Society for Technology in Education, 2007) o issues: acceptable use policies, using online material ethically (citing sources), cheating on tests, cyberbullying, threats etc ｷ Law – “The legal rights and restrictions governing technology use” (International Society for Technology in Education, 2007) o issues: file sharing, illegal downloads, hacking, identity theft ｷ Commerce – “The buying and selling of goods online” (International Society for Technology in Education, 2007) o issues: buying and selling online, media purchases (itunes), virtual merchandise in games, how to be consumer savy (secure sites, identity theft etc) ｷ Literacy – “the capability to use digital technology and knowing when and how to use it” (International Society for Technology in Education, 2007) o issues: “Technology is often seen as another class that students go to as opposed to be an integral part of the larger curriculum.” (International Society for Technology in Education, 2007). Learning the basics, evaluating online resources, developing online learning modes.
Digital Literacy ( Reading text, Writing Text, Comprehension ) In primary schools we focus on literacy as being able to sound out and read the written word, as well as produce written texts of their own. As the students develop these skills, we then focus on ensuring that students understand what they read. Unfortunately the information that our students receive is not always in the form of written text. So we need to provide them with the skills to understand or interpret, create and communicate information in a variety of formats. (futurelab, nd) ( Read in a variety of formats ) Digital literacy is an emerging concept and is still developing and changing at a rapid pace, making it difficult to teach. Initially, digital literacy referred to the ability of students to read and understand information in a variety of formats or media (text, visual, audio, combinations), but has evolved to include the ability to ｷ “ make and share meaning in different modes and formats; ｷ to create, collaborate and communicate effectively ｷ and to understand how and when digital technologies can be be used to support these processes.” (futurelab.org.uk, nd) ( Locate & evaluation information, Communicate ) It is essential that along with decoding and comprehension skills, we teach our students how to identify the need for information, ways of locating that information, methods of evaluating the sources of the information and how they can use this information effectively. This could include ways to share this information or knowledge with others, and to contribute to the learning of others. In addition, the Australian Curriculum, Assessment and Reporting Authority (ACARA) General Capabilities Australian Curriculum states “Literacy encompasses the knowledge and skills students need to access, understand, analyse and evaluate information, make meaning, express thoughts and emotions, present ideas and opinions, interact with others and participate in activities at school and in their lives beyond school.” (ACARA, 2012)
What more to teach????? Well yes and no! We are already extended in the amount of skills and content that we are expected to fit into each day. A day that is regularly interrupted! What we need to do is to find alternate ways incorporating skills into our existing framework or programs. So I have three words for you Embed, Embed, Embed! Oh and Replace! Yes there are new things to include in our teaching of literacy, but we already have the foundation for this in what we are currently doing. What we need to do is incorporate digital literacy into aspects of our existing literacy program. Remembering that digital literacy is about literacy in a range of media, could the portion of a spelling lesson be done as visual activity – students to locate digital media images of the words or could spelling homework be to contribute to an online mind map based on the spelling diagraph for the week? Remember: it is not just technology for the sake of technology, the use of technology has to have meaning. Aim for different not more.
Some tools to help! Overview of easy to use Web 2.0 tools, wordle, blogs, popplet, prezi. wikis, Teacher Librarian is an essential resource!
KISS principle Identify one tool Identify one aspect of digital literacy Start with one a semester
Ideas for teaching digital literacy Sample Spelling lesson using Popplet.
Wordle Ideas for teaching digital literacy Sample Wordle lesson As you introduce a new text, have the students underline or make note of words that they have not heard before or are not sure of the meaning. At the end of reading the text have students share with the class what words they marked, note the number of times each of these came up. Type words into Wordle program and use as a display showing students that they are not the only ones who had trouble with some of the words. Use this as a display and the start of a word bank for the topic, as the topic progresses add definitions etc to display.
We need to identify what we (as a staff/school) need to do. This may include: Training in Web 2.0 tools, assistance with programming, team teaching and what sort of ongoing support might we need.
Conclusion: Review of Digital Citizenship and Digital Literacy. Reflection on some of the practical ideas, such as Wordle or Popplet.
Questions Reflection on what we can do now to meet the needs of our students, including future lab website link
