Digital Citizenship
Final Presentation
EDLD 5316 - Week 1 Journal Reflection: Introduction to Digital Citizenship
Digital citizenship is complex. While it should have the same characteristics of a good citizen, it also has many more components in a digital world. Today, digital citizenship is crucial as it is about being a good person. Students not only need to be taught how to be a good citizen, but also how to be a good digital citizen.
Through the readings and videos this week, I learned a lot about digital citizenship. The commonsense part of me knew that digital citizenship and citizenship go hand in hand. It is a basic guideline for how you should behave online. After going through the week, the basic guideline can be better defined as displaying ethical behaviors (i.e. being more respectful when communicating online). This week also had me questioning how digital citizenship is being addressed in our district. It made me realize that while many teachers might occasionally mention what not to do online, many are not truly teaching the students what digital citizenship means. Are the teachers not prepared? Do they not understand what digital citizenship is? Do they know what it is but forget to include it within their lessons? As I look around, I believe it may be a combination of many of these questions and concerns. Ribble’s (2015) nine elements that all students should know is a great place to start as it shows everything digital citizenship incorporates. Using this structure, teachers can be better models and advocates of digital citizenship for their students.
While going through the readings, there were different viewpoints on digital citizenship. Ribble (2015) uses a comprehensive approach of nine elements, categories, and principles to define digital citizenship as the norms for appropriate use of technology. Ohler (2012) makes the connection between character education and digital citizenship as both are based on responsibility. Curran (2012) uses the iCitizen Project to demonstrate that the focus of digital citizenship are awareness, empathy, and social responsibility. After learning more in-depth about digital citizenship this week, I would define it as being responsible, respectful, and safe when using any aspect of technology, including social media.
While defining digital citizenship is important, it is also important to implement it within the classroom by teaching it and modeling it for our students. It is important for students to learn the different elements of digital citizenship. It does not need to be handled separately as it can easily be integrated into the curriculum through each lesson. Curran (2012) discusses that digital citizenship allows students to be active learners while giving them ownership of their learning.
It is important for teachers to address technology issues by teaching digital citizenship. These issues can include cyberbullying and plagiarism, among many other issues such as privacy and safety. Students need to be aware of and able to handle these situations. If they are taught to be good digital citizens, they will be able to handle these types of situations or at the very least know where to get help. As we embark in more virtual lessons, there is no better time to help our students become good digital citizens.
References
Curran, M. (2012, June). iCitizen: Are you a socially responsible digital citizen. Paper presented at the International Society for Technology Education Annual Conference, San Antonio, TX.
Ohler, J. (2012). Digital citizenship means character education for the digital age. Education Digest: Essential Readings Condensed for Quick Review, 77(8), 14-17.
Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know (3rd ed.). Eugene, OR: International Society for Technology in Education.
EDLD 5316 - Week 2 Journal Reflection: The Impact of Technology
Throughout the last few decades, technology has made significant advancements and with that plays a major role in society. Nicholas Negroponte has been predicting what will happen with technology for decades. In 1995, he predicted that technology would move from our living rooms to our hands using small devices. He also predicted that we would be buying books and newspapers online (Negroponte, 2014). Technology impacts many aspects of our daily lives. The digital footprint topic this week was a great reminder of things I have been taught over the years of how everything I do online can impact my future.
Digital footprints are an important factor in technology use. A digital footprint is described as each time you go on the internet, you leave a trail or footprint that can be searched, shared, copied, broadcast and is permanent (Common Sense Education, 2013). This is important to know and be aware of because a digital footprint or tattoo is forever. It does not go away with time. Even if you delete something, someone else may have saved or shared your post before you deleted it. Everyone needs to remember that they are in control of their digital footprint and only they have the power to create a positive, intentional digital footprint for themselves. Throughout my life, I have tried to maintain a positive and professional image online. I try to manage my privacy settings and check them often after software updates. When seeing my friends post funny memes or such, I always try to think about the content before I share it. Is it something someone may take out of context? Is it something that could get me fired? These are just a couple of the questions I ask myself before sharing content on my social media accounts. I also try to perform a Google search on my name occasionally to make sure that there are not any surprises I am not aware of. Although, I will admit I have not done this in a while prior to the start of this course. This has been a great reminder for me to keep up on these things. Keeping all this information in mind, it is important as educators to teach and model a positive digital footprint for our students. It is also important that we help guide them while they create an ePortfolio to showcase their talents and accomplishments and create a positive digital footprint that they can be proud of.
Another factor of importance in technology is net neutrality. Net neutrality is extremely important today because of the many online tasks that we do each day. According to Reardon (2015), net neutrality means that the internet is equal and open. It does not give any site priority over another or charge more to use certain sites. This is important for educators incorporating technology into their lessons. Now they do not need to worry about not being able to access resources or slower speeds for different websites. Personally, net neutrality is important for all kinds of things including social media, educational resources, access to eBooks, streaming services such as Disney+ and Netflix, and even shopping. It is important to only pay one price for internet access and have the ability to have equal access to any of these features.
Technology impacts society and will continue to impact society each time it changes. Net neutrality and digital footprints are only a couple examples resulting from technological changes over the years. Technology is here to stay, and we will continue to see it evolve and transform as we move into the future.
References
Common Sense Education. (2013, August 12). What’s in your digital footprint? [Video File]. Retrieved from https://www.youtube.com/watch?v=4P_gj3oRn8s
Negroponte, N. [TED]. (2014, July 8). A 30-year history of the future [Video File]. Retrieved from https://www.youtube.com/watch?v=5b5BDoddOLA
Reardon, M. (2015, March 14). What you need to know about the FCC’s 2015 net neutrality regulation. Retrieved from https://www.cnet.com/news/13-things-you-need-to-know-about-the-fccs-net-neutrality-regulation/
EDLD 5316 - Week 3 Journal Reflection: Copyrights and Copywrongs
This week has been an extremely overwhelming week, not only with the subject of the course material, but also trying to prepare for both in person teaching and remote teaching with the new school year beginning. The subject of copyright is very time consuming and extensive. It would definitely be a good topic for an entire course. Trying to cram it into a week I feel was a little too much and made an already confusing topic even more confusing at times.
While I think a lot of people think they know what the copyright laws are, when it comes down to it, they probably only know a little overview of the subject. Have I broken copyright before? Absolutely. Did I realize I was doing it at the time? Probably not. Have I used a movie as a reward in class? Yes. Does the district have the license for teachers do this? Honestly, I have no idea. As a music teacher, I have made copies of music for students to use. Most of the time I have had enough originals for them to use, but let’s face it, if you give a younger student an original, it gets lost or destroyed. I prefer to keep my originals for the actual performance in order to make sure that we have them and they have not been lost. Can doing this be interpreted as copyright infringement? Many things seem to come down to ethics and morals. Is it morally wrong to share something you purchased with another teacher instead of telling them to purchase it themselves? Yes, it is. Until this week, I had not realized just how big of a deal some of these things were until I had to read about the TEACH act, copyright infringement, fair use, and Creative Commons. I would really like to sit down at some point when I am not rushed to find out more about the ins and outs of copyright law and each of these areas so that I am more informed.
While learning about copyright and plagiarism this week, I realized how music it really ties into what we do each day as educators. We really need to model best practices when it comes to these issues with our students. The ideas of attribution and transformation are also important to model. I always thought of plagiarism as a student copying word for word and not giving credit to the original author. With attribution, it even applies to the Creative Commons. I have used Creative Commons in the past; however, I never really knew or understood what it really was. I still do not fully understand it, but I know I need to make a better effort when attributing items used even within my lessons. One thing I did learn is that with a Creative Commons license I can legally share my original works, as well as use the work of others (Creative Commons, n.d.). I tend to use transformation within my classroom often and did not realize it. One project I always have students do is create a parody of a favorite song. This allows them to have more confidence in the beginning stages of song writing because they are already connected to the music in some form.
As schools begin to open this year, this would be a great topic for professional development for all staff especially those creating digital lessons. We as educators need to understand the importance of copyright as we move through the many obstacles that will plague us this year. It is not acceptable to claim complete ignorance on the subject matter. We need to be respectful of others works and give credit where credit is due.
Reference
Creative Commons. (n.d.). Licenses and examples. Retrieved from https://creativecommons.org/about/cclicenses/#by
EDLD 5316 - Week 4 Journal Reflection: Cyberbullying - Just Say No
Cyberbullying is the newest form of bullying. It has given students many different online platforms where they are able to hide behind screens and create fake profiles, taking their bullying to new heights. Cyberbullying is not limited to certain people. It can have a deep impact on any person as it can take many forms and leave a negative impact on anyone involved. That negative impact can last a lifetime. Schools can work to prevent both bullying and cyberbullying.
While it is a term I have heard often, before researching it more in-depth, I would have thought that most students had experienced some form of cyberbullying. Research studies show a range of 5% to 74% of students are cyberbullied; however, the actual percent of those cyberbullied in their lifetime is probably somewhere in the middle (Hinduja & Patchin, 2015). While the media might exaggerate and insinuate how often cyberbullying occurs, it is important to realize that it is not occurring at the alarming rates they suggest. This does not mean that it is not a problem. Bullying of any kind is too much bullying.
Schools have the responsibility to students to have a positive and supportive environment where any kind of bullying is not tolerated (Essex, 2016). Educators share in this responsibility as well because their classrooms should always be a positive, inviting area where students feel wanted and safe. Hinduja & Patchin (2015) discuss how cyberbullying can damage mental, emotional, physical, and social health for both the bullies and those being bullied. It is important for students to be aware of the consequences of cyberbullying. Schools are unable to control what every student does at home on their electronic devices. This does not mean that there will not be consequences when in school. Schools can still make a difference. Schools can and should have policies in place for bullying, cyberbullying included, especially with the current state our schools are in with the constant flip flopping of in-person and remote learning throughout this pandemic. It is more important now to include digital citizenship and cyberbullying lessons into each lesson in order to help educate students, prevent unnecessary bullying, and promote kindness. There are many things schools can do to prevent cyberbullying. These include building relationships with their students, promoting cyberbullying awareness, and instilling hope. They can also set up an anonymous reporting system to collect data (Hinduja & Patchin, 2018). With an anonymous reporting system, students may be more comfortable reporting any cyberbullying situations. Schools and educators can make a world of difference in the lives of their students.
While I grew up before cyberbullying began, I can honestly say I was rarely targeted when it came to being bullied (traditionally). I was taught to stand up for myself and as the smallest kid in my class I knew I had to or else I would have been walked all over and bullied. As an educator today, it is important that I pay close attention to the dynamics in my classroom so that I can better spot any possible cyberbullying. While it would be nearly impossible to completely put an end to cyberbullying, educators can show empathy by having discussions with students. Schools can incorporate programs to better educate their students on cyberbullying and the consequences of engaging in it.
References
Essex, N. L. (2016). School law and the public school: A practical guide for educational leaders. (6th ed.) (pp. 107-110). Boston: Pearson Education, Inc.
Hinduja, S., & Patchin, J. W. (2015). Bullying beyond the schoolyard: Preventing and responding to cyberbullying. Thousand Oaks, CA: Corwin.
Hinduja, S., & Patchin, J. (2018). Developing a positive school climate: Top ten tips to prevent bullying and cyberbullying [PDF]. Cyberbullying Research Center. Retrieved from https://cyberbullying.org/School-Climate-Top-Ten-Tips-To-Prevent-Cyberbullying.pdf
EDLD 5316 - Week 5 Final Reflection
Out of all of the courses I have taken so far in Lamar University’s Digital Learning and Leading program, this one (EDLD 5316) has been the most different and most difficult. While I say difficult, it was not necessarily a difficult course. Timing had it lining up with the start of the school year, and an uncertain school year at that. The course was different than any other course because of how it was structured. Previous courses followed the COVA approach which allows for more creativity and self-expression. The EDLD 5316 course structure was very rigid with a lot of topics condensed into it falling under the main topic of digital citizenship. This is an important subject in today’s society as many schools have moved to virtual and hybrid models for the year.
EDLD 5316 covered many additional topics that fall under digital citizenship. Throughout the course, I learned a great deal about digital citizenship and its nine elements, the digital footprint (or tattoo), copyright, and cyberbullying. While none of these topics were new to me, the course did give a more in-depth approach to the topics. In the course, my biggest accomplishment was completing all the assignments which were extensive with what felt like a thousand different parts. My biggest challenge throughout this course has been time. With the course landing at the same time school was starting in hybrid mode, it created even greater challenges to face, not to mention closing on a new home during it. I tried to devote as much time as possible to the course, but it was definitely met with countless nights falling asleep at the computer after what felt like the longest day ever teaching in the new hybrid setting. The most meaningful thing that I learned was that while cyberbullying seems as though it happens all the time, it is less common than the media makes it out to be and that it can be prevented by schools helping to make a difference in these situations.
Everything that I learned in this course connects both in and out of the classroom. It will help me to continue to grow as a leader in my profession. It will help me to remember to model appropriate technology use for my students and teach them the importance of protecting their information online. It also has been a great reminder for outside of the classroom and social media use. It was a reminder to always keep it positive on social media and present myself in a positive way. As a leader in my profession, the knowledge gained from this course will help me promote digital citizenship among my students and even colleagues.
I truly do not have a favorite part of this course. As a musician and teacher, I prefer the COVA method over the strict layout of this course. I love having the freedom of creativity and this course did not lend well to that. For anyone else taking this course, I would suggest that they try to work ahead as much as possible, especially if the course lines up with a busy time of year like it did for me. If I could change something about the course, it would be to take copyright out of it and have it as a course by itself. While I appreciated the topic being discussed, it was overwhelming to have it crammed into a week with how extensive and complex it can be. At times, I felt more confused about copyright than I had been prior to the course because of having too little time to really go over it and fully understand aspects of it.