ETL523 Assessment 3 Part B: Critical Reflection Blog Post.

The concepts that I have learnt from studying this course have influenced my new understanding of what it means to be a Digital Citizen, how Digital Citizenship (DC) can be taught and how Digital Learning Environments (DLE) can aid in the preparation of 21^st Century learners.

My original definition posted on my blog (Edwards, 2015a), was somewhat simple leaving out many key elements such as DLE, Personal Learning Network, Personal Learning Community, habits, attitudes, and leadership towards the effective implementation and safe use of technology in an educational environment. My revised definition combines these key elements, evolving and developing as an individual matures in their participation in digital technology, to hopefully develop a contributing member of society who is aware of local, national and international civic issues participating, creating and collaborating safely and ethically to be informed and inform others.

The concepts of DC provided in this course, Ribbles’ Nine Elements of DC (Ribble, 2015), ISTE Standards (ISTE, 2015), DER-NSW domains and themes of DC (NSW Department of Education & Communities, n.d.) Enlighten Digital Citizen (Lindsay & Davis, 2012) provide the platform for preparing a school’s DLE as they identify key issues.

Students are using mobile devices, creating, collaborating and sharing more information online than ever before (ACMA, 2013). Governments are supporting DC through initiatives such as the Digital Education Revolution, evidence of effective technology integration into the curriculum increases student success in numeracy and literacy (Stavert, 2010), discussions about future issues such as digital information rights of those who are deceased (Coleman , 2015), the cost of cybercrime to Australia (Edwards, 2015), more than half of the Futures top 500 Companies comprising of technology companies (Fullerton , 2015) has occurred on news programs, further highlighting the need for initials step to be undertaken developing digital citizens and a schools DLE.

My knowledge has extended to understand that the preparation and implementation of a schools DLE is imperative in harnessing what students are already doing ie, communicating online, buying and selling, sharing, creating, curating, collaborating, developing PLN and PLC. A key learning from this subject is that a school DLE needs to embed DC into the curriculum and teachers need to accept it for it to be most successful (Chen & Orth, 2013). This new knowledge of DC and a schools DLE I believe will challenge teachers and students, as current pedagogical practices will evolve and change to cater for the changing needs of students and society. Although change is occurring and pedagogical theories are shifting, some educational institutions are behind, hindering the skill development required in the 21st century that will empower students to be innovative, lifelong learners and equip them for the changing needs of the workforce.

From my new learnings, I believe that the development of a school’s DLE needs to be headed by the executive staff, developing a team consisting of faculty members, students, members of the community, parents and a well versed Teacher Librarian. Many challenges and opportunities will arise particularly with staff members that I have expressed throughout my blog (Edwards, 2015b; Edwards, 2015c; Edwards, 2015d). Teacher awareness as well as professional development are key aspects that a TL could undertake to aid the development of the schools DLE. A TL needs to model best practices for teachers to follow providing evidence of how to demonstrate safe and ethical DC qualities. TL’s need to guide teachers from information consumers to information creators and curators, collaborating with other staff members in their PLN to aid the development of a school’s DLE. This is a task that I will need to address as I commented in my blog post (Edwards, 2015e) that my current DLE mainly consisted of consumption other than this blog, as I do not use social media due to my limited understanding of privacy features and my limited knowledge of the power of social media and its ability for teachers to utilise Web 2.0 tools to develop content that is relevant and significant to students bringing local, national and global issues into the classroom.

The challenges of teaching DC and implementing a schools DLE such as the complexities of educational institutions, changing technologies, changing employment opportunities, terms of services, privacy policy, age limits, training and professional development, policy development, infrastructure, funding, leadership, implementation, just to name a few, are challenges that I am willing to endure as an aspiring TL to help students become effective 21^st century digital citizens.

Reference:

ACMA (2013). We like, we post, we share the online lives of Young Australians. Retrieved from

 http://acma.gov.au/theACMA/Newsroom/Newsroom/Media-releases/we-like-we-post-we-share-the-online-lives-of-young-australians

 

Chen, E, & Orth, D. (2013). The strategy of digital citizenship. NAIS Indpendent School Magazine.

Coleman, C (2015, April 6). How do we protect our digital legacy after death? BBC News. Retrieved from http://www.bbc.com/news/uk-32151999

Edwards, S. (2015a, March 13). ETL 523 Digital Citizenship 1.1 [Web blog post]. Retrieved from http://scotttl.blogspot.com.au/2015/03/etl-523-digital-citizenship-11.html

Edwards, S. (2015b, March 13). ETL 523 DC 1.2 [Web blog post]. Retrieved from http://scotttl.blogspot.com.au/2015/03/etl-523-dc-12.html

Edwards, S. (2015c, March 19). ETL 523 Module 1 DC [Web blog post]. Retrieved from http://scotttl.blogspot.com.au/2015/03/etl-523-module-1-dc.html

Edwards, S. (2015d, April 1). Module 2 Curation [Web blog post]. Retrieved from http://scotttl.blogspot.com.au/2015/04/module-2-curation_1.html

Edwards, S. (2015e, April 1). ETL 523 Module 3 DLE [Web blog post]. Retrieved from http://scotttl.blogspot.com.au/2015/04/etl523-module-3-dle.html

Edwards, M. (2015). Identity theft: More than 770,000 Australians victims in past year. Retrieved from http://www.abc.net.au/news/2015-04-14/identity-theft-hits-australians-veda/6390570

Fullerton, T. (Presenter) & Sammartino, S (Guest). (2015, April 27). Episode 36 [Television series episode] The Business Series. Australia: ABC Television. Retrieved from http://iview.abc.net.au/programs/business/NU1504H036S00

International Society for Technology in Education. (2015). ISTE Standards. Retrieved from http://www.iste.org/standards

Lindsay, J., & Davis, V. (2012). Flattening classrooms, engaging minds: Move to global collaboration one step at a time. New York: Allyn and Bacon. Chapter 5: Citizenship.

NSW Department of Education & Communities (n.d.). Key DER-NSW  domains and themes of digital citizenship. Retrieved from http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/LRRView/13774/documents/Digital_Citizenship_briefing.pdf

Ribble, M. (2015). Digital citizenship: Using technology appropriately. Retrieved from http://www.digitalcitizenship.net/Nine_Elements.htm

Stavert, B. (2010). One-to-One Computers in Schools. Sydney: Department of Education and Training NSW

Module 4: Supporting the Digital Learner

Why is it important to foster a global approach to digital citizenship?

Information is readily available to students from other global participants around the world through numerous tools and social media applications. This is also the case with students who are passionate enough about an issue, topic or recreational activity that they seek other like minded people online including people from other countries to discuss, share and create.

Therefore it’s important students are aware of global issues, sensitivities, safe practices, legal issues when communicating to people from different countries and cultures.

What are the most important considerations when developing a professional personal brand?

Or supporting students to develop their personal brand? What is your school doing in this area?

How do you want to be perceived online? Get in first and post positive things about yourself not negative or incriminating information. Regularly check and search your name and act on information that is misrepresenting you, keep account secure and ask mates, family and colleagues not to represent you in a negative way with image or comments posted online

What do you see as typical challenges within a school when balancing ‘educational networking’ with ‘social networking’?

Correct use of Web 2.0 tools by students and friends outside of an educational setting

Module 3 reflection

Many question proposed in this subject asks,how do you, what are your beliefs with regard to implementing Digital Literacies, Digital Citizenship concepts, DLE and PLN. Reflecting on this, I believe that the tools I currently use with students and how i Instruct students on how to use is limiting their creativity. I inform them what websites to use, the program to use to present this information and an inflexible criteria for the presentation of this knowledge. I assume many of the students know what is a credible and reliable source of information and most social media tools are blocked. Referencing sources of information is the only activity I participate in and I’m sure there’s room for improvement instructing students on how to successfully do that.

I have just looked at Skoovile and it looks like an amazing resource for a teacher like myself as it provides a great introduction to safe digital practices and allows for students to collaborate and create work through social media tools, play educational games and be actively monitored to help reduce bullying issues and help mold positive attitudes towards responsible digital use. This resources and its key objectives combined with subject area programs I believe will help develop my PLN and understanding of digital use in the classroom , furthermore, help mold positive digital responsibilities among students.

ETL523 Module 3 DLE

• What is your DLE?
• What are your essential workflow digital tools?
• What are tools you use for productivity fun in learning?
• How do you connect, communicate, collaborate and create within this?
• You might like to think of a fun way (another tool eg Glogster? Symbaloo?) to share the tools that you use every week with others

My DLE is one that values the importance of digital technology in personal and educational setting. Prior to this subject my DLE was a simple one, consisting of activities and tools that enable me to consume/view information. As mentioned in a previous post developing this blog is my first attempt at creating and curating ideas, reflections and resources. Just recently I have added Google Apps to my limited repertoire of digital tools that I access through my DEC Portal. I currently use these apps to record information, websites and ideas. I’m yet to develop the confidence to implement into the classroom, however i do wish to remedy this and be part of a team that helps to introduce and implement effective use of tools such as these to an education setting. My current connections to colleagues, family, friends and and others is done through emails, texting or phone calls, my current phone does not have the capabilities to receive MMS and for some reason I think I’m important enough for people to spy/stalk me on Facebook so I therefore am yet to create an account or let photos of my son be place on Facebook by family or friends.

Module 2 Curation

• Consider the impact of the need to curate in an educational setting

Curation provides many opportunities for TL to identify credible and reliable resources teachers and students can use amongst all the information provided in its various formats and modalities. This repository of links to electronic resources could be provided through the school catalogue, reducing search time for students and teachers providing a central and reliable search option. I believe curation of resources is an effective and sensible task as emailing links, forwarding resources or dialogue about resources for teachers and students for them to then compile these resources seems ineffective as they could misplace, forget or not as effectively store/curate resources as what is possible within the library.

• What strategies can be taken in a school DLE to support curation for all learners?

Awareness of the importance of curation and its educational benefits throughout life. Skill developed of effective analysis and identification of reliable information sources could be a starting strategy to support curation for all learners (parents/students/teachers etc) and a shortlist of curation tools. The ability for NSW DEC teachers to access Google Apps is a step in the right direction, providing tools for curation, creation and preservation to teachers and students such as Google Docs, Blogger, Bookmarks and more.

Digital Learning Environment

•What is your definition of a ‘Digital Learning Environment’?

 

A DLE is a progressive, flexible and supportive learning space that evolves as an individual’s needs change. DLE allows for learning to occur outside school hours in the comfort of home or Café allowing a certain control over the pace of an indviduals learning. Skill development and awareness of tools available to an individual could be classified as early development stages, proficiency at this stage can lead to conscious efforts regarding ethics, values, privacy and safety followed by copyright issues and critical evaluation of ideas or information presented to individuals.

•What are some of the changes created by our digital lifestyle that you need to be aware of as an educator?

 

As an educator it’s important to be aware of the abundance of information available to learners and how to identify reliable and current information. Furthermore, awareness of personal information posted on social media sites that can be viewed by cohorts and students.

•What has been the impact of social networking on teaching and learning?

 

Social networking used positively can provide another effective medium teachers and students can use to meet educational outcomes. Events that occur locally, nationally or internationally can be viewed instantly by students using personal devices allowing the teacher to provide a platform for discussion about key issues and events that students can read, collaborated, analysis and form opinions about.

ETL523 1.3 DC

What are the challenges of introducing digital citizenship to young people (students)?

Safety issues, developing digital skills, encouraging positive learning with the use of technology, conscious awareness of leaving a positive digital footprint, educating parents and caregivers about Digital Citizenship.

 How can digital citizenship awareness be supported by current research? 

Current research identifies teenagers as avid users of the internet, however there is room for improvement regarding the posting of personal information, sharing of passwords and participating in risky behaviours that may compromise teenagers safety. This research highlights the importance (predominantely safety reasons) of the awareness of Digital Citizenship as cyber safety is paramount to protect personal information and  keep predators at bay.

Which research is the most useful to a digital learning environment?

Discussions, interviews, surveys, educational outcomes such as ‘Applying social and ethical protocols and practices when using ITC (ACAR) (Qualitative and Quantitative research)

ETL 523 Module 1 DC

•What makes a digital citizenship curriculum valuable and worthwhile?

To be valued and worthwhile DC Curriculum needs to be flexible, significant, relevant and embedded in existing subject manner. Authentic learning experiences need to start in Kindergarten and DC curriculum must be part of a whole school Digital Literacy Program. 

 •Discuss one approach to embedding digital citizenship into the curriculum.

Teacher awareness and reviewing Australian Curriculum  ICT capabilities. Identify the educational positives of an embedded DC whilst also educating about safety.

ETL 523 DC 1.2

What are important messages and understandings we should be remembering and sharing with colleagues to inform our approach to teaching and learning in the digital world?

How have mobile and ubiquitous digital learning environments, including tablet technology impacted what we do as educators now in terms of digital citizenship understandings and new approaches to pedagogy?

What does your school have in place to encourage good digital citizenship practices?

What is your digital footprint looking like now? How will you develop this?

I believe its important educators are aware that not all students have access to technology nor the skills required to use and navigate that digital world effectively. Educators need to develop confidence in the use of Web 2.0 tools and an understanding of how to effectively implement into learning environment. Mobile technologies have changed these learning environments providing many challenges and opportunities. The development of social websites, gaming apps and the plethora of other apps provide innovative opportunities for teachers to facilitate student learning in different learning times and spaces. This too provides the challenges of safe, ethical and collaborative us of technology. My dialogue with staff members at my current school indicates that there is no policy or set practice that encourages good DC, opportunity awaits. Prior to commencing TL I would consume digital information, therefore my digital footprint was almost none existent providing me with the opportunity to create a positive digital footprint as I progress through the TL course and evolve in this digital world.

ETl 523 Digital Citizenship 1.1

What is your definition of digital citizenship?

DC is the safe and ethical use of technology. Im beginning to discover that DC encompasses more than how technology is used, it's access to technology, collaboration and participation.

What is your stance on digital citizenship?

I have a limited understanding of DC but I feel DC is important. As an educator it's important to be aware of this broad definition of DC to help guide students, and develop their moral and ethical use of technology while also developing their ability to actively engage in conversations and participate in discussions, expressing their informed opinions.

What should an informed, publicly engaged digital citizen look like?

A person who acknowledges the works of others, expresses respectfully their informed opinions, mentor others as they develop their own technology and analysis skills.