Mary Ewart's bPortfolio

Digital Citizenship

on October 11, 2014

My students use technology daily. They use technology for school, at home, for work, for social interactions, for reasons even they themselves are unsure of. In my research on digital citizenship this week, I found a fascinating PBS program entitled “digital_nation life on the virtual frontier”. While the entire program is 90 minutes, I think even the first chapter is an eye-opener for educators (and it is less than 9 minutes long, so you can fit it in, I promise!). Our students have grown up in a world where technology has always existed, and yet our society has been inventing the rules for our interactions with technology as we go. This has resulted in generations of students who aren’t quite sure what is and is not appropriate when interacting as a digital nation. As an educator, technology has made my job much easier and much harder. I have amazing resources at my fingertips, and can open my students’ eyes to where my curriculum fits in the world, but I have to teach and model appropriate practices as I go.

One way I can work to incorporate this in my classroom is by modeling appropriate email communications when I interact with my students, as well as parents and other educators. I can also provide explicit teaching and resources on this in my classroom. While researching this topic, I found three great resources for this (a ISTE article, a StoryboardThat activity, and an RIT handout). I teach 2 classes that are primarily 9th graders, 1 class that is primarily 12th graders, and 2 classes that are a mix of 9th – 11th grade students. While I think that the ability to communicate professionally using technology is a “must have” skill in their world, I don’t want to stop there. I would like to also teach students about their place in the digital world; how they can use their power to have a positive impact on others. I would like to put it all together to teach students how they can produce information that can be helpful for others, how they can do this in a way that respects copyright, and how they can present it in a professional manner. Coming up with ways to do this is a priority for me, as I realize that I have a long way to go when it comes to promoting digital citizenship in my classroom.

Haiku

Here is the activity embedded into Haiku and ready to go!

On a side note, in the process of completing the coursework this week, I was introduced to padlet.com. This is a site that allows multiple users to post comments, or virtual sticky notes, to a board that is visible to others who have the link to that particular padlet. I have been looking for better ways to let my students post their group work in a way that is accessible to others, and will allow me to sort responses by similar “big ideas”. This tool will let me do just that! I am going to try it out on Monday with my Algebra 1 students. I already have a “thought bubble” activity planned asking students to identify difficulties associated with solving a particular literal equation. I was able to put the prompt into a padlet board, and embed it into Haiku. I am going to ask students to work with their groups to identify the difficulties, as I was going to do before, but instead of just having students share out, I am going to ask students to post using their netbooks to the padlet. Then I can revisit it when everyone has completed the activity, and students in my 2nd period class will be able to see 6th period responses and vice versa. I am really excited to see how this activity ends up! I always love to find new ways to incorporate technology in a way that enriches and extends my classroom.

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