Digital Citizenship in the Primary Classroom
In an increasingly digital world, there is a responsibility for educators to ready our students for the future. Much like we teach our students about fire safety, sex education, and drug awareness, we should teach our students all the ways to do the right thing online. Similarly, technology is changing faster than we can catch up, so we should open the conversation on digital citizenship. I hope to start the discussion in my own first grade classroom, since behavior and character education are very important in the early years. Many of my students have never used a Chromebook or Tablet before, so they are just starting to understand the internet and online games. It's imperative to educate future generations about all the positives and negatives of the digital world.
According to Ohler (2012), digital citizenship awareness, or lack thereof, can be compared to how sex education was a sore topic in education just years ago. It seems as though the conversation should start now about technology. Digital citizenship should be a normal part of curriculum, much like citizenship, character development, and behavior plans. If students are using digital tools in the classroom, they should know the right ways to use them. Polgar, D. R., & Curran, M. B.F.X. suggest that we should open up the conversation with stakeholders which include parents, educators, and certainly students (2015). Educators should keep the discussion of digital citizenship on the table.
According to Curran (2012), the students defined an iCitizen as “is aware, empathetic, and socially responsible; they believe in social justice and model socially responsibility both face–to-face and virtually.” I agree with this definition because all forms of responsibility, empathy, and awareness should be taught in both on and offline capacities. I appreciate the empathy factor because it’s a feeling that should be explored in a new, cold world. After hearing the implications in the iCitizen Project, I connected with the second, “Empathy must be modeled and taught early and often” (Curran, 2012). I think cyberbullying has become a real problem where people can hide behind their screens. People really need to imagine that there are real people who are on the other side of the social media page. Empathy is a great character trait to teach students because we show compassion and build community with each other.
In conclusion, we need to teach digital citizenship in our schools today. It’s a very important topic to continue to revisit and discuss with technology in all parts of our future. Similarly, Ribble notes that technology misuse has steadily inclined and needs to be addressed (2015). For our students’ futures in an inevitably technological world, we should focus on giving the next generation the tools to be successful. We should teach our youth about empathy, awareness, responsibilities, and safety when dealing with on and offline worlds. If our students are able to make the right choices in the digital world, then they'll be more prepared for both a real life and digital future.
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. (PDF: Ohler_Digital_citizenship_means_character_education_2012.pdf)
Polgar, D. R., & Curran, M. B.F.X. (2015). We shouldn't assume people know what digital citizenship is. Retreived fromhttp://www.teachthought.com/technology/we-shouldnt-assume-people-know-what-digital-citizenship-is/
Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know (3rd ed.). Eugene, OR: International Society for Technology in Education
According to Ohler (2012), digital citizenship awareness, or lack thereof, can be compared to how sex education was a sore topic in education just years ago. It seems as though the conversation should start now about technology. Digital citizenship should be a normal part of curriculum, much like citizenship, character development, and behavior plans. If students are using digital tools in the classroom, they should know the right ways to use them. Polgar, D. R., & Curran, M. B.F.X. suggest that we should open up the conversation with stakeholders which include parents, educators, and certainly students (2015). Educators should keep the discussion of digital citizenship on the table.
According to Curran (2012), the students defined an iCitizen as “is aware, empathetic, and socially responsible; they believe in social justice and model socially responsibility both face–to-face and virtually.” I agree with this definition because all forms of responsibility, empathy, and awareness should be taught in both on and offline capacities. I appreciate the empathy factor because it’s a feeling that should be explored in a new, cold world. After hearing the implications in the iCitizen Project, I connected with the second, “Empathy must be modeled and taught early and often” (Curran, 2012). I think cyberbullying has become a real problem where people can hide behind their screens. People really need to imagine that there are real people who are on the other side of the social media page. Empathy is a great character trait to teach students because we show compassion and build community with each other.
In conclusion, we need to teach digital citizenship in our schools today. It’s a very important topic to continue to revisit and discuss with technology in all parts of our future. Similarly, Ribble notes that technology misuse has steadily inclined and needs to be addressed (2015). For our students’ futures in an inevitably technological world, we should focus on giving the next generation the tools to be successful. We should teach our youth about empathy, awareness, responsibilities, and safety when dealing with on and offline worlds. If our students are able to make the right choices in the digital world, then they'll be more prepared for both a real life and digital future.
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. (PDF: Ohler_Digital_citizenship_means_character_education_2012.pdf)
Polgar, D. R., & Curran, M. B.F.X. (2015). We shouldn't assume people know what digital citizenship is. Retreived fromhttp://www.teachthought.com/technology/we-shouldnt-assume-people-know-what-digital-citizenship-is/
Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know (3rd ed.). Eugene, OR: International Society for Technology in Education
A digital footprint is forever. We can check on our digital presence with a few simple clicks. It is important to understand that we may leave intentional and unintentional online footsteps. Net neutrality is essential to keep our education in the digital world as we know it. It would be beneficial for content providers to be more transparent on their business practices. How can we ensure that our students are learning information free of regulations?
A digital footprint or tattoo is a concept used to describe how everything you place on the internet is forever, much like a tattoo. I am so scared to get a tattoo for that reason: what if I regret that message in years to come? I am very careful on the internet. I like to use the internet as a resource to pull from, rather than an outlet to hang all my dirty laundry on. But even still, we leave a footprint when we search, buy, or look on the internet. I would say that an intentional footprint would be public posts you make yourself on platforms. I would say unintentional footprint would be a big brother moment, when you think you’re being private, but nothing is really private on the web. Students may use the checklist to find out more about their digital footprint: search yourself, check privacy settings, use strong passwords, update software, thoughtful posting, review apps on phone, and build a positive online presence. I think students should use this checklist carefully when posting on their public ePortfolios. I think, rather than putting our students in a “filter bubble”, we should give them first hand application of digital citizenship when using ePortfolios, which will allow them to be more aware when they are at home.
I tried to imagine a world without a free and open internet. I just don’t want to live there. It would set our education system back many years. According to Long (2015), without net neutrality, our idea of free speech would change drastically because Internet Service Providers would favor the outlets they are partnered with. Education always seems to be on the bottom of the totem pole as for funds. If internet was at a competitive price, I just don’t see it playing out well. The internet is a necessity as in google and of course, our curriculums are all online, as are web based apps. I am in favor of protected free expression on the web, untainted by ISPs for so many reasons. Reardon suggests that ISPs could create ‘fast lanes’ that make content companies pay an additional fees to deliver content faster (2015). As a proud Louisiana public school teacher, I know that funds are always a problem in everything but especially in education. There never seems to be enough money for curriculum, textbooks, class size ratio, and so on. I can imagine a catastrophe if we had to compete with the internet services we use. It would limit our students’ interactions to research, since companies can partner with providers that matter to them. All in all, I think education would take a hit, when we really can’t afford it.
To conclude my thoughts on what a digital tattoo and net neutrality means, I hope to keep learning how to leave positive footsteps on the web. I’ve googled myself and have decided that I’m satisfied with what pops up. I know that the internet needs to be free and open for learning to be without ISPs’ favoritism.
Long, C. (2015). What net neutrality means for students and Educators. Retrieved from http://neatoday.org/2015/03/11/net-neutrality-means-students-educators/
Reardon, M. (2015). 13 Things you need to know
about the FCC’s net neutrality regulation. Retreived from http://www.cnet.com/news/13-things-you-need-to-know-about-the-fccs-net-neutrality-regulation/
A digital footprint or tattoo is a concept used to describe how everything you place on the internet is forever, much like a tattoo. I am so scared to get a tattoo for that reason: what if I regret that message in years to come? I am very careful on the internet. I like to use the internet as a resource to pull from, rather than an outlet to hang all my dirty laundry on. But even still, we leave a footprint when we search, buy, or look on the internet. I would say that an intentional footprint would be public posts you make yourself on platforms. I would say unintentional footprint would be a big brother moment, when you think you’re being private, but nothing is really private on the web. Students may use the checklist to find out more about their digital footprint: search yourself, check privacy settings, use strong passwords, update software, thoughtful posting, review apps on phone, and build a positive online presence. I think students should use this checklist carefully when posting on their public ePortfolios. I think, rather than putting our students in a “filter bubble”, we should give them first hand application of digital citizenship when using ePortfolios, which will allow them to be more aware when they are at home.
I tried to imagine a world without a free and open internet. I just don’t want to live there. It would set our education system back many years. According to Long (2015), without net neutrality, our idea of free speech would change drastically because Internet Service Providers would favor the outlets they are partnered with. Education always seems to be on the bottom of the totem pole as for funds. If internet was at a competitive price, I just don’t see it playing out well. The internet is a necessity as in google and of course, our curriculums are all online, as are web based apps. I am in favor of protected free expression on the web, untainted by ISPs for so many reasons. Reardon suggests that ISPs could create ‘fast lanes’ that make content companies pay an additional fees to deliver content faster (2015). As a proud Louisiana public school teacher, I know that funds are always a problem in everything but especially in education. There never seems to be enough money for curriculum, textbooks, class size ratio, and so on. I can imagine a catastrophe if we had to compete with the internet services we use. It would limit our students’ interactions to research, since companies can partner with providers that matter to them. All in all, I think education would take a hit, when we really can’t afford it.
To conclude my thoughts on what a digital tattoo and net neutrality means, I hope to keep learning how to leave positive footsteps on the web. I’ve googled myself and have decided that I’m satisfied with what pops up. I know that the internet needs to be free and open for learning to be without ISPs’ favoritism.
Long, C. (2015). What net neutrality means for students and Educators. Retrieved from http://neatoday.org/2015/03/11/net-neutrality-means-students-educators/
Reardon, M. (2015). 13 Things you need to know
about the FCC’s net neutrality regulation. Retreived from http://www.cnet.com/news/13-things-you-need-to-know-about-the-fccs-net-neutrality-regulation/
After this week’s research, I’ve decided that copyright is a vast topic that needs a lot of attention in this digital age. As an educator, I imagine that I follow the golden rule and am quite ethical. However, I am noticing that sometimes I may have infringed on others’ rights accidentally. Even still, Brigham Young Copyright Licensing Office details that naivety still doesn’t excuse breaking copyright laws (n.d.). As facilitators of learning, teachers should be the models of ethical and fair use of copyrighted materials, even if no one may ever know. I learned a lot about the TEACH Act. To be specific, in distance learning there are a variety of ways to still be able to use materials to create a more lively educational environment in the digital world.
In a very new world of technology, we are better able to serve the diverse needs of students, especially with that technology. In an interesting study of librarians, Brown suggests that there are opportunities to serve the needs of disabled students and save physical materials from decay (2016). With these new technologies, we can create a more fair and equal learning environment, while adhering to copyright laws. It is important to be mindful of how we use materials in our classrooms, as our students are always watching. According to Crews, the TEACH Act of 2002 can allow educators to create a more lively educational experience, while maintaining a responsibility to use those items ethically in the classroom (2003). It’s far too easy to copy and download materials from the internet, but teachers should be the voice of responsibility in using others’ works.
There’s certainly so much to know and research about with copyright laws. In finding out where we are now, it can be important to know how we got there. In a TEDx Talk, Lettie Ransley tells about how the Statute of Anne, of 300 years ago, enabled writers to create a living from their intellectual property (2011). Copyright laws are a much needed right in our society. I’m glad to have had this course because I sell items on my Teachers Pay Teachers page. I didn’t know all of the risks of inappropriate use of copyrighted materials. I’ve continually tried to use copyrighted material in my personal classroom as seldomly as possible. It’s important to note that certain items can be used, so long as they are not for profit and used to better the classroom experience.
In Conclusion, educators should model fair use in using copyrighted materials, even if it seems as though no one will know the difference. It’s important to shape digital citizenship in a way that tells our students that stealing is wrong, even if its on the internet. I want to convey to my students that stealing on the internet can be recognized as just as bad as stealing in real life. I hope to influence educators around me to do the right thing, even if no one will really find out.
References
(2011, July 05). Retrieved December 06, 2018, from https://youtu.be/qmDeBYosaJU
Brown, R. (2016). From the University presses-the code of best practices in fair use form academic and research libraries. Against the Grain, 24(4). doi:10.7771/2380-176x.6203
Copyright Myths. (n.d.). Retrieved December 7, 2018, from https://copyright.byu.edu/content/copyright-myths
Crews, K. (2003). Copyright and Distance Education: Making Sense of the TEACH Act. Change, (6), 34. Retrieved from https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.40177252&site=eds-live
In a very new world of technology, we are better able to serve the diverse needs of students, especially with that technology. In an interesting study of librarians, Brown suggests that there are opportunities to serve the needs of disabled students and save physical materials from decay (2016). With these new technologies, we can create a more fair and equal learning environment, while adhering to copyright laws. It is important to be mindful of how we use materials in our classrooms, as our students are always watching. According to Crews, the TEACH Act of 2002 can allow educators to create a more lively educational experience, while maintaining a responsibility to use those items ethically in the classroom (2003). It’s far too easy to copy and download materials from the internet, but teachers should be the voice of responsibility in using others’ works.
There’s certainly so much to know and research about with copyright laws. In finding out where we are now, it can be important to know how we got there. In a TEDx Talk, Lettie Ransley tells about how the Statute of Anne, of 300 years ago, enabled writers to create a living from their intellectual property (2011). Copyright laws are a much needed right in our society. I’m glad to have had this course because I sell items on my Teachers Pay Teachers page. I didn’t know all of the risks of inappropriate use of copyrighted materials. I’ve continually tried to use copyrighted material in my personal classroom as seldomly as possible. It’s important to note that certain items can be used, so long as they are not for profit and used to better the classroom experience.
In Conclusion, educators should model fair use in using copyrighted materials, even if it seems as though no one will know the difference. It’s important to shape digital citizenship in a way that tells our students that stealing is wrong, even if its on the internet. I want to convey to my students that stealing on the internet can be recognized as just as bad as stealing in real life. I hope to influence educators around me to do the right thing, even if no one will really find out.
References
(2011, July 05). Retrieved December 06, 2018, from https://youtu.be/qmDeBYosaJU
Brown, R. (2016). From the University presses-the code of best practices in fair use form academic and research libraries. Against the Grain, 24(4). doi:10.7771/2380-176x.6203
Copyright Myths. (n.d.). Retrieved December 7, 2018, from https://copyright.byu.edu/content/copyright-myths
Crews, K. (2003). Copyright and Distance Education: Making Sense of the TEACH Act. Change, (6), 34. Retrieved from https://libproxy.lamar.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.40177252&site=eds-live
Cyberbullying touches on a lot of soft spots in my heart. As a child growing up in a growing digital world with minimal preventions of the associated dangers, I have first-hand experience of its humiliation and devastation. I can’t save them all, but I will share a little empathy, compassion, courage, and bravery with every bit of kindness shared in my classroom. In an interesting study, McCann identified my state of Louisiana as the highest percentage of students who attempted suicide and were bullied online (2018). My state has always been connected with having ‘Southern Hospitality’, but we need to learn how to treat each other. In an even more local story, Garcia reports that Facebook comments over a controversial event has people commenting humiliating things (2018). There has to be a change, because I don’t want my students to be subjected to this horror as they grow up in an online world. I plan to start small in my classroom with the simplest acts that could make big impacts.
Research says that there are many ways to spread awareness of cyberbullying and its dangers. Hinduja and Patchin suggest beginning with a school survey to assess how your students feel about the topic (2015). It also seems to be a great idea to have the necessary personnel that gain trust from students so they have someone to confide in. Educators are required to report and investigate cyberbullying claims, as per laws in 49 states (Hinduja & Patchin, 2015). It’s the right thing to do, since we are invested in our students’ futures and well-being. If we noticed signs of abuse or neglect, we are lawfully bound to contact social services. At the very least, teachers and parents should certainly be vigilant and question any situations that warrant such investigations. I also feel that sharing stories of other teens’ mistakes may shed light on current students’ situations. They may even be emotionally moved by knowing that some teens even take their own life because they don’t understand how to deal with the horrors of cyberbullying.
I know from my own experiences that young girls can be so mean in real life. Since the internet can make the most humiliating rumors viral within seconds, teen girls can make some serious damage. Similiarly, Essex notes that females are more likely to be targets of cyberbullying (2016). It’s also worth noting that youngsters are more likely to be cyberbullied by their friends than strangers. In an article on legislation and case laws on cyberbullying, Hinduja and Patchin tell that schools do have some authority to discipline students when their learning environment is dirupted by offcampus interference (2015). However, the internet has no real authority over what people can say or repeat, but we can stand up to the negativity one comment at a time.
To conclude, cyberbullying is a topic that must be explored and communicated, because our digital future depends on it. If we give a little bit of kindness, compassion, and empathy to others on the net and in real life, we can have a little less humiliation and despair. I want to hope for better in my home state of Louisiana. We can do so much better to prevent suicide and depression in our schools with the proper policies and precautions. To be bullied is a horrific act on school grounds, but even more horrifying, cyberbullying can follow you home, where the nightmare continues at a viral rate.
Essex, N. L. (2016). School law and the public school: A practical guide for educational leaders. (6th ed.) (pp.111-114). Boston: Pearson Education, Inc. Essex_Cyberbullying.pdf
Garcia, D. (2018, August 21). Mixed feelings over Drag Queen Story Time in Lafayette. Retrieved from https://katc.com/news/around-acadiana/lafayette-parish/2018/08/20/mixed-feelings-over-drag-queen-story-time-in-lafayette/
Hinduja, S., & Patchin, J. W. (2015). Bullying beyond the schoolyard: Preventing and responding to cyberbullying. (2nd ed.). Thousand Oaks, CA: Corwin.
Hinduja, S., & Patchin, J. W. (2015). Cyberbullying legislation and case law: Implications for school policy and practice. CyberbullyingResearch Center. Cyberbullying Legislation and Case Law.pdf
McCann, A. (2018, September 6). States with the Biggest Bullying Problems. Washington, D.C.: WalletHub. Retrieved from https://wallethub.com/edu/best-worst-states-at-controlling-bullying/9920/
Research says that there are many ways to spread awareness of cyberbullying and its dangers. Hinduja and Patchin suggest beginning with a school survey to assess how your students feel about the topic (2015). It also seems to be a great idea to have the necessary personnel that gain trust from students so they have someone to confide in. Educators are required to report and investigate cyberbullying claims, as per laws in 49 states (Hinduja & Patchin, 2015). It’s the right thing to do, since we are invested in our students’ futures and well-being. If we noticed signs of abuse or neglect, we are lawfully bound to contact social services. At the very least, teachers and parents should certainly be vigilant and question any situations that warrant such investigations. I also feel that sharing stories of other teens’ mistakes may shed light on current students’ situations. They may even be emotionally moved by knowing that some teens even take their own life because they don’t understand how to deal with the horrors of cyberbullying.
I know from my own experiences that young girls can be so mean in real life. Since the internet can make the most humiliating rumors viral within seconds, teen girls can make some serious damage. Similiarly, Essex notes that females are more likely to be targets of cyberbullying (2016). It’s also worth noting that youngsters are more likely to be cyberbullied by their friends than strangers. In an article on legislation and case laws on cyberbullying, Hinduja and Patchin tell that schools do have some authority to discipline students when their learning environment is dirupted by offcampus interference (2015). However, the internet has no real authority over what people can say or repeat, but we can stand up to the negativity one comment at a time.
To conclude, cyberbullying is a topic that must be explored and communicated, because our digital future depends on it. If we give a little bit of kindness, compassion, and empathy to others on the net and in real life, we can have a little less humiliation and despair. I want to hope for better in my home state of Louisiana. We can do so much better to prevent suicide and depression in our schools with the proper policies and precautions. To be bullied is a horrific act on school grounds, but even more horrifying, cyberbullying can follow you home, where the nightmare continues at a viral rate.
Essex, N. L. (2016). School law and the public school: A practical guide for educational leaders. (6th ed.) (pp.111-114). Boston: Pearson Education, Inc. Essex_Cyberbullying.pdf
Garcia, D. (2018, August 21). Mixed feelings over Drag Queen Story Time in Lafayette. Retrieved from https://katc.com/news/around-acadiana/lafayette-parish/2018/08/20/mixed-feelings-over-drag-queen-story-time-in-lafayette/
Hinduja, S., & Patchin, J. W. (2015). Bullying beyond the schoolyard: Preventing and responding to cyberbullying. (2nd ed.). Thousand Oaks, CA: Corwin.
Hinduja, S., & Patchin, J. W. (2015). Cyberbullying legislation and case law: Implications for school policy and practice. CyberbullyingResearch Center. Cyberbullying Legislation and Case Law.pdf
McCann, A. (2018, September 6). States with the Biggest Bullying Problems. Washington, D.C.: WalletHub. Retrieved from https://wallethub.com/edu/best-worst-states-at-controlling-bullying/9920/
What I Learned From Digital Citizenship. Digital Citizenship seemed to have a lot more components and substance than I ever could have imagined. I learned very much just from the nine elements: digital access, commerce, communication, literacy, etiquette, law, rights & responsibilities, health& wellness, and security. The element that I learned the most from was digital law with copyright laws.
My Biggest Accomplishment. Honestly, my biggest accomplishment of this course is simply finishing it during December. It’s a lot of coursework that seems very technical in nature, but the rest of my DLL courses were more open and creative in nature. I am glad to have accomplished a reflective essay with only 5 days (all full work days) left. I am proud of the research I acquired in this course, too.
Challenges I Faced. The challenges I faced are in relation to having to read an excessive amount of research and view many videos with only the weekend to study. I felt like the amount of work required didn’t match the amount of time given, taking into account how we are full time teachers. The biggest challenge was completing the whole of the coursework on time.
My Best Work and What I Learned From Creating It. I feel that my best work was my TPT video. It was the only time I could use my digital learning tools to create something I felt close to. I find it very difficult to relate to essays and case studies. The less directions I am given, the more creativity and effort I try to add to the assignment. Unfortunately, I was not able to explain how the TPT platform is a revolutionary technology, rather than just being an application. I suppose it is a difference of opinion because I felt the website was both a technology and an application, where the technology of buying teaching supplies cheaply online ubiquitously was far ahead of its time.
My Learning Connected to my Outside Classroom Experiences. I know that digital citizenship should be explored in my first grade classroom. Even the youngest learners should have a foundational understanding of being responsible online.
The One Most Meaningful Thing I Learned. The most meaningful thing I learned was on the topic of cyberbullying. I appreciated Monica Lewinsky’s push towards preventing online humiliation and promoting empathy. I want to pursue a more in-depth understanding on how to prevent this horror and what I can do to spread kindness to combat it.
My Learning For Growth as an Educational Leader. My lack of understanding on the case studies tells me that I have a lot of room to grow in becoming an educational leader. I found it hard to give advice on the case studies because I didn’t have enough time to research and review the latest laws and similiar stories. I will need to continue to research digital citizenship in order to be able to help others with the topic.
My Favorite Aspect. I enjoyed adding journal reflections because I like to reflect on the course near its ending. However, it seemed as though I was being very repetitive by that point because I was writing about the same things over and over. I struggled to write something different but I was just repeating my favorite parts of the class from the week.
Suggestions for Other Students. I would suggest to other students to get started very early. I have been doing quite well with studying on the weekends up until this point. This class needs daily studying, even though we are mostly working full time. I feel that the coursework is all very needed and important to know in this field, but you must be ready for the amount of research reading and technical writing.
Changing One Activity and Why. If I could change one activity, I would make the reflective essay a part of each week’s required coursework. I would allow for a smaller amount of readings and shorter small essays each week, allowing for time to work on the essay. I don’t think the weeks prior have prepared me for the essay and not to mention we have to provide an in depth presentation also the same week.
What I Would Say About This Course. I would say that I learned a necessary amount of information about laws in relation to digital learning. I would also say that this course made me realize that I have a lot of reviewing to do on digital citizenship.
My Biggest Accomplishment. Honestly, my biggest accomplishment of this course is simply finishing it during December. It’s a lot of coursework that seems very technical in nature, but the rest of my DLL courses were more open and creative in nature. I am glad to have accomplished a reflective essay with only 5 days (all full work days) left. I am proud of the research I acquired in this course, too.
Challenges I Faced. The challenges I faced are in relation to having to read an excessive amount of research and view many videos with only the weekend to study. I felt like the amount of work required didn’t match the amount of time given, taking into account how we are full time teachers. The biggest challenge was completing the whole of the coursework on time.
My Best Work and What I Learned From Creating It. I feel that my best work was my TPT video. It was the only time I could use my digital learning tools to create something I felt close to. I find it very difficult to relate to essays and case studies. The less directions I am given, the more creativity and effort I try to add to the assignment. Unfortunately, I was not able to explain how the TPT platform is a revolutionary technology, rather than just being an application. I suppose it is a difference of opinion because I felt the website was both a technology and an application, where the technology of buying teaching supplies cheaply online ubiquitously was far ahead of its time.
My Learning Connected to my Outside Classroom Experiences. I know that digital citizenship should be explored in my first grade classroom. Even the youngest learners should have a foundational understanding of being responsible online.
The One Most Meaningful Thing I Learned. The most meaningful thing I learned was on the topic of cyberbullying. I appreciated Monica Lewinsky’s push towards preventing online humiliation and promoting empathy. I want to pursue a more in-depth understanding on how to prevent this horror and what I can do to spread kindness to combat it.
My Learning For Growth as an Educational Leader. My lack of understanding on the case studies tells me that I have a lot of room to grow in becoming an educational leader. I found it hard to give advice on the case studies because I didn’t have enough time to research and review the latest laws and similiar stories. I will need to continue to research digital citizenship in order to be able to help others with the topic.
My Favorite Aspect. I enjoyed adding journal reflections because I like to reflect on the course near its ending. However, it seemed as though I was being very repetitive by that point because I was writing about the same things over and over. I struggled to write something different but I was just repeating my favorite parts of the class from the week.
Suggestions for Other Students. I would suggest to other students to get started very early. I have been doing quite well with studying on the weekends up until this point. This class needs daily studying, even though we are mostly working full time. I feel that the coursework is all very needed and important to know in this field, but you must be ready for the amount of research reading and technical writing.
Changing One Activity and Why. If I could change one activity, I would make the reflective essay a part of each week’s required coursework. I would allow for a smaller amount of readings and shorter small essays each week, allowing for time to work on the essay. I don’t think the weeks prior have prepared me for the essay and not to mention we have to provide an in depth presentation also the same week.
What I Would Say About This Course. I would say that I learned a necessary amount of information about laws in relation to digital learning. I would also say that this course made me realize that I have a lot of reviewing to do on digital citizenship.
Reflective Essay
Read more about what I think about Digital Citizenship in my blog post. |
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Can learning happen where there are no schools? ~ Nicholas Negroponte, 2002 Interestingly, I wanted to choose the quote about ingesting information as it simply baffled me to no ends. However, I chose Nicholas Negroponte’s quote on learning without schools for a few reasons. I think that was a great prediction to where we are today (only 16 years later). I like Negropointe’s question because it is true today with online courses where students aren’t in a physical school but are still learning, maybe even more so than being in a classroom desk. I have to think about the term “school” and whether he meant the physical building or the idea of a virtual meeting place. I’d like to think either would apply. I think he’s trying to convey that learning can happen ubiquitously without regard to the usual rigid regulations that we associate with “institutionalized school”.
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If I want to learn more about anything, I always have an open internet to find out more. Of course, this master’s program is online which answers the question as “yes, learning is happening even without being in the physical school”. I would also argue that I’m researching and learning on my own time, outside of the curriculum presented by the school. In my personal life, I’ve always been a learner as I always have had questions and wonders. It was hard to live this way in my childhood schooling, because my teachers didn’t think about learning this way. I want to keep my knowledge base open for my current students as learning is not a set “thing” to find out. I want my students to be excited to learn and experience more than just the required standards. This quote applies to my professional educational career because I’ve already made up my mind that learning won’t stop at the end of this program. I love learning about digital tools in education and I enjoy finding better, newer ways to bring the future into my classroom. I can’t pinpoint a specific read but this quote reminds me of the idea of distance or blended learning, and how big of a success it is in today’s world. If students become ill or feel it best to stay home, they can still go to school online and learn in a collaborative and successful way.
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Teachers Pay Teacher and its Impacts |
Read more about my thoughts on humiliation and empathy in my blog post. |
Cyberbullying
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What could be worse than the schoolyard bully? The cyberbully is far worse, especially in a virtual world that feels untouchable and seems anonymous. There are definitions of cyberbullying to review in developing a plan for preventing these problems in schools. There are ways to advocate for awareness of cyberbullying to fellow educators, parents, and students. Since the consequences of cyberbulling can constitute cival or even criminal charges, students must be acquainted with the dangers that accompany those risks. The research clearly supports needing the appropriate policies and guidelines for students who use technology. Cyberbullying is a challenging topic for educators; however, we must start the conversation and remain aware of the dangers in an evergrowing digital world.
The central theme of cyberbullying is rapidly gaining attention on social media sites as it is easier than ever to spread hatred online with applications like Facebook, Instagram, and Snapchat. Hinduja and Patchin (2015) define cyberbullying as “willful and repeated harm inflicted through the use of computers, cell phones and other electronic devices” (p.11). The repetition marks the actions as harassment in nature, and a more serious offense. In contrast, Brewe and Kerslake make note of how cyberbullying can be far worse than traditional bullying for a number of reasons, which include victim’s humiliations are spread at lightning speeds on the net (2015). Anyone can be a target for cyberbullying; however, females are bigger targets than males (Essex, 2016). Cyberbullying does leave a breadcrumb trail of evidence, due to the internet being tracked and monitored constantly. Students should be made aware of the dangers and consequences of engaging in cyberbullying behavior online, even when they are in the comfort of their home. In a high school case of underage students sexting each other, there could be child pornography charges, even if the person sending the images are the child (2015). I believe that sharing uncomfortable and sometimes disturbing stories of teens’ mistakes could help students understand the dangers of cyberbullying. I believe that schools should have trusted adults for students to confide in, as well as preventative measures within online policies. Knowing that nearly all U.S. states have a law against the subject gives hope that precautions are being made to protect our students online. In summary, it is imperative to look at how traditional bullying and cyberbullying compare and how they differ. It’s also important to make sure students’ are aware that anything that they post on the internet is retraceable and can serve as evidence against them in civil or criminal courts. Sexting is a terribly big problem for so many reasons in youngsters, but certainly because it is possession of child pornagraphy. I would argue that having emotional and empathetic open conversations about students’ past mistakes could help divert students from making those same mistakes. Detailed online policies are essential in spreading information and awareness to the school’s communities and students. (2015, September 21). Retrieved December 12, 2018, from https://youtu.be/SENGlOR9tYo Brewer, G., & Kerslake, J. (2015). Cyberbullying, self-esteem, empathy and loneliness. Computers in Human Behavior, 48, 255-260.Brewer_Cyberbullying_Self-esteem_Empathy_Loneliness.pdf Essex, N. L. (2016). School law and the public school: A practical guide for educational leaders. (6th ed.) (pp.111-114). Boston: Pearson Education, Inc. Essex_Cyberbullying.pdf Hinduja, S., & Patchin, J. W. (2015). Bullying beyond the schoolyard: Preventing and responding to cyberbullying. (2nd ed.). Thousand Oaks, CA: Corwin. |
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