Group items tagged

"I set out to answer these questions through a study of attitudes, which compared digitally literate students' to digitally-challenged teachers and visa versa. In this study being undertaken at Swinburne University and sponsored by the Wesley College Institute for Innovation in Education, 321 students in years 9 and 10 and 100 educators were surveyed about their attitudes to digital literacy and the use of digital technologies. The schools were co-educational independent schools with laptop programs and significant differences were observed in student and educator attitudes towards each other's digital literacy. The hypothesis, "that there is a disconnect between the digitally capable students and digitally challenged educators in schools with laptop programs, limiting effective use of digital technology in the classroom" was supported in the findings. This has repercussions for educating "net generation" students and implications for the implementation of the National Secondary Computer Fund and National Broadband Network. The disconnect was revealed in terms of attitudes towards technology in the classroom, teaching pedagogy, internet use, adoption of cutting-edge technologies and limitations placed on school laptops and networks. In this study 57 statements were provided to research participants, who were then grouped into four groups: digitally capable students, digitally challenged students, digitally capable educators and digitally challenged educators."

Essential aspects of incorporating digital citizenship in education. 

Essential aspects of incorporating digital citizenship in education.

"Digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use"

The digital world is a vast expanse of learning and entertainment. But it is in this digital world that kids are also exposed to many risks, such as cyberbullying, technology addiction, obscene and violent content, radicalization, scams and data theft. The problem lies in the fast and ever evolving nature of the digital world, where proper internet governance and policies for child protection are slow to catch up, rendering them ineffective. Moreover, there is the digital age gap. The way children use technology is very different from adults. This gap makes it difficult for parents and educators to fully understand the risks and threats that children could face online. As a result, adults may feel unable to advise children on the safe and responsible use of digital technologies. Likewise, this gap gives rise to different perspectives of what is considered acceptable behaviour. So how can we, as parents, educators and leaders, prepare our children for the digital age? Without a doubt, it is critical for us to equip them with digital intelligence.

The concepts of digital citizenship and citizenship 2.0 are particularly relevant in the context of globalisation and the knowledge economy. The most recent technology standards for students published by ISTE enshrine a major category for digital citizenship (ISTE, 2007). "Digital citizenship" is now being dubbed as "citizen 2.0" and in the simplest terms it refers to the ability to participate in society online and to use technology appropriately. Digital citizenship represents capacity, belonging, and the potential for political and economic engagement in society in the information age (O‟Brien, 2008). Digital citizens practice conscientious use of technology, demonstrate responsible use of information, and maintain a positive attitude to learning with technology (ISTE 2007 cited in Richards, 2010). The affordances of the recent raft of web 2.0 technologies - sharing, collaborating, networking, customising and personalization enable new forms of civic participation which are changing existing social relations (Punie & Cabrera, 2006). Social communication technologies offer new channels for political engagement, contacting officials, and discussing issues. The network effects or benefits of bringing people together online exceed the satisfaction gained by individual participants - creating what economists call "positive externalities" or spill over benefits.

In a very influential essay that appeared about 15 years ago ("Digital Natives, Digital Immigrants" [pdf]), Mark Prensky coined the term 'digital natives', asserting that "students today are all "native speakers" of the digital language of computers, video games and the Internet" and that, as a result, "today's students think and process information fundamentally differently from their predecessors". In contrast, "[t]hose of us who were not born into the digital world but have, at some later point in our lives, become fascinated by and adopted many or most aspects of the new technology are, and always will be compared to them, Digital Immigrants." While Prensky's views on this topic have evolved over the years and become more nuanced (those interested in his particular views may wish to visit his web site), this original definition and delineation of what it means to be a digital native and a digital immigrant remains quite potent for many people.

Critical Studies in Education: Vol 60, No 1 In this article, we attempt to define and explore a concept of 'radical digital citizenship' and its implications for digital education. We argue that the 'digital' and its attendant technologies are constituted by on-going materialist struggles for equality and justice in the Global South and North which are erased in the dominant literature and debates in digital education. We assert the need for politically informed understandings of the digital, technology and citizenship and for a 'radical digital citizenship' in which critical social relations with technology are made visible and emancipatory technological practices for social justice are developed.

A recent article by Lauren Davis in the Schoology (LMS) website that unpacks a survey of 16000+, mostly USA teachers, about the impact of digital learning. It includes some interesting insights into enablers and barriers for DLE. A good starting point for the 523 Assessment 3 environmental scan.

There are a number of labels to describe the young people currently studying at school, college and university. They include the digital natives, the net generation, the Google generation or the millenials. All of these terms are being used to highlight the significance and importance of new technologies within the lives of young people (Gibbons, 2007). For some, new technologies have been such a defining feature in the lives of younger generations that they predict a fundamental change in the way young people communicate, socialise, create and learn. They argue that this shift has profound implications for education (e.g. Prensky, 2001a; Gibbons, 2007; Rainie, 2006 and Underwood, 2007). Typically, supporters of this concept view the differences between those who are or who are not digital natives as primarily about when a person was born. This paper will critique and show new evidence against this conception of the digital native as based purely on generational differences. The paper will separate the 'doing' from the 'being', that is it will propose a number of digital activities (doing) that indicate digital nativeness and then examine which types of people (being) are most likely to demonstrate these characteristics. The paper will show that breadth of use, experience, self-efficacy and education are just as, if not more, important than age in explaining how people become digital natives.

Abstract: In the July/August 2011 edition of TechTrends, a group of AECT members and academic professionals explored the state of digital citizenship for students in K-12 through an article entitled: Digital Citizenship in K-12: It Takes a Village. Identified was a significant need for digital citizenship awareness by parents, educators, and students through a series of interviews, exploration of resources, reports, and surveys. In this current article, the purpose is to provide an updated perspective of the state of digital citizenship in the K-12 academic and professional environments as gathered from re-administering the 2010 survey and interviewing experts quoted in the 2010 article. Results showed the need for teaching digital citizenship at an earlier age, improved digital citizenship awareness by both educators and administrators, and a continued focus on the misuse and abuse of technology.

Definetheline.ca: Clarifying the Blurred Lines between Cyber-bullying and Socially Responsible Digital Citizenship. Welcome to Definetheline.ca. The objective of our research team at McGill University is to share our expertise with policy-makers, teachers, parents, educators and youth (11 - 17) in user-friendly ways that help all stakeholders engage, learn from, and share resources on our website. We also have a fun section for children (ages 5 - 11) that will promote responsible, thoughtful and considerate digital citizens from an early age. Defining Digital Citizenship and Socially Responsible Online Communication: Social media and a range of digital technologies provide enormous opportunities for peaceful and supportive global interaction, international learning collaboration and fruitful educational partnerships. Every digital user has the potential to reach communities in all corners of the world through transformational online leadership and responsible digital citizenship by embracing the fundamental principles that underlie constitutional rights to free expression, privacy, safety, fair and equality.

"Today, we acknowledge that the digital citizen is a global citizen. There has been, like the U.S. Constitution drafters recognized, a need for a definition of checks and balances that will govern this "new" world-wide technology. While it certainly is not a governing set of laws or even enforceable, digital citizenship nevertheless defines the model behavior of today's Global Digital Natives. So how do we make the definition clear for all? What are a few of the Global Digital Citizenship myths that we can get nipped in the bud? Read on …"

"At Clarence Sansom we believe that students should have access to computers, other technology and the internet to assist them in their learning. As of fall 2011, students may bring their own digital devices to school (with school permission) and may use these devices in the classroom (with teacher permission). Non-instructional and unsupervised areas such as hallways, washrooms and change rooms are designated as digital "no-zones". The library is a digital "go zone". Students will be allowed to use digital devices in this area during non-instructional time under direct supervision and with teacher permission. "

"If you've scratched your head over suggestions to manage your "digital footprint," you aren't the only one. A surprisingly large percentage of people have never even heard the phrase, let alone thought about how to manage theirs responsibly. Among students, the percentage is probably higher. We'll talk about ways you can help students understand and manage their digital footprints before they get themselves in trouble."

After reading this article, I asked my 10 year old if he knows what his 'digital footprint' is...I was surprised that he did. It is vital to teach people about their footprint at a younger age, so they have time to be thoughtful about their digital lives.

"Digital citizenship isn't just about recognizing and dealing with online hazards. It's also about building safe spaces and communities. Digital citizenship is a comprehensive approach to the use of digital technologies. It helps not only students but all technology users understand how to manage personal information and be an internet savvy."

"In Digital Age, Learning Civics Means Doing Civics Traditional civic education has required students to memorize basic facts about American government, call it the what, who, and when model for civic literacy. The primary source of information has been textbooks, a source of literacy that has not always been the most accurate or inclusive. And while books (in various forms) will certainly continue to play a role in civic education emerging digital media platforms will be key in the effort to engage, invigorate, and create an informed citizenry. The rise of digital media offers a unique opportunity to add a more experiential dimension to civic education. Digital technologies can, of course, be used to teach kids basic civic facts, but they can also serve as an entry point into "doing" civics. This happened in a Minneapolis third grade class I visited earlier this year. "

Published on Jun 18, 2016 This is a video summary of: Veletsianos, G. (2016). Digital Learning Environments. In Rushby, N. & Surry D. (Eds) Handbook of Learning Technologies (pp. 242-260). Wiley. Download the paper from: http://www.veletsianos.com/wp-content... Digital learning environments are everywhere. Learning Management Systems (LMS) are used almost universally. People learn how to play the ukulele by watching YouTube videos. They learn how to grow organic veggies by joining Facebook groups. And they join a vast array of specialist communities that help them improve their skills, from knitting, to drawing, to managing their finances. All these technologies, resources, and platforms that people use to learn online, is what I call digital learning environments. What are some important issues that researchers and designers need to know about digital learning environments?

"Digital Intelligence (DQ) is the sum of social, emotional, and cognitive abilities essential to digital life. It is having the necessary knowledge, skills and ability to adapt one's emotions and adjust one's behaviour to deal with the challenges and demands of the digital era. Beyond knowledge, these abilities must be rooted in human values of integrity, respect, empathy and prudence. These values enable the wise and responsible use of technology - an attribute which will mark the leaders of tomorrow."

Do you think this will replace digital natives and digital immigrants? That we all just need digital intelligence? Marc Prensky is now focusing on Digital Wisdom - similar thing but all good, methinks.

"Consumption of digital content has become a daily part of teen and pre-teen students' lives and teachers around the world are looking to keep pace with educational resources about Digital Citizenship, according to a 2011 survey conducted by the National Council for Digital Citizenship (NCDC). NCDC conducted a survey of International Society for Technology in Education (ISTE) members last April to gain insight into educators' understanding of digital citizenship and classroom needs. More than 1,200 respondents completed the survey. The results were notable"

"Hello, my name is Kara Lee and I am an Instructional Technology Facilitator. I received my Master's of Science in Instructional Technology from the University of North Carolina-Wilmington. I currently work in the NC Public Education School System. When talking to staff, parents, other employees and friends, their biggest concern is keeping up with technology and the language the new generation speaks! As adults, it is our job to educate ourselves on emerging technology so that we are always aware of things our children have access to and how they are using them. I hope this site will be helpful to you in becoming more aware of things parents of Digital Natives need to know to help keep their children safe in a Digital World! "

"Last week, I wrote about how the internet facilitates civic participation and encourages individuals to connect with each other. But what about those on the other side of the digital divide? Not everyone has access to the technologies that enable this new kind of participation. As Gov 2.0 becomes the norm, and digital citizenship becomes even more intertwined with "offline" citizenship, how will we ensure that everyone is included in the benefits of participatory governance - not just those already fortunate enough to have broadband access at home and the know-how to use it effectively?"