CONCEPTS OF EDUCATIONAL TECHNOLOGY
CONCEPTS OF EDUCATIONAL TECHNOLOGY
CONCEPTS OF EDUCATIONAL TECHNOLOGY
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Digital Citizenship
Digital Citizenship Resources
Reflection: Intro to digital citizenship
This week I have reviewed many different sources that introduce the idea of digital citizenship, the most impactful being Mike Ribble’s Nine Elements of Digital Citizenship. At first, I felt fairly confident in my understanding of the definition and importance of this topic. In my current position, I am responsible for ensuring that our school addresses the Texas State standards of digital citizenship with our student population. So as someone who works with these issues yearly, I wasn’t far off in my understanding, but it has been incredibly refreshing to take an analytical approach and commit myself to further my study of these various elements. However, I soon
realized that I needed to shift my lens a bit. I have been operating in the instructional mode for so long that I have limited my view of digital citizenship as it applies to adults and the responsibility I personally have to the greater digital community.
When thinking about this current school year, I think the transition to a more digital format has affected the teachers way more than it has the students. Educators were instantly expected to host virtual sessions by way of Google Meet or Zoom and districts began playing “catch-up making sure that departments were in compliance and students were conducting themselves appropriately in this new environment. As we continue to utilize technology as a part of our instruction and classroom culture, it becomes even more important that we, as teachers, educate ourselves regarding digital citizenship as well as integrate these elements into our daily curriculum.
These types of mental ponderings lead me to lean more heavily on digital law and etiquette as elements that are vital for students to understand and internalize. The internet is forever; any action performed on a device is archived somewhere. It seems so vastly unfair that young people are handed devices and instantly have the power to permanently damage their reputation as a citizen. That sounds extreme, but it is not. Young people are immature, make mistakes, and learn by experience how to handle themselves. We all know this, we hear examples of this every day. However, when these things are done with a device, it takes the consequences to a whole other level. Ribble (2015) states that few rules have been established for the proper use of technology and therefore, students do not comprehend the social ramifications nor the legal ramifications of their actions when they take place in the digital world. Students need to understand the power of his words, whether they are spoken or typed, and what it means to be a virtuous citizen.
The digital world can be unforgiving. Helping students understand that internet activity is permanent. Sharing these examples and stories will help to communicate the gravity of an errant tweet. This is an uphill battle; this generation is the most accustomed on the planet to the digital world and often don't distinguish it as something different. This is why I believe the message of digital citizenship should not be about "don'ts" and "avoids," but about using the tools we have to positively contribute in virtuous ways to the world around us.
References:
Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know (Third edition). International Society for Technology in Education.
Reflection: Impact of Technology
Technology is all around us and its influence is only growing stronger. As time progresses, society’s dependence on the internet continues to increase. While it is easy to view cyberspace as a large, global concept, it actually has a significant impact on the individual. The combination of digital footprints, net neutrality, and filter bubbles has helped me to realize how technology impacts my life on a personal level.
A digital footprint is any activity that is performed online, which is not only permanent but can also be searched, copied, and broadcasted (Common Sense Education, 2013). I use the internet daily and would
not be able to function without it. From work correspondence and weather checking to directions and social communication, technology plays such an important role in my daily life. Even though I have tried to be careful about how I spend my time online, it still scares me to think about what all my digital footprint includes. I have always sought to be cautious with my intentional digital footprint, including the emails I send, the tweets I post, and any sort of comment I type on a laptop. However, there have been countless times that I have been careless and left a massive unintentional digital footprint in my wake. Whether it be a late-night YouTube bingeing session or scouring the internet looking for the perfect Christmas gift (and accepting cookies as I search…), I may never know the scope of the footprints I am leaving behind. After reading and viewing several resources, I am envisioned to actively cultivate a positive online image and to take even more precautions to bulk my digital privacy and security so that the footprint I leave behind is one that I am not only comfortable with, but proud of.
I and hundreds of millions of other people utilize the internet not just for entertainment purposes, but for daily tasks, responsibilities at work, educational opportunities, and other essential aspects of life, the concept of net neutrality is one that should concern us all. Initially, net neutrality seemed like just another corporate legal battle, but upon further investigation, it is a massive societal issue. In 2015, the Federal Communication Commission set open rules for internet bandwidth usage, disallowing internet usage providers from establishing priority service or manipulating costs (“An Introduction to Net Neutrality,” 2014). In summary, this ruling means that the Internet is open and equal, not giving any particular site more priority or charging more for the use of certain sites. As an educator, it is a simple decision to advocate for net neutrality. Without it, educational content might receive slower bandwidths, school districts may be forced to spend extra money on proper internet speeds, and socioeconomically disadvantaged students may experience a widening gap of opportunity as instruction continues to me more towards an online format.
The astonishing realization concerning my digital footprint came when reviewing material that touched on filter bubbles. Pariser (2011) explains how internet search results are algorithmically altered to cater to a predetermined profile based on one’s previous internet activity. This means that different people can receive completely different results when performing an online search on the same topic. This is not only eye-opening but downright scary. As society now primarily relies on the internet as its main source of information, we do not need to see only the things that an algorithm thinks we need to see. Pariser (2011) goes onto argue that we need the internet to show us what is relevant, important, uncomfortable, challenging, and expose us to other points of view. I am now committed to deepening my searches to get a more holistic picture of important issues when relying on the internet for sources.
Technology has changed dramatically over the past few decades. Digital footprints, net neutrality, and filter bubbles are just examples of this rapid change. They should also serve as reminders that a true understanding of all the elements of digital citizenship is vital to the health and well-being of a digital society.
References:
An introduction to net neutrality: What it is, what it means for you, and what you can do about it. (2014, May 17). Marshall Data. https://www.marshalldata.com/2014/05/an-introduction-to-net-neutrality-what-it-is-what-it-means-for-you-and-what-you-can-do-about-it/
Common Sense Education. (2013, August 12). What’s in your digital footprint? [Video]. https://www.youtube.com/watch?v=4P_gj3oRn8s
Pariser, E. [TED]. (2011, May 2). Beware online “filter bubbles” [Video]. https://www.youtube.com/watch?v=B8ofWFx525s
Reflection: Copyrights & copywrongs
I have a confession; I’m not one hundred percent certain and no one has found out, but I’m pretty sure that I have committed a crime. At some point in my digital lifetime, I have used another creator’s copyrighted content and not given proper credit. The sad thing is I can assume that a large number of people, including educators, have misused protected work and infringed upon the rights of authors and artists. It was eye-opening for me to see how easy it is to commit copyright infringement. Even though there is legislation meant to help educators with their instruction, the conditions of the world of copyright are vast, detailed, and easily misinterpreted. Creative
Commons, the TEACH Act, and fair use all provide ways for copyrighted material to be used for the benefit of learning, yet they still need to be understood and used responsibly by all digital citizens. This is not only a legal and ethical obligation, it should be a priority to model proper attribution so that the next generation of digital users become aware of this concept.
As an educator, I have been very familiar with the notion of plagiarism, taking someone else’s work and claiming it as your own. But I thought it was permissible to reuse other materials for teaching purposes, such as videos or adding graphics from a Google search to my presentation. I thought that simply repurposing an item for non-monetary gain allowed me to use whatever I wanted as a teacher. Now, I knew I could sell these presentations or breakout rooms on Teachers Pay Teachers, but I was ignorant of all the conditions that are required to claim fair use. For materials to be considered fair use, the user must take into consideration four different areas (Common Sense Education, 2020). Only part of the original work can be used. What is used has to be transformative, meaning the is somehow changed into something different, fulfilling a new purpose. The nature of the work is to be considered; there is more leeway when the work is nonfiction or factual. Finally, the work must be used for non-profit purposes. Also, I had heard of but did not fully understand the Creative Commons licenses. Creative Commons provides a way for creators to both share and use work without the restrictions of copyright, as long as the user provides attribution (“Share your work - creative commons,” n.d.)
As I delved deeper into these layers of conditions and terms for the use of copyright materials, I found myself questioning the value of using them. Does the benefit of using copyright materials outweigh the cost of educating oneself properly apply transformative measures, ensure the four factors of fair use are following, and properly give attribution to the original authors? Does the use of copyright materials enhance the teaching and learning experience enough? I needed an answer.
Research shows that making real-world connections promotes student achievement through the authenticity of learning (“Real-world connections,” n.d.). Students cannot effectively learn in the isolation of the classroom but must have the opportunity to apply learned concepts and connect them to life beyond the school building. Barrett (2008) explains that students build their critical thinking and communication skills through educational connections to mass media and popular culture. For example, students could be asked to identify the purpose, audience, or different marketing schemes of popular television commercials. Another example is students could be asked to estimate the number of concession sales at a sold-out game at the Staples Center, where the Los Angeles Lakers play. Such activities would require the use of copyrighted products, such as photographs or videos or other materials that are protected. The use of such products would help students make these needed real-world connections and engage them in the learning process. Furthermore, teachers require time to prepare and plan effective lessons. With documentation, intervention, parent conferences, grading, and so many other duties, teachers are always desperate for time. If a teacher is to create an engaging lesson, there are certain elements that they should have the ability to use without having to create them themselves.
For these reasons, I concluded that the effective use of copyrighted materials enhances the teaching and learning process. It is indeed worth the cost of exercising proper digital citizenship when doing so. After this intensive study on this matter, I no longer restrict my view of copyright to that of plagiarism; there are many other facets that are important enough to uphold. It is my responsibility as a digital citizen and educator to follow these guidelines while creating the best learning experience for students.
References:
Common Sense Education. (2020, September 4). Creativity, Copyright, and Fair Use [Video]. YouTube. https://www.youtube.com/watch?v=xvZHNwBHirQ
Real-world connections. (n.d.). Resources for Thinking. Retrieved December 2, 2020 from http://resources4rethinking.ca/en/toolbox/real-world-connections#:~:text=Making%20real%2Dworld%20connections%20promotes,the%20authenticity%20of%20the%20learning.&text=The%20learning%20and%20the%20results,school%20and%20students%20are%20enhanced.
Share your work - creative commons. (n.d.). Creative Commons. Retrieved December 4, 2020 from https://creativecommons.org/share-your-work/licensing-types-examples/licensing
Reflection: Cyberbullying
School today isn’t the same as when I was growing up. I had textbooks, took notes from an overhead projector, listened to the announcements over a muffled intercom system, and the mean kids, I only had to deal with them about once or twice a day. Modern technology has infiltrated the school system and has brought remarkable educational innovations with it. The types of learning opportunities experienced by today’s students are unlike anything we’ve seen before. Unfortunately, modern technology has also brought with it a dark side. For me, bullying was regulated to the playground and now it is a
constant danger; cyberbullying takes place everywhere, all the time. 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). Essex (2016) describes cyberbullying victims as experiencing hurt, embarrassment, anxiety, intimidation, or emotional distress as a result of electronically sent text or images. Cyberbullies are not restrained by time or place and may use multiple media platforms to target their victims. Furthermore, the negative impact of cyberbullying is exacerbated due to the “often anonymous nature of the interaction, speed of distribution, permanence of material and constant availability of victims” (Willard, 2007, as cited in Brewer & Kerslake, 2015, p. 255). This dangerous combination of characteristics can oftentimes prove fatal.
Because the internet is and can be used by everyone, any person may be the target of cyberbullying, even bullies themselves. However, It is most prevalent in the online generation, meaning among children and adolescents (Brewer & Kerslake, 2015). Research cited by Essex (2016) shows little deviation between urban, suburban, and rural populations when it comes to victims who report experiencing being bullied. In addition, public school settings have slightly higher percentages than private school settings. While another study revealed that 38% of girls reported experiencing cyberbullying to 26% of boys, revealing that girls are more likely to be cyberbullied (Tippett, 2018). When considering age differences, older students are more likely to experience cyberbullying. As many studies have analyzed the demographics of students, the data is inconclusive. Some researchers show Caucasians experience a higher frequency of cyberbullying (Hinduja & Patchin, 2015), while other studies found the opposite to be true with minorities. Even still, there are reports that subpopulations like LGBTQ+ and special needs students are higher targets for cyberbullies (Tippett, 2018). In conclusion, these studies make it evident that cyberbullying is not contained to any particular group; anyone at any time can become a victim.
As stated earlier, cyberbullying is not restrained to time or place. For students, it can take place at school, outside of school and most of the time, it occurs in both places. To combat the spread of cyberbullying, schools need to get involved, seeking to help develop the character of its students. Raising these issues and their consequences can have a positive effect. School programs that are effective in reducing bullying may help prevent cyberbullying as well (Ttofi & Farrtington, 2011). Hinduja and Patchin (2015) argue that school staff should dedicate time in the classroom for the purpose of educating students about these issues, specifically to raise awareness of risks, possible school and legal consequences, and all the different types of harm that can result. Moreover, simply calling out and addressing inappropriate behavior isn’t enough to see improvement. Schools should also instruct, model, and reward helpful behaviors among their student population (Hinduja & Patchin, 2015). Another way to raise awareness of cyberbullying is to implement some sort of anonymous reporting system. Such systems have been found to help create a safe environment where students can openly share experiences where previously they may have felt uncomfortable or ashamed (Hinduja and Patchin, 2015).
It is an inescapable fact that young students today use technology and will continue to use it at increasing rates. Looking back over the past decade, it is almost humorous to compare the number of elementary students who owned cellular phones ten years ago to those who own cellular phones today. As educators, to affect change, we cannot eliminate technology use but find ways to embrace it while reshaping student mentalities on how devices should be used. Schools have the power and resources to establish positive social norms that will affect student behaviors. Hinduja and Patchin (2015) explain that attention should be given to the majority of youth who do their technology and social media platforms in acceptable and positive ways. The authors go on to encourage the promotion of successes, acts of kindness, and overall positive things students are doing. Students may be enlisted to help create the desired social norms. High school students could talk to classmates and younger grades as it is proven that peer groups have powerful influences on the attitudes, beliefs, and behaviors of adolescents at this stage of their development (Hinduja and Patchin, 2015).
Cyberbullying is an incredibly destructive force that can affect any person at any time. Technology users feel emboldened by the depersonalization of a digital screen and oftentimes do not realize the effect, nor the consequences of the attacks they post online. Even though cyberbullying has victims, it is important for digital citizens to not live with a victim mentality and begrudgingly accept cyberbullying as a social norm. Steps can be taken and action plans can be implemented that combat bullying in every form and promote the social climate individuals need to thrive in this digital age.
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References:
Brewer, G. & Kerslake, J. (2015). Cyberbullying, self-esteem, empathy and loneliness. Computers in Human Behavior, 48,
255-260.
Essex, N. L. (2016). School law and the public school: A practical guide for educational leaders. (6th ed.) (pp. 107-114). 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.W. (2015). Developing a positive school climate: Top ten tips to prevent bullying and cyberbullying. Cyberbullying Research Center.
Tippett, J. (2018, February 6). Who is most at-risk for cyberbullying? LearnSafe. https://learnsafe.com/who-is-most-at-risk-for-cyberbullying/
Ttofi, M. M. & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: A systematic and meta-analytic review. Journal of Experimental Criminology, 7(1), 27-56).
Digital Citizenship
presentation
Nearpod
References
Nearpod video walkthrough
As an educator at a fifth and sixth grade school, I believe students should received focused attention on digital access, digital etiquette, and digital law. These three elements of Mike Ribble's nine elements of digital citizenship help address some major issues students of this age face, including disparity in home internet access, cyberbullying and social media impact, as well as copyright and the using of unoriginal works. All nine elements are vitally important to the overall concept of digital citizenship, but these will have the greatest impact on the students at my school.
Along with this essay, I have created an interactive presentation that explores the idea of digital citizenship and share the importance of its elements.
Technology is everywhere. It is in our homes, in our stores, in our appliances, in our cars, in our pockets, and our schools. Most aspects of our everyday lives have some sort of digital component if they have not already fully transitioned to an online format. Over the past few decades, as society has reaped the benefits of technological progress, it has been coupled with challenges that face the digital community. Users need to understand the concept of digital citizenship and how to properly act online which will then create a safe environment for themselves and other digital citizens.
Digital citizenship provides a framework for all digital users to better themselves and the way they contribute online. Many different authors have their own interpretations of what it means to be a digital citizen, yet we all seek to determine what are the appropriate and responsible behaviors for the digital community. My mantra for digital citizenship is:
BUILDING A POSITIVE AND SAFE ONLINE ENVIRONMENT
This Nearpod presentation requires heavy engagement and interactivity on behalf of the user. You will be your own knowledge driver as this platform will help guide you through the depths of digital citizenship. This presentation was designed as an exploratory experience. You may not know the answers to all of the activities. That is all part of the plan. You will use your own prior knowledge and the feedback you receive to deepen your understanding of these concepts and take an active role in building a positive and safe online environment as a digital citizen.
The presentation is embedded above or available by link to the right.