Journal Reflections
March 8, 2021 - The Nine Elements of Digital Citizenship: Which is Most Important?
The word citizenship carries several definitions; therefore, one must decide which definition to use when answering this question. When thinking about citizenship within the context of this course, digital citizenship is essentially the same as citizenship. Because most young people are connected digitally in some form or fashion, the digital world and the real world often intersect with one another." It is difficult to find where one ends and the other begins" (Ribble, 2015).
I define digital citizenship as the ability to function safely and responsibly in a digital environment. It is up to us as educators to teach our students what that looks like, and we must model good digital behavior for our students. Exhibiting poor digital behavior often carries over into the real world, damaging others' self-esteem and physical health. Therefore, it is imperative that educators teach students how to be kind, positive, and responsible citizens both online and off.
Of the nine elements of digital citizenship, the one that is most important for my students is digital access. My school is 80% socio-economically disadvantaged, and I knew that many of my students had trouble with having internet access. However, I did not realize the extent of this inequality until last year. The COVID-19 Pandemic brought to light the very real disparity of technology access among our students, and I worried about not only their inability to complete homework assignments and attend virtual classes, but also their ability to access their basic needs. Our district did its best to provide Park-and-Learn areas in campus parking lots by boosting the wi-fi signals and issuing hundreds of hot spots for students to have at-home internet access. Furthermore, they worked to provide meals for our students who would otherwise go hungry.
The second most important element is digital communication. Many of our students do not have a concept of what is appropriate communication, and what is not. We have students getting into serious trouble over cyberbullying, sexting, or sharing inappropriate pictures of themselves on social media. Furthermore, these types of communique often compromise their safety and security which can have unpredictable and unpleasant consequences. Curran's iCitizen project addressed this issue head-on by teaching students to "humanize the person across from [them] and on the other side of the screen" (Curran, 2012). If more teachers would model good digital citizenship to this extent and provide opportunities for their students to practice empathy, respect, and compassion online, then many, I believe, would make better choices about what they post online.
Additionally, students need to be taught how to communicate appropriately with others through email. Some just do not understand that they should not use the same language to address their teachers as they would their friends. I am constantly modeling appropriate ways to ask teachers for help and inquire about grades and assignments. I even set aside time during my class on certain days to help my students compose emails to their teachers so they sound more professional and respectful.
References
Curran, M. B. (Director). (2012, February 09). #icit21 [Video file]. Retrieved March 06, 2021, from https://youtu.be/vgmZLXQLNPQ
Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know. Eugene, OR: International Society for Technology in Education.
March 16, 2021 - Thoughts on Net Neutrality, Cyberbullying, and E-learning
The advances in technology have allowed schools to go one-to-one, so students can take their Chromebooks or iPads home to do homework and complete digital projects outside of school hours, which allows them to dig deeper into topics and be more creative in their presentations. Net neutrality plays an important role in making sure all students have equal access to content on the web. If ISPs are allowed to control the flow of information, then they will essentially control what is being taught through distance learning platforms. Economically disadvantaged students and those who live in rural areas will be the ones who suffer the most. The end of net neutrality means that the existing education gaps would potentially become even wider, and student research could become more biased, as ISPs cater to those companies who can afford to push their information through at faster speeds and “block tools that interfere with their business interests or infuse educational content—and the pupils using it—with tracking, advertising, or other unwelcome intrusions” (Hogle, 2018).
Because students essentially have access to social media 24 hours a day, they cannot escape the cyberbullies. I was bullied as a kid--like a lot of people, but I knew that once I went home, I was safe. Today, cyberbullies can text, tweet, and post hurtful comments, and victims cannot escape it, unless they turn their phones and computers off. Many students do not take into account that all of their time online, positive or negative, leaves a footprint. They do not realize that they lose control of anything they post, and anyone can find it at any given time. Because digital footprints and tattoos can have a profound effect on a young person's future, digital citizenship must be taught from an early age. Furthermore, students need to be aware of the unintentional footprints they leave as they browse from one site to another. This unintentional foot traffic is what cultivates the types of ads that people see as they move through the digital world. Even Netflix gathers information on viewing habits, so they can add recommendations based on them.
As my students create their e-portfolios and make adjustments, I try my best not to micromanage their content. Because most are beginners at creating their eportfolios, I do give them lots of suggestions of things they can include. Most of the portfolios assignments have a minimum requirement so they know what they have to include, but then I leave the rest up to them. I also think is important for teachers to model good portfolio development. When I introduce something new, I open up my own e-portfolio so they can see what I have included. My students like it, because I am not asking them to do something I am not already doing. Furthermore, students can see first-hand a real-world application of the e-portfolio by looking at mine. I want them to know that creating an eportfolio is not just busy work. I also want them to know that creating an eportfolio is one way they can deliberately cultivate their digital footprint.
Reference
Hogle, P. (2018, February 21). Why it matters: How net neutrality and elearning intersect. Retrieved March 15, 2021, from https://learningsolutionsmag.com/articles/2575/why-it-matters-how-net-neutrality-and-elearning-intersect
March 23, 2021 - Copyright Law: Why Does it Matter?
After diving down the copyright "rabbit hole," I have gained a whole new appreciation for those who have to write it and keep up with the changes. It does not surprise me that the U.S. Copyright Office wants to be separated from the Library of Congress. I now firmly believe they need their own space and funds to keep up with the ever-changing use of media and the law updates that go along with those changes. There are so many loopholes, changes, and exceptions to copyright law that, if the copyright office had its own funding and building, the copyright experts would have opportunity to streamline and clarify the laws. For example, there is still no clear-cut answer on copyright as it pertains to film stills and some of the new media that has emerged. I spent the better part of a morning just searching for such answers.
Now that I have a better understanding of copyright law, I think about the many times I have inadvertently broken copyright law by copying worksheets and book chapters for my students to read. How many times have I used a picture from the internet and not given proper attribution to the author? How many times have my students watched a movie or used the lyrics from a song without permission? I know that a lot of the things I just listed fall under the Fair Use umbrella (thank goodness), but it makes me wonder about all the times I have shared pictures and GIFs from my phone or on my social media platforms. I didn't attribute the work to the author or creator, and neither did the millions of others who shared them as well.
Since coming out of the proverbial copyright rabbit hole, I have started paying more attention to the things I post. I realize now that I need to go back through my e-portfolio and make sure I have properly given credit where credit is due.I have noticed that more creators and authors are watermarking their work so the user has to purchase the work in order to remove it. I have also noticed that when I choose a picture off of the internet, more sites are automatically attaching the attribution. Furthermore, I have gained a whole new appreciation for Creative Commons as well. Until taking this course, I did not know anything about it, other than the fact that I could choose to search "Creative Commons only" when looking for pictures to use on my website. Finally, I have realized that I have done my students a great disservice by not talking to them about attributing the pictures they use on their eportfolios or in their assignments. I will be talking more about the use of Creative Commons to my students, and what they need to do make sure they are not infringing on someone's rights. Because so much of what kids post is online, discoverable by anyone who happens upon it, I will also be looking into ways that I can incorporate bits of copyright law into my lessons, so my students, hopefully, will not make some of the same mistakes I have.
March 30, 2021 - Cyberbullying: What Can We Do About it?
After watching the Shane Koyczan TED talk, I was filled with a wave of mixed emotions. It is wonderful to see how he has taken his pain and bad experiences and had turned it into something positive. I was also moved by watching the Monica Lewinsky talk. At the time of the scandal, I am sure I even laughed at the jokes that were going around. One thing that convicted me, as I worked through the material for this week, is that I really didn't see Monica as a person. The media did a great job at dehumanizing her, and I fell right in with everyone else without stopping to think about what she was going through. Cyberbullying has become too easy for many of our students. Kids these days are practically born with a cellphone in their hands. They do not know a world that is not connected to social media. This, I believe, is one reason that kids do not view the person on the other side of the screen as a human being; therefore, they have little compassion for the recipient of their messages. Educators and parents alike must help students to visualize who they are texting. Parents and educators need to start teaching students to be more compassionate and kinder to each other, and there are several good curricula on the market today.
Zero tolerance policies and stringent consequences for cyberbullying are great. Having grade-level assemblies on digital citizenship once or twice a year is needed. However, these measures are not fixing the root of the problem. Incorporating internet safety and setting clear expectations for technology use are two of many things school can do to help prevent bullying. Additionally, developing a positive school climate is crucial. “A positive school climate is one that stimulates and encourages respect, cooperation, trust, and shared responsibility for the educational goals that exist there” (Hinduja & Patchin, 2015). Teaching students how to be kind and compassionate is a big step in that direction.
Another step we need to take as educators is to tell our stories. I am not the only teacher on my campus who was bullied when I was in school. Telling our stories creates space for others to open up about what is happening to them. Furthermore, we need to share the stories regarding misuse of technology and cyberbullying that pop up on social media. They “remind them about the reality of fallout from unwise communications ( Hinduja & Patchin, 2015).
Not only do we need to show our students the consequences of technology misuse, but we must also help our students cultivate a positive digital footprint. When we model good digital citizenship for our students, they do pay attention-whether they show it or not. Showing our students, the benefits of keeping a clean footprint helps prepare them for their future.
Finally, school districts are beginning to see the need for social-emotional wellness curriculum. In fact, my school district has begun placing full-time SEL coaches on our campuses and will begin implementing required SEL courses for certain grade levels. Could these SEL strategies be carried over into digital citizenship and appropriate use of technology? I say yes. Digital citizenship and kindness curriculum should become part of every lesson that teachers deliver to their students. To take it one step further, every student on campus should be required to take a semester-long course on digital citizenship every two to three years, starting in first grade. At the very least, teachers should be required to give a lesson on the issues surrounding cyberbullying, as well as the consequences suffered by both the victim and the perpetrator, once every couple of weeks.
Hinduja, S., & Patchin, J. W. (2015). Bullying beyond the schoolyard: Preventing and responding to cyberbullying (Second ed.). Thousand Oaks, CA: Corwin.
April 3, 2021 - Final Reflective Essay: Digital Citizenship and YOU
Introduction
As I think about my own journey toward digital citizenship through the lens of an educator, a life-long learner, and as a future administrator, I cannot help but reach the same conclusion: technology is here to stay, and we must, as educators continue to learn all we can about digital learning so we can support each other as we teach our students how to navigate the digital world. As administrators prepare to serve students and teachers as instructional leaders, they simply cannot serve them well without staying abreast of the latest trends in digital learning and social media.
Durable Understandings of Digital Citizenship
Digital citizenship is the ability to function safely and responsibly in a digital environment. It is up to educators to teach students what that looks like and model good digital behavior for their students. Because most young people are connected digitally in some form or fashion, the digital world and the real world often intersect with one another. “It is difficult to find where one ends and the other begins (Ribble, 2015)." Exhibiting poor digital behavior often carries over into the real world, damaging others' self-esteem and physical health.
Many students do not consider that the time they spend online, positive or negative, leaves a digital footprint. Everything they post is out there forever, and anyone can find it, no matter how the posts might be. Because digital footprints and tattoos can have a profound effect on a young person's future, digital citizenship must be taught from a very early age, so students can learn how to be kind, positive, and responsible citizens both online and off. Furthermore, it the principal’s job as an instructional leader to do all he/she can to provide teachers with adequate, updated resources, to do just that.
Maintaining net neutrality has become a hot topic of discussion over the last several years. K-12 schools and higher-education institutions continue to move toward offering a more robust distance learning platform for virtual learners; however, if ISPs are allowed to control the flow of information, then they will essentially control what is being taught through distance learning platforms. The end of net neutrality means that the existing education gaps would potentially become wider, and student research could become more biased as ISPs cater to those companies who can afford to push their information through at faster speeds and “block tools that interfere with their business interests or infuse educational content” (Hogle, 2018).
Elements of Focus
Ribble (2015) discusses the nine elements of digital citizenship and groups them into three categories. Digital literacy, digital access, and digital communication fall under student learning and academic performance. This makes sense because students must be able determine which apps and programs work best for any given project (literacy), as well as know how to communicate their ideas, questions and concerns properly to their teachers (communication). However, before a student can be expected to complete digital assignments and projects or communicate with others, they first must have access to the internet at home and at school, which is why this element has become an area of focus for me. School districts need to consider the level of digital access their families have before they can set expectations for online homework assignments, quizzes, and projects.
My school is 80% socio-economically disadvantaged, and I knew that many of my students had trouble with having internet access. However, I did not realize the extent of this inequality until last year. The COVID-19 Pandemic brought to light the very real disparity of technology access among our students, and I worried about not only their inability to complete homework assignments and attend virtual classes, but also their ability to access their basic needs. My district did its best to close the digital access gap by providing Park-and-Learn areas in campus parking lots by boosting the wi-fi signals and issuing hundreds of hot spots for students to have at-home internet access. However, many of our students still do not have adequate bandwidth to complete online assignments, let alone virtually attend classes. In fact, my campus still has about 50 students who either cannot log in to Google Meet or are simply so overwhelmed by their workload that they shut down and refuse to do any schoolwork.
The second most important element is digital communication. Many of our students do not have a concept of what is appropriate communication, and what is not. We have students getting into serious trouble over cyberbullying, sexting, or sharing inappropriate pictures of themselves on social media. Furthermore, these types of communiques often compromise their safety and security which can have unpredictable and unpleasant consequences. “65% of online sex offenders used the victim’s social networking site to gain [personal] information” about their victim (Gaille, 2017), and scammers expertly build fake shopping sites so they can install malware to their victim’s devices, and steal identities and financial information. To help children to avoid falling victim to child predators and scammers, teachers and parents need to educate children on these risks, as well as how to safely browse, communicate, and shop online.
Additionally, students need to be taught how to communicate appropriately with others through email. Some just do not understand that they should not use the same language to address their teachers as they would their friends. I am constantly modeling appropriate ways to ask teachers for help and inquire about grades and assignments. I even set aside time during my class on certain days to help my students compose emails to their teachers, so they sound more professional and respectful.
The act of cyberbullying is the intentional, prolonged harassment of an individual or individuals via electronic media, including but not limited to, text message, instant message, email, and various social media platforms. Cyberbullying affects its victims physically, emotionally, and mentally, and, despite school districts’ efforts to raise awareness, many victims do not feel comfortable seeking help. Since cyberbullying is very public and the messages and images can be spread virtually anywhere, it also affects parents, educators, and anyone who sees the hurtful messages and images.
Finally, students must be taught that their digital interactions can have real life consequences, especially when they decide to engage in plagiarism. Since more assignments and projects are created digitally, students must be made aware of copyright law and fair use policies. Students who are well-informed about the proper way to interact with various online resources are far less likely inadvertently commit plagiarism in this “copy-and-paste” world or break the laws that govern online information they choose to use in their writing and multimedia projects.
How You Will Grow as an Educational Leader
School districts are beginning to see the need for social-emotional wellness curriculum. In fact, my school district has begun placing full-time SEL coaches on our campuses and will begin implementing required SEL courses for certain grade levels. One step I want to take as an administrator is to utilize funding to introduce a social-emotional learning program aimed at teaching kindness and mindfulness, and all students would be required to perform at least one act of kindness a per week. According to an article on Stopbullying.org, "Students who are taught kindness are more empathic, more socially aware and connected, and they receive higher grades too" (Swearer & Rapp, 2017).
Could these SEL strategies be carried over into digital citizenship and appropriate use of technology? I say yes. Kids these days are practically born with a cellphone in their hands. They do not know a world that is not connected to social media. This, I believe, is one reason that kids do not view the person on the other side of the screen as a human being; therefore, they have little compassion for the recipient of their messages. Educators and parents alike must help students to visualize who they are texting.
Zero tolerance policies and stringent consequences for cyberbullying are great, but they do not fix the root of the problem. Incorporating internet safety and setting clear expectations for technology use are two of many things school can do to help prevent bullying. Additionally, developing a positive school climate is crucial. “A positive school climate is one that stimulates and encourages respect, cooperation, trust, and shared responsibility for the educational goals that exist there” (Hinduja & Patchin, 2015). Teaching students how to be kind and compassionate is a big step in that direction.
Finally, putting posters on the school walls and having an assembly on digital citizenship once a year is not enough. As an administrator, I will push to have digital citizenship and kindness curriculum become part of every lesson that teachers deliver to their students. Every student on campus would be required to take a semester-long course on digital citizenship every two to three years, starting in first grade. Moreover, cyberbullies would be required to take a more intensive course designed to get to the root of their anger, stress, and frustration and teach them healthy ways to deal with it. It would also teach them healthy ways to resolve conflict. A campus based SEL coach could facilitate this program, as well as extensive professional learning for all educators, so they can be properly trained in SEL techniques and strategies.
References
Gaille, B. (2017, June 05). 39 important internet safety statistics. Retrieved March 08, 2021, from https://brandongaille.com/38-important-internet-safety-statistics/
Hinduja, S., & Patchin, J. W. (2015). Bullying beyond the schoolyard: Preventing and responding to cyberbullying (Second ed.). Thousand Oaks, CA: Corwin.
Hogle, P. (2018, February 21). Why it matters: How net neutrality and elearning intersect. Retrieved March 15, 2021, from https://learningsolutionsmag.com/articles/2575/why-it-matters-how-net-neutrality-and-elearning-intersect
Swearer, S., & Rapp, S. (2017, July 26). Can kindness overcome bullying? Retrieved March 20, 2021, from https://www.stopbullying.gov/blog/2017/07/26/can-kindness-overcome-bullying