Ribble, Mike (2008). Passport to Digital Citizenship. Learning and Leading in Technology, 37, Retrieved January 28, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/L_L_November.htm
This week's reading focused on a model of learning developed to assist teachers in bringing technology into the classroom. The article outlined different components that make up a strong foundation to the concept of technology in our classroom. These elements are designed to guide us all in becoming decent digital citizens...a new concept for some.
Yesterday, just for fun, I called my Grandma and asked her if she could define the phrase "digital citizenship." I had to repeat the word "digital" several times, spell it for her twice, and then was required to describe the concept of digital to her. She was stumped and I was disappointed in my poor explanation of the word "digital." The technological differences between my grandparents and myself had always been obvious. They just recently replaced their rabbit ear TV (which I'm surprised was even in color) and they are still flustered by the concept of my digital camera (again, I'm just using the words "digital" camera, but what does it really mean?). My parents both have cell phones and they use their computer every day. Yesterday, however, my mom was stunned and impressed when I used the arrow keys on the keyboard instead of the mouse to scroll down a page she had pulled up on the internet. I laughed and thought to myself "what a simple thing to not know for so long."
My grandma couldn't understand what I was asking her and I was having trouble explaining what I was really asking. I realized that this is something new to me as well. If had to step into the classroom tomorrow, my students would be spelling and repeating technological words to me and I would be staring back at them like a deer in the headlights.
For me, this article shed some light on how technology has become extremely integrated into our society. I go about my day thinking little about the conveniences of my cell phone and the internet and I have never given thought to if I was a good "digital citizen." The implications of technology have far surpassed just the convenience aspect. We have designed meanings in phrases such as "digital commerce," "digital law," and "digital health and wellness." The models and bullet points in the article were helpful in guiding me towards a broader understanding of the technological community. There appears to be several layers to the use of technology in our schools and I will need to be a strong role model for my students.
Question 1: What ways can teachers model good digital citizenship for students?
Answer: Teachers can be good role models by incorporating different types of technology into their lesson plans and classrooms. They can also assist students in learning digital etiquette, digital laws, and about the overall digital community by addressing each of these concepts along side projects that would use related technology. Opening up discussing beyond just the immediate task at hand would go along way. Teachers should also be mindful of their personal digital citizenship both in and out of the classroom.
Question 2: How can teachers involve parents and families in this learning?
Answer: Teachers could involve parents by posting an online blog with updates on class activity, group points of learning from specific projects, and overall goals specific to use of technology in the classroom. This may be a new concept to many parents so it will be important to help parents understand the significance of things like "computer time" during school hours. It will also be important to be sensitive and understanding that some families may not have access to the same technology used in the classroom. Perhaps the teacher could offer after school hours in the classroom for parents to accompany their students and review projects and to explore what is happening at school...technologically speaking.
This week's reading focused on a model of learning developed to assist teachers in bringing technology into the classroom. The article outlined different components that make up a strong foundation to the concept of technology in our classroom. These elements are designed to guide us all in becoming decent digital citizens...a new concept for some.
Yesterday, just for fun, I called my Grandma and asked her if she could define the phrase "digital citizenship." I had to repeat the word "digital" several times, spell it for her twice, and then was required to describe the concept of digital to her. She was stumped and I was disappointed in my poor explanation of the word "digital." The technological differences between my grandparents and myself had always been obvious. They just recently replaced their rabbit ear TV (which I'm surprised was even in color) and they are still flustered by the concept of my digital camera (again, I'm just using the words "digital" camera, but what does it really mean?). My parents both have cell phones and they use their computer every day. Yesterday, however, my mom was stunned and impressed when I used the arrow keys on the keyboard instead of the mouse to scroll down a page she had pulled up on the internet. I laughed and thought to myself "what a simple thing to not know for so long."
My grandma couldn't understand what I was asking her and I was having trouble explaining what I was really asking. I realized that this is something new to me as well. If had to step into the classroom tomorrow, my students would be spelling and repeating technological words to me and I would be staring back at them like a deer in the headlights.
For me, this article shed some light on how technology has become extremely integrated into our society. I go about my day thinking little about the conveniences of my cell phone and the internet and I have never given thought to if I was a good "digital citizen." The implications of technology have far surpassed just the convenience aspect. We have designed meanings in phrases such as "digital commerce," "digital law," and "digital health and wellness." The models and bullet points in the article were helpful in guiding me towards a broader understanding of the technological community. There appears to be several layers to the use of technology in our schools and I will need to be a strong role model for my students.
Question 1: What ways can teachers model good digital citizenship for students?
Answer: Teachers can be good role models by incorporating different types of technology into their lesson plans and classrooms. They can also assist students in learning digital etiquette, digital laws, and about the overall digital community by addressing each of these concepts along side projects that would use related technology. Opening up discussing beyond just the immediate task at hand would go along way. Teachers should also be mindful of their personal digital citizenship both in and out of the classroom.
Question 2: How can teachers involve parents and families in this learning?
Answer: Teachers could involve parents by posting an online blog with updates on class activity, group points of learning from specific projects, and overall goals specific to use of technology in the classroom. This may be a new concept to many parents so it will be important to help parents understand the significance of things like "computer time" during school hours. It will also be important to be sensitive and understanding that some families may not have access to the same technology used in the classroom. Perhaps the teacher could offer after school hours in the classroom for parents to accompany their students and review projects and to explore what is happening at school...technologically speaking.
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