Running Head: CULMINATING PROJECT 1

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1 Running Head: CULMINATING PROJECT 1 Week 5: Culminating Project: Digital Citizenship Nichole Spriggs EDLD 5316 Digital Citizenship Lamar University

2 CULMINATING PROJECT 2 Week 5 Assignment: Culminating Project: Digital Citizenship The digital world has created a new culture of learning. Our students are absorbed in a digital world with access to unlimited amounts of digital information. However, many of them haven t been properly educated on the do s and don ts of navigating through this unguided world. The ever changing nature of technology has created a vital need for education and awareness in this digital world. Because our students were born into this digital society, they are confronted with new and different experiences that they don t really understand and haven t been formally taught. While we carefully oversee other areas of their lives, many of us are unintentionally negligent when it comes to their digital experiences (Orth & Chen, 2013). Although we may not fully understand what it means to live in this digital world, we have to make sure that we make this new way of learning a safe place for our students. Digital Citizenship Digital Citizenship is a way of educating our students and others about how to use technology effectively and appropriately (Ribble, 2015). Digital citizenship is a set of norms and responsibilities designed to help us educate our students on how they can be responsible digital citizens. Through strategic, explicit instruction we can help our students navigate through this digital world. Mike Ribble (2015) explains nine elements of digital citizenship that we can use to assist us with educating our students on how to be safe, responsible digital users. The nine elements of digital citizenship are digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and wellness, and digital security. Each of these elements focuses on a different way to equip our students with the knowledge and understanding that they need to use

3 CULMINATING PROJECT 3 technology in a safe and responsible manner. Many schools have established policies and contracts that students sign and agree to, however we have to make sure that we are showing our students how to make smart, responsible, and respectful decisions when it comes to their online behavior (Orth & Chen, 2013). More importantly, they need to be aware of the consequences associated with their behavior. We can use these nine elements of digital citizenship to create a teaching program that will benefit all aspects of school technology use for the betterment of our students (Ribble, 2015). Digital Access All of the elements of digital citizenship are necessary to promote safe and responsible online behaviors, however I will only discuss digital access and digital communication because I believe these two elements will help my students because I will be implementing a flipped classroom model this school year. Digital access is described as full electronic participation in society (Ribble, 2015). In other words, everyone should be an active member of our digital world, however this may not be true for all of our students. Because technology is ever evolving, we have to help our students develop the skills needed to be active members in this digital society. Without access to technology, our students are not being exposed to the skills needed to ensure that they will be competitive members of this global society. Digital access should be equitable for all. Many schools have started initiatives and implemented programs to ensure that every student has access to technology. I happen to be at a school where this is not so, however there are things that we can do to ensure that all of our students have access to technology. In the article, Bridging the Digital Divide in Our Schools Achieving Technology Equity for All Students, Laura Green (2000) suggested that we help our students who don t have access to technology by providing them and their parents with

4 CULMINATING PROJECT 4 technology that they can take home, increase access to technology through community centers, and provide more opportunities for students to have access to technology in their classrooms and at school. My school and district are working diligently to get a class set of digital devices for each classroom. In the meantime, here are some other options we can consider to ensure equal access for all students. One option could be to schedule times to use the computer lab before, during, and after school. Another option could be to locate local community centers that offer access to computers and the internet and encourage our students and their parents to use those facilities. A third option could be to suggest that our students and parents use the local libraries. A final option could be for our schools to restructure the way that school funds are used to support our new digital learning culture. No matter what option we choose, we have to remember that digital access is necessary for the equitable academic success of our students, so we need to make sure that we our making every effort to ensure that all of our students have access to technology. Digital Communication Digital communication is described as the electronic exchange of information (Ribble, 2015). Communication methods are very different in this digital world. Today we have Facebook, Twitter, Snapchat, and the like. Now, we re living in a rapidly changing world where the ways in which people communicate and collaborate are becoming more plentiful and evolving faster, not to mention many conversations are visible to millions of people online (Schinkten, 2015). As citizens in this digital world, we should be aware that what we do and say on the internet is being collected in what is called a digital footprint that can be seen by others. This could be a little scary for some, but we are in control of our footprint. It s part of our

5 CULMINATING PROJECT 5 identity and it represents who we are. What and how we communicate online can have a lasting impact on our lives. As educators, we don t want to shy away from providing our students with learning opportunities that will prepare them for the world that they will be entering, but we want to educate them on the correct way to communicate with others in our digital society. Online communication shouldn t be viewed as a replacement for face to face interactions, instead it should be viewed as another way of exchanging information. Understanding Digital Citizenship Understanding digital citizenship is essential to the success of our students in this digital world. It shouldn t be something that we teach our students as an afterthought, but it should be a proactive measure that we use to ensure that our students understand appropriate online behavior. Oddly enough, before this course, I would not have understood the importance of making sure that our students were aware of how their online behavior effected their offline lives. However, by reading Ryan s story, I was able to see that education and awareness could have changed the outcome of his situation. Digital citizenship is more than a set of words and phrases that we teach our students. We have to see digital citizenship as a way of life. We can no longer view our online and offline lives as separate. The two worlds are connected by what we do and the consequences of what we have done. When technology lived primarily in a computer lab and there was limited digital access at home, the gap between a child s analog and digital life was clear. With the ubiquity of personal devices, and an increasing number of shared devices and 1:1 programs in schools, the gap is gone (Orth & Chen, 2013). Digital citizenship must be integrated into our curriculum.

6 CULMINATING PROJECT 6 So, it s time for us to make sure that are students are fully equipped to navigate through this digital world. My Reflection As I worked on this assignment, I felt an overwhelming sense of accomplishment. I toggled between creating a Livebinder, a Powepoint presentation, or a Powtoon. I did some research on Livebinders and I didn t think it would fit my topic, so I started a Powerpoint presentation. I wasn t pleased with the way it looked, so I created a Powtoon. It was difficult for me to narrow down my topic into a one to two minute presentation but I was able to complete the task. I chose the Powtoon because I didn t want to experience the same mishaps the last time I created an animated video. I think Powtoon is easy to navigate and you don t have to worry too much about copyright laws because you are using the images and sounds that are paid for with your subscription. However, as I think about my choice and the finished product, I wish I would have tried the Livebinder. In the future, this will be the first presentation format that I try, so that I am exposing myself to different ways of demonstrating my learning.

7 CULMINATING PROJECT 7 References Green, L.C. (2000, May). Bridging the digital divide in our schools: Achieving technology equity for all students. IDRA Newsletter. Retrieved from _Digital_Divide_in_Our_Schools/ Orth, D. & Chen, E. (2013). The Strategy for Digital Citizenship: Children in a digital world. Retrieved from Strategy-for-Digital-Citizenship.aspx Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know [Kindle Version]. Retrieved from Schinkten, O. (2015, January 2). What do your students digital footprints look like [Web log message]? Retrieved from