Making Digital Citizenship a Priority

Transcription

1 Making Digital Citizenship a Priority Presented by Terri Pelley Instructional Technologist Putnam City Schools 1 Iʼm just beginning to discover what digital citizenship means. I know it needs to cover more than safety issues, literacy and etiquette. I know it is not just about our rights as online citizens. It needs to concern itself much more with social responsibility and social learning than is currently being addressed. It seems to me that we must empower students (rather than police them). For example, you can make students do a Random Act of Kindness, yet you canʼt make them appreciate the value of giving. But if they arenʼt given the opportunity in the first place, then they have lost the opportunity for learning. Weʼve put AUPʼs in place, but that often limits them on their choices. We see students as digital natives--users have come together to interact with one another and have created a digital society. The rights of citizenship in this society also brings responsibilities.

2 What is Digital Citizenship? The norms of behavior with regard to technology use. There are several levels of responsibility for technology. The media is constantly reporting patterns of misuse--such as cyberbullying, illegal music downloading, using cell phones during class,playing games on laptops in class, etc. AUPʼs do NOT teach the use of these technologies in schools--it just lists the rules. If using technology appropriately is a priority for society as a whole, then teaching students how to use it in this manner should be a priority. In a minute, weʼll take a look at the nine elements that make up digital citizenship. 2

3 When will it become a Priority for 21st Century Schools? Personal misuse and abuse of technology have reached epidemic proportions. Digital Citizenship must become part of our school culture, not just a class, but as a way we do business. 3

4 Evidence of Misuse Hacking electronic threats or abuse illegally downloading music plagiarizing cell phones during class time accessing pornographic web sites playing video games in class If nothing else--the wide misuse, abuse, and misinformation of technology is quite an eye opener. Here are a few examples of misuse and abuse. Example of cyberbullying: 10 year old crying on the playground told her teacher about text messages and a blog where students wrote mean things about her. She said they knew they couldnʼt do that at school, but they were at home when it took place. 4

5 9 Areas that make up Digital Citizenship: Etiquette Communication Literacy Law Access Security Health & Wellness Commerce Rights & Responsibility These 9 elements were identified to help educators better understand the variety of topics that constitute digital citizenship and to provide an organized way to address them. These are not set, iron-clad rules, but a starting point for preparing our students. Lawmakers have begun to create laws to protect citizens, but they are not enough--they do not address the Lack of knowledge that is NEEDED TO BECOME A DIGITAL CITIZEN. AUP s are simply a policy for students to follow--but we need to supply active direction to the students. It is the responsibility of educators and the school community to help define appropriate technology use. 5

6 Digital Etiquette The standards of conduct expected by other digital technology users. Do students realize how their use of technology affects others? Technology leaders must provide a solid example for faculty and students. Students and teachers should be required to silence their own electronic equipment in class. Remember what you do in public areas affects others. It is not enough to create rules and policy, we must TEACH everyone to become digital citizens. 6

7 Digital Etiquette Scenario Do students need to follow rules when working online? Divide the students in small groups and instruct them to come up with five rules to follow while working online. Compile a class list from their suggestions. Keep in mind that correct digital etiquette would be the use of technology in ways that minimize negative effects on others. Use it when it is appropriate--not during a face-to-face conversation. Another area involved with etiquette is respecting others online--not engaging in cyberbullying, flaming, lewd language, etc. 7

8 Digital Communication The electronic exchange of information What rules, options, and etiquette do students need to be aware of when using digital communication technologies? Anytime, anywhere opportunities. We tend to rely on way too much--use face to face communication when the situation involves sensitive, personal, or negative information. Electronic communication is used to convey basic information for the sake of efficiency and effectiveness. Cell phones, instant messaging, videoconferencing, etc. Think about what you say in --always saved on a server...we need to weigh the freedom of cell phone usage with the responsibilities...do we need to be in contact with other people at all times? 8

9 Digital Communication Scenario: Should people be able to use cell phones in crowded places? Should cell phones be banned in certain places? 4 corners activity---agree, DISAGREE. STRONGLY AGREE, STRONGLY DISAGREE 9

10 Digital Literacy The capability to use digital technology and knowing when and how to use it. Issues: Learning the digital basics Evaluating online resources Online learning modes 10 Students need training in information literacy and technology skills. Schools need to develop plans, programs, and/or partnerships for preparing electronic workers for technology rich work environments. We must educate information workers with a high degree of information literacy skills. With new technologies at their fingertips, our students are asking for new ways to learn. Educators should be looking at alternative ways of presenting information that can engage these students. (Blogs, wikis, etc.), recognizing phishing attacks, etc. Digital basics: browsers, search engines, download engines, Evaluating online resources: determining the accuracy of information on the web, assessing the trustworthiness and security of online vendors

11 Digital Literacy Scenario: How can students use digital technologies to take best advantage of the educational opportunities available to them? 11 Too often, the focus is on learning the technology itself, and not enough, if any focus on appropriate and inappriopriate use. We have more technology available in our schools than ever before. But, are they in the hands of students, or behind a locked door in a lab that is understaffed and underfunded? Too often, technology is seen as another class that students go to, as opposed to being infused into the larger curriculum. Even when technologies are available, too often, the teachers have been taught how to use the technology, but not what to do with it in their classrooms beyond typing a paper or doing research on the internet. With new technologies at their fingertips, students are asking for new ways to learn. Students need to understand that certain technology skills are critical when entering the work world--just liking technology is not enough. We all need to understand how a given technology works and how to use it appropriately.

12 Digital Access Full electronic participation in society Everyone must have equal access to technology regardless of race, gender, ethnicity, age, physical, and or mental challenges. Schools and society must provide access while leaving the choice to become a participating member in the digital community up to the individual. Are your school web pages accessible for the handicapped? CAN YOU ACCESS THEM IN ANOTHER LANGUAGE? 12

13 Digital Access Scenario Does everyone in your school have equal opportunities as far as technology use is concerned? 13 Technology provides opportunities for large groups to interact and communicate very quickly. However, not everyone has equal access to all the tools of this new digital society. Because of socioeconomic status, disabilities, and physical location, these opportunities are not equally available to all teachers and students. Educators need to evaluate the use of computers within their schools. Do all students have access throughout the day to technology? In areas where a majority of students do not have access to technology in their homes, additional opportunities need to be provided. For example: open computer labs, evening access to school libraries, and extracurricular activities should be provided. Special needs students may require special equipment to make the technology more accessible to them. This is a priority, and everyone has the right to equal access. Budgets need to reflect this. Teachers and administrators need to understand that technology will be important to the future of all students, not just a chosen few. One-to-one laptop initiatives should be explored, and some communities have gone as far as to provide wireless connections for all members of the community.

14 Digital Commerce The buying and selling of goods online. Learning to become an intelligent consumer is an important aspect of good citizenship. 14 Buying and selling of goods is easier. Students must be taught how to make wise and legal purchasing decisions. The focus should be on how to electronically purchase goods with emphasis on privacy, identity theft, and credit card protection. They need to be aware that immoral and illegal goods are surfacing at the same time. Students often purchase online without thinking about the consequences. Beyond debt, kids become vulnerable to identity theft and Internet scams. Students need to understand that their actions online can follow them through their life.

15 Digital Commerce Scenario: Should students be made more aware of how to purchase goods and services online? Issues include: Online buying through commercial sites, auction sites, media subscriptions, virtual merchandise for online games. 15 Students use internet resources to learn about items they want to purchase, and sometimes they buy the item online right then. However, they may not know how to be discerning online customers. Many are unsure about how to shop for the best deal, and many do not know about the hazards of providing sensitive data (CC#ʼs, bank #ʼs, personal info) to insecure sites. Digital Commerce may not seem important to teachers to teach, but it is very important that the students learn how to use it! Not only are we members of a digital community, this makes us members of an economic community as well. If weʼre helping to prepare them to be good citizens, then they need to be prepared to interact in the digital community.

16 Digital Rights and Responsibilities The privileges and freedoms extended to all digital technology users, and the behavioral expectations that come with them. Basic rights and freedoms are extended to every digital citizen. Students should be taught about basic freedoms such as free speech, privacy, right to property, and how they apply to technology use. Rights and privileges come with membership in a group. It is understood that members will act in accordance with the rules within that group. In the digital world, users should expect that if they post a song, a picture, a poem, or a piece of their own artwork---others will enjoy it without vandalizing it, copying it and passing it off as their own. Boundaries come in the form of legal rules, or AUPʼs. So, when creating or publishing anything, students should be allowed to protect their works by using a web site such as Creative Commons if they choose to. 16

17 Digital R & R Scenario: What is ethical or unethical in a digital community? Usage of online material? Inform students of rights, but also instruct them on their responsibilities? Nobody should be able to steal or cause damage to otherʼs work, identity, or property. Digital rights and responsibilities must be addressed, discussed, and understood. There can be rights in a society only if there are responsibilities. Usage of online material is allowed if you cite the sources and request permission when requested. It is everyoneʼs responsibility to report cyberbullies, threats, and other inappropriate use. 17

18 Digital Health & Wellness The elements of physical and psychological well-being related to digital technology use. There are physical dangers to be aware of in using digital technologies. Carpal Tunnel Syndrome isnʼt the only injury to worry about. Eyestrain and poor posture are other injuries to consider. Often, safety concerns relate to security and donʼt take into account the physical well-being and security of the users. Sometimes computers are set too high or too low for students--depending on the height of the table you have available for use. We shouldnʼt have to simply adapt to the surroundings--and our students wonʼt stop using a digital device before it causes problems. 18

19 Digital Health & Wellness Scenario: Are students aware of the physical dangers that can accompany the use of digital technology? In addition of physical dangers such as carpal tunnel syndrome, strained eyesight, poor posture, etc., there is another danger. It is of INTERNET ADDICTION. Taken to the extreme, internet addiction can greatly harm you both physically and psychologically. Becoming addicted to internet games can also cause you to withdraw from society. It can also cost you economically if you become addicted to online gambling. 19

20 Digital Security The precautions that all technology users must take to guarantee their personal safety and the security of their network. Protect yourself from outside influences that would do physical harm. As more sensitive information is stored electronically, students need to understand how to protect electronic data. Always use secure passwords, backups of data, and power surge control devices on equipment. The idea of protecting what we have is not new--we put locks on doors, install security systems to protect our homes and possessions, and even install smoke alarms to alert us at the first possible instant of a fire. A computer without virus protection is vulnerable. Any computer connected to the internet 24/7 without firewall protection is like an open door to a prowler. Having a wireless network without encryption is offering free access to anyone who is interested. 20

21 Digital Security Scenario: How can students be taught to protect themselves and their equipment from harm? More often than not, security faults occur because of the ways people use it as opposed to a flaw in the equipment. We give away our passwords without thinking about it. We donʼt take the time to speak with our students about the possible dangers of meeting people on the internet. Young people tend to view the strangers on the internet as FRIENDS they HAVEN T MET YET. Too often, our kids correlate their social status with the number of online friends they have linked to their MySpace and FaceBook pages. Protecting your equipment is not just a personal responsibility--it helps everyone in the society. By keeping virus software up to date, they donʼt get passed as easily and infect others as often. Remember, digital security includes protecting ourselves and others from outside influences that might cause harm. 21

22 The Great Debate Long overdue Must make this a top priority Society needs guidance on how to act with respect to technology. There is no universal agreement on how we should act in relation to digital technologies. Hopefully, youʼll agree... 22

23 Digital Citizenship must become the norm and not the exception in our society. 23

24 How can we create and implement a Digital Citizenship Program in our Schools? Jump right in--head over heels! Face it, youʼre gonna have to get your feet wet on this one. 24

25 Suggestion #1 Take a look at these nine categories and decide how administrators and tech leaders can begin to create environments conducive to teaching digital citizenship? 25

26 Suggestion #2 Determine whether digital citizenship is a significant issue in your district. Is there a significant problem in your schools and district? Where would these issues rank in the scope of problems in your schools and district? How prevalent is misuse and abuse of technology in your schools and district? Is the abuse and /or misuse of technology a hot issue in your schools and district? 26

27 Suggestion #3 Use NETS as a starting point to address social and ethical issues. Teachers need to lead their students by modeling and demonstrating the skills and behaviors of digital-age professionals. ISTE (International Society for Technology in Education) released the National Educational Standards for Students in July,

28 ISTE s National Educational Technology Standards for Students (NETS*S) Students understand the ethical, cultural, and societal issues related to technology. Students practice responsible use of technology systems, information, and software. Students develop positive attitudes toward technology applications that support lifelong learning, collaboration, personal pursuits, and productivity International Society for Technology in Education, Second Edition, 1710 Rhode Island Ave. N.W., Suite 900 Washington, D.C. p.7 ISTE (International Society for Technology in Education) released the National Educational Standards for Students in July, Teachers need to lead their students by modeling and demonstrating the skills and behaviors of digital-age professionals. 28

29 ISTE S National Educational Technology Standards for Teachers NETS*T Teachers advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. Teachers address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources International Society for Technology in Education, Second Edition, 1710 Rhode Island Ave. N.W., Suite 900. Washington, D.C. p.9 Released July

30 NETS*T (continued) Teachers will promote and model digital etiquette and responsible social interactions related to the use of technology and information. Teachers will develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools International Society for Technology in Education, Second Edition, 1710 Rhode Island Ave. N.W., Suite 900. Washington, D.C. p.9 30

31 Education is not the teaching of the three R s. Education is the teaching of the overall citizenship, to learn to live together with fellow citizens, and above all to learn to obey the law. Thurgood Marshall U.S. Supreme Court Justice 31

32 Ethical Directions Adults need to teach children how to use their internal compass. Learning digital citizenship is rooted in discussions, scenarios, and dialog--not in AUP s. Digital Compass Lesson: 12 Scenarios for the students to think about and using the Digital Compass, they select and defend their answers. 32

33 Digital Compass Scenario: A student sends a harassing message to another student on MySpace. The receiving student retaliates with a flaming message. Is the recipient of the first message at fault also? 33

34 Interpreting the Answers Wrong What s the Big Deal? As Long as I Don t Get Caught I Don t Know I Am Not Sure it is Wrong Right It s an Individual Choice Depends on the Situation Wrong: most students know the difference b/w right and wrong, but a few students may cause problems for all students. Big Deal: Help students see beyond their own use of the technology--if it doesnʼt bother me, why should it bother anyone else? As Long As I Donʼt Get Caught: More integrated in our being as technology gets smaller and more familiar...these students believe technology use is a right, and not a privilege. Depends on the Situation: inappropriate in some situations but not others. I Donʼt Know: Digital technology citizenship skills must be learned before using technology. (Ignorance of the rules cannot be used as a defense of technology misuse or abuse. I AM NOT SURE...sometimes worse than no training at all--knows enough to be dangerous..gets poor advise from others. RIGHT: Not as easy as it might seem...best way to help others understand is through discussion, self reflection, and role modeling. 34

35 Digital Compass Scenario #2 A student or teacher follows a questionable link to a Web site and downloads a malicious script that releases a Trojan Horse virus on the school network. Is downloading material from unknown sites appropriate? 35

36 Digital Citizenship Conclusions There are gradations of understanding. Todays students are tomorrow s adults, and their habits will lead into the future. If we don t address the problems, they will get worse. Digital citizenship is a developmental process of critical thinking, self-reflection, and maturation. Get your students to discuss technology use and misuse. Help them understand this lifelong journey. 36

37 A special thanks to Mike Ribble and Gerald Bailey for their book Digital Citizenship in Schools Ribble, M., & Bailey, G.,2007, International Society for Technology in Education, Digital Citizenship in Schools,1st Edition. 37

38 Ribble, M., Bailey, G. & Ross, T. (2004, September). Digital citizenship: Addressing appropriate technology behavior. Learning & Leading with Technology, 32(1), Ribble, M. & Bailey, G. (2004a, October). Digital citizenship: Focus questions for implementation. Learning & Leading with Technology, 32(2), Ribble, M., & Bailey, G. (2004b, August). Monitoring technology misuse & abuse. Technology Horizons in Education, 32(1), Ribble, M., & Bailey, G. (2004c, October). Point of view on technology driversʼ licenses. District Administration, 40(10), 85. Ribble, M., & Bailey, G. (2005). Teaching Digital Citizenship: When will it become a Priority for 21st Century Schools? Ribble, M., & Bailey, G. (2005, April). Developing Ethical Direction, Learning & Leading with Technology32(7),

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