Jason Olher Digital Community Digital Citizen
THE CALL TO DIGITAL CITIZENSHIP
Should we consider students to have two lives or one?
This means a relatively digitally unplugged life at school and a digitally saturated life away from school.
The technology that the kids use is too expensive, , problematic, or distracting to integrate into teaching and learning issues concerning personal, social and environmental impacts and digital living are tangental to the curriculum.The kids will have to work out how to navigate the digital world themselves. including puzzling through cybersafety, technological responsibility and digital citizenship with out the help of school.
Here we believe it is time to help students ( and parents my thought?) blend their two lives into an integrated meaningful approach to ling in a digital age.
Language we use.
The word digital seems to replace references to technology which we find in educational standards such as outlined in ISTE. It suggests a move away from maching focus to a focus on content and communication. It has shifted from the gear to what do we do with the gear.
Digital, citizenship, culture and global. These terms in documentation suggest
1. We must engage students in the opportunities and issues of their local community.
2. We must help students engage in the global community
3. we must engage students in the issues and issues of the digital culture and digital community
4. we must help students participate as a citizen of local, global and digital communities simultaneously.
Digital citizenship today
1. Citizenship requires individual virtuous behaviour
2. Citizenship requires balancing personal empowerment and community well being.
3. Citizenship requires education
4. Citizenship requires participation
5. Citizenship is constantly evolving and requires ongoing debate
6. Citizenship must be inclusive
7. Citizenship is a result of media evolution
8. Citizenship is tied to the community.
Evolution of community from farmland to Facebook.
You can have a community in a fixed spatial location like a suburb, across a number of locations based on a common set of themes of interests ( NRL, ethic groups) and now Facebook has led the charge in the evolution of the community concept- the digital community. Digital communities are the groups to which to whihc we belong that are primarily sustained through electronic rather than geographic proximity.
What becomes interesting is our place as an individual concerning where the local, global and digital communities intersect. This becomes the foundation of your PLN – you professional or personal learning network.
The role of teachers is to:
1. Deepen the time spent on the inherently global web
2. Directly connect with others in a more global context
3. Directly inquire into global issues
4. Focus on everyone’s ripple effect
5. Use site based learning to promote connections to place.
6. Focus on what is unique as well as what is universal.
Now the question is raised about multiple identities – there is a lot going on.
What bothers us about technology?
Fear is the mind killer.
Facing our fears
1. Ubiquity – you cannot escape from it. Technology is no where I dont have to deal with it. eg it is invisible but iI need it.
2. Invasiveness – technology can be a welcome intrusion
3. Vulnerability – techology watches over me and looks after me
4. Amplification – technology gives me so much fun
5. Reduction – technology helps me understand less is more
6. Misrealiy – metareality brings us a greater truth
7. Ephemeralness – everything is brief change is rapid. Change fixes all things
8. Permanence – DFRAC my thought – the infosphere will never forget who I am.
9. Indisconnectability – thanks to being always plugged in to the greater digital community , I serve my community by being everywhere all the time.
10. Overwhelment – cool there is so much to chose from
11. re socialisation – cool there are so many neat ideas out there.
12. Sovergnity – technology is a benevolent ruler
13. dehumanisation – it is good to be reminded that I live in a pluralistic society.
14. Obselescence – I get to reinvent myself.
1. We see technology when it is new
2. We notice technology when it breaks
3. We notice technology when it is upside down. – everything is good is bad for you.
It is a matter of balance – helping students understand technologies impacts. Become a De-Tech-Tive.
1. Technology connects and disconnects
2. There are short term and long term effects
3. Connections are immediate
4. Disconnections are harder to see.
So steps to being a deTechive.
3. Evaluate and recommend
Case study of digitally retouching photos – build on this.
Casestudy How much energy do we use?
1. Letters for the future
2. Letters from the future
Check out McLuhan’s TETRAD 1988
4. Reversal or flip
Radio – news and music amplified by sound
Radio – reduces the importance of print and visual
Radio – returns the spoken word to the forefront
Radio – acoustic radio flips into audio visual – M TV
Do the same thing for the mobile phone.
Topic Areas ISTE
1. Social needs, cultural identity and global community
2. equity, diversity and equal access
3. Legalities, ethis and copyright
4. Privacy and security
5. Safety and Health
6. Media bias
7. Responsibility and appropriate/inappropriate technology use.
Mark Ribble and Gerald Bailey 2007 digital Citizenship in the school
1. Digital access
2. Digital commerce
3. Digital communication
4. Digital literacy
5. Digital etiquette
6. Digital law
7. Digital rights and responsibilities
8. digital health and wellness
9. Digital security
Carrie James: Young people, ethics and new media 2009
3. Ownership and authorship
…like the idea of good play.
Sherry Turkle Always on/Always On you: the tethered self
How to go forward
1. teachers and core ethics
2. A crash course on kids
- What is different about the digital community?
- Moral development
- Brain research and morality
3. Basics of character education
- Connecting digital citizenship and character education
- Begins with values
4. Digital literacy
- shift from text based approaches to media collage of images and text
- Adopt at as the next R
5. What role for IT.
- attend any curriculum meeting to which you are invited to
- require everyone in IT spend half an hour in the classroom each week
- Fight for a place on the vision table.
The next step for Point 5
- Find innovators
- Encourage challenging the status qup
- Support risk taking
- Require students to use and create social media
- Block sites not genres
- Use cyberspace for home school connections
- Empower educational technology committees
- Provide whole community training