Digital Citizenship - Slifer Module 2 Blog Post

Digital Citizenship

by Erin Slifer

 

When I got married and changed my name 2 1/2 years ago, I felt a sense of loss at leaving my digital footprint behind and having to start over; however, it has allowed me to see that I never really lost anything at all. I gained a blank canvas to showcase myself as an educator. A person's digital footprint is really a gallery of what a person has done in their life as well as a way to display one's technology or career know-how. I am currently building my digital footprint. Sure I have Facebook, Twitter, etc that will pop up when searching my name, but that is not what I want to represent me. One of the first things that pops up when you search my name is my class website. Next is "Cadre Learning" where I participated in a summer workshop building my technology know-how. Links that represent my growth as an educator are what I like to see when I Google my name. I am building my footprint one digital step at a time.

My digital footprint is important because it is a way of showcasing my abilities, successes, etc. to the world. It is important that I be a responsible digital citizen. Learning digital citizenship is a powerful skill because I have learned how photos, articles, and sites can impact my image. I want to represent myself as a role model, an educator, and a mom; learning digital citizenship helped me to not represent myself in a negative light.

Just as I have learned digital citizenship it is also important for students to learn it, too. This should start at an early age, but I believe we should not put a negative spin on digital footprints. Ferriter (2011) states that students are taught how their digital footprint could lure predicators and to watch what they say and post online (para. 4-5). While this is true, Ferriter (2011) sees "digital footprints as potential tools for learning, finding like-minded peers, and building reputations as thoughtful contributors to meaningful digital conversations" (para. 5). It is important for students to see how their digital footprint can help them to showcase their abilities to potential employers, colleges, and peers. It is a way to network with others interested in the same things.

Learning about digital citizenship and digital footprints should start in Kindergarten, maybe even earlier. If three year-olds are playing games online then they need to learn the appropriate rules to playing online, but it should also be an avenue for them to display their learning. Kids need to know about the dangers, but they also must not be scared away from showcasing their talent online. Richardson (2008) states:
           More than ever before, students have the potential to own their own learning—and we have    
           to help them seize that potential. We must help them learn how to identify their passions; build
           connections to others who share those passions; and communicate, collaborate, and work
           collectively with these networks. And we must do this not simply as a unit built around
          "Information and Web Literacy." Instead, we must make these new ways of collaborating and
           connecting a transparent part of the way we deliver curriculum from kindergarten to
           graduation. (para. 15)

Richardson (2008) would argue that digital citizenship should not be a class that is offered, but one that all teachers offer in their day-to-day curriculum. Just as we integrate technology into our curriculum, we must integrate digital citizenship skills, too.

References:

Ferriter, W. (2011). Digitally speaking / Positive digital footprints. Educational Leadership,
      68(7), 92-93.

Richardson, W. (2008). Footprints in the digital age. Educational Leadership, 66(3). Retrieved from www.ascd.org/publications/educational-leadership/nov08/vol66/num03/Footprints-in-the-Digital-Age.aspx

Module 1 Post

Role of a Technology Specialist and Today's Students and Teachers

To me a technology integration specialist is someone who is a continuous learner and shares what they have learned with their coworkers. A technology integration specialist works one-on-one with teachers to help them integrate technology into their curriculum. They also help to plan professional development over technology based on the needs of the teachers within the district or school (Meltzer, 2012).

While the video below was taped in 2000, it gives insight into what a technology integration specialist does when working with teachers.

 

Coincidentally, today I was in my Teacher Leadership Grant Writing Committee meeting discussing the types of leadership roles we would like to create for our TLC grant and one of those roles was a technology integration specialist for the district. We discussed what we felt the role of a technology integration specialist would be and we did not just limit the position to helping teachers, but also felt that the Tech. Integrator should work with students. Not only would they help develop technology skills with students, but also help students learn the Common Core 21st century employability, civil, and financial literacy skills.

 

 

According to "the Pew Internet and American Life Project's Teens and Social Media (Lenhart, Madden, Smith, and Macgill, 2007) details that 64% of online teenagers (aged 12 - 17) engage in at least one type of content creation" (as cited by Solomon and Schrum, 2010, p. 3). This means that today's students are being innovative online. They are sharing what they create online with the world. They create Tumblr pages, Facebook pages, videos, music mashups, and more. Solomon and Schurm (2010) go further and say that "content creation is not just about sharing creative output; it is also about participating in conversations fueled by content" (p. 3). Our students are engaging online in digital communities; it only makes sense to do this in schools, too.

 

 

Teachers engage with technology outside of the classroom, too. I am Facebook and Twitter friends with several of my coworkers as well as teachers in other parts of the country. Social media is a great way to connect with others and learn about what works in the classroom. Even though we as teachers engage with technology outside of the classroom, we do not always engage with it inside of the classroom. This is in part due to inadequate technology training (Meltzer, 2012, p. 16). This technology gap with teachers can be addressed by a technology integration specialist when planning professional development.

 

A technology integration specialist is a necessary role in schools. They help teachers and students develop the technology skills needed to compete in today's world. 

References:

Meltzer, S. (2012). Step-by- step professional development in technology. Larchmont, NY: Eye on Education.

Solomon, G. and Schrum, L. (2010). Web 2.0 how-to for educators. Washington, DC: ISTE.