A Journey Through Technology

Week 7 Reflection

This week we looked at some different tools that can be used in education to help students learn about digital citizenship. I focused on three of the tools from this week: Digital Driver’s License, Digital Compass, and Digital Passport. The two tools that I liked the most were the driver’s license and the compass. I think if we were to start integrating digital citizenship into the curriculum, the driver’s license could be a good focus because teachers can create lessons that are specific to their content areas. The digital compass was most appealing to me because it is a tool that could be used in most any classroom. When I start incorporating digital citizenship into my classroom, the compass activities could be integrated seamlessly into my curriculum, especially since I’m using technology a lot more often in the classroom.

One thing that I want to make a goal of, is that when my students learn about digital citizenship, I want their final project to be making a presentation about proper digital citizenship in chemistry and forensics, that could then be shared with students in other classes, as well as future chemistry and forensics students. I want to make the digital citizenship aspect of my classroom to be student-centered, and that seems like a great way to get them as involved as possible in the process.

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Week 6 Reflection

The focus for this week was the nine elements of digital citizenship explained by Mike Ribble. The way he divided the elements of digital citizenship really breaks things down nicely so that you can focus on one important aspect at a time. He also provides examples of what that specific element looks like if it isn’t being followed, and then if it is, as well as examples of where this might pop up in school. I thought each element was well defined and necessary to overall digital citizenship, and I think the way he breaks them down serves as a good guide if a teacher was to use these elements in their own class.

As I start prepping for next year, I will be taking a more serious look at how I can implement digital citizenship into my classes, and I think that the nine elements will be my starting point. I could easily plan lessons for every couple of weeks that touch on each of the nine elements, and then find ways to incorporate them into my content area so that students are using the nine elements on a regular basis in my classroom, and hopefully extending into their everyday lives. Also, if a digital citizenship course was to be developed for my school or district, I think that the nine elements would be a great way to split up the units for the course.

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Week 4 Reflection

This week we explored digital footprints. I can honestly admit that the idea of “Googling” myself is very scary to me. I know some of the information that I might find, but other things that might pop up are a whole other story. As a teacher, it is probably something I should be doing more often, but it still isn’t easy. The degree to which our information is tracked on the internet is scary, and this week made me see that it is even more important for students to be educated about digital footprints and citizenship than I might have thought after week 3.

I think that some students may be aware of how information is tracked online, but I would say that a good portion of them do not. Some kids don’t even realize the repercussions from using social media inappropriately, so to think that they might be thinking beyond the instant in which they post something is unlikely. This week’s topic is more than enough for me to become a more vocal proponent of including digital citizenship classes as a requirement in high school. Students, and most likely a lot of their parents, should know what is out there about them, and know what they can do to slow the pace of information sharing, or even prevent it from happening in the first place. In our age of technology, I find it unlikely that you could prevent yourself from having any digital footprint at all, but we should all know how to keep that footprint as small as possible.

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Week 3 Reflection

This week we looked at character education and how it is related to the idea of digital citizenship. After looking through the resources this week and looking at what my fellow classmates posted, I think that if schools focused more on character education, digital citizenship could easily come from character education. It is a bit disappointing to me, especially as a parent, that schools need to focus more on character education. It is definitely not an easy task, and I can see how parents could really use some help in that area, but it is unfortunate that some students would only every get character education at school.

I now realize the importance of offering character education, and think that districts should put much more emphasis on offering character education to all of their students. If districts focus more on character education, digital citizenship could easily be incorporated into the curriculum, so all students are exposed to the concept. Once districts start to focus on character education and digital citizenship, we could easily incorporate digital citizenship into all classes. It would definitely need to be a group effort, however, if we want to make an impact on students. I don’t think only offering digital citizenship once would fix the problem. Digital citizenship would need to be an overarching concept in all of a students classes for actual change to happen.

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Week 2 Reflection

This week we examined the three versions of the ISTE standards and how they might change for the next iteration. I honestly had a hard time getting my thoughts together and comparing the first three versions, but after reading through Josie, Gerald, and Erika’s posts, I think I have a better grasp. At the rate technology is changing, the types of technology that might exist for the 4th versions probably don’t even exist yet, and if they do, they aren’t widely used.

The ideas of implants and AI being a bigger part of our daily lives honestly scares me. Are there valid applications for them? Sure. Is there a potential for overuse/misuse? Definitely. I am not opposed to using technology in our lives to try and simplify things, but reliability needs to be something we think about, too. For example, in writing my G+ post this week, technology sort of failed me. For some reason, I could not get the ISTE 2017 standards to load on my computer. Every link I tried didn’t work. Maybe the ISTE site was undergoing maintenance, or maybe something else was going on, but it was still frustrating, no matter the cause.

I will say that one positive that came out of this week is that I realized I need to be looking at the ISTE standards a lot more when I’m planning for my classes. I realized how important it is for me to stay current on these standards so that I’m giving my students the opportunity to get as much out of technology as they can in my classes. I need these standards in my professional practice so that I can continue to increase my effectiveness so that students are getting the most relevant things in my classes.

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