Lindsay, J., & Davis, V. (2010, March/April). Navigate the digital rapids. Learning & Leading with Technology, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm doi: ISSN 1082-5754
This article discusses digital citizenship, the process of being able to overcome the fear that is usually associated with technology in order to create student-based learning projects and use technology within one’s school. Part of this process is customizing the technology to meet individual student’s needs and adapting it over time. Also, the process involves letting students share their experiences in a professional and guided environment. An important note about digital citizenship is that it can exist simultaneously with national standards. However, it is important that the communication involves sensitivity and appropriateness in content based on grade and material. Digital citizenship is useful because it allows students to tailor their own learning, and it also allows students to create digital portfolios and examples of their skills that can be recorded and transmitted online. Some Flat Classroom Projects include collaborative efforts between middle and high school students to analyze technology and its effect on education and Digiparent, which allows parents and teachers to talk and share resources online.
1) How will digital citizenship overcome the resistance of older teachers who are unwilling or unable to connect with digital technology?
Perhaps schools could incorporate a brief training program for all their teachers that introduces them to the tools and resources digital technology makes available. Then, once teachers have had the opportunity to see that technology is accessible, they can begin integrating it into their classrooms. If they continue to have problems, they can ask fellow teachers or administration for additional support. Also, the struggles these teachers might have could mirror those of their students. Therefore, once these teachers learn the ropes, they might be quite successful in getting students to overcome their fears (because they have been through the same difficulties).
2) How will socioeconomics and monetary factors influence digital citizenship?
I think digital citizenship is about allowing students to access the tools they need to continue with the Internet in the future rather than having students perform on a computer daily. Therefore, students can be allowed a certain amount of class time to connect with social media and get involved with digital technology. That way, it can be seen as a bonus for good behavior rather than a class requirement, and this will allow students to take turns if there are limited technological resources. Also, most schools have computer labs, so students can potentially go to computer labs once or twice per week. In this manner, computers aren’t necessary for every classroom, and students won’t feel alienated if they don’t have the resources to use a computer once they finish the school day.
This article discusses digital citizenship, the process of being able to overcome the fear that is usually associated with technology in order to create student-based learning projects and use technology within one’s school. Part of this process is customizing the technology to meet individual student’s needs and adapting it over time. Also, the process involves letting students share their experiences in a professional and guided environment. An important note about digital citizenship is that it can exist simultaneously with national standards. However, it is important that the communication involves sensitivity and appropriateness in content based on grade and material. Digital citizenship is useful because it allows students to tailor their own learning, and it also allows students to create digital portfolios and examples of their skills that can be recorded and transmitted online. Some Flat Classroom Projects include collaborative efforts between middle and high school students to analyze technology and its effect on education and Digiparent, which allows parents and teachers to talk and share resources online.
1) How will digital citizenship overcome the resistance of older teachers who are unwilling or unable to connect with digital technology?
Perhaps schools could incorporate a brief training program for all their teachers that introduces them to the tools and resources digital technology makes available. Then, once teachers have had the opportunity to see that technology is accessible, they can begin integrating it into their classrooms. If they continue to have problems, they can ask fellow teachers or administration for additional support. Also, the struggles these teachers might have could mirror those of their students. Therefore, once these teachers learn the ropes, they might be quite successful in getting students to overcome their fears (because they have been through the same difficulties).
2) How will socioeconomics and monetary factors influence digital citizenship?
I think digital citizenship is about allowing students to access the tools they need to continue with the Internet in the future rather than having students perform on a computer daily. Therefore, students can be allowed a certain amount of class time to connect with social media and get involved with digital technology. That way, it can be seen as a bonus for good behavior rather than a class requirement, and this will allow students to take turns if there are limited technological resources. Also, most schools have computer labs, so students can potentially go to computer labs once or twice per week. In this manner, computers aren’t necessary for every classroom, and students won’t feel alienated if they don’t have the resources to use a computer once they finish the school day.
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