Building the Foundations of Digital Citizenship & Digital Learning Environments
1. Creating a digital learning environment for a specific context
Laying the Groundworks: A Video Artefact
|
This video artefact was created 20 April 2020 by Christy Roe using Squigl and Youtube, as part of the Charles Sturt University (CSU) Masters of Education in Teacher Librarianship (subject ETL523 Digital Citizenship, Assessment 2). It's goal is to help educational settings identify the appropriate questions to ask themselves, in order to help educators create the foundations for a healthy digital learning environment for their students, to then enable students to become productive digital citizens of the 21st century. More information is available within Christy Roe's ETL523 Thinkspace blog posts.
|
2. Stage 3 - Foundational digital citizenship tools - quality over quantity
Rationale |
Students need strong foundations in digital citizenship from an early age if they are to succeed in the digital learning environment (DLE) of the 21st century. Educators must model and teach deeper digital citizenship knowledge and understanding of what can be used, re-used, and shared in items produced electronically, based on an age appropriate teaching sequence (such as teaching students how to locate key words and write bulleted notes before paraphrasing quotes, as suggested by Williamson & McGregor, 2011). |
Specific context need linked to school plan |
e.g. 'Our 2020-2025 school plan has identified a whole school need for students to develop the digital citizenship skills of paraphrasing, copyright / Creative Commons, and referencing.' |
Suggested focus outcomes for stage 3 (age 10-11) |
Australian Curriculum Assessment and Reporting Authority (ACARA) (See: Achievement) (See: Content): ACTDIP022: Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols. See also: ACTDIK014: Examine the main components of common digital systems and how they may connect together to form networks to transmit data; ACTDIP016: Acquire, store and validate different types of data, and use a range of software to interpret and visualise data to create information; ACTDIP018: Design a user interface for a digital system. NSW Education Standards Authority (NESA) EN3-2A Composes, edits and presents well-structured and coherent texts: Recognise and discuss issues related to the responsible use of digital communication. EN3-3A Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies. Explain and justify the responsible use of digital technologies. ST2-15I Describes ways that information solutions are designed and produced, and factors to consider when people use and interact with information sources and technologies. Demonstrate appropriate safety and etiquette in relation to computer usage, eg general computer care, file security, maintaining confidentiality of passwords, printing and sharing resources. Acknowledge ownership of information when selecting and using information, eg citing sources. (See also the International Society for Technology in Education - ISTE Standards) |
Adjustments for students with additional needs (including the factors of the digital divide): |
Adjustments, including issues around technology or digital literacy access, will need to be tailored by all stakeholders to suit each context: e.g. 'In our context, for this chosen stage group, we must modify our lessons or adjust our environment to enable access for all students to achieve success.' Using the guides and information provided by ADCET, individual contexts may also create link to master document detailing student adjustments and modifications for the digital learning environment. |
Indicators: |
Digital toolkit suggestions: |
Educators and students will develop a foundational understanding of fair use,copyright and Creative Commons |
|
Students will develop global citizenship capabilities |
Educators can provide students with means to interact globally through programs like FlatConnections (FlatConnections Global Projects), TakingITGlobal, or TheWonderment. Students can determine the best time to meet with students from across the globe by first learning how to use the The World Clock Meeting Planner. |
Students will explore global / social media and digital learning platforms |
Students (depending on their ages and with adequate supervision) can be taught how to safely interact with their peers globally via platforms such as MicrosoftTeams, GoogleClassroom, Zoom, ClassDojo, Seesaw, or YoutubeKids. [Some applications are only for age 13 and over: Youtube, Facebook, Twitter, Snapchat, Instagram, or Whatsapp]. |
Educators will enable student voice |
|
Educators will utilise digital formulative and summative assessments in their programs |
Educators can utilise digital learning environment assessment tools such as:
|