For my first source, I searched Edutopia for information on digital citizenship in the classroom and found this playlist of videos. It is a collection of eleven videos that explain what digital citizenship, basic netiquette, and internet safety tips. The coolest video in the playlist is an interactive video that gives you the option of sending a risky picture. The video then walks you down what can happen if you post risky photos online and how once the media is posted it’s out of your hands.
Source two was inspired by the interesting video from the previous playlist. This source goes over internet safety that goes over some of the basic concerns that I had when talking about using the internet in the classroom. How there is a possibility for cyberbullying, exposure to risky topics, and the challenge of teaching what is essentially a new language to a young audience.
My third source is a ted talk that I watched in the past and wanted to share with the class. The talk is hosted by Sherry Turkle who talks on the subject of shifting our trust of people to technology. A quote from the talk that stood out to me is “If we don’t teach our children to be alone, they will only know how to be lonely.” The quote is strong because it is a jarring thought for older generations. I believe that it is not the case. My generation and every generation after me has been raised with this sense of connectedness through the web. Instead of losing yourself in digital communities you are able to communicate your ideas and creations to people you would never be able to interact with in another age. A child can publish a book and your grandma could publish her own metal album. I feel that there is a disconnect that will not go away unless people are taught and educated in internet culture.
Gardner Campbell: Personal Cyberinfrastructure
Gardner Campbell: A Personal Cyberinfrastructure Revisited
Audrey Watters: Why ‘A Domain of One’s Own’ Matters (For the Future of Knowledge)
Audrey Watters: The Web We Need to Give Students
My understanding of “A Domain of One’s Own” is that Audrey Watters is trying to address three major concerns of the loss of personal information, the spread of misinformation, and the concern of political advertising that isn’t clearly advertised as being backed by a political party. Audrey’s solution is to provide students with “A Domain of One’s Own”, title drop :), to give students the opportunity to experience how the web really works. How they can take part in the global conversation and put their ideas and creations out there for the world to see on their own domain.
I like this idea. I think that by demystifying the internet teachers, students and parents will be moving away from the idea the internet is solely for social media and come to realize that the internet has room to be an academic space. That there are plenty of valid sources, active experts, and websites for intelligent discourse on a variety of scholarly topics.
From reading through Bali and Belshaw’s reading I am beginning to understand what digital literacy is. Like digital citizenship, digital literacy is an umbrella statement that refers to an individuals ability to communicate and express their ideas on the internet through a variety of locations from many devices. It covers things from social media sites to blog sites and the ability to use phones to laptops. This is where everything starts to get tricky. Bali’s article talks about the difference between digital skills and digital literacies. Somebody who is tech savvy isn’t necessarily skilled in digital literacy. The concept is easier to explain with an example.
Let us say that you want your students to look up information on birds. You task your students with finding certain pieces of information and listing their sources. A student who is only digitally skilled will just look up the bird in google and click on the first result. The digitally literate student would make sure they are searching the right website for valid information, check on how reputable a source is, and assess the biases the author might have on these birds.
To illustrate the difference I have created a ven diagram below to illustrate some differences between the two.
Bullying is an issue. The harassment and violation of a student’s basic civil right to feel safe in school. Distractions to a student’s education needs to be addressed. Bullying has been addressed but there is no simple solution to fixing this issue. There are many programs in place to protect bully victims and most school districts have a zero tolerance program for bullies.
While these programs are in place for bullying a major issue is that victims either don’t know about the power they have in the situation or about the people who are eager to help them. While a part of this comes from a lack of awareness of these programs, another aspect is the change in technology. Bullying is no longer bound to face to face confrontations. The bullies have gone digital.
To define what cyberbullying is first we need to identify what traditional bullying is. Traditional bully is a face to face interaction between bully and victim. Traditional bullying is when a student is bullied when they come in contact with the bully. A traditional bully is easy to identify because the victims of bullying see their face and know who their attacker are and face to face bullying happens in isolated areas with limited witnesses. Witnesses in a traditional bullying case are more likely to tell an adult or inform people of the transgressions because traditional bullying happens in a public setting.
Cyberbullying is different than face to face bullying. Unlike with face to face bullying, cyber bullying can occur at any time of the day. Be it morning or midnight a victim of cyberbullying can and will be harassed constantly. Along with constant harassment there is no safe space for the victim to take shelter from. With traditional bullying if you separate the victim from the bully typically the student is in a safe space. As opposed to the cyber bullying there is nowhere for the victim to flee from the constant barrage of digital harassment.
Cyberbullies have the ability to harass through anonymity and harass their victim in a very public forum without much risk. Along with the anonymity there is a lack of humanity when the victims and bullies are represented by internet handles and random images that represent them. The lack of a face and voice makes identifying and feeling makes the bullying interaction hard to empathize with the victims of cyberbullying for those reasons.
Some examples of what cyberbullying is can vary from post to post. Cyber bullying is abusive text messages, insulting websites or social media posts, as well as pictures and videos that are posted for the sole purpose of public ridicule and humiliation. Cyber bullying is anything that is posted through electronic means for the purpose to cause harm, discomfort, or abuse towards a victim.With all of the talk of the victim there is a high turnover rate for victims of cyberbullying will cyberbully others in the future.
In the classroom cyberbullying should not be taken any lighter than face to face bullying. According to YRBSS(Youth Risk Behavior Surveillance System) student who are Students who fall victim to Cyberbullying are likely to use drugs or alcohol,skip school,experience in person bullying,be unwilling to attend school,receive poor grades,have lower self esteem,and be at risk of having more health issues than non victims.
Knowledge is power. The best way to prevent future cyberbullying is by spreading awareness that victims are not alone, powerless, and there are people who want to help them overcome this obstacle. Every teacher should talk about cyberbullying and establish that the act of cyberbullying will not be tolerated in the classroom. As well as talk with students about their school’s specific rules in place regarding electronic bullying.
Along with the rules and the zero tolerance bullying has in the classroom teachers can combat cyberbullying by instructing students on how to report cyberbullying. Reporting cyber bullying falls under two categories threats and harassment. If the threats are threats of violence, stalking, or a photo that invades your privacy contact a law enforcement officer. If threats are harassment the bullying incident needs to be brought to a trusted guardian.
For all kinds of cyber bullying there are five steps to properly record and report and incident.Step one is to not respond or forward the Cyberbullies message.By giving the posts more traction and response it gives the cyber bully more power.Step two is to take a screenshot Keeping a piece of evidence of the incident is important in case the bully deletes their post. The screen cap will serve as your evidence when you report the cyberbullying incident.
Keep evidence of the attack such as time, date, and descriptions of each incident.Step three is to block the Cyberbully! Why would you keep that hurtful and harmful person in your life. Step four is to reach out to a parent, teacher, or a trusted guardian. Student need to know they are not alone in this endeavour. The last step is about the severity of the attack. If the attack is a threat upon your life or breaches your privacy contact law enforcement immediately with your collected evidence.
Cyberbullying should not be taken lightly. The act of cyberbullying is just as harmful to students as physical bullying is. Cyberbullying is a growing issue of the secondary education classroom that needs to have more awareness spread about what victims can do to protect themselves. The more knowledge that is spread about cyberbullying the better life will be in the classroom.
“YRBSS | Youth Risk Behavior Surveillance System | Data | Adolescent And School Health | CDC”. Cdc.gov. N.p., 2017. Web. 13 Apr. 2017.
“Cyberbullying | Stopbullying.Gov”. Stopbullying.gov. N.p., 2017. Web. 13 Apr. 2017.
What does digital citizenship mean to me? Honestly, before I started this course I never really had a term for the topic we are talking about right now. I always considered it to just be a part of being an academic. To be able to use the internet as a tool, communicate your thoughts and ideas in a legible way, and to take part in online communities to gain a better understanding of whatever you’re taking part of. It might be how to tie flies for fishing or even supporting a movement.
I have changed my blog. The background color and words looked off so I changed the colors. I also installed a plugin called Jetpack. The plugin shows stats of website visitors, optimizes the search engine and has some cool security options.
The internet is full of information. Not all of that information is equal though. There are academic sources that are backed by experts in the community and then there are sources that are from an unknown or unreputable origin. That’s why as teachers we must teach students how to properly distinguish fake from the truth as well as the valid information from the invalid. To draw from Mike Caulfield’s Web Literacy for Student Fact-Checkers, I agree that we need to teach students how to think laterally when online. The concept of lateral thinking online comes from the researcher Sam Wineburg who coined the term for researching information as your reading. In lamens terms, it’s googling and looking for the source of information using sites such as Tineye or PolitiFact.
To add my own idea to this reading I believe that we should start teaching students about lateral thinking as early as we can. The sooner you start reading online articles and news sources with this technique the easier it gets to utilize the wealth of knowledge the internet has at its disposal.
After reading through the two reading I honestly think that digital citizenship and digital literacy are two sides of the same coin. They both describe levels of expertise, experience, roles, and skills that are used by people on the internet. I think that instead of debating on what to call being an active part of the global digital community to instead focus on educating and training each other to optimize and utilize the internet for a positive purpose.
One of the critical questions left me with more questions than answers. The notion of applying for a digital citizenship seems to be putting up more gates then ladders. Instead of teaching and educating students to gain skills and climb the ladder of knowledge we are putting up a metaphorical gate that requires an application process. I want students to create and take part in the global conversation. Part of my teaching philosophy is to inspire students to become creators and active members of the world not just be consumers of information.
My goal is not controversial or political. It is merely an attempt to pass on my knowledge of test taking to the world. Here is a powerpoint I have used in one of my lessons on test taking. I hope that it is enough.