Part I: The Big Picture
(wk 2)

• Digital Citizenship Hand Inmr. Mac's Virtual Existence Pdf
• Digital Citizenship Hand Inmr. Mac's Virtual Existence -
• Digital Citizenship Hand Inmr. Mac's Virtual Existence Date
• Digital Citizenship Hand Inmr. Mac's Virtual Existence Key

The Definition Of Digital Citizenship. This post was originally published in 2013 and was updated in December of 2018. As more and more students interact digitally–with content, one another, and various communities–the concept of digital citizenship becomes increasingly important. Digital access is the availability of technology that a person has. Being a digital citizen means that you are a full participant in the digital society. In schools, this means ensuring that all students have access to technology and can become developing their digital citizenship skills. Digital citizenship skills are essential to ensure students' safety and protection. While kids today may have no problem navigating the web, they're less likely to know how to vet sources, understand the sensitivity of the information they're sharing and take in the gravity of conversations they're having online. MAC'S VIRTUAL EXISTENCE. Online Learning Home Design/Media 10. 12/8/2015 28 Comments Please comment on this post with your shared picture.

This course is in three parts:

1. Part I. The Big Picture – A history and overview of digital citizenship; how to approach digital citizenship from a policy perspective.
2. Part II. Tools, Skills and Resources of Digital Citizenship – Theoretical and practical tools to help educators develop tools and approaches to address digital citizenship issues with students, schools, and districts
3. Part III. Topics in Digital Citizenship – Of the many issues associated with digital citizenship, we have time to consider two: cyberbullying, media literacy

This week begins consideration of Part I.

Part I, Topic 1: History of Digital Citizenship

Watch this week’s screencast. It will orient you to this week’s materials in about 5 minutes.

Essential questions:

How have ISTE standards evolved from version 1, to version 2 (the Refresh Standards), to version 3 (the 2016 standards)? What might the next iteration (version 4) look like? (All versions are linked in the sidebar in the right hand side of the course site.)

Other questions to consider:

1. What is the nature of the evolution of ISTE’s digital citizenship standards?
2. How does understanding its evolution help us understand and plan for its future?
3. How can it help us address the future issues that await us in this area?

Goals, objectives, understandings:

1. To identify and explain how educational technology “version 2.0” evolved.
2. To identify and explain how educational technology “version 3.0” evolved.
3. To explain how ISTE standards changed in relation to technology use in education.
4. To apply the ISTE refresh standards (Version 2) and the most recent standards (2016, 2017) to helping students understand the digital lifestyles they lead.

Narrative

This week we look at how digital citizenship emerged, and why it has become such an urgent topic in the K12 world. The following is adapted from your reading for this week, Part I of Digital Community, Digital Citizen:

The term citizenship has a long and illustrious history…Yet, we wonder whether our notion of citizenship accurately reflects our current needs. After all, a new perspective of citizenship has entered the public narrative that feels so different that we have given it its own name: digital citizenship. This term arises from the need to reconsider who we are in light of the globally connected infosphere in which we find ourselves. That is, given that citizenship seems to be directly related to behavior and social organization, and given that the Digital Age facilitates new kinds of both, we need to update our perspectives about citizenship to provide a more complete picture of who we are.

This week we will look at how digital citizenship arose in K12 so that we can better understand the role it is likely to play in a future in which technology and connectivity continue to evolve rapidly and powerfully.

In addition, this week we are interested in how ISTE, as well as the education world more generally, have addressed the problematic aspects of living a technological lifestyle. Most educational technology efforts are “pro technology” in nature, and seek to address how to use technology effectively. Fortunately, ISTE has always reserved some part of its standards to address the cautions in living a technological lifestyle. We are particularly interested in how the ISTE standards morphed from version 1 in the early 2000s (a broad consideration of the social impacts of technology) to version 2, the “refresh” standards, in the late 2000s (a more focused consideration of cyber behavior and living in a networked world). This is an excerpt from “What’s My Interest in Digital Citizenship,” which provides an overview of what you will read in the text:

From ISTE v1 to the refresh standards:

Digital Citizenship Hand Inmr. Mac's Virtual Existence Pdf

The original ISTE standards that appeared in the early 2000′s referred to our interest in the human side of technology as “Social, Ethical, Legal, and Human issues,” and defined it further by saying “Teachers (need to) understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice.” Around the end of the decade, ISTE “refreshed” its standards, and this area of inquiry was renamed “digital citizenship.” The teacher standard in this area read: “Promote and Model Digital Citizenship and Responsibility.” It was further defined in the following manner: “(It is important that) Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.”

The 2016 version of the teacher standards continues on this trajectory, but with the following significant change: digital citizenship has become simply “citizenship.” As of 2016, it seems the needs of our citizens are no longer distinguished between RL and or online lives. Interestingly, the term “digital citizenship” is retained for the student standards.

The 2016 version of the teacher standards also cultivate more specificity. The first of four substandards reads: “Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.” Note the mention of empathy. After a few decades of online interactivity, we have discovered that a lack of empathy – the ability to feel what someone else is feeling – is one of the Achilles heels of online communication.

The text continues:

Given the growth of networks between versions 1 and 2, the emphasis on living in a networked world is understandable. But I also think that placing so much emphasis on this misses some key components of the earlier version of the ISTE standards, particularly the notion that we need to come to grips with living side by side with incredibly powerful machines of our own creation. It is just as important that students understand how a microwave oven alters family eating patterns as it is that they understand how social media alters the nature of socializing. So, I have adopted both sets of standards, while focusing on the more current Digital Citizenship standard.

New words appear in the refresh standards, including digital, citizenship, culture, and global. (Two other new words figure prominently in the first standard: creativity and innovation, a topic I cover at some length in another book of mine, Digital Storytelling in the Classroom.) I was prepared for this. I conducted one of the earliest studies of an online educational community, and helped develop very early online courses and programs that used nothing other and slow email and conventional postal mail. I have been at it ever since. As a “cyber anthropologist” I was always observing networked behavior. Our interest in digital citizenship is a natural extension of living in a globally networked culture.

It is our general interest in online anthropology, and cyber behavior, that will help us see more clearly who we are becoming as we set up communities in virtual space. From this, hopefully we will develop a clearer vision of who we would like to be. Digital citizenship can help us greatly in this regard.

A focus on digital citizenship in education will allow us to redefine the educational systems we build in RL (Real Life) and VR (Virtual Reality).

Video/audio conference activities: None scheduled.

Read/view/visit for this week:

1. Part I of Digital Community, Digital Citizen. This focuses on the history and nature of the digital citizenship movement in K12 education. Feel free to read/scan the material. Part I is 71 pages in length. If you get strapped for time, here are the excerpts to focus on:
   1. - Preamble
   2. - Chapter One, The Road To Digital Citizenship
   3. - Chapter Two, Perspectives on Citizenship and Community, pages 40-48. For those using eBooks, this is the section labeled Three Levels of Community of ISTE Standards, which goes until the end of the chapter.
   4. - Chapter Three, Gathering Digitally, pages 60-64. For those using eBooks, this is the section labeled Guidelines for Virtual Behavior

   You can obtain Digital Community, Digital Citizen in two ways:
   An electronic version of the book is available to registered students for free through the UAS library. You need to sign into the UAS library site. If you prefer a paper-based copy, you can get one on Amazon.

2. Scan the most recent ISTE Digital Citizenship standards for teachers. You can find those here.

Keep this handy as I use it as the basis for identifying the standards we address each week in this course.

Find our discussion for this week at the Google+ Community. Look for my lead post for the week, which will always be a restatement of the week’s essential question. Please post at least one substantive posting about this week’s material, as well as at least three responses to colleagues’ postings. Please always address this question as well: How can you apply what you learned this week to your professional practice?

ePortfolio: By Sunday, post a 1-2 page synthesis of your major understanding from the week’s materials and discussion. Please use the following format:

• Thesis (main point)
• Development (discussion and support for your major point, referring to the week’s materials, as well as other sources and your own experience)
• Conclusion (wrap up of your discussion, and call for further study)

Add resources to your ePortfolio: As always, add resources you have discovered this week (or remembered from previous activities) to your ePortfolio. The goal is to build your ePortfolio into an online professional resource site you can use and build on in the future.

Citations, credits

Book cover, Digital Community, Digital Citizen. Ohler, J. Thousand Oaks, CA: Corwin Press.

Photo title: Landaff, Grafton County, New Hampshire. The Blue School teacher is a Massachusetts girl, 03/03/1941.
Source: NARA (National Archives and Records Administration)
Identifiers: ARC Identifier 521532 / Local Identifier 83-G-41273. Item from Record Group 83: Records of the Bureau of Agricultural Economics, 1876 – 1959

World, in header [Photoshop created image]. (2011). Created by Larry Addington for Corwin Press. It is a modified version of the cover of my book Digital Community, Digital Citizen. Thousand Oaks, CA: Corwin Press.

As our society races toward a realization of the Internet of Things, there is an increasing emphasis in the world of K-12 education to get technology into the hands of staff and students.

Something that’s missing from this race is a collective effort to educate not only our students but also our staff on the importance of understanding what it means to be a responsible digital citizen.

We have access to more information through various mediums and more exposure to the world around us than ever before. With this access and exposure comes a responsibility that people of all ages are lacking a true understanding of — namely, the lasting digital footprint that we create every day.

Part of my role as a learning environment adviser for CDWG is to have conversations with district stakeholders and ask questions like, “Why do you want those devices?” “How do you plan on using them?” “What kind of professional development and training are you going to offer?” But what I (we) need to also start asking is, “How are you educating your staff and students on what it means to be a responsible digital citizen?”

Digital citizenship, not to be confused with digital literacy, is defined by the International Society for Technology in Education (ISTE) as: “Students understand human, cultural and societal issues related to technology and practice legal and ethical behavior.”

ISTE Contributor Mike Ribble defines the nine themes of digital citizenship as:

1. Access: full electronic participation in society.
2. Commerce: electronic buying and selling of goods.
3. Communication: electronic exchange of information.
4. Literacy: process of teaching and learning about technology and the use of technology.
5. Etiquette: electronic standards of conduct or procedure.
6. Law: electronic responsibility for actions and deeds.
7. Rights & Responsibilities: those freedoms extended to everyone in a digital world.
8. Health & Wellness: physical and psychological well-being in a digital technology world.
9. Security (self-protection): electronic precautions to guarantee safety.

I received a “citizenship” rating — that is, a grade for how I behaved in class and in the overall school culture — throughout my K-12 experience. The school I taught at used X, Y, Z (best behaved, normal high school behavior and a consistent disruption to the learning process, respectively) to rate the citizenship of our students.

Digital Citizenship Hand Inmr. Mac's Virtual Existence -

Educators are charged with teaching students how to behave in a social setting, rating them on factors such as getting to class on time, being prepared, bringing a positive attitude and being respectful. All of these are transferable traits that lend themselves well to helping students become effective and productive employees down the road.

Next, let’s take a moment to think about questionable social media posts or pictures you’ve seen from family, friends or colleagues, or how many times students (current or former) have been calledto the principal’s office over posts or pictures that have been brought to the school’s attention.

Now just think if we added a similar rating system to the current citizenship ratings, encouraging and evaluating digital citizenship for students, starting as early as kindergarten. I know that many of my friends, former colleagues and students would receive a “Z” digital citizenship grade if such a system existed. But would this system be enough to guide them, to help them correctly navigate the ins and outs of the digital era as they progress through their educational journey?

The digital citizenship curriculum and education has to begin in the K-12 time frame, because even in its simplest form and their earliest stages, our young people have technology in their hands and access to an ever-growing and changing collection of digital content. Our students will always have technology and digital access, so why not explain their rights and responsibilities? In this digital era that has seen the emergence of things like cyberbullying and cyberstalking, we, as parents and educators, have a whole new world of stranger danger to talk about. Students’ health and wellness — as well as personal security — are becoming just as important as some of the “required” content we test kids on each year.

Digital Citizenship Hand Inmr. Mac's Virtual Existence Date

We are in unchartered waters, not only as educators but also as parents and mentors. How do we help this digital generation of students realize that what they are doing is forever a part of their digital footprint? Future employers, college admission staff, even future in-laws will have the ability to Google or Bing and find everything and more, good or bad, about them.

So what are the next steps? A movement has already begun to teach students about digital literacy. But before we focus on that curriculum, why not start with teaching our students and staff members how to be responsible digital citizens?

This article is part of the “Connect IT: Bridging the Gap Between Education and Technology” series. Please join the discussion on Twitter by using the #ConnectIT hashtag.

Digital Citizenship Hand Inmr. Mac's Virtual Existence Key

More On