Digital Citizenship and Social Media

Digital Citizenship and Social Media in the Classroom and Life Patrick Woessner MICDS

Digital Citizenship and Social Media Today, billions of people all over the planet interact using various technologies. This interaction has created a digital society that affords its members opportunities for education, employment, entertainment, and social interaction. As in any society, it is expected that digital citizens act in a certain way—according to accepted norms, rules, and laws. Most of today’s students are entirely comfortable with technology, but are they using it appropriately? Do they understand their roles and responsibilities in digital society? How can teachers help students become responsible digital citizens?

Keys to Establishing a Successful Program • Understand Today’s Student • Maintain Perspective • Embrace Social Media • Develop a Framework • Reflect and Revise

A Vision of K-12 Students Today

A View of Teenagers Today • 95% of teens spend time with friends face to face • 93% of teens ages 12-17 use the Internet • 68% send instant messages • 65% use social networking sites • 64% of online teens are content creators

A Closer Look: Today’s Student

A View of Social Media Today

Generational Fears/Concerns About Youth • Since the turn-of-the-twentieth century —and lasting right up until today—generation after generation of young people and adults have increasingly come into conflict, and it probably is not going to change anytime soon!

11 Example #1: What was it?? It “encourages isolation and splitting” of families, and “puts children on a narrowly defined developmental path, and contributes little to social skills.” It is “corrupting our youth” and “is not wholesome”. It “mesmerizes our children…teaches gambling and breeds aggressive behavior.”

12 VIDEO GAMES (1980s) Glenn Collins, “Video Games: A Diversion or a Danger?” New York Times, February 17, 1983, p. C1. Mrs. Ronnie Lamm, quoted by William E. Geist, in “The Battle For America’s Youth.” New York Times, January 5, 1982, p. B2.

13 Example #2: What was it?? It “exerts a harmful influence… upon the public mind and morals, and particularly upon the minds of youth and children.” and it has “steeped the youth of our country in filth and degradation.”

14 MOVIES (1930s) Central Conference of American Rabbis, quoted in “Rabbis Denounce ‘Harmful’ Movies.” New York Times, June 19, 1934, p. 24. Reverend Dr. S. Parkes Cadman, quoted in “Cadman at Drexel Denounces Movies.” New York Times, June 19, 1934, p. 15.

15 Example #3: What was it?? It “may well be…an insidious force that causes children to be more aggressive, fearful, materialistic and callous, while at the same time makes them more passive, less robust and damages their educational potential.”

16 TELEVISION (1970s) Richard Flaste, “Screening TV For Uncritical Young Eyes.” New York Times, March 11, 1977, p. 31.

17 Example #4: What was it?? is “a communicable disease” is “cannibalistic and tribalistic” and just “another form of adolescent rebellion.”

18 ROCK-N-ROLL (1950s) “Rock-and-Roll called ‘Communicable Disease’.” New York Times, March 28, 1956, p. 33.

19 What do all of these examples have in common? • Young people embracing new forms of technology/activity that adults do not understand or know about (early adopters) • New technologies/activities involving thematic content with which adults are uncomfortable • Through these new technologies/activities, young people form “community” and speak a “language” that is theirs & theirs alone • Adults feel confused and left out of the picture, begin to worry and/or get angry about their loss of influence over “kids today”

What does this mean for educators today? • We see students behaving in our classes in ways that we do not approve of or appreciate • We see students engaging with technology in ways that we consider to be inappropriate, or rude, or detrimental to both their maturation and education • Overall, our struggles with students actually are not much different from previous generations’ struggles with us

What is Social Media?

Social Networking Demographics Percent with a Social Networking Profile Source: Pew Internet

A Closer Look: Social Media

The Power of Social Media

Social Networking: Preschool and Elementary

A Closer Look: Preschool and Elementary Social Networks

Social Networking: Teens and Adults

A Closer Look: Teen-Adult Social Networks

Facebook 101 • Facebook is a social networking site that lets users connect and share photos, links, and video.

Creating a Facebook Account • A valid email address is all that is required to create a FB account

A Look Inside Facebook

Your Profile • Your profile is what your friends/family will see about you in FB. • Your “Info” includes Basic, Personal, Contact, and Education/Work Information

Finding Friends • FB will help you connect with people you email, IM, and/or went to school with. • In addition to being able to search, FB will also suggest “people you may know” • To become FB friends, both parties must agree; friendship request is sent and approved.

Joining Networks and Groups • In addition to finding friends, users can join networks and groups. • Networks are organized around a workplace, region, high school, or college • Groups can be organized around anything • When you join a network, your privacy settings may change

Posting/Sharing Info and Content • News Feeds: stream of content from all your friends and groups • News: can pull info/content from other applications • Message: similar to email • Chat: ability to chat w/o installing software

Manners and Etiquette

Applications • Facebook offers a wide array of applications for your profile, desktop, and the web • When you choose/use an application, you are granting it access to your profile • Some of the applications are fun and harmless but some are not

Privacy Settings: Profile • Profile: Each aspect of your profile can have customized privacy settings • Students should not enter contact info

Privacy Settings: Search • Search settings determine who can find you and what they can see • Students should not be part of the public search listing

Privacy Settings: News and Wall • User determines which actions are visible to friends • Students should not appear in social ads

Privacy Settings: Did You Know? • Friends can be organized into lists, each with its own privacy policies • Users can block friends from viewing content • What does this mean for parents? Being “friends” with your child does not mean you will see everything on their FB page • That said, students should be reminded that ultimately nothing on FB is private

Footprints in the Digital Age • Social technology leads to a digital footprint • How well do our profile and footprints reflect who we really are? • Object permanence has evolved from the physical to the virtual world

A Closer Look: Digital Footprints

Digital Citizenship • Digital citizenship can be described as the norms of appropriate, responsible behavior with regard to technology use. • In their book Digital Citizenship in Schools, Gerald Bailey and Mike Ribble identify nine elements of digital citizenship that can be grouped into three broad categories:

Student Learning and Academic Performance 1. Digital Access: full electronic participation in society 2. Digital Literacy: the process of teaching and learning about technology and the use of technology 1. Digital Communication: electronic exchange of information

School Environment and Student Behavior 1. Digital Security and Safety: electronic precautions to guarantee safety/physical well- being in a digital technology world 1. Digital Etiquette: electronic standards of conduct or procedure 2. Digital Rights and Responsibilities: those freedoms extended to everyone in a digital world

Student Life Outside the School Environment 1. Digital Commerce: electronic buying and selling of goods 2. Digital Health and Wellness: physical and psychological well- being 3. Digital Law: rights and restrictions

A Closer Look: The MICDS Program

Other Models and Resources

Lessons Learned: Teachers and Administrators • Actions speak louder than words; real support requires a time commitment and accountability • You can’t give away what you don’t own; training is essential to understand Digital Citizenship • The value of the program must be abundantly clear; it’s not an “addition” but rather part of the culture of the school

Lessons Learned: Parents • Support means getting involved; parents and teachers must share responsibility • If you teach it, they will come; hands-on workshops are much more effective than “information” sessions • Line between home/school can get blurred; be prepared to address “after hours” issues

Lessons Learned: Students • Expect resistance; you are invading “their world” and they don’t necessarily want to learn about it with/from you • Younger children believe everything they read; beware media sensationalism • Despite your best collective efforts, some will still stray off the path; have patience

Lessons Learned: Program • Utilize a variety of instructional strategies; a standard format is simple but not always effective • Need to weigh benefits/drawbacks of large vs. small group setting; consistency or intimacy • Scope, sequence, and timeframe; how much, how deep, and how often

Questions or Comments? • Email: pwoessner@micds.org • Twitter: @pcwoessner • Technology in the Middle blog (pwoessner.com)

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Digital Citizenship and Social Media

by Patrick Woessner

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