The document discusses the importance of digital citizenship for students living in a digital age. It notes the dichotomy between students' real world and online experiences and the need to prepare them to safely and responsibly participate in the digital world. Developing policies and procedures requires balancing technology access with effective teaching and a safe learning environment. Educators must help bridge the gap between students' digital and physical experiences and address both the risks and possibilities of technology. Strategic planning and action are needed to help students achieve digital citizenship goals.
Digital youth work: youth workers' balancing act between digital innovation a...Alicja Pawluczuk
Alicja Pawluczuk, Hazel Hall, Gemma Webster and Colin Smith
(Edinburgh Napier University)
Purpose: The aim of this paper is to present empirical research which examines the ways youth workers in the United Kingdom perceive their work in the context of digital literacy project facilitation. There is currently limited research focusing on digital youth workers’ perspectives on opportunities and challenges affecting their interactions with and perceptions of young people’s digital literacy. Thus, this study aims to: (1) contribute to the scholarly discussion on digital youth work and digital youth literacy (2) elicit and analyse youth workers’ perceptions of the opportunities and challenges of youth digital literacy project facilitation
Method: Twenty interviews with digital youth workers in the United Kingdom were conducted in 2017. The interviews were based on themes drawn from a literature review that explored the areas of digital literacy, youth information behaviours in the digital age, digital youth work, and digital youth participation.
Analysis: Research data analysis was guided by a grounded theory (Charmaz, 2006) methodological approach and conducted using NVivo 10 software. Results show a clear alignment with the existing literature in the areas of youth digital literacy and digital youth work. The analysis presented here focuses on two emerging themes: (1) Digital technologies in youth work: youth workers’ hopes and fears; (2) Digital literacy in youth work: youth worker’s perspectives on the digital skills gap between young people and adult youth work facilitators.
Conclusion: The results of this study reveal that youth workers are both excited and sceptical about the digital development in the field. There is an existing anxiety associated with the lack of digital literacy skills in the youth work sector. Thus, it is argued here that further research and practical digital training initiatives should be undertaken to examine youth worker’s digital literacy skills.
Themes of digital literacies arising from DeFT case studiesDEFToer3
This document discusses themes around digital participation, apprenticeship, and learning. It covers digitality and getting comfortable with new technology. It also discusses production and multimodality, including moving from consuming to creating multimodal texts. Another theme is participation, sharing, and collaboration, such as opening the classroom and contributing to larger projects. Finally, it discusses blended and distributed learning spaces that combine online and offline environments. Examples are provided for each theme.
The Myth of the Digital Native: Why Generational Stereotyping Won’t Improve S...Fred Mindlin
This document summarizes and critiques the concept of "digital natives" put forward by Marc Prensky. It argues that while today's students are adept digital consumers, mastery requires a deeper understanding and critical thinking skills to evaluate online information. Simply using technology does not make one an expert. Students need guidance to develop skills like judgment, evaluating sources, and understanding context. Technology integration should allow for student creativity and not just consumption. Overall generational stereotypes do not reflect the diversity of skills among students and all can benefit from developing critical digital literacy.
The document discusses how digital data and the internet can improve social cohesion in physical spaces. It notes that people are sharing more information about themselves online and companies are digitizing their data, creating more complete profiles. This data could potentially be used to provide "interaction triggers" based on common interests found in people's online data, helping foster connections between individuals in the real world without them explicitly asking.
El documento trata sobre el enfoque de sistemas. 1) Surge en respuesta al reduccionismo analítico para abordar problemas complejos mediante un pensamiento holístico. 2) Se caracteriza por estudiar las relaciones entre partes y propiedades emergentes de los conjuntos. 3) Permite optimizar la eficacia del sistema completo en lugar de solo sus partes aisladas.
Digital youth work: youth workers' balancing act between digital innovation a...Alicja Pawluczuk
Alicja Pawluczuk, Hazel Hall, Gemma Webster and Colin Smith
(Edinburgh Napier University)
Purpose: The aim of this paper is to present empirical research which examines the ways youth workers in the United Kingdom perceive their work in the context of digital literacy project facilitation. There is currently limited research focusing on digital youth workers’ perspectives on opportunities and challenges affecting their interactions with and perceptions of young people’s digital literacy. Thus, this study aims to: (1) contribute to the scholarly discussion on digital youth work and digital youth literacy (2) elicit and analyse youth workers’ perceptions of the opportunities and challenges of youth digital literacy project facilitation
Method: Twenty interviews with digital youth workers in the United Kingdom were conducted in 2017. The interviews were based on themes drawn from a literature review that explored the areas of digital literacy, youth information behaviours in the digital age, digital youth work, and digital youth participation.
Analysis: Research data analysis was guided by a grounded theory (Charmaz, 2006) methodological approach and conducted using NVivo 10 software. Results show a clear alignment with the existing literature in the areas of youth digital literacy and digital youth work. The analysis presented here focuses on two emerging themes: (1) Digital technologies in youth work: youth workers’ hopes and fears; (2) Digital literacy in youth work: youth worker’s perspectives on the digital skills gap between young people and adult youth work facilitators.
Conclusion: The results of this study reveal that youth workers are both excited and sceptical about the digital development in the field. There is an existing anxiety associated with the lack of digital literacy skills in the youth work sector. Thus, it is argued here that further research and practical digital training initiatives should be undertaken to examine youth worker’s digital literacy skills.
Themes of digital literacies arising from DeFT case studiesDEFToer3
This document discusses themes around digital participation, apprenticeship, and learning. It covers digitality and getting comfortable with new technology. It also discusses production and multimodality, including moving from consuming to creating multimodal texts. Another theme is participation, sharing, and collaboration, such as opening the classroom and contributing to larger projects. Finally, it discusses blended and distributed learning spaces that combine online and offline environments. Examples are provided for each theme.
The Myth of the Digital Native: Why Generational Stereotyping Won’t Improve S...Fred Mindlin
This document summarizes and critiques the concept of "digital natives" put forward by Marc Prensky. It argues that while today's students are adept digital consumers, mastery requires a deeper understanding and critical thinking skills to evaluate online information. Simply using technology does not make one an expert. Students need guidance to develop skills like judgment, evaluating sources, and understanding context. Technology integration should allow for student creativity and not just consumption. Overall generational stereotypes do not reflect the diversity of skills among students and all can benefit from developing critical digital literacy.
The document discusses how digital data and the internet can improve social cohesion in physical spaces. It notes that people are sharing more information about themselves online and companies are digitizing their data, creating more complete profiles. This data could potentially be used to provide "interaction triggers" based on common interests found in people's online data, helping foster connections between individuals in the real world without them explicitly asking.
El documento trata sobre el enfoque de sistemas. 1) Surge en respuesta al reduccionismo analítico para abordar problemas complejos mediante un pensamiento holístico. 2) Se caracteriza por estudiar las relaciones entre partes y propiedades emergentes de los conjuntos. 3) Permite optimizar la eficacia del sistema completo en lugar de solo sus partes aisladas.
Digital Citizenship: Global Perspectives Across Age LevelsSheila Webber
This poster is by Dr Valerie Hill and Sheila Webber. It was presented at the European Conference on Information Literacy, Dubrovnik, 22 October 2014. The references for the poster are at http://bit.ly/1zp6yHf
An introduction to digital literacy to support the learning of undergraduate ...Rita Ndagire Kizito
This document discusses digital literacy and trends that will shape higher education in 2013. It summarizes seven trends identified in a University Business article, including the growth of connected devices, use of visual content, and rise of MOOCs. It then reflects on what shapes digital culture, how skills differ from literacies, and frameworks for teaching digital literacy. It argues students must learn to use technology to perform functions that allow surviving in a digital world. Teachers must also unlearn and relearn beliefs and practices. Developing digital literacies requires teaching students how to read and write digitally, and innovating strategies to make students generators rather than just consumers of information.
Connectivity, Mobility and PersonalisationMike KEPPELL
Next-generation learners
Personalising and customising learning experiences
User-generated content as a form of expression and a means of social learning
The expectation of seamless, mobile learning opportunities.
This document discusses the importance of digital etiquette and citizenship for students. It addresses topics like digital footprints, relationships, health and well-being, and legal issues. It recommends clear school policies, educating the entire school community, fostering higher-order thinking and ethics, and facilitating student creation and innovation. The document also provides questions for discussion and recommends online resources for further information.
This document discusses the importance of digital etiquette for students. It addresses several aspects of digital etiquette including what information to share online, when to disconnect from technology, and establishing clear school policies regarding appropriate technology use. The document recommends developing an effective education program around digital citizenship that involves the entire school community and fosters higher-order thinking and ethical understanding. It also provides recommended online resources for further information.
Digital citizenship: A global perspectiveJulie Lindsay
This document discusses digital citizenship from a global perspective. It begins with an introduction and agenda. Part 1 addresses issues in digital citizenship, including emerging technologies and their impact. Part 2 defines digital citizenship in a global context using an enlightened digital citizenship model that includes elements like technical awareness, social awareness, and global awareness. Part 3 discusses best practices for empowered digital citizenship action, including designing for action, collaboration, and showcasing student projects that address global issues. The overall document promotes developing cultural understanding and global digital citizenship.
UGS 302 Syllabus: The role of technology among youth in society and education...Joan E. Hughes, Ph.D.
Fall 2013. A semester-long, writing-intensive course that leads first-year students in considering inventions and innovations (technological and historical) that have changed society and education. We weave from exploring current trends to historical shifts to again current digital innovations with critique from a range of perspectives (educational, political, advertising/marketing, technical, psychological). This course includes university-level requirements including: visiting remarkable places at UT (Harry Ransom Center, TACC VisLab), attending university lectures, engaging in research, writing and oral presenting, and being taught by a Ph.D. tenured faculty member.
Interactive Mixed Reality for Enhanced Learning, Skills and EngagementBond University
The future of the Australian Job Skills and Market Outlook focusing on higher education and the relevance of mixed reality simulation and visualisation.
In our world today, man’s interaction with products and services has changed because more and more physical products are becoming incorporated with digital materiality. Companies have embraced the internet to increase digital experience, and the behavioral pattern of users has changed as a result. The ubiquity of the internet remains the major driver of digitalization; over 3.4 billion people worldwide are connected via the internet, 70% of the world’s youth are online thus a new set of users known as the digital natives have emerged. The Digital Innovation We Need is designed to give you a conceptual framework of digital thinking.
The document discusses the role of new digital technologies in education. It notes that we are living in an age of information and that digital technologies have changed how knowledge is organized and accessed. New technologies like social media can facilitate more collaborative and community-based learning experiences. The document also examines how technologies like touchscreens, virtual and augmented reality, and mobile devices may shape new learning environments and influence how classroom space is used. It emphasizes that technology alone is not enough and effective learning also requires functional, meaningful, and goal-directed experiences that develop independent thinking and reflection skills.
The document discusses the concept of digital literacy and some of the challenges it presents for both staff and students. It provides various definitions of digital literacy, explores whether it is a useful term, and examines issues around whose online identity is owned, boundaries between work and personal life online, and how academic disciplines can develop digital literacy. It also touches on policies around digital literacy and questions of best practices for students, staff, and libraries regarding the "visual web" represented by tools like Twitter and Facebook.
This document discusses definitions of digital literacy from various sources and the author's own perspective. It provides three definitions of digital literacy from literature: as online practices and values, as the ability to succeed using electronic tools, and as critically navigating, evaluating and creating digital information. The author then shares their view of digital literacy as involving learning, investigation and intellectual sharing, but also limitations from lack of access or misuse of information. Digital literacy is presented as beneficial to learning and research, but must be properly used to avoid harm.
5 digital literacy-and_citizenshipdef - an overviewLisa Somma
The document discusses digital literacy and citizenship for citizens in a digital society. It describes digital natives and immigrants and how they use social media to share information. It argues that digital literacy is important for self-expression and participation online. It also discusses the European Union's Digital Economy and Society Index, which measures countries' digital performance and connectivity. It finds that many Europeans lack basic digital skills and that improving skills and access is important. Finally, it examines approaches to teaching digital citizenship in schools through developing critical thinking about technology use and responsibility online.
The Role of Information Literacy for the Integration of RefugeesJuliane Stiller
Presentation given at the Information and Media Literacy Conference in Passau, 2018. It describes the importance of digital literacy skills for the job searching process of refugees. It also presents the component of a curriculum for digital skills for this target group.
This document discusses trends in human-computer interaction and provides a biography of Dr. Tenia Wahyuningrum. It summarizes her educational background and research interests. It then outlines the structure of a course on human-computer interaction she will teach, including rules for students and evaluation criteria. Finally, it provides a list of recommended books on the topic of human-computer interaction.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
Media and Society, Cyberculture and Cyberspace Higher Education Institutions ...ijtsrd
This article aims to clarify the concepts of cyberculture and cyberspace and the way cyberspace has become a communication field for organizations and companies. The online world has revolutionized society, because the use of technology leads people to change their behaviour, especially in the way they work, live and think in a network. In this sense, organizations also had to adapt to the digital environment, looking for new ways to communicate with their target audience. In this article, we try to understand how Higher Education institutions communicate with students, and for that, we will analyze the website of a prestigious English university, having as a starting point “How does the University of Lincoln communicate through its website with your target audience ” LuÃs Cardoso | Inês Costa "Media and Society, Cyberculture and Cyberspace: Higher Education Institutions and Communication with Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33575.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/social-science/33575/media-and-society-cyberculture-and-cyberspace-higher-education-institutions-and-communication-with-students/luÃs-cardoso
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Digital Citizenship: Global Perspectives Across Age LevelsSheila Webber
This poster is by Dr Valerie Hill and Sheila Webber. It was presented at the European Conference on Information Literacy, Dubrovnik, 22 October 2014. The references for the poster are at http://bit.ly/1zp6yHf
An introduction to digital literacy to support the learning of undergraduate ...Rita Ndagire Kizito
This document discusses digital literacy and trends that will shape higher education in 2013. It summarizes seven trends identified in a University Business article, including the growth of connected devices, use of visual content, and rise of MOOCs. It then reflects on what shapes digital culture, how skills differ from literacies, and frameworks for teaching digital literacy. It argues students must learn to use technology to perform functions that allow surviving in a digital world. Teachers must also unlearn and relearn beliefs and practices. Developing digital literacies requires teaching students how to read and write digitally, and innovating strategies to make students generators rather than just consumers of information.
Connectivity, Mobility and PersonalisationMike KEPPELL
Next-generation learners
Personalising and customising learning experiences
User-generated content as a form of expression and a means of social learning
The expectation of seamless, mobile learning opportunities.
This document discusses the importance of digital etiquette and citizenship for students. It addresses topics like digital footprints, relationships, health and well-being, and legal issues. It recommends clear school policies, educating the entire school community, fostering higher-order thinking and ethics, and facilitating student creation and innovation. The document also provides questions for discussion and recommends online resources for further information.
This document discusses the importance of digital etiquette for students. It addresses several aspects of digital etiquette including what information to share online, when to disconnect from technology, and establishing clear school policies regarding appropriate technology use. The document recommends developing an effective education program around digital citizenship that involves the entire school community and fosters higher-order thinking and ethical understanding. It also provides recommended online resources for further information.
Digital citizenship: A global perspectiveJulie Lindsay
This document discusses digital citizenship from a global perspective. It begins with an introduction and agenda. Part 1 addresses issues in digital citizenship, including emerging technologies and their impact. Part 2 defines digital citizenship in a global context using an enlightened digital citizenship model that includes elements like technical awareness, social awareness, and global awareness. Part 3 discusses best practices for empowered digital citizenship action, including designing for action, collaboration, and showcasing student projects that address global issues. The overall document promotes developing cultural understanding and global digital citizenship.
UGS 302 Syllabus: The role of technology among youth in society and education...Joan E. Hughes, Ph.D.
Fall 2013. A semester-long, writing-intensive course that leads first-year students in considering inventions and innovations (technological and historical) that have changed society and education. We weave from exploring current trends to historical shifts to again current digital innovations with critique from a range of perspectives (educational, political, advertising/marketing, technical, psychological). This course includes university-level requirements including: visiting remarkable places at UT (Harry Ransom Center, TACC VisLab), attending university lectures, engaging in research, writing and oral presenting, and being taught by a Ph.D. tenured faculty member.
Interactive Mixed Reality for Enhanced Learning, Skills and EngagementBond University
The future of the Australian Job Skills and Market Outlook focusing on higher education and the relevance of mixed reality simulation and visualisation.
In our world today, man’s interaction with products and services has changed because more and more physical products are becoming incorporated with digital materiality. Companies have embraced the internet to increase digital experience, and the behavioral pattern of users has changed as a result. The ubiquity of the internet remains the major driver of digitalization; over 3.4 billion people worldwide are connected via the internet, 70% of the world’s youth are online thus a new set of users known as the digital natives have emerged. The Digital Innovation We Need is designed to give you a conceptual framework of digital thinking.
The document discusses the role of new digital technologies in education. It notes that we are living in an age of information and that digital technologies have changed how knowledge is organized and accessed. New technologies like social media can facilitate more collaborative and community-based learning experiences. The document also examines how technologies like touchscreens, virtual and augmented reality, and mobile devices may shape new learning environments and influence how classroom space is used. It emphasizes that technology alone is not enough and effective learning also requires functional, meaningful, and goal-directed experiences that develop independent thinking and reflection skills.
The document discusses the concept of digital literacy and some of the challenges it presents for both staff and students. It provides various definitions of digital literacy, explores whether it is a useful term, and examines issues around whose online identity is owned, boundaries between work and personal life online, and how academic disciplines can develop digital literacy. It also touches on policies around digital literacy and questions of best practices for students, staff, and libraries regarding the "visual web" represented by tools like Twitter and Facebook.
This document discusses definitions of digital literacy from various sources and the author's own perspective. It provides three definitions of digital literacy from literature: as online practices and values, as the ability to succeed using electronic tools, and as critically navigating, evaluating and creating digital information. The author then shares their view of digital literacy as involving learning, investigation and intellectual sharing, but also limitations from lack of access or misuse of information. Digital literacy is presented as beneficial to learning and research, but must be properly used to avoid harm.
5 digital literacy-and_citizenshipdef - an overviewLisa Somma
The document discusses digital literacy and citizenship for citizens in a digital society. It describes digital natives and immigrants and how they use social media to share information. It argues that digital literacy is important for self-expression and participation online. It also discusses the European Union's Digital Economy and Society Index, which measures countries' digital performance and connectivity. It finds that many Europeans lack basic digital skills and that improving skills and access is important. Finally, it examines approaches to teaching digital citizenship in schools through developing critical thinking about technology use and responsibility online.
The Role of Information Literacy for the Integration of RefugeesJuliane Stiller
Presentation given at the Information and Media Literacy Conference in Passau, 2018. It describes the importance of digital literacy skills for the job searching process of refugees. It also presents the component of a curriculum for digital skills for this target group.
This document discusses trends in human-computer interaction and provides a biography of Dr. Tenia Wahyuningrum. It summarizes her educational background and research interests. It then outlines the structure of a course on human-computer interaction she will teach, including rules for students and evaluation criteria. Finally, it provides a list of recommended books on the topic of human-computer interaction.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
Media and Society, Cyberculture and Cyberspace Higher Education Institutions ...ijtsrd
This article aims to clarify the concepts of cyberculture and cyberspace and the way cyberspace has become a communication field for organizations and companies. The online world has revolutionized society, because the use of technology leads people to change their behaviour, especially in the way they work, live and think in a network. In this sense, organizations also had to adapt to the digital environment, looking for new ways to communicate with their target audience. In this article, we try to understand how Higher Education institutions communicate with students, and for that, we will analyze the website of a prestigious English university, having as a starting point “How does the University of Lincoln communicate through its website with your target audience ” LuÃs Cardoso | Inês Costa "Media and Society, Cyberculture and Cyberspace: Higher Education Institutions and Communication with Students" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33575.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/social-science/33575/media-and-society-cyberculture-and-cyberspace-higher-education-institutions-and-communication-with-students/luÃs-cardoso
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
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Brand Guideline of Bashundhara A4 Paper - 2024khabri85
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
1. Digital Citizenship – Awareness,
Access,Attitudes and Action Required
The foundations to successful implementation of policies and procedures
(CC0) Gerd Altmann, (2013) “Monitor, Computer, Screen,
Laptop” Public Domain Image 80450
2. Digital NativeVs Digital Immigrant (Prensky, 2001)
A conversation that needed to be started.
(CC0) Petr Kratochvil, (2013) “Baby Working On A
Laptop”
3.
(So, we don’t just push the buttons……)
Preparing our students for their real
world and their future
????
(CC0) Petr Kratchovil, (2013) “Baby
With A Laptop”
4. RealWorldVs Cyberspace
Our students are living in a
dichotomous world(CC0) Gerd Altmann, (2013) “Men,
Silhouettes, Phone, Communication”
(CC0) Gerd Altmann, (2012),”Face, Empty,
Woman, Wait, Waiting Time”
(CC0) Gerd Altmann, (2012). “E-Mail,
Computer, Internet, Man, Person”
5.
Alice an analogy for our students
Awareness and preparation lead to successful participation.
(CC0) Momo, (2011). “Nyc, New York, Central
Park”
11. Reaching the goal posts of Digital
Citizenship.
(CC0) Gerd Altmann, (2013). “School, Black, Green, May Refer To”
12. Reflective Questions to Ponder
• What do you see as the needs of the
learners in the learning community for
the development of proactive digital
citizenship policies and procedures?
• Where do you see the balance
between accessibility to digital
technologies, effective pedagogy,
creating an arena of safety and a
manageable learning environment?
(Hollandsworth, Dowdy & Donovan, 2011, p.39)
• How can we bridge the gap
between the many dualities
students experience in their
daily lives between the digital
world and the materiality of the
physical world?(CC0) Gerd Altmann, (2013). “Question Mark,
Silhouettes, Pair, Man”
13. Recommended Reading
Craft, A. (2012): Childhood in a digital age: creative
challenges for educational futures, London Review of
Education, 10:2, 173-190
http://dx.doi.org/10.1080/14748460.2012.691282
Hollandsworth, R., Dowdy, L., & Donovan, J. (2011). Digital
Citizenship in K-12: It Takes a Village. Techtrends: Linking
Research & Practice To Improve Learning, 55(4), 37-47.
doi:10.1007/s11528-011-0510-z
Ohler, J. (2012). Digital Citizenship Means Character
Education for the Digital Age. Education Digest, 77(8), 14-
17. Retrieved from:
http://web.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfview
er/pdfviewer?sid=f78c3c85-04ad-4435-8ec5-
0db79605dfa5%40sessionmgr113&vid=2&hid=121
Wegerif, R. (2013). Dialogic: Education for the Digital Age
Hoboken: Taylor & Francis Retrieved from:
http://www.csuau.eblib.com.ezproxy.csu.edu.au/patron/FullR
ecord.aspx?p=1108586
(CC0) Nemo, (2012).
“Education, Mark, Desk,
Reading, Cartoon”
14. References
Blascovich, J. & Bailenson, J. (2011). Infinite Reality: The hidden blueprint of our virtual lives HarperCollins Publishers New York
CHAPTER 2: The Nine Elements of Digital Citizenship. (2007). Digital Citizenship in Schools (pp. 13-37). International Society for
Technology in Education.
CHAPTER 5: Teaching Digital Citizenship to Students. (2007). Digital Citizenship in Schools (pp. 73-79). International Society for
Technology in Education.
Craft, A. (2012): Childhood in a digital age: creative challenges for educational futures, London Review of Education, 10:2, 173-190
http://dx.doi.org/10.1080/14748460.2012.691282
Felt, l. J., Vartabedian, V., Literat, I., Mehta, R. (2012). Explore Locally Excel Digitally: A participatory learning-oriented after-school
program for enriching citizenship on- and offline. Journal of Media Literacy Education, 4(3), pp. 213 - 228
Greenhow, C. (2010). New Concept of Citizenship for the Digital Age. Learning & Leading With Technology, 37(6), 24-25.
15. References
Hollandsworth, R., Dowdy, L., & Donovan, J. (2011). Digital Citizenship in K-12: It Takes a Village. Techtrends: Linking Research
& Practice To Improve Learning, 55(4), 37-47. doi:10.1007/s11528-011-0510-z
Lindsay, J., & Davis, V. (2010). Navigate the Digital Rapids. Learning & Leading With Technology, 37(6), 12-15.
Nunes, M. (2006). Chapter 1: The Problem of Cyberspace. (2006) Cyberspaces of Everyday Life, University of Minnesota Press
Ohler, J. (2012). Digital Citizenship Means Character Education for the Digital Age. Education Digest, 77(8), 14-17. Retrieved
from: http://web.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?sid=f78c3c85-04ad-4435-8ec5-
0db79605dfa5%40sessionmgr113&vid=2&hid=121
Ribble, M. (2009). Becoming a Digital Citizen in a Technological World. In R. Luppicini, & R. Adell (Eds.), Handbook of Research
on Technoethics (pp. 250-262). Hershey, PA: . doi:10.4018/978-1-60566-022-6.ch017
Thomas, M. (2011). Deconstructing Digital Natives: Young People, Technology and the New Literacies Taylor & Francis. Retrieved
from: http://www.csuau.eblib.com.ezproxy.csu.edu.au/patron/FullRecord.aspx?p=684081
Wegerif, R. (2013). Dialogic: Education for the Digital Age Hoboken: Taylor & Francis Retrieved from:
http://www.csuau.eblib.com.ezproxy.csu.edu.au/patron/FullRecord.aspx?p=1108586
Winder, D. (2008). Being Virtual: who you really are online John Wiley & Sons, England
Editor's Notes
Image Reference: Slide 1: Title Slide(CC0) GerdAltmann, (2013) “Monitor, Computer, Screen, Laptop” Public Domain Image 80450 Retrieved from: http://pixabay.com/en/monitor-computer-screen-laptop-80450/
Marc Prensky renowned for beginning conversation 2001 - 2 types of citizens in the digital environment– digital natives/ digital immigrantseducators and researchers now identify successful citizenship in digital society no longer about the devices but more about how you participate while connected to the devices.Adults make assumptions because students connect through digital technologies that they are technologically savvy (Ribble, 2009, p.253)Therefore importance of awareness, attitude, access and action are foundational for learning communities to formulate digital citizenship policies and procedures. Image Reference: Slide 2:(CC0) PetrKratochvil, (2013) “Baby Working On A Laptop” Retrieved from: http://www.publicdomainpictures.net/view-image.php?image=22308
Schools try to keep up with technologies that keep evolving and developing and need to consider raising awareness - having equipment is one aspect, knowing what or how to use it is another. (Felt,Vartabedian, Literat & Mehta, 2012, p.213)Educators duty of care - to prepare our students for their future participation in society using their technologies and modes of communication. All involved from K-12, must work together in advocating and developing consistency in using technologies in classrooms. Developing this common ground enabling students to make good choices in their interactions with the device, for themselves and others will begin to see the friction and duality of 2 environments blend to become 1. (Hollandsworth, Dowdy & Donovan, 2011, p.39; Ohler, 2011, p.14)Just beginning to realise the possibilities of transformations and cultural shifts that are happening. Need to reimagine pedagogies for learning, to be successful in raising an awareness whilst competing with flourishing digital technologies, develop an understanding that “community and humanity” (Ohler, 2011, p. 14) are equally important as “abundance and bandwidth”(Ohler, 2011, p.14)Image Reference: Slide 3:(CC0) PetrKratchovil, (2013) “Baby With A Laptop” Retrieved from: http://www.publicdomainpictures.net/view-image.php?image=22307
Preparing students for their real world - Understanding these early years of conversation have had impact, causing cultural shift and transformation in our society. Awareness of dichotomous view of the world exists - whether we affirm and reinforce these dualities?Terms: digital citizenship vs citizenship, virtual reality vs reality, netiquette vs etiquette, cyberspace vs physical space Challenge: cyberspace - where the computer screen begins, so does the border to this other life beyond the screen. (Nunes, 2006, p.6) Students aware of this dichotomy of space and many examples where children and youth use cyberspace to explore and create multiple social identities. (Blascovich & Bailenson, 2011, p.95; Winder, 2008, p.119)) Experimenting with this avatar existence – challenge posed - cyberspace removed from the materiality of the physical space, becomes a construct of the mind and loses notion of reality. (Blascovich & Bailenson, 2011, p. 97; Nunes, 2006, p.8) Confusion between appropriate and inappropriate.Digital citizenship/ cyberspace more than monitors, cables, servers….it is a space where all ages interact and participate according to their information needs and wants - many voices contributing to many conversations at same time. (Wegerif, 2013, p.15)Image Reference: Slide 4: (CC0) GerdAltmann, (2012). “Face, Empty, Woman, Wait, Waiting Time” Public Domain Image 66317 Retrieved from: http://pixabay.com/en/face-empty-woman-wait-waiting-time-66317/(CC0) GerdAltmann, (2013). “Men, Silhouettes, Phone, Communication” Public Domain Image 97291 Retrieved from: http://pixabay.com/en/men-silhouettes-phone-communication-97291/(CC0) GerdAltmann, (2012). “E-Mail, Computer, Internet, Man, Person” Public Domain image 65927 Retrieved from: http://pixabay.com/en/e-mail-computer-internet-man-65927/
Lewis Carroll created the character Alice who entered a world that she didn’t understand, a society that seemed strange. Alice not prepared for the world she entered and participation was clumsy within that world. Explored and interacted with whimsical characters - the Mad Hatter and Cheshire Cat. Analogy drawn between Alice and students - each time they connect, interact and socialise with their ‘friends’ in social media sites eg Facebook, Instagram, blogs; gaming sites egMinecraft, Eden, Club Penguin. Unlike Alice, professionalism and citizenry requires us to guide students to learning about what good digital citizenship looks like.Challenge and question not whether digital citizenship is considered - enough news stories of late to give resounding yes Challenge for educational settings is embedding digital citizenship within formal learning environments so students become savvy and fluent in their interactions with digital technologies and when technologies accessed they develop their abilities to find, use, organise, create and communicate information in a productive, ethical, legal and safe manner.Schools need to realize still important role in socialisation but now one of several learning spaces that students access in their daily lives. (Thomas, 2011, p.136) Awareness of need for digital citizenship and need to integrate authentically in all learning experiences - lay foundations for successful implementation of policies and procedures for digital citizenship. Helping them learn how to learn in world being transformed by digital technologies.Image Reference: Slide 5: (CC0) Momo, (2011). “Nyc, New York, Central Park” Public Domain Image 11198. Retrieved from: http://pixabay.com/en/nyc-new-york-central-park-11198/
Participatory, active, informed. Ribble (2009) states it as “norms of appropriate, responsible behaviour with regard to technology use.” (p.253) 9 interconnected elements formulated as a framework - digital access;digital communication;digital literacy digital rights and responsibilities;digital etiquette (netiquette);digital security digital commerce;digital Lawdigital health and wellness Educators may focus on particular elements at any time - all 9 elements need to be included to provide comprehensive knowledge of digital citizenship.Wegerif (2013) summarises digital citizenship as dialogic and the “participation in an ongoing enquiry in an unbounded context.”(p.11)Vicki Davis –digiteen.org – has suggested that it needs to be student-centred and should be a “social action” rather than curriculum – implies consistency, constancy and sequenceImage Reference: Slide 6:(CC0) GerdAltmann, (2012). “Family, Flags, Globe, Globalization” Public domain image 65678, Retrieved from: http://pixabay.com/en/family-flags-globe-globalization-65678/(CC0) Openicons, (2013). “System Locked Screen Admin Access Denied Security” Public Domain image 97634, Retrieved from: http://pixabay.com/en/system-locked-screen-admin-97634/(CC0) GerdAltmann, (2012). “Screen, Monitor, Computer, Silhouettes” Public domain image 66617, Retrieved from: http://pixabay.com/en/screen-monitor-computer-silhouettes-66617/(CC0) GerdAltmann, (2012). “Learn, Note, Sign, Directory, Direction” Public domain image 64058 Retrieved from: http://pixabay.com/en/learn-note-sign-directory-64058/(CC0) GerdAltmann, (2012). “District Concentric Circles At Figures Connection” Public domain image 63773 Retrieved from: http://pixabay.com/en/district-concentric-circle-at-63773/(CC0) GerdAltmann, (2013). “Letters, Envelope, Love Letter, Heart” Public domain image 81832 Retrieved from: http://pixabay.com/en/letters-envelope-love-letter-heart-81832/(CC0) GerdAltmann, (2013). “At, Mail, Virus, Warning, Trojan” Public domain image 99378 Retrieved from: http://pixabay.com/en/at-mail-virus-virus-warning-trojan-99378/(CC0) PetrKratchovil, (2010). “A Credit Card” Public domain image 1778 Retrieved from: http://www.publicdomainpictures.net/view-image.php?image=486(CC0) Nemo, (2012). “Old, Sign, Stop, Office, People, Man” Public domain image 23796, Retrieved from: http://pixabay.com/en/old-sign-stop-office-people-man-23796/(CC0) PublicDomainPictures, (2013). “Illustration, Island, Computer, Laptop” Public domain image 73328 Retrieved from: http://pixabay.com/en/illustration-island-computer-laptop-73328/
From societies of oracy and storytelling, elders of the clan took responsibility for passing down knowledge of morality, legalities, ethics, politics involved in being an active and participatory member of the community.Throughout history, technologies invented meant transformation and change to way people participated.It is seen as unacceptable to send students out into traditional society without basic understandings of these concepts, it is equally unacceptable to allow them to keep interacting in digital society without the knowledge of these same ideas.(Hollandsworth, Dowdy & Donovan, 2011, p.40) Need to impart to students awareness that digital citizenship may be explicitly taught as curriculum but students themselves need to accept responsibility for application of this knowledge. (Hollandsworth, Dowdy & Donovan, 2011, p.40) Image Reference: (CC0) PDPhotos, (2010). “Cave Paintings, Mural, Usa, Nevada” Public domain image 3699 Retrieved from: http://pixabay.com/en/cave-paintings-mural-usa-nevada-3699/(CC0) GerdAltmann, (2013). “Team, Group, Silhouettes, Man, Woman” Public domain image 84827 Retrieved from: http://pixabay.com/en/team-group-silhouettes-man-woman-84827/(CC0) GerdAltmann, (2013). “Family, Community, Patchwork” Public domain image 76781 Retrieved from: http://pixabay.com/en/family-community-patchwork-76781/
Awareness of cyberspace and citizenship within that space is necessary but also need to address and reflect on own attitudes towards digital technologies. Research has begun into sociological and psychological transformation and how digital technologies affecting our students. Focus of digital citizenship seems to be mainly effects of cyberbullying and inappropriate netiquette demonstrated by what can be read about in the media - police searching victim’s social media sites (or digital footprint.) Becomes natural for us to blame the technologies.(Ohler, 2011, p.15)One article, “Childhood in a Digital Age: Challenges for Education”, Anna Craft (2012) identifies 2 perspectives held by adults – “childhood at risk” where we need to provide protection to our students from cyberspace, themselves in cyberspace and others in cyberspace or “childhood as empowered” - seeing students as creative and view the possibilities they can explore in the digital environment. (p.178) If we constantly send the message to our students that digital environment is a negative place where bad things happen, then their digital citizenry becomes one of fear and anxiety. If we promote the interactions with the world wide web and the devices as positive and full of possibilities and opportunities, then notion of digital citizenship becomes enabling and exciting.(Craft, 2012, p.178) Again, educators faced with a dichotomous perspective that drives attitudes regarding use of digital technologies in educational formal settings. Digital technologies keep changing and here to stay, as educators we at an educational crossroads and each formal school setting needs to reflect on collective attitudes that prevail because every aspect of our students’ lives is interconnected with digital technologies and ”transforming how they live, relate and learn.”(Craft, 2012, p.182) Image Reference: Slide 8: (CC0) Openicons, (2013). “Innocent, Unblameable, Unblamable” Public domain image 98449 Retrieved from: http://pixabay.com/en/innocent-unblameable-unblamable-98449/(CC0) Nemo, (2013). “Computer, Internet, Digital Chat, Camera, Electronics” Public domain image 41682 Retrieved from: http://pixabay.com/en/computer-internet-digital-chat-41682/(CC0) PublicDomainPictures, (2012). “Background, Box, Brown, Candy, Chocolate” Public domain image 21751 Retrieved from: http://pixabay.com/en/background-box-brown-candy-21751/
Collective attitudes towards technology will determine the change in our pedagogies and ultimately culture of the school. Teaching with an understanding of what and how things have been done in the past through print- Web 2.0 / 3.0 are innovations and evolutionary in they demand us to rethink what it means to be successful and participatory in society. With print the authority is determined through publishing process but Web 2.0 promotes and supports a society that is billions of voices with an opinion, perspective or authority about something. (Wegerif, 2013, p.15) If collective attitude is students at risk when they use digital technology , then may need to consider, are we working with our students or against them in giving minimal access or no connection due to our need for awareness, education and action.(Craft, 2012, p. 181; Hollandsworth, Dowdy, & Donovan, 2011, p.40)Attitude is represented in the modelling and scaffolding students see when we interact with digital technologies. It is imperative that we are seen actively participating to give authenticity to what we are trying to achieve in integrating digital citizenship across the curriculum.(Lindsay & Davis, 2010, p.12; ISTE, 2007,p.22; Greenhow, 2010, p. 25) If all are stakeholders, then students’ attitudes will also drive success of the implementation of the policies and programs we adopt. They need to be involved in the dialogue of digital citizenship, along with their parents. Image Reference: Slide 9:(CC0) GerdAltmann, (2013). “At, Mail, Virus, Warning, Trojan” Public domain image 99378 Retrieved from: http://pixabay.com/en/at-mail-virus-virus-warning-trojan-99378/(CC0) GerdAltmann, (2012). “Screen, Monitor, Computer, Silhouettes” Public domain image 66617, Retrieved from: http://pixabay.com/en/screen-monitor-computer-silhouettes-66617/
Action needed for successful, authentic, participatory digital citizenship policies and procedures needs to be strategic:Identify our starting point. Collectively consider the dichotomies that exist and the needs of our learning community to provide the direction we need to travel. (ISTE, 2007, p.36)Establish Personal Learning Networks (Awareness) – be aware and know not just hardware and software but what appropriate and inappropriate use would look like, be seen to be a user, be seen to value what students are engaging with, be seen to be a lifelong learner.Begin the dialogue and involve the whole school community – it will take the whole village. (Hollandsworth, Dowdy & Donovan, 2011, p. 37; ISTE, 2007, p. 79; Wegerif, 2013, p.12)Allow access – digital citizenship like traditional citizenship will be learnt by doing, use 4 stage reflection model – particularly guided practice, modelling and demonstration and feedback and analysis (ISTE, 2007, pp 77-79)Review and take action where needed.If accessing the digital community mistakes happen- be proactive rather than reactive and continue the dialogue. (Wegerif, 2013, p.12; ) When we are reactionary and place more filters, or ban use, we are actually reaffirming the dichotomies and encouraging exploration and experimentation separate to the trusted adults in their lives.(Ohler, 2011, p.15) Image Reference: Slide 10:(CC0) GerdAltmann, (2012). “Faces, Man, Woman, Dialogue, Talk” Public domain image 63516 Retrieved from: http://pixabay.com/en/faces-man-woman-dialogue-talk-63516/(CC0) Nemo, (2012). “Food, Symbol, Drawing, Law, Cartoon” Public domain image 30251 Retrieved from: http://pixabay.com/en/food-symbol-drawing-law-cartoon-30251/(CC0) GerdAltmann, (2012). “District Concentric Circles At Figures Connection” Public domain image 63773 Retrieved from: http://pixabay.com/en/district-concentric-circle-at-63773/
May not know if or when goal of participatory, informed citizenship is reached - each student is different, each way of learning different but with integration of reflective practices into all areas of curriculum as early as possible then as adults they will have the skills to evaluate the technologies, purposes, possibilities, worth and use them in an ethical, safe, legal way while considering their rights and responsibilities as well as the rights and responsibilities of others. Good digital citizens will view the digital world as the ‘real’ world and they can fluently and seamlessly use the notions of digital citizenship to make sound choices for themselves and for others without having to think about it. (Ribble, 2009, p.259)Image Reference: (CC0) GerdAltmann, (2013). “School, Black, Green, May Refer To” Public domain image 73497 Retrieved from: http://pixabay.com/en/school-black-green-may-refer-to%3A-73497/
What do you see as the needs of the learners in the learning community for the development of proactive digital citizenship policies and procedures?Where do you see the balance between accessibility to digital technologies, effective pedagogy, creating an arena of safety and a manageable learning environment? (Hollandsworth, Dowdy & Donovan, 2011, p.39)How can we bridge the gap between the many dualities students experience in their daily lives between the digital world and the materiality of the physical world?Image Reference: Slide 12:(CC0) GerdAltmann, (2013). “Question Mark, Silhouettes, Pair, Man” Public domain image 97062, Retrieved from: http://pixabay.com/en/question-mark-silhouettes-pair-man-97062/