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From Digital Natives to Digital Citizens: Teaching Digital Citizenship as part of the School Curriculum INA SMITH ANNAMARIE GOOSEN

Digital Citizenship: Information, Communication and Media Literacy

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Page 1: Digital Citizenship: Information, Communication and Media Literacy

From Digital Natives to Digital Citizens: Teaching Digital Citizenship as part of the

School Curriculum

INA SMITH

ANNAMARIE GOOSEN

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AgendaTransformation Charter & Ecosystem Approach

Digital Citizenship

Reading & Learning

Information Technology in Research and Communication

Information Technology in Schools

Proposed curriculum integrating Information Literacy, Computer Literacy, Media Literacy

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LIS Transformation CharterFramework of principles and mechanisms for LIS to contribute to:◦ Elimination of illiteracy and inequality

◦ Promote information literacy

◦ Building a modern, efficient, equitable library and information (eco)system

◦ Building an informed and reading nation

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Access to informationDemocratise information

Distribute status, wealth & power

Makes for better people, less dependent

More efficient & effective (productive) workers

More responsive & responsible citizens

Less conflict & disturbances

More developed country, economic growth, job creation

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Ecosystem approach“The ecological approach encourages us to think of South African LIS in such a way that where the flows of resources diminish, for

example to school libraries, we will recognise that because of our interdependence, the

weakness of one component has the potential to weaken other components.”

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Information literacyResearch problem

Methodology

Collecting information

Analysing, critically evaluating

Represent

Acknowledge resources

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http://www.theatlantic.com/education/archive/2015/04/digital-natives-yet-strangers-to-the-web/390990/

Reuben Loewy, 55 year old US teacher

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“Kids not only need to be proficient in how to use digital technology, becoming savvy coders and prolific ebookreaders, he explains—they also need to deeply, holistically, and realistically understand how the digital world worksbehind the scenes.

They are consuming and seeing so many things online that they don’t know how to put it into context or how to evaluate it."

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“At the same time, "even schools that have called themselves very technologically advanced haven’t even begun to explore how they actually teach [about that technology]," he said. They may hand out iPads or laptops to students, but such education often stops at the hardware. "Curriculum is the microcosm of what’s going on in society; I think that curriculum needs to catch up with the reality."

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Very High Human Development Index (HDI)

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Medium HDI

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http://www.sowetanlive.co.za/news/2016/05/25/pupils-don-t-understand-what-they-read-study?utm_campaign=shareaholic&utm_medium=facebook&utm_source=socialnetwork

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Mother-tongue Language

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Norms of appropriate, responsible behaviour with regard to technology use

Digital access for all

Digital consumers doing online business

Digital communication

Digital literacy for searching & processing information

Digital etiquette

Digital Citizenship (1)

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Digital law (plagiarism, illegal downloads, hacking, creating and spreading worms, viruses, Trojan Horses, sending spam, stealing identity)

Digital rights & responsibilities (right to privacy, free speech)

Digital health & wellness (safety, self-care, cyber-bullying)

Digital security (virus protection, back-up’s)

http://www.digitalcitizenship.net/Nine_Elements.html

Digital Citizenship (2)

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To become an empowered digital citizen, with competency in various application software tools and the Internet.

To become an effective downloader of content, but also an uploader of media and a contributor to the world of knowledge.

To apply self-learning and to continuously grow in terms of using computer technology as a tool.

Expected Outcomes

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Adult learnersPrefer sense of self-control, autonomy, self-direction

Learning must be relevant, purposeful, to achieve goals

Time limited

Wealth of knowledge

Results-oriented – expectations met

Potential limitations

Successful if internally motivated

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Child learnersOther-directed – depend on teachers, parents

Perception of time different

Learn what they are told

Limited experience base

Learn quickly, open to new information & to change views

Expectations less well defined

Externally motivated

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Learning styles

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Communication Process

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https://www.youtube.com/watch?v=FP06iB1qF8k

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http://www.abc.net.au/news/2015-06-20/melbourne-man-receives-titanium-3d-printed-prosthetic-jaw/6536788

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https://www.youtube.com/watch?v=M_1glPNV5PM

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https://www.youtube.com/watch?v=SObzNdyRTBs

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Chicago Public Library Makerspace

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https://www.youtube.com/watch?v=DbY_grImwTo

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Information Technology in Schools

Should be addressed on different levels:

IT Infrastructure

Computer Centre Layout & Management

School Web Page & Social Media

Learning Management System (online)

Policies

Curriculum Content

Assessment

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IT InfrastructureHardware

◦ Desktops/Laptops/Tablets, Printers, Scanners, Digital cameras, Data projectors, Whiteboard or Digital Visual Presenter

◦ Server & network

◦ External storage devices

◦ Upgrades

◦ Learners & Facilitators

◦ Security

Software

◦ Microsoft Office (Word, Excel, PowerPoint, Paint etc.), Internet & Internet Browser (Chrome)

◦ Licenses

◦ Upgrades

◦ Back-up’s

◦ Digital preservation

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New generation overhead projector (or digital visual presenter)

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Computer Centre Layout & Management

Classes per cycle, per week

30-45 min. periods

Availability for extra research◦ During school breaks

◦ After school

Internet, MSOffice, other educational applications

Sell paper, CDs, DVDs, Flash disks, other

Printing costs

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School web page & Social Media

“If it’s not on the web, it doesn’t exist.”

Web page – regularly updated & 24/7 accessible

Social media e.g. Facebook, Blog newsletter: news out quickly

Social media encourages feedback

Marketing & Communication – display window to the world

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Web page: WordPress (incl. Blog newsletter)

Facebook: news clips, photos, feedback

Dropbox: sharing of files, storing files

Intranet: storage & preservation of digital content

Flickr: photos

Google Docs/Forms: where feedback required

Etc.

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Online Learning Management System

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PoliciesHardware & Software usage (Advertisements, Email disclaimers)

Internet usage

Protect users & school:◦ Policy for learners

◦ Policy for educators

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Policy for LearnersAcceptable use & Unacceptable use

Privileges

Computer use/user rules

Network etiquette

Security

Vandalism

Personal damages

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Policy for Educators

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Curriculum Content*New* Namibian Information & Communication Curriculum 2016

Grades 4-7 only (private schools Grades 1-7)

Includes Media and Information Literacy, Computer Literacy etc.

Paint, Word, Excel, PowerPoint, Internet, etc.

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IC aims to ….Develop critical thinking and a problem solving attitude

Develop skills to search for and use information through classroom tasks and assignments

Enhance a lifelong learning attitude through reading

Provide awareness of HIV and AIDS, democratic principles, population growth, ecological sustainability, ICT, and improvement of quality of life for all Namibians

Provide the learner with a basic working knowledge of ICT tools, mainly computer hardware and software

Make the learner aware of the ways in which ICT is used in practical and school-related situations

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About the Curriculum (1)Forward looking, forward thinking

Present trend: convergence of radio, television, Internet, newspapers, books, digital archives, libraries into one platform

Holistic approach to Media (incl. Information, Communication and Computer) Literacy

Cross-curricular themes addressed: environmental learning, HIV/AIDS, population education, education for human rights and democracy, information and communication technology and road safety

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About the Curriculum (2)Learner-Centered Education (LCE) Approach - active participation, contribution, production by learners

Find, critically evaluate, communicate & share information

Active digital citizens – respond to problems/questions & build a better, just, democratic society

Lifelong learners, always curious - learn new things all the time

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ApproachAll learners – different skills levels

Each learner unique – adapt

Simplify text where English is the 2nd language

Adapt level of difficulty

Change topic to be more relevant

Rearrange lessons/activities

Adapt existing activities

Add to existing lessons & activities

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Schools without computer centres – cover theory & encourage community library visits

Individual, Pair, Group, Class Work – encourage to collaborate

Engage with other schools – also internationally

Invite experts to do virtual presentations through Skype

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Examples of new learning ….

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AssessmentContinuous assessment

Formative assessment

Diagnostic assessment

No examinations

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Continuous Assessment (individual)

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Practical Investigation (10 marks)

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Continuous Assessment (class)

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Support for EducatorsUser-friendly manuals

Minimum preparation & expertise required

Planning & preparation all in one

E-mail support (response within 24 hours)

Facebook page: new ideas, lessons – to complement existing lessons

Mailing list to share ideas

Downloads http://kidsinthecloud.wordpress.com

Workshops

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Support

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Tips …Remember that everything is connected

Observe, learn and get ideas from others

Analyse, ask questions, think critical

Explore, experiment, dare, take chances

Follow an agile approach – don’t resist change, but think about how it can be to the benefit of society in general

Nobody will ever know everything

Learn something new every day!

Change cannot be avoided ….

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Thank you! Questions?

Ina Smith & Annamarie Goosen

Kids in the Cloud (Pty)Ltd

http://kidsinthecloud.wordpress.com

[email protected]