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Presentation on digital citizenship and social media for K-12 teachers; complete resources available at http://pwoessner.wikispaces.com/Digital+Citizenship
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Digital Citizenship: A Student-Parent-Teacher PartnershipPatrick WoessnerMICDS
Presented at the Lausanne Laptop Institute 2009
Digital CitizenshipToday, 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 View 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 Mass 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!
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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.”
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VIDEO GAMES (1980s)Glenn Collins, “Video Games:A Diversion or a Danger?” NewYork Times, February 17, 1983,p. C1.
Mrs. Ronnie Lamm, quoted by William E. Geist, in “The BattleFor America’s Youth.” New YorkTimes, January 5, 1982, p. B2.
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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.”
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MOVIES (1930s)Central Conference of AmericanRabbis, quoted in “RabbisDenounce ‘Harmful’ Movies.”New York Times, June 19, 1934,p. 24.
Reverend Dr. S. Parkes Cadman,quoted in “Cadman at DrexelDenounces Movies.” New YorkTimes, June 19, 1934, p. 15.
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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.”
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TELEVISION (1970s)
Richard Flaste, “Screening TVFor Uncritical Young Eyes.” New York Times, March 11, 1977, p. 31.
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Example #4: What was it??
is “a communicable disease” is “cannibalistic and tribalistic” and just “another form of adolescent rebellion.”
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ROCK-N-ROLL (1950s)
“Rock-and-Roll called ‘Communicable Disease’.” New York Times, March 28, 1956, p. 33.
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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
Social Networking: Teens and Adults
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
Paying Attention to Trends
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 Performance1. Digital Access: full
electronic participation in society
2. Digital Literacy: the process of teaching and learning about technology and the use of technology
3. Digital Communication: electronic exchange of information
School Environment and Student Behavior4. Digital Security and Safety:
electronic precautions to guarantee safety/physical well-being in a digital technology world
5. Digital Etiquette: electronic standards of conduct or procedure
6. Digital Rights and Responsibilities: those freedoms extended to everyone in a digital world
Student Life Outside the School Environment7. Digital Commerce: electronic
buying and selling of goods8. Digital Health and Wellness:
physical and psychological well-being
9. 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: [email protected]•Twitter: @pcwoessner•Technology in the Middle blog
(pwoessner.com)