Weaving Digital Citizenship within Pre-Service Teacher Education: Preparing Graduate Students for High-Quality Educational Practices within Modern Learning Environments and the Virtual World Nicki Dabner School of Teacher Education College of Education University of Canterbury New Zealand Nicki.dabner@canterbury.ac.nz Abstract: Effective beginning teachers require the digital citizenship and digital literacy skills that will enable them to participate ethically and safely, and teach effectively, in complex, digitally saturated classroom learning environments. It is increasingly important that initial teacher education providers ensure their students are able to develop the ‘Digital Literacies’ required for effective participation as digital citizens, use a range of digital technologies to support teaching and learning, and subsequently prepare their own students for safe, active participation in the digital world. This paper illustrates how digital citizenship has been woven throughout a Graduate Teacher Education qualification at the University of Canterbury in New Zealand, includes the successes and challenges identified after the first year of delivery, and recommendations for tertiary institutions interested in weaving digital citizenship throughout their teacher education qualifications. Introduction Teachers at all levels of the education sector increasingly need to possess the knowledge, skills, attitudes, and values that will enable them and their students to participate ethically and safely, and teach and learn effectively, within digitally-saturated classroom environments. It is therefore important that initial teacher education qualifications are designed to ensure their pre-service students develop the digital citizenship skills required for effective participate as digital citizens, use a range of digital technologies effectively to support teaching and learning, and importantly prepare their future school students for safe, active participation in the digital world. The imperative for an increased emphasis upon digital citizenship was addressed within the design and delivery of a new one-year 165 credit Graduate Diploma of Teaching and Learning (Primary) qualification, offered at the University of Canterbury in Christchurch, New Zealand. Signifying our commitment to bi-cultural practices at the College of Education, the analogy of Māori weaving, and in particular a woven mat (Whāriki), was employed within the conceptual design for the digital citizenship component of this qualification. The Whāriki design provides multiple contexts for student learning and reflection throughout their programme, ensuring all courses and experiences in school contribute to the student’s continued development in this increasingly important area. The design also highlights the programmes grounding upon four Tikanga Māori values. Whāriki: A Woven Approach to Digital Citizenship in the Graduate Qualification Weaving and knotting techniques are used to make both practical and decorative items in Te Ao Māori in New Zealand, with textiles for items being made from a number of plants, including New Zealand Flax or harakeke. Some of these objects were produced by a plaiting/weaving technique called ‘Whāriki’. The term ‘Whāriki’ describes both to the technique and the mats made using the technique. All elements within the mat are fixed along a grounding edge, with the wefts then being directed obliquely towards the right and left alternatively to form crossing elements that are then woven. Whāriki was identified by the qualification coordinator as being the most effective paradigm to exemplify the key aspects of the conceptual framework for the new digital citizenship component of the Graduate Teaching and Learning (Primary) qualification (see Figure 1). Figure 1. Conceptual framework: Whāriki (woven) digital citizenship component of the GradDipTchLn (Primary) qualification. (Dabner, 2015). Whāriki has also been used as a guiding framework in the development of the early year’s national curriculum document in New Zealand. All early childhood centres are guided by the curriculum entitled ‘Te Whāriki.’ With a title literally translated as ‘The Woven mat’, this framework encourages early childhood providers to ‘weave’ a learning programme for early years children that meets the principles and strands of the curriculum within the context of the particular needs and interests of their children, family/whānau and community. The conceptual framework for the digital citizenship component differs from other models, and also highlights the importance of the anchoring edge of the Whāriki. Core values form an anchor within this model, providing a strong foundation for the body of the digital citizenship content. The Values: Manaakitanga, Whanaungatanga, Wānanga and Ako Four core ‘Tikanga Māori’ values anchor student learning and practices within the digital citizenship component. These values are loosely translated from Te reo Māori to English as follows. Manaakitanga: to care for a person's mana or well-being (in a holistic sense) - the process of showing respect, generosity and care for others. Whanaungatanga: a relationship developed through shared experiences and working together. This is expressed through a process of sharing, assisting, nurturing, and guardianship. Wānanga: to discuss, debate, impart knowledge. Ako: to both teach and to learn; the principle of reciprocity. Also where “the educator is also learning from the student and where educators’ practices are informed by the latest research and are both deliberate and reflective” (Ministry of Education, 2013, p16). The centrality of Ako and the pre-service student’s duel role as both teacher and learner is further reinforced by having this at the centre of the plaited edge which anchors the rest of the weaving content. The values securely anchor the body of the digital citizenship component of the qualification, leading both to the left (Sinistrals) - the digital citizenship content, and to the right (Dextrals) - the learning contexts and processes. The values are reinforced across multiple courses and contexts, and clearly linked to the Professional Code of Ethics, the New Zealand Graduating Teacher Standards (New Zealand Teachers Council, 2007) and the cultural competencies for teachers of Māori learners (New Zealand Teachers Council, 2011).The values are also addressed within each of the digital citizenship modules. It is also expected these values will be modelled by students within all online and face-to-face class environments, discussions and workshops, and throughout all of aspects of their school-based placements. The Digital Citizenship Content (Sinistrals) The digital citizenship content is specifically addressed within a compulsory ten week course students undertake in their first semester of study: TECP333- Future Focussed Education (Science, Technology and Digital Citizenship). A third of this course time is allocated to digital citizenship. A blended approach was adopted at the design stage to concurrently meet the needs of FLO (flexible leaning option) and on-campus students. Six modules are covered within the course, and these were loosely clustered in accordance to Ribble’s (2008) model: Digital Access Digital Rights and Responsibilities Digital Communication Digital Security and Safety Digital Health and Wellness Digital Literacy Students complete an online module for each area and then participate in facilitated online discussion groups with peers each week. Each module addresses the content from two perspectives: the perspective of the student as learner (i.e. an adult learning about participating safely and effectively in the electronic world) and then also the teacher (i.e. the student modelling as a teacher/ teaching their own future students how to participating safely and effectively in this environment- the value ‘Ako ‘in action). Global and local case studies, key readings and multi-media resources are used within the modules, with students undertaking critical analysis and reflection on a weekly basis. Students also attend a number of lectures and lab-based workshops where they work collaboratively with peers. The Digital literacy component is also further extended and contextualised within all other courses in the qualification, as subject specialists introduce digital tools, applications and environments specific to the particular fields covered within the course (e.g. the use of Language Perfect within the Ngā Āhuatanga Māori and Learning Languages course). In addition, students have the opportunity to extend their own skills by using self-selected web tools for the presentation of assignments in some courses. Students also critically appraise and apply their digital citizenship learning throughout their seven week school placements and weekly school visiting sessions between school placements. Learning Contexts and Processes (Dextrals) The dextral strands identify the specific learning contexts and processes students will explore throughout the qualification. Three key contents have been identified within the framework: socio-cultural contexts, local and global contexts and school/ specific curricular contexts. These contexts are addressed within the digital citizenship modules and other courses (including the school placements and school visits) as appropriate. This ensures the content is covered throughout the whole year of the qualification, and in multiple ways. This is essential in relation to the digital literacy strand, given students need to have multiple opportunities to develop as both a teacher and learner in this particular area. Pedagogical aspects are also addressed across multiple courses and are again contextualised accordingly within each course. To learn in and about this broad field effectively within such a short time period, the students are required to explore resources and materials independently whilst also collaborating with others. Sharing their own learning, and learning from and with their peers, enables the graduate group to collectively identify, create and collate a broad range of effective material to support their future teaching and learning. Finally, reflection on- and in-action (Schön, 1983) is an important thread within all courses of the qualification. The intent in the digital citizenship area is that the student is able to honestly appraise their existing understandings and practices at the start of the year in order to clearly identify their needs, then monitor their own progress throughout the year (and continue their development where needed, in a self-directed manner) - with the overall goal of becoming both an effective role model and teacher for their future students. The modelling component is particularly important within their context of school placements. Successes and Challenges Identified in the First Year of Delivery The new one-year graduate diploma programme was successfully implemented for the first time in 2014. Student and staff feedback was collected throughout the year, including specific feedback related to the digital component of the qualification. The feedback revealed successes and challenges, from both a staff and student perspective. Student perspectives Student feedback suggested that they found the digital citizenship content worthwhile, in particular once they had the opportunity to ‘identify and experience’ the relevance of the content during their seven week school placements. The opportunities they had to put their learning into practice within a school setting, however, varied between schools. Some students, especially those who entered the programme with very limited skills and understandings in the digital literacy area, suggested that they needed more time and guidance to help them to become really conversant with a broad range of tools and environments. This was particularly needed in the development and maintenance of the e-portfolio used by students, across multiple courses, in 2014. Some graduate students found the experience of being an ‘absolute’ beginner’ in this area challenging-given the average age of the graduate students is much higher than their undergraduate counterparts, it was a steep learning curve for some of them. However, the same students also indicated that they had subsequently learned the most in this area. Some students indicated that some courses within the qualification had woven this area into their content better than others, suggesting that staff development is an important area for continued improvement. Staff perspectives Staff perspectives ranged according to the level of involvement they had with the digital citizenship component of the qualification. Feedback indicated that more time was needed for related course content development, and professional development was identified as a requirement to provide on-going support and advice. Some professional development sessions were conducted in 2014, and staff found these valuable. Allowing themselves to be a ‘beginner’ was also identified as challenge for some staff, as it was also a steep learning curve for some staff involved in the new 2014 qualification. The staff member involved in the digital literacy component of the qualification in the first semester left the institution during the year, and this added some complexity to the design and delivery of the associated content. Changes made in response to feedback Changes have been made for the 2015 year in response to the feedback provided. For example, it is intended that professional development sessions for staff continue throughout 2015 year, and this will include encouraging staff to work through the digital citizenship modules independently. Peer support groups will also be established, and staff will be actively encouraged to connect with school practitioners in their subject specialism area to better understand what is actually happening in their subject area in schools. In response to student feedback, more time will be allocated within courses for exploration and collaboration. A range of strategies will be implemented to prove on-going support to students, including providing online peer support. Students who require more support will work with other students from the College of Education who have been identified as having a high level of skills and understandings in this area. A range of review sheets are also currently being developed to help students conduct a critical appraisal of school practices when they are on school placements. These sheets should also provide a useful tool for staff as they develop and review the related content for their own courses. Also, in response to staff and student feedback, the e-portfolio platform used in 2014 is no longer being used within the qualification. Although this was supported by the Ministry of Education, it was identified as being too labour intensive for staff and deemed to be non-intuitive and hard to use by students. A combination of new tools and environments will be explored throughout the 2015 academic year, including Google Docs, Office 365 and a variety of free online web tools, apps and services (e.g. Weebly). Finally, the visual representation of the conceptual design (included in this paper in Figure 1) was designed by the qualification coordinator at the end of 2014. This will be used with students and staff in 2015 and should enable them to more clearly understand the nature of the woven approach to digital citizenship within the qualification, and better appreciate the importance of each of the elements within it. Recommendations All educators involved in the design and delivery of pre-service teacher education programmes are attempting to address the challenge of integrating the use of digital technologies in higher education contexts, whilst also ensuring their students have the knowledge, understanding, skills and values needed to enable them to live, learn and teach effectively in an increasingly digitally-saturated world. Each institution will develop different solutions to this challenge. By sharing aspects of our practices, we each have a rich opportunity to learn from the successes and mistakes of others. My key recommendations for institutions interested in weaving digital citizenship throughout their pre-service qualifications now follow. Develop a visual model of the conceptual framework as an easy to understand overview (and prompt) for staff and students. Emphasize the open-ended nature of this field: new strands WILL emerge over time and will need to be ‘woven’ into the programme as new digital tools and technologies emerge and are adopted. Adopt a values approach to counter the notion that this field just involves learning about ‘using technology’. Encourage staff to appraise their own practices and understandings in this area, then work through the digital citizenship modules themselves – this will ensure they more deeply understand the nature (and important) of the content, and can make valuable connections within their own courses. Ensure the students have enough allocated time to explore independently and work collaboratively within the course timetable. Embed plentiful student sharing opportunities within all courses. Arrange professional development workshops for staff so they too have the opportunity to explore and collaborate. Work with school partners to keep up to date with existing and emerging school practices, and remain aware of new issues that schools are encountering. Aim to become a strong, vocal advocate for the inclusion of a comprehensive digital citizenship component within your qualification and programme. A final through to conclude with: If not here, where? If not now, when? If not you, who? I believe all teacher educators have an obligation to address the content, processes and values that support digital citizenship learning mindfully and thoroughly within their programmes- for our pre-service students benefit and ultimately to benefit their future classroom students. New tools, learning and communication environments, and electronic devices will continue to emerge, and new issues and practices will also subsequently emerge as these technologies and environments are adopted both in schools and in everyday life. Our collective journey has, in many ways, just begun. References Ministry of Education. (2013). Ka Hikitia- accelerating success. The Māori education strategy, 2013-2017. Wellington, New Zealand: Learning Media Ministry of Education. (1996). Te Whāriki: Early childhood curriculum. Wellington, New Zealand: Learning Media. New Zealand Teachers Council. (2011). Tātaiako: Cultural competencies for teachers of Māori learners. Wellington, New Zealand: Ministry of Education. New Zealand Teachers Council. (2007). Graduating teacher standards: Aotearoa New Zealand. Wellington: New Zealand. Ministry of Education. Available on: http://www.teacherscouncil.govt.nz/content/graduating-teacher-standards. Ribble, M. (2008). 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