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Intro - digitalcitizens

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Staci Trekles
Staci Trekles

The document discusses integrating digital citizenship into the classroom using MyBigCampus. It outlines the nine elements of digital citizenship and explains how schools have difficulty teaching it due to laws requiring internet filtering. MyBigCampus allows teachers to provide digital citizenship lessons while circumventing filtering issues. It supports collaborating, creating lessons, and managing student interactions online in a way that is compliant with relevant laws.

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Integrating Digital Citizenship into the Classroom with MyBigCampus Anastasia Trekles Clinical Associate Professor, Purdue University Calumet Board Member, Indiana Computer Educators (ISTE Affiliate) atrekles@purdue.edu
Outline Introductions and goals Digital citizenship in your school and classroom MyBigCampus (MBC) for digital citizenship best practices support More information
Objectives By the end of the session you will be able to: Discuss the issues between school network filtering and 21st century education Identify the nine elements of Digital Citizenship Describe why MyBigCampus is a useful tool for teachers, schools, students, and parents with regard to Internet safety and digital learning Use MyBigCampus to collaborate with students and other teachers Create assignments, quizzes, and lesson bundles with MyBigCampus Manage cloud-based documents, profiles, and interactions within MyBigCampus
When we limit kids’ access and ignore the problem, they look at school “computing” like this...
Or worse...
Learning doesn’t happen when students are bored - we know this already! So we do what we can to engage them, but are school policies holding us back?
Students generally will use the Internet the way they want to, and access the sites they want to, while away from home (see Yan, 2009). They also spend a lot of time trying to circumvent our best efforts to “protect” them online at school. WHY?
Don’t we want this instead?
What does it mean to be a “Digital Citizen” anyhow? Nine themes of Digital Citizenship (http://www.digitalcitizenship.net/ Nine_Elements.html) Access: Full participation in society Commerce: Buying and selling of goods Communication: Exchange of information Literacy: Understanding appropriate uses of technology Etiquette: Standards of conduct and procedure Law: Responsibility for actions and deeds Rights and Responsibilities: Understanding our digital freedoms Wellness: Physical and psychological well-being in the online world Security and Self-Protection: Precautions to guarantee safety
Why Schools Find it Difficult to Teach Digital Citizenship The Children’s Internet Protection Act (CIPA) is the primary law enforcing filtering on school networks Public schools and libraries must be CIPA-compliant in order to receive Federal E-Rate funds 40% of libraries employ CIPA- required filtering on their networks 100% of schools employ those (See Jaeger & Yan, 2009) same filters
(Mis)Understanding CIPA CIPA dictates that filters block visual imagery on the Internet that is: Obscene Contains child pornography Is “harmful to minors” CIPA compliance (and compliance with the Children’s Online Privacy Protection Act [COPPA]) requires an Internet safety policy that addresses: Limitations on access to inappropriate materials online Safety and security when using electronic mail, chat rooms, and other communication forums Unauthorized access and circumventing of filters through hacking Dissemination of personal information of minors
(Mis)Understanding CIPA CIPA does NOT: Have any impact on teachers or other adults at the school (or library) Prohibit teachers from overriding filtering of sites when needed for educational purposes Require the blocking of social media sites like YouTube, Wikipedia, or Facebook Refer to “inappropriate” text, only imagery Address intellectual property, cyberbullying, plagiarism, or any other ethical issues related to Internet use
Digital Citizenship Hollandsworth, Dowdy, and Donovan (2011) provide an interesting study of what is actually taught at many schools Many are not following state standards, and/or concentrate only on certain things
Online is Different Can we really control everything kids see online? Many schools realize that they can’t Some are implementing digital safety and citizenship curriculum due to state standards and new E- Rate regulations But what does this curriculum look like?
Elements of Complete DC In order to incorporate digital citizenship themes (http://www.digitalcitizenship.net/ Nine_Elements.html) more fully, it is necessary to: Allow full participation and access to communication and sharing to happen online Help students understand context and what is and is not appropriate to share, use, and remix Ensure that students understand issues of public versus private information Ensure that students understand the difference between advertisements and real content Allow students to come to their own conclusions, and help them reflect on why they made those choices Enforce reasonable consequences of inappropriate actions
State Core Standards The Common Core Standards adopted by many states stress digital literacy and the ability to comprehend and apply information in a variety of ways from grade 2 on up (http:// www.corestandards.org/about-the-standards/key-points-in-english- language-arts) So, if we are not exposing students to opportunities to make important discriminations and decisions in the real online space that they occupy beyond school, then we are doing them a disservice
Suggested Reading Children’s Online Privacy Protection Act, 91 U.S.C. §§ 6501-6506 (2010). Children’s Internet Protection Act of 2000, Pub. L. No. 106–554, 20 U.S.C. §§ 6801, 6777, 9134 and 47 U.S.C. § 254. Cooke, L. (2007). Controlling the net: European approaches to content and access regulation. Journal of Information Science, 33(3), 360-376. doi: 10.1177/0165551506072163 Frechette, J. (2005). Cyber-democracy or cyber-hegemony? exploring the political and economic structures of the internet as an alternative source of information. Library Trends, 53(4), 555-575, 664. Hollandsworth, R., Dowdy, L., & Donovan, J. (2011). Digital citizenship in K-12: It takes a village. TechTrends, 55(4), 37-47. doi: 10.1007/s11528-011-0510-z Houghton-Jan, S. (2010). Internet filtering. Library Technology Reports, 46(8), 25-33, 45. Hunter, C.D. (2000). Internet filter effectiveness – Testing over- and underinclusive blocking decisions of four popular web filters. Social Science Computer Review, 18(2), 214-222. doi: 10.1177/089443930001800209 Jaeger, P. T., & Yan, Z. (2009). One law with two outcomes: Comparing the implementation of CIPA in public libraries and schools. Information Technology and Libraries, 28(1), 6-14.
Suggested Reading Lessig, L. (1999). The law of the horse: What cyberlaw might teach. Harvard Law Review, 1999(113), 501-549. Lazarinis, F. (2010). Online risks obstructing safe internet access for students. The Electronic Library, 28(1), 157-170. doi: 10.1108/0246047011023441 Jukes, I., McCain, T., & Crockett, L. (2011). Education and the role of the educator in the future. Phi Delta Kappan, 92(4), 15-21. Jansen, B. A. (2010). Internet filtering 2.0: Checking intellectual freedom and participative practices at the schoolhouse door. Knowledge Quest, 39(1), 46-53. Oxley, C. (2010). Digital citizenship: Developing an ethical and responsible online culture. International School Librarianship: Selected Papers from the IASL Annual Conference, 1-11. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon 9(5), 1–5. Retrieved from http:// www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20- %20Part1.pdf.
Suggested Reading Preston, C.B. (2007). Zoning the internet: A new approach to protecting children online. Brigham Young University Law Review, 2007(6), 1417-1469. Ramaswami, R. (2010). Nothing to LOL about. THE Journal, 37(6), 24-30. Rodden, K. (2003). The Children’s Internet Protection Act in public schools: The government stepping on parents’ toes? Fordham Law Review, 71(5), 2141-2175. Weigel, C., James, C., & Gardner, H. (2009). Learning: Peering backward and looking forward in the digital era. International Journal of Learning and Media, 1(1), 1-18. doi: 10.1162/ijlm.2009.0005 Willard, N. (2010). Teach them to swim. Knowledge Quest: Journal of the American Association of School Librarians, 39(1), 54-61. Yan, Z. (2009). Differences in high school and college students’ basic knowledge and perceived education of Internet safety: Do high school students really benefit from the Children’s Internet Protection Act? Journal of Applied Developmental Psychology, 30(3), 209-217. doi: 10.1016/j.appdev.2008.10.007
Web Resources Balanced Filtering: http://balancedfiltering.org/ Speed of Creativity: http://www.speedofcreativity.org Marc Prensky’s writings: http://www.marcprensky.com/writing Camille Maydonik’s portfolio: http://eportfolio.camilleteaches.com/artifacts/ researchpapers/the-importance-of-digital-citizenship/ CIPA Overview: http://www.fcc.gov/guides/childrens-internet-protection-act Social Media tips from the Federal Trade Commission: http://www.ftc.gov/bcp/edu/ pubs/consumer/tech/tec14.shtm iSafe: http://isafe.org

More Related Content

Intro - digitalcitizens

  • 1. Integrating Digital Citizenship into the Classroom with MyBigCampus Anastasia Trekles Clinical Associate Professor, Purdue University Calumet Board Member, Indiana Computer Educators (ISTE Affiliate) atrekles@purdue.edu
  • 2. Outline Introductions and goals Digital citizenship in your school and classroom MyBigCampus (MBC) for digital citizenship best practices support More information
  • 3. Objectives By the end of the session you will be able to: Discuss the issues between school network filtering and 21st century education Identify the nine elements of Digital Citizenship Describe why MyBigCampus is a useful tool for teachers, schools, students, and parents with regard to Internet safety and digital learning Use MyBigCampus to collaborate with students and other teachers Create assignments, quizzes, and lesson bundles with MyBigCampus Manage cloud-based documents, profiles, and interactions within MyBigCampus
  • 4. When we limit kids’ access and ignore the problem, they look at school “computing” like this...
  • 6. Learning doesn’t happen when students are bored - we know this already! So we do what we can to engage them, but are school policies holding us back?
  • 7. Students generally will use the Internet the way they want to, and access the sites they want to, while away from home (see Yan, 2009). They also spend a lot of time trying to circumvent our best efforts to “protect” them online at school. WHY?
  • 8. Don’t we want this instead?
  • 9. What does it mean to be a “Digital Citizen” anyhow? Nine themes of Digital Citizenship (http://www.digitalcitizenship.net/ Nine_Elements.html) Access: Full participation in society Commerce: Buying and selling of goods Communication: Exchange of information Literacy: Understanding appropriate uses of technology Etiquette: Standards of conduct and procedure Law: Responsibility for actions and deeds Rights and Responsibilities: Understanding our digital freedoms Wellness: Physical and psychological well-being in the online world Security and Self-Protection: Precautions to guarantee safety
  • 10. Why Schools Find it Difficult to Teach Digital Citizenship The Children’s Internet Protection Act (CIPA) is the primary law enforcing filtering on school networks Public schools and libraries must be CIPA-compliant in order to receive Federal E-Rate funds 40% of libraries employ CIPA- required filtering on their networks 100% of schools employ those (See Jaeger & Yan, 2009) same filters
  • 11. (Mis)Understanding CIPA CIPA dictates that filters block visual imagery on the Internet that is: Obscene Contains child pornography Is “harmful to minors” CIPA compliance (and compliance with the Children’s Online Privacy Protection Act [COPPA]) requires an Internet safety policy that addresses: Limitations on access to inappropriate materials online Safety and security when using electronic mail, chat rooms, and other communication forums Unauthorized access and circumventing of filters through hacking Dissemination of personal information of minors
  • 12. (Mis)Understanding CIPA CIPA does NOT: Have any impact on teachers or other adults at the school (or library) Prohibit teachers from overriding filtering of sites when needed for educational purposes Require the blocking of social media sites like YouTube, Wikipedia, or Facebook Refer to “inappropriate” text, only imagery Address intellectual property, cyberbullying, plagiarism, or any other ethical issues related to Internet use
  • 13. Digital Citizenship Hollandsworth, Dowdy, and Donovan (2011) provide an interesting study of what is actually taught at many schools Many are not following state standards, and/or concentrate only on certain things
  • 14. Online is Different Can we really control everything kids see online? Many schools realize that they can’t Some are implementing digital safety and citizenship curriculum due to state standards and new E- Rate regulations But what does this curriculum look like?
  • 15. Elements of Complete DC In order to incorporate digital citizenship themes (http://www.digitalcitizenship.net/ Nine_Elements.html) more fully, it is necessary to: Allow full participation and access to communication and sharing to happen online Help students understand context and what is and is not appropriate to share, use, and remix Ensure that students understand issues of public versus private information Ensure that students understand the difference between advertisements and real content Allow students to come to their own conclusions, and help them reflect on why they made those choices Enforce reasonable consequences of inappropriate actions
  • 16. State Core Standards The Common Core Standards adopted by many states stress digital literacy and the ability to comprehend and apply information in a variety of ways from grade 2 on up (http:// www.corestandards.org/about-the-standards/key-points-in-english- language-arts) So, if we are not exposing students to opportunities to make important discriminations and decisions in the real online space that they occupy beyond school, then we are doing them a disservice
  • 17. Suggested Reading Children’s Online Privacy Protection Act, 91 U.S.C. §§ 6501-6506 (2010). Children’s Internet Protection Act of 2000, Pub. L. No. 106–554, 20 U.S.C. §§ 6801, 6777, 9134 and 47 U.S.C. § 254. Cooke, L. (2007). Controlling the net: European approaches to content and access regulation. Journal of Information Science, 33(3), 360-376. doi: 10.1177/0165551506072163 Frechette, J. (2005). Cyber-democracy or cyber-hegemony? exploring the political and economic structures of the internet as an alternative source of information. Library Trends, 53(4), 555-575, 664. Hollandsworth, R., Dowdy, L., & Donovan, J. (2011). Digital citizenship in K-12: It takes a village. TechTrends, 55(4), 37-47. doi: 10.1007/s11528-011-0510-z Houghton-Jan, S. (2010). Internet filtering. Library Technology Reports, 46(8), 25-33, 45. Hunter, C.D. (2000). Internet filter effectiveness – Testing over- and underinclusive blocking decisions of four popular web filters. Social Science Computer Review, 18(2), 214-222. doi: 10.1177/089443930001800209 Jaeger, P. T., & Yan, Z. (2009). One law with two outcomes: Comparing the implementation of CIPA in public libraries and schools. Information Technology and Libraries, 28(1), 6-14.
  • 18. Suggested Reading Lessig, L. (1999). The law of the horse: What cyberlaw might teach. Harvard Law Review, 1999(113), 501-549. Lazarinis, F. (2010). Online risks obstructing safe internet access for students. The Electronic Library, 28(1), 157-170. doi: 10.1108/0246047011023441 Jukes, I., McCain, T., & Crockett, L. (2011). Education and the role of the educator in the future. Phi Delta Kappan, 92(4), 15-21. Jansen, B. A. (2010). Internet filtering 2.0: Checking intellectual freedom and participative practices at the schoolhouse door. Knowledge Quest, 39(1), 46-53. Oxley, C. (2010). Digital citizenship: Developing an ethical and responsible online culture. International School Librarianship: Selected Papers from the IASL Annual Conference, 1-11. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon 9(5), 1–5. Retrieved from http:// www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20- %20Part1.pdf.
  • 19. Suggested Reading Preston, C.B. (2007). Zoning the internet: A new approach to protecting children online. Brigham Young University Law Review, 2007(6), 1417-1469. Ramaswami, R. (2010). Nothing to LOL about. THE Journal, 37(6), 24-30. Rodden, K. (2003). The Children’s Internet Protection Act in public schools: The government stepping on parents’ toes? Fordham Law Review, 71(5), 2141-2175. Weigel, C., James, C., & Gardner, H. (2009). Learning: Peering backward and looking forward in the digital era. International Journal of Learning and Media, 1(1), 1-18. doi: 10.1162/ijlm.2009.0005 Willard, N. (2010). Teach them to swim. Knowledge Quest: Journal of the American Association of School Librarians, 39(1), 54-61. Yan, Z. (2009). Differences in high school and college students’ basic knowledge and perceived education of Internet safety: Do high school students really benefit from the Children’s Internet Protection Act? Journal of Applied Developmental Psychology, 30(3), 209-217. doi: 10.1016/j.appdev.2008.10.007
  • 20. Web Resources Balanced Filtering: http://balancedfiltering.org/ Speed of Creativity: http://www.speedofcreativity.org Marc Prensky’s writings: http://www.marcprensky.com/writing Camille Maydonik’s portfolio: http://eportfolio.camilleteaches.com/artifacts/ researchpapers/the-importance-of-digital-citizenship/ CIPA Overview: http://www.fcc.gov/guides/childrens-internet-protection-act Social Media tips from the Federal Trade Commission: http://www.ftc.gov/bcp/edu/ pubs/consumer/tech/tec14.shtm iSafe: http://isafe.org

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