Digital citizenship and tech tools

Throughout Modules 1-3 of the previous course Digital Citizenship: Core Concepts & Practice (SYBDCC002), a range of digital tools and platforms were identified as either supporting the development of positive digital citizenship behaviours and disposition, or leveraging poor ethical, social, intellectual, and emotional behaviour, actions and decision-making of young people as individuals in socially-networked communities (with Twitter, WhatsAppYik-Yak, Snapchat, Kik Messenger, and Neknominate, just to name a few).

One challenge in schools, is demonstrating to school leadership, teaching staff and parents, that access to a range of digital tools as part of a student’s school education is essential in helping them develop the knowledge and understandings, and skills and dispositions which we explored at length in the SYBDCC002 course. One way of doing this is to provide positive examples of what teachers are currently doing in practice with students.

In Module 3 of your previous course, you conducted a digital citizenship audit of the curriculum in one learning area for a particular grade band/level. The matrix you developed identified how a number of Ribble’s (2011) nine elements and ICT capabilities can be integrated into one or more parts of the curriculum. By applying this same process across learning areas and grade levels, you will over time develop a whole-school based digital citizenship content and skills matrix.

The next step in developing this matrix is to identify potential digital tools to support the teaching of each these digital citizenship knowledge and skill outcomes. The element of ‘digital literacy’ is fundamental to the development of your school’s digital citizenship matrix.

Selecting examples of digital tool integration

To gain ideas of the different ways that teachers in your school can integrate digital tools into the curriculum, explore some of the following examples.


READ and EXPLORE

Carey, J. (March 26, 2014). How to infuse digital literacy throughout the curriculum. Powerful Learning Practice. 

Davis, V. (February 19, 2015). A guidebook for social media in the classroom. Edutopia. 

Cassidy, K. (Jan 9, 2014). Technology in the classroom: Embrace the bumpy ride! Powerful Learning Practice.

Holland, B. (March 25, 2014). Beyond blocking: Social media schools. Edudemic.

Kharbach, M. Teachers Guide to Teaching Using Social Media, Educational Technology and Mobile Learning. 

American Association of School Librarians (AASL). (2011-2015). Best websites for teaching and learning, AASL blog. (NB: there are multiple entries detailing the features and application of a range of web tools here, so there is a lot to explore!)

Digital Futures in Teacher Education (DeFT). (2012) Case studies in school settings, Examples of Practice.

From this selection, identify potential ‘case studies’ of practice that you can share with teachers of different learning areas and grade levels in your school. These can be used to start conversations with a specific faculty or grade level team, or with an individual classroom teacher about the learning design of curriculum units that include the explicit teaching of digital citizenship elements.

Explore recommendations posted to our #sybadigcit tweetfeed for further examples of teaching digital citizenship across curriculum areas and grade levels as required.


In the next section of Module 1, we will explore the functionality of digital tools, and the process of selecting digital tools to best address learning outcomes.