As mentioned previously in this course, the development of a whole school Digital Citizenship Policy and Program cannot be undertaken by one or two people. It needs a committee to take carriage of the policy and program development, implementation and evaluation process. It would be expected that the committee membership be maintained for up to a three-year period to oversee the entire process.
This involves a carefully planned process of awareness-raising, consultation, document drafting, and program design, with a series of feedback loops throughout.
Read School Technology Branch, Alberta Education. (2012). Digital citizenship policy development guide. Edmonton, AB: Alberta Education.
Take particular note of Chapters 3, 4 and 5.
Also complete the online Digital Citizenship Needs Assessment Tool - you may wish to invite a few other stakeholders to complete this to gain a sense of where the major gaps are in terms of your school's policy and program needs.
Based on your analysis of the policies in Module 2 of the previous course, your reading of the Alberta digital citizenship policy guidelines, and completion of the Alberta Digital Citizenship Needs Assessment Tool, share your findings with your school’s leadership team and teaching colleagues. In particular, target those who are (or should be) responsible for the development, implementation and/or evaluation of school-based policies that have some relation the content of a digital citizenship policy.
Discuss with your school leadership the need to develop a Digital Citizenship Program Planning committee or working party.
Chapter 4 of the Alberta Education’s (2012) Digital citizenship policy development guide provides an excellent framework for exploring the development of a school-based digital citizenship policy based on Ribble’s (2011) nine elements.
Note Alberta’s inclusion of two additional elements, cloud computing and BYOD. Including these as two additional elements is debatable. One could argue that some aspects of cloud computing and BYOD should be addressed in the school’s technology and networking policy, and AUP, with the introduction of cloud computing and BYOD across the school’s curriculum being integrated within each of the nine elements.
Use the questions listed in Chapter 4 of the Alberta Education’s (2012) Digital citizenship policy development guide under the ‘Policy Considerations’ and ‘Policy Questions’ sections for each element to inform a series of regular meetings of the Digital Citizenship Program Planning committee. Expect this to take a minimum of one school term, e.g., Term 1, 2016.
Concurrently, work with learning area and grade level teams to continue the audit process you were exposed to in Module 3 of the SYBDCC002 course. Replicate this same process with other learning areas and year level bands to undertake a comprehensive school-based curriculum audit. Expect this to take a minimum of two terms, e.g., Terms 1 and 2, 2016.
Continue to use the template from SYBDCC002 Module 2 to create one page briefs on the range of digital citizenship issues that your Committee identifies as a priority for your school to address. This will continue the aware-raising process with the whole school community.
Well done! You have just completed Module 3 and are well on your way to designing a plan for digital citizenship policy development for your school.
In our final week of this course (Week 4), you will be given an opportunity to document how your learning in the past 3 weeks will inform the development of digital citizenship policy and programs in your school, including a clearly articulated plan for policy development in the coming year.
You just have one more task to do. Submit your course documentation for assessment at the end of Week 4. Click on the assessment link for details regarding submission requirements to complete this course. Please email Lyn Hay directly on firstname.lastname@example.org if you require further clarification or need help with meeting course outcomes.