Digital Footprint & Digital Citizenship

Teaching students about digital citizenship begins with teaching them about their digital footprint. Before students will buy into digital citizenship, they need to understand that everything they do or post on the internet leaves a trace. What's more, they need to learn this as early as possible because our students, before even entering school, are immersed in technology. I would argue that any child interacting in a digital environment needs to learn digital citizenship appropriate to their age level (Davis & Lindsay, 2010). For example, young children using FaceTime or Skype need to know about the dangers of communicating with strangers on the Internet.

It is interesting to think about my own digital footprint, as I believe that would be an effective way to demonstrate the importance of good digital citizenship. Teachers must "lead by example" when it comes to digital citizenship (Davis & Lindsay, 2010). I have seen teachers post a private photo to Facebook and ask for likes to prove that nothing is private. Students can't necessarily grasp how vast the digital world is so allowing them to make a meaningful connection to seeing their teacher on Facebook or doing a google search of their teacher might make a stronger impression.

My digital footprint probably started in high school or college, before the term "digital citizenship" existed (at least to my knowledge). When I was in college, Facebook was launched and I was a little suspicious. It took many friends to wear down my resolve to not join the site. However, I did and my suspicions probably protected me; I was very cautious about what I posted. I do have an opinionated, but respectful presence on Facebook. I have a few professional blogs, a web quest, and a classroom website. Knowing what I do know about my digital footprint and digital citizenship, I feel content with what I have contributed to the digital community.

Teaching digital citizenship has become a major responsibility for educators. We need to guide children to value technology and the Internet to communicate, collaborate, create and think critically (Blair, 2012). Students need to learn to navigate online safely and ultimately, independently. Though we can monitor them while they are at school, students spend many hours on technology outside of school. They need to internalize and transfer those codes of conduct from one environment to another, realizing that everything on the Internet is connected.

Respect, Educate and Protect

References

Blair, N. (2012) Technology Integration for the New 21st Century Learner. Retrieved from http://www.naesp.org/

Common Sense Education. Digital citizenship poster for middle and high school classrooms. Retrieved from https://www.commonsensemedia.org/educators/middlehigh_poster

Davis, V. & Lindsay, J. (2010). Navigate the digital rapids. Learning & leading with technology. Retrieved from http://www.flatclassroomproject.org/file/view/DigitalCitizenship_Mar2010.pdf

Ribble, M. (2012). Nine elements: Nine themes of digital citizenship. Retrieved from http://www.digitalcitizenship.net/Nine_Elements.html

Reflection: The Role of Tech Integration Specialist

Technology is a powerful tool that can be used to personalize instruction and enhance learning for our students. Our students are considered "digital natives", where technology is embedded into their daily lives (Prensky 2001). Computers, smart phones, tablets, and gaming devices are basically extensions of their hands! Most children enter school proficiently using these technological tools to play, create, and communicate with others.

Educators should capitalize on students’ interest in technology to tailor instruction to individuals. Students shouldn’t have to “power down” or feel demotivated when they come to school (Prensky, 2001, p. 3). Schools do not all have access to the same resources, but regardless of the available tools, the primary role of a technology integration specialist is still to teach. They must be prepared to work with both students and educators in order to implement technology effectively and prepare students for learning in the 21st century.  According to Harven (2014), technology integration specialists must also be prepared to "start changing habits and thinking about learning in a way that is a little more independent and self-directed." Technology integration specialists must have a vision for the future and support teachers as education shifts in this forward-thinking direction (Harven 2014).

References
Harven, M. (2014). The Changing Role of the Technology Integration Specialist. Retrieved from http://edtechtimes.com/2014/10/30/new-technology-integration-specialist/


Prensky, M. (2001). Digital natives, digital immigrants. Retrieved September 12, 2014, from http://www.marcprensky.com/writing/