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Digital Citizenship - Framework for Teaching Digital Citizenship

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					Digital Citizenship - Framework
for Teaching Digital Citizenship


                          Mike Ribble
    Instructional Services Coordinator
                  College of Education
               Kansas State University
How are we to determine what is considered
appropriate - and what is not?

And if we have trouble determining what is
appropriate, how will our children and students
make that determination?

Will our definition of what is appropriate change
over time, or in the next generation?
                     logy LearningFrame workfor Teaching Digital
     Four-Stage Techno
                            Citizenship



                                       1. Awareness


                (continuous process)


4. Evaluation                                           2. Understanding
                                  Digital Citizenship
                                      Reflection




                                        3. Action
1. Awareness -- knowledge of technology and how it affects others and myself.

Many people use technology without having even a basic awareness of the
purpose of a digital technology.
Students need to “see themselves” using technology before using it.
Without awareness, many problems emerge without users realizing it.

Questions:
Do I recognize when there is an issue of inappropriate use of
         technology? Why or why not?
Have I considered the appropriateness of my actions? Why or why not?
Can I differentiate which of my actions are considered misuse or abuse?
         Why or why not?
Am I aware of the implications of my actions when using technology?
         Why or why not?
2. Understanding -- ability to grasp the uses of technology that
are considered appropriate or inappropriate.

Once there is awareness of how a technology works, then users need
to identify which uses are considered misuse or abuse to better understand
appropriate technology use. Users need to have an idea of the outcome
of their actions prior to it happening.

Questions:
Am I violating laws, policies, or moral codes by using technology in this
         way? Why or why not?
Have I seen, read, or heard of similar situations? What was the
         outcome?
         Does Digital Citizenship provide direction for determining the
         appropriateness of my actions? How?
3. Action -- using technology in the most appropriate way
with the information available.

Being able to use technology by understanding its implications to others and
self is a critical process in Digital Citizenship. Too often users only are
concerned with this stage without reflecting on the other parts of
Four-Stage Technology Learning Framework. But by moving through
the earlier stages they and others around them can have a better experience
using technology.

Questions:
Given the information available, have I made the best decision in this
         situation? Why or why not?
How would others, who I respect, act in a similar situation?
Do the tenants of Digital Citizenship support my action in this situation?
         Why or why not?
4. Evaluation -- thinking about how technology was used and determining
if it was appropriate.

It can be difficult to “go back” and think about one’s actions after they occurred.
It is a necessary part of the process to decide if the user was correct or not.
Without time to contemplate, this action will most be the same action in the future.

Questions:
Am I satisfied with my decision? Why or why not?
Am I satisfied with the outcome of the situation? Why or why not?
Did my behavior have a positive or negative influence on others? Why?
Do I go back and evaluate how I used the technology and look for
          changes that might be considered for the future? Why or why not?
Do I think about the nine areas of digital citizenship and see if there are
          improvements that should be evaluated? Why or why not?
Digital Reflection:
Using the Four-Stage Technology Learning Framework
for Understanding Digital Citizenship

Lisa’s Birthday Present

Lisa wants a cell phone. She feels “out of touch” with her friends because they
“all have cell phones and they want to keep in touch with her.” Lisa’s parents are
concerned about having their daughter act responsible when using a cell phone.
They have seen friends’ children use cell phones inappropriately on numerous occasions
(e.g. talking to their friends when they are with their parents, talking loudly in public,
taking pictures without people’s permission). They are especially concerned about
safety issues (such as driving a car while using a cell phone). After careful thought,
Lisa’s parents decide to buy her a cell phone for her upcoming sixteenth birthday.

As Lisa’s birthday gets closer they go out and begin to look at different phones and
wireless plans. Lisa would like a small cell phone with a built-in camera so that she can
take pictures of her friends. Her parents are not sure if having a phone with a camera is
a good idea, but their price is almost the same as the regular cell phones. On her birthday,
Lisa’s parents present her with the cell phone. But they make one request. Before she
begins using the cell phone, she must follow the Four-Stage Learning Framework
(engage in Digital Reflection) before using her cell phone on a regular basis.
                     logy LearningFrame workfor Teaching Digital
     Four-Stage Techno
                            Citizenship



                                       1. Awareness


                (continuous process)


4. Evaluation                                           2. Understanding
                                  Digital Citizenship
                                      Reflection




                                        3. Action
Stage 1: Awareness
After Lisa receives the cell phone, Lisa’s parents sit down
with her and discuss their excitement as well as their
concerns about having a cell phone. They provide Lisa with
information about cell phone usage and they take time to
discuss their concerns that include etiquette as well as driving
safely when using the cell phone. They identify websites such
as www.cellmanners.com/ and
www.cellphonesafety.info/five-steps.html that will allow Lisa
to become more aware of the issues related to cell phones.
They identify specific expectations of her behavior when using
the cell phone. Her parents take her back to the company
where they purchased the phone. They let Lisa ask questions
and listen carefully to the conversation. Lisa and her parents
also speak to other parents and friends who use cell phones.
Stage 2: Understanding
As Lisa and her parents learn more about the cell phone
technology, they began to talk about the implications of her
Digital Citizenship behavior. The conversation focuses on
appropriate and inappropriate uses of the cell phone.
However, they stress appropriate ways of using the cell phone
rather than over-focus on the negative. Next, they ask Lisa
find the policies of her school concerning cell phone use.
Basically, they want her to find out if she can take it to school
(when, where, how, etc.). Lisa brings home the Acceptable
Use Policy (AUP) that deals with cell phone use on school
property. They engage in a series of conversations dealing
with scenarios (situations) where they ask her to indicate
how she will use the cell phone in school and with her friends.
The purpose of the conversations is to ensure that she has a
good grasp of the issues and that her friends may not always
be good role models.
Stage 3: Action
Lisa’s parents begin to allow her to use her phone on a
limited basis. They make it a point to discuss school events
and ask her to reflect on previous conversations dealing with
cell phone use. Lisa relates how she is using the cell phone.
She freely discusses some of her mistakes such as forgetting
to turn her cell phone to vibrate when she is having a private
conversation. Lisa’s parents try not to be overly harsh and
assure her that this is a learning process. They indicate that
they have made similar mistakes when they got their cell
phone.
Stage 4: Deliberation
Lisa is granted more privileges because she proves herself
to be responsible. Lisa and her parents sit down and talk about
her use of the cell phone on a weekly basis. They discuss how
she feels when using the phone. They also talk about how
others use cell phones and examine situations (scenarios) that
constitute misuse and abuse. Lisa’s parents ask Lisa to keep
a short diary dealing with cell phone use. They ask her to
record her cell phone behavior for two weeks. Lisa’s parents
ask her to think about mistakes or any bad habits she has
developed and how she plans to avoid future mistakes.
Lisa continues to get additional privileges because she is
becoming responsible. Digital Reflection and parental guidance
appear to be strategies that help her in refining her
Digital Citizenship behavior.
                     logy LearningFrame workfor Teaching Digital
     Four-Stage Techno
                            Citizenship



                                       1. Awareness


                (continuous process)


4. Evaluation                                           2. Understanding
                                  Digital Citizenship
                                      Reflection




                                        3. Action
For additional information visit our website at:
http://coe.ksu.edu/digitalcitizenship

Thank you for your attention - What questions
do you have?

				
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posted:3/12/2012
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