We know that AITSL Professional standard (4.5) tells us we have to use ICTs safely responsibly and ethically but where does our professional and personal lives divide?
Digital citizenship is more than just using the computer, we are engaging with others and knowing how to do that I believe to be the foundation of digital citizenship as previously mentioned in past blogs.
David reminded us in EDC1300 that a digital citizen commonly refers to a person utilizing information technology (IT) in order to engage in society, politics, and government participation or digital citizenship means the ability to use technology safely, responsibly, critically, and pro-actively to contribute to society.
I am not sure how many of us know to engage in society and politics in a pro-active and critically responsible manner in the first place. How many times in social media do we see people voicing their opinion as their right without considering the negative impact it may have on others. We as adults are the example. Children learn what they see.
If we are to use a participatory teaching method as encourage to in the Pyramid Learning we need to know what we are doing and know how to develop digital leadership. I know we have enough to do but its not going away and if we students keep getting ‘access denied’ instead of learning how to manage their learning they will switch off as posted by shirleyayres blog focusing on social care and social media. When I read her words as she shared Mike Clarke’s 10 social media tips I was forced to think how this related to the classroom. We want our students to be connected and blog with each other so we need to keep on top of that learning forum. If we don’t or can’t then we will not meet our learning outcomes of digital citizenship at all.
Connect.ed has some very interesting perspectives but as Nadine shared not much was new although I did find some usable formative quizzes for the classroom. I was reawakened to the amount of information that exists in a connected world. I think ignorance allows way too much information to be shared and it is unnecessary. Everything being traceable is not a good thing. Allowing too much of ourselves to be available is not a good thing as human beings are not as honest and compassionate as we might like to think.
Lauren‘s posting on cyber-bullying and terminology made me think about how much we focus on things that can be obscure. It is good to have lessons on safety and how to talk to others online and I would love this lesson to part of an enrollment phase of Facebook HOWEVER students are incredibly mean, aggressive and bully in public at school. Of course this will be magnified once in the safety of their private walls where they think they can get away with more with fewer consequences.
After trying to deal with the situation themselves, students being bullied are told to report the situation which is essential but often only takes the situation outside of the school grounds. What is the answer?
I am not sure as we can only educate the child and not the people in the influencing environment the children deal with every day. The Australian Curriculum includes social, emotional and ethical outcomes and I guess that is a start.
Interesting that we are told to support ICTs and yet most classes I have come across have about 5 desktops, a teachers laptop and an interactive whiteboard. The iPad/android and even cameras are shared or teachers personally bring their own in. To use what is there within the classroom and manage the limitations of Ed. Qld’s security where students can’t access sites on the internet without the “Access Denied” message I have found challenging whilst planning.
Kelvin shared a link supporting ideas when using an interactive whiteboard and I need to find ways to get students to connect with each other within the system and learn how to use ICTs in a ‘pretend’ environment. Remote areas require that ‘pretend’ environment so they understand how to connect and interact electronically, I just didn’t think that city students might be in a similar situation.
In Week 5 on the learning path, Vicki Farwell’s recording of Module 2 was shared. Its funny how when you go over works things stand out in a way that suggests you have never seen it before. It has given me a mud map of how to organise my thoughts so I can write up my Unit.
- A learning experience is not a lesson
- Unit planning is planning to teach
- Learning experiences are made up of sequenced collections of activities (sets of lessons).
- Part 1-Student activities and Part 2 – Teaching strategies
- Curriculum and assessment first (Backward Design)
- Sequential learning from least complex to most complex
- Use pedagogical framework 5Es, TPACK (AC and strand, scaffold inquiry based and ICT tools to achieve aim) use alongside, Inquiry based learning to gather formative assessment on top of other written records and to encourage discussion and K and U learning .
- Teaching delivery- explicit instructions
So to achieve the English strand mentioned in a previous blog I have decided I want the student to connect in social learning using ICTs. Constantly flipping back to the ICT choices from the Padogogical Wheel gives me options of how these AC strand outcomes can be achieved.
I had to start again with only days to go and the perfect place to start is by following Allanah’s example and go back to the learning path from Week 5 to Week 6. There is no point even touching Week 7 until I have finished Assignment 2.
Mr P’s ICT blog gave me some good workable ideas for students recording their reading. The ideas are still rotating in my head so with a bit of organisation, as posted through Debbie’s thoughts on managing digital clutter, I might make it through.
I tweeted this wheel about a month ago but I have no time for tweeting and reading such tweets at this time. I went to find it in my files but could not remember what it was called. The Padagogical wheel Shireen shared actually came from Edudemic and was a play on words, hence not coming up when I keyed in Pedagogical wheel.