Digital Footprint App
"In an attempt to steer the conversation towards youth and adults alike, I created an Android App accessible on Google Play."
"The purpose of the App is to bring awareness and knowledge into the hands of all generations. Awareness equates to understanding how the digital world works; understanding that whether we engage frequently or very little online, we all have a digital footprint.
Knowledge arms people with the ability to navigate online, in apps, and through social media in a healthy and positive way. I believe as an educator, it is my duty to teach each child what it means to be a good citizen. I teach them morals and expectations within citizenship. They leave my classroom with an understanding and the knowledge to be an influential citizen. Likewise, it is my duty to teach students all aspects of digital citizenship. One important aspect is digital footprints. The idea that everything we do, say, search, or buy is tracked and linked to our very own digital footprint."
Knowledge arms people with the ability to navigate online, in apps, and through social media in a healthy and positive way. I believe as an educator, it is my duty to teach each child what it means to be a good citizen. I teach them morals and expectations within citizenship. They leave my classroom with an understanding and the knowledge to be an influential citizen. Likewise, it is my duty to teach students all aspects of digital citizenship. One important aspect is digital footprints. The idea that everything we do, say, search, or buy is tracked and linked to our very own digital footprint."
Continue reading below for more insight on the background of this app:
To download the App on your Android device (not yet available for Apple products) click on ---> Digital Footprints
Explanation of Digital Footprints App
Week 11 Fake News and Media Literacy
What is media literacy's role in our world today? A media illiterate person may feel easily persuaded by enticing deals and advertisements. They might read an article on Facebook and believe the first sponsored news post they see. Media persuasion is the pulling force behind this person's thoughts, beliefs, and purchases.
We can equip our future generations with the tools and ability to weed out good and bad media. Some websites such as, Teachinginctrl.org are already putting easy resources on the web with the student in mind. I do believe it is our duty as educators to help students understand the red flags of media and their own media biases. In a world where our online history is compiled into data that helps businesses and news articles reach their targeted audience, we need to help equip students with ways to navigate this (Belu, 2017).
As quoted from Jason Ohler, "Whether our children are consuming or producing media, they should be able to distinguish entertainment from journalism, and opinion from factual presentation. They should be able to effectively inquire about a news source’s agenda and means of presentation."
I whole agree with this as they won't know this is out there unless explicitly taught. The out poor of fake news each day is enough to fool even the most competent. We are easily swayed and discouraged by media simply because we put ourselves into our own media bubble. We see and hear the things that attract us the most (Ohler, 2017). Teaching students to be aware of this bias is enough to help them navigate through the online, media-filled world.
We can equip our future generations with the tools and ability to weed out good and bad media. Some websites such as, Teachinginctrl.org are already putting easy resources on the web with the student in mind. I do believe it is our duty as educators to help students understand the red flags of media and their own media biases. In a world where our online history is compiled into data that helps businesses and news articles reach their targeted audience, we need to help equip students with ways to navigate this (Belu, 2017).
As quoted from Jason Ohler, "Whether our children are consuming or producing media, they should be able to distinguish entertainment from journalism, and opinion from factual presentation. They should be able to effectively inquire about a news source’s agenda and means of presentation."
I whole agree with this as they won't know this is out there unless explicitly taught. The out poor of fake news each day is enough to fool even the most competent. We are easily swayed and discouraged by media simply because we put ourselves into our own media bubble. We see and hear the things that attract us the most (Ohler, 2017). Teaching students to be aware of this bias is enough to help them navigate through the online, media-filled world.
Resources
Belu, A. 2017. The Massive Data Collection by Facebook. Retrieved from https://dataethics.eu/en/facebooks-data-collection-sharelab/
Ohler, J. 2017. What's the real problem with fake news? We're wired to believe it. Retrieved from http://www.jasonohlerideas.com/so/bLsRvcxf#/main
https://www.teachinctrl.org/lessons/mediabetweenlines.php
Week 9 Cyber Bullying
It is easy to hide behind a device and lose empathy or compassion for another person. It can be even easier to assume only juvenile’s are engaging in this behavior. Cyber bullying transcends real-life bullying into a new source of aggression. With the rise of new technology and apps, youth and adults have found alternate ways to purposefully harm someone else.
Ms. Nancy Willard described cyber bullying using the term, “digital aggression (Almansi, 2011).” Personally, this term seems more socially acceptable because it matter-of-factly states the emotion. We can often assume cyber bullying only entails teens and pre-teens, but the term digital aggression encompasses a larger audience. I immediately identify moments in my life that I have seen another adult become aggressive and hysterical through an online medium. It is important to note that the adult in this scenario is equally at fault for cyber bullying as a teenager. Yet, adults do not identify with cyber bullying, which is why the digital aggression term seems more fitting.
Cyber bully, or digital aggression, come from a lack of empathy and the extreme ease of use to send a message or picture.
What is the school’s role in this new-age dilemma? Considering school is a place where kids should feel safe and supported inside those walls, cyber bullying, just like real-life bullying, can hinder this. School’s should be doing their best to educate and inform their students on cyber bullying. Stop the problem before it happens-arm them with knowledge. Of course, in situations when that isn’t enough, Ms. Willard suggest the following for school officials (Willard, 2012):
• School nexus or impact. Is there a nexus between the off-campus online speech and the school community and an impact that has occurred, or is foreseeable, at school?
• Reasonably Foreseeable. If an impact has not occurred, can you point to specific reasons why an impact at school is reasonably foreseeable?
• On-campus. Have you asked about associated on-campus hurtful actions and checked the time when postings were made or messages were sent to determine whether these were made by students while at school?
• Disruption of school or interference with rights of students. Has, or could, the impact interfere with important rights or interests of other students, specifically, to receive an education and to be safe at school? If the speech has targeted a staff member, has there been an impact on the delivery of instruction to students, or is this reasonably foreseeable?
• Material and substantial. Has the impact on the other student or students been severe and pervasive, or is this reasonably foreseeable?
• Fair, full, and objective investigation. Have you conducted a fair, full, and unbiased investigation, including an assessment of the possibility that the student who posted the hurtful material online has been the recipient of hurtful behavior at school? If a staff member has been targeted, has the investigation been conducted by someone who is not aligned with the school?
• Restorative Intervention. Is the proposed intervention grounded in restoration and directed at ensuring that all parties involved get back onto a healthy positive track?
Ms. Nancy Willard described cyber bullying using the term, “digital aggression (Almansi, 2011).” Personally, this term seems more socially acceptable because it matter-of-factly states the emotion. We can often assume cyber bullying only entails teens and pre-teens, but the term digital aggression encompasses a larger audience. I immediately identify moments in my life that I have seen another adult become aggressive and hysterical through an online medium. It is important to note that the adult in this scenario is equally at fault for cyber bullying as a teenager. Yet, adults do not identify with cyber bullying, which is why the digital aggression term seems more fitting.
Cyber bully, or digital aggression, come from a lack of empathy and the extreme ease of use to send a message or picture.
What is the school’s role in this new-age dilemma? Considering school is a place where kids should feel safe and supported inside those walls, cyber bullying, just like real-life bullying, can hinder this. School’s should be doing their best to educate and inform their students on cyber bullying. Stop the problem before it happens-arm them with knowledge. Of course, in situations when that isn’t enough, Ms. Willard suggest the following for school officials (Willard, 2012):
• School nexus or impact. Is there a nexus between the off-campus online speech and the school community and an impact that has occurred, or is foreseeable, at school?
• Reasonably Foreseeable. If an impact has not occurred, can you point to specific reasons why an impact at school is reasonably foreseeable?
• On-campus. Have you asked about associated on-campus hurtful actions and checked the time when postings were made or messages were sent to determine whether these were made by students while at school?
• Disruption of school or interference with rights of students. Has, or could, the impact interfere with important rights or interests of other students, specifically, to receive an education and to be safe at school? If the speech has targeted a staff member, has there been an impact on the delivery of instruction to students, or is this reasonably foreseeable?
• Material and substantial. Has the impact on the other student or students been severe and pervasive, or is this reasonably foreseeable?
• Fair, full, and objective investigation. Have you conducted a fair, full, and unbiased investigation, including an assessment of the possibility that the student who posted the hurtful material online has been the recipient of hurtful behavior at school? If a staff member has been targeted, has the investigation been conducted by someone who is not aligned with the school?
• Restorative Intervention. Is the proposed intervention grounded in restoration and directed at ensuring that all parties involved get back onto a healthy positive track?
Lesson Plan for teaching the four types of bullying:
https://static1.squarespace.com/static/50b88908e4b012760ada1011/t/530a7d3fe4b064ec81ac992c/1393196351353/bully.pdf
Week 8 Common Sense Media
It is the resources that have done the work for you that make teaching digital citizenship lessons productive and efficient. They pave the pathway and provide the content in a student, teacher, and parent friendly manner. One of those trusty resources is called Common Sense Media.
CSM prides itself in the following core areas:
1. It helps families make smart media choices
2. Provides high quality digital literacy and citizenship programs.
3. They work with policy makers, business leaders, and other advocates in ensuring a healthy and equal education for all.
4. Sanity, not censorship-- teaching kids a healthy approach to media
Common Sense Media goes the extra mile to help parents and teachers adequately educate the youth. A few ways that this website helps achieve this is by:
1. providing ratings and reviews for various educational apps/websites.
2. Games, activities, and lessons help build a solid digital citizenship curriculum that can be taught at any age K-12
3. Expert advice helps teachers learn about various topics without having to do all the research themselves-- time saver!
This website offers resources for different ages in game and interactive formats. These are a few resources that were listed on Common Sense Media, or were found through my own research:
1. Digital Passport
This website is intended for grades 3 through 5, but I am curious how it might work with 2nd grade. I would think that a program like this would be appropriate for 2nd graders towards the end of the year, assuming they have had online exposure already.
2. Digital Compass
Intended for middle school ages. This program has students interact with digital dilemmas and learning how to make the right choice in the digital world.
3. Webonauts, Brian Pop
This website offers 3 different games/resources that children can explore. These don't seem as engaging as the latter, but they do target digital citizenship skills and healthy habits online.
4. FBI safe online surfing
Intended for 3 through 5. This explores more concrete concepts like how to navigate online web pages or search engines. Still a great tool to make learning and retaining this information more fun.
Every resource mentioned above has done the hard work of making a modern concept easier to teach. We have the activities and games at our finger tips. As 21st educators, we need to find the confidence in giving our students these opportunities to learn. It starts with something small, like giving parents the Common Sense Media link and opening that conversation. It helps to know that there is one resource out there, like CSM, that has every answer to a question a student, teacher, or parent may have. Digital citizenship lessons don't have to feel daunting thanks to resources like Common Sense Media.
CSM prides itself in the following core areas:
1. It helps families make smart media choices
2. Provides high quality digital literacy and citizenship programs.
3. They work with policy makers, business leaders, and other advocates in ensuring a healthy and equal education for all.
4. Sanity, not censorship-- teaching kids a healthy approach to media
Common Sense Media goes the extra mile to help parents and teachers adequately educate the youth. A few ways that this website helps achieve this is by:
1. providing ratings and reviews for various educational apps/websites.
2. Games, activities, and lessons help build a solid digital citizenship curriculum that can be taught at any age K-12
3. Expert advice helps teachers learn about various topics without having to do all the research themselves-- time saver!
This website offers resources for different ages in game and interactive formats. These are a few resources that were listed on Common Sense Media, or were found through my own research:
1. Digital Passport
This website is intended for grades 3 through 5, but I am curious how it might work with 2nd grade. I would think that a program like this would be appropriate for 2nd graders towards the end of the year, assuming they have had online exposure already.
2. Digital Compass
Intended for middle school ages. This program has students interact with digital dilemmas and learning how to make the right choice in the digital world.
3. Webonauts, Brian Pop
This website offers 3 different games/resources that children can explore. These don't seem as engaging as the latter, but they do target digital citizenship skills and healthy habits online.
4. FBI safe online surfing
Intended for 3 through 5. This explores more concrete concepts like how to navigate online web pages or search engines. Still a great tool to make learning and retaining this information more fun.
Every resource mentioned above has done the hard work of making a modern concept easier to teach. We have the activities and games at our finger tips. As 21st educators, we need to find the confidence in giving our students these opportunities to learn. It starts with something small, like giving parents the Common Sense Media link and opening that conversation. It helps to know that there is one resource out there, like CSM, that has every answer to a question a student, teacher, or parent may have. Digital citizenship lessons don't have to feel daunting thanks to resources like Common Sense Media.
Week 7 Digital Citizenship Program Tools
If I could create the perfect resource that would target K through 2, it would be attractive to both student and teacher, practical, rich content, and engaging. This resource would have an interactive game as the delivery method. Students would be required to interact with the game by answering questions, watching videos, writing/typing answers, and move up levels. At the early ages, I believe we should be arming them with information about healthy habits with technology. By this age, they can be so well adapted to an Ipad that it is our job to show them that these techs require healthy habits, just like vegetables and candy.
Digital Passport has begun to target my ideal program by offering students ages 3 through 5 the chance to explore digital citizenship through a game-- and it's free!
Digital Passport has begun to target my ideal program by offering students ages 3 through 5 the chance to explore digital citizenship through a game-- and it's free!
The number of resources already available on the internet to teach digital citizenship is a good start. Many only target older kid, such as the Digital Driver's License program. Students learn about the nine elements of digital citizenship through self-paced modules and assessments. These were created by Mike Ribble and then adapted by the Kentucky Department of Education into the Digital Driver's License program.
In pursuit of finding programs appropriate for younger children, I found few and far between. Many of them seem like low-budget made games that can quickly lose it's novelty. I was surprised to find AT&T offers a program for kids about digital safety. This is a good start moving forward seeing that a big company is answering the societal conundrums with technology. When big companies, who promote addictive technology use. begin to provide healthy resources we may start to see the awareness it deserves.
Founded by PBS, Webonauts is another resource that uses a game format to teach digital healthy habits. Students ages 7 and up can explore an outerspace world by navigating through safe and responsible online behaviors. They use the motto: observe, respect, and contribute to mitigate wrong from right.
Other research pointed me towards blogs, ideas, and articles written around 2014. I was unimpressed with the lack of new and current resources that could be used as tools in the classroom. ISTE posted relevant and helpful tips for beginning a digital citizenship program. However, my research seemed to never unveil quality tools/resources, like the Digital Passport, for younger kids. https://www.iste.org/explore/articleDetail?articleid=242
Resources:
AT&T Safety Land: https://www.att.com/Common/images/safety/game.html
ISTE https://www.iste.org/explore/articleDetail?articleid=242
Digital Passport: https://www.digitalpassport.org/educator-registration
Webonaut: http://learningworksforkids.com/apps/webonauts-internet-academy/
In pursuit of finding programs appropriate for younger children, I found few and far between. Many of them seem like low-budget made games that can quickly lose it's novelty. I was surprised to find AT&T offers a program for kids about digital safety. This is a good start moving forward seeing that a big company is answering the societal conundrums with technology. When big companies, who promote addictive technology use. begin to provide healthy resources we may start to see the awareness it deserves.
Founded by PBS, Webonauts is another resource that uses a game format to teach digital healthy habits. Students ages 7 and up can explore an outerspace world by navigating through safe and responsible online behaviors. They use the motto: observe, respect, and contribute to mitigate wrong from right.
Other research pointed me towards blogs, ideas, and articles written around 2014. I was unimpressed with the lack of new and current resources that could be used as tools in the classroom. ISTE posted relevant and helpful tips for beginning a digital citizenship program. However, my research seemed to never unveil quality tools/resources, like the Digital Passport, for younger kids. https://www.iste.org/explore/articleDetail?articleid=242
Resources:
AT&T Safety Land: https://www.att.com/Common/images/safety/game.html
ISTE https://www.iste.org/explore/articleDetail?articleid=242
Digital Passport: https://www.digitalpassport.org/educator-registration
Webonaut: http://learningworksforkids.com/apps/webonauts-internet-academy/
Week 6 Elements of Digital Citizenship
As we explore the depths and features of digital citizenship, the constant question remains-- how do I do this in my classroom? Before I dug into the elements of digital citizenship, I looked at the website for a school in Kentucky and South Dakota. They both outlined the nine elements currently structuring their digital curriculum.
Respect Your Self/Respect Others
– Etiquette
– Access
– Law
Educate Your Self/Connect with Others
– Communication
– Literacy
– Commerce
Protect Your Self/Protect Others
– Rights and Responsibility
– Safety (Security)
– Health and Welfare
(Ribble, 2011)
Looking at my own district and practice, I can see a few of these elements in action. We have been educating our youth on digital communication and literacy, but how well are we also connecting this to respect for ourselves/others and protecting ourselves/others? In my own practice, I have a hard time doing age appropriate activities with 2nd graders to help them understand these elements.
However, this struggle and inadequacy comes from a place of uncertainty and lack of confidence solely because others are not doing it, yet. There is change to be created and it won't start until new educators and seasoned educators find the tools and confidence to teach digital citizenship. My first approach to this is by tying these elements in with our ongoing unit about what it means to be a good citizen.
Being a positive citizen in our communities means we practice all the elements within R.E.P. There is a seamless blend between a digital citizen and a real world citizen. While talking to 2nd graders about the characteristics of a citizen, this is a perfect time to connect the idea of a digital community. Though I may not be able to get every student to understand the idea of these two worlds, we can at least begin the conversation so as they mature it can be built upon.
Respect Your Self/Respect Others
– Etiquette
– Access
– Law
Educate Your Self/Connect with Others
– Communication
– Literacy
– Commerce
Protect Your Self/Protect Others
– Rights and Responsibility
– Safety (Security)
– Health and Welfare
(Ribble, 2011)
Looking at my own district and practice, I can see a few of these elements in action. We have been educating our youth on digital communication and literacy, but how well are we also connecting this to respect for ourselves/others and protecting ourselves/others? In my own practice, I have a hard time doing age appropriate activities with 2nd graders to help them understand these elements.
However, this struggle and inadequacy comes from a place of uncertainty and lack of confidence solely because others are not doing it, yet. There is change to be created and it won't start until new educators and seasoned educators find the tools and confidence to teach digital citizenship. My first approach to this is by tying these elements in with our ongoing unit about what it means to be a good citizen.
Being a positive citizen in our communities means we practice all the elements within R.E.P. There is a seamless blend between a digital citizen and a real world citizen. While talking to 2nd graders about the characteristics of a citizen, this is a perfect time to connect the idea of a digital community. Though I may not be able to get every student to understand the idea of these two worlds, we can at least begin the conversation so as they mature it can be built upon.
Ribble, M. (2011). Digital Citizenship in Schools. Eugene, Or: International Society for Technology in Education [ISTE].
Week 4 Digital Footprint
I tend to compare the digital world to our present real world. We have learned that we need laws and regulations to protect ourselves and others. We seek out things, people, and hobbies we like and stick within that bubble. We lock our homes and car doors to keep privacy. What will the digital world look like in 20 years? Will we still need to be extra cautious about our digital footprint? It's shocking that in 2018, 27 years of the World Wide Web, there are more ways to exploit than to protect (Bryant, 2011).
Digital footprints begin before we even leave the womb (Do Not Track Documentary). A positive about this is that we matter and I'd like to think a detailed track record when needed under extreme circumstances is helpful. The con to this is that most children have no idea that what they watch on YouTube or Google is carried with them in their digital footprint.
Showing children at a young age that they have an online presence could be the difference between a positive digital footprint and a controversial footprint. We are all going to have data collected on us, which is why it is so important we enable our future generations to make good decisions while exploring the digital world. Videos like this can help with even the primary ages:
Digital footprints begin before we even leave the womb (Do Not Track Documentary). A positive about this is that we matter and I'd like to think a detailed track record when needed under extreme circumstances is helpful. The con to this is that most children have no idea that what they watch on YouTube or Google is carried with them in their digital footprint.
Showing children at a young age that they have an online presence could be the difference between a positive digital footprint and a controversial footprint. We are all going to have data collected on us, which is why it is so important we enable our future generations to make good decisions while exploring the digital world. Videos like this can help with even the primary ages:
Bryant, M. 2011. 20 years ago today, the World Wide Web opened to the public. Retrieved from https://thenextweb.com/insider/2011/08/06/20-years-ago-today-the-world-wide-web-opened-to-the-public/
Week 3 Character education for a digital lifestyle
As a 2011 high school graduate who engaged in a digital world I feel I have reason and credibility to promote a digital citizenship course whether explicitly or indirectly through character education. The severity was unquestionable in 2011 and I can only imagine that today it is needed more than ever.
Along with the 11 principles of character education found below, character.org also provides in-depth lesson plans.
The ultimate question is how do we get the public, administrators, and teachers on board with teaching these elements? How do we fund it? How do we hold people accountable? Furthermore, these need to be addressed in a different way than our current ethical and moral behavior curriculum taught in K-12. We are known to carry different personalities depending on if we are behind a computer or not (Suler, 2004). This false or recreated identity is a completely different ball game than our real life moral/ethical behavior. Our updated character education curriculum should place emphasis on healthy and ethical ways of navigating the online world. A digital footprint lasts far beyond we think and teaching our children early about the data that is collected could shape them into well-versed adults.
Suler, J. (2004). CyberPsychology and Behavior, Retrieved from http://users.rider.edu/~suler/psycyber/disinhibit.html
Along with the 11 principles of character education found below, character.org also provides in-depth lesson plans.
- The school community promotes core ethical and performance values as the foundation of good character.
- The school defines “character” comprehensively to include thinking, feeling, and doing.
- The school uses a comprehensive, intentional, and proactive approach to character development.
- The school creates a caring community.
- The school provides students with opportunities for moral action.
- The school offers a meaningful and challenging academic curriculum that respects all learners, develops their character, and helps them to succeed.
- The school fosters students’ self-motivation.
- The school staff is an ethical learning community that shares responsibility for character education and adheres to the same core values that guide the students.
- The school fosters shared leadership and long-range support of the character education initiative.
- The school engages families and community members as partners in the character-building effort.
- The school regularly assesses its culture and climate, the functioning of its staff as character educators, and the extent to which its students manifest good character.
The ultimate question is how do we get the public, administrators, and teachers on board with teaching these elements? How do we fund it? How do we hold people accountable? Furthermore, these need to be addressed in a different way than our current ethical and moral behavior curriculum taught in K-12. We are known to carry different personalities depending on if we are behind a computer or not (Suler, 2004). This false or recreated identity is a completely different ball game than our real life moral/ethical behavior. Our updated character education curriculum should place emphasis on healthy and ethical ways of navigating the online world. A digital footprint lasts far beyond we think and teaching our children early about the data that is collected could shape them into well-versed adults.
Suler, J. (2004). CyberPsychology and Behavior, Retrieved from http://users.rider.edu/~suler/psycyber/disinhibit.html
Week 2 History of Digital Citizenship
Technology has an exponential and almost unpredictable trend. We have advanced quite a lot in the last 10 years and looking back at the ISTE standards, they never were quite caught up with technology trends. We cannot predict where technology will go or when, and the repercussions of such events. Reading about the ISTE standards brought this to my attention even more and I began asking myself, "How can we get ahead of the trend this time? How can we teach to the future instead of the now?"
Just based on my own personal experience, I can see that every time a new ISTE version came out, I had already experienced the standards years before. By the time creativity and innovation was a common language from version 2, I had already been experience my own exploration and creativity online. Yet, during these times, no one was educating me on how to properly, safely and healthily navigate the digital world.
By the time version 3 came out, I had created my own digital footprint. I had seen the bullying, lack of empathy, and emotional and social divisions. This wasn't new to me nor my generation. Yet, no one was really teaching us how to cope with this side of technology. Smart phones, social media, and computers had taken on a huge role in our lives from 2009 to 2011 and it wasn't until 2016 that educators knew how to navigate these matters.
Now, as an educator I want to step ahead of the game and teach to the future. I want to give my students the ability to cope with the virtual world. They need tools and awareness for the unpredictable wave that technology will bring. ISTE version 4 may want to have more emphasis on healthy and safe use of technology. Understanding that their are two worlds now-- the real and the virtual. Within the real world, however, we are already seeing an increase in lifestyle ease. It is easier than ever to get a robot to do simple jobs at home, or jobs within a factory. Technology is making life easy. And as we know, this must come with a price. I hope the next ISTE version addresses issues that help educators teach kids how to keep tech tools as an option and not a lifestyle.
Just based on my own personal experience, I can see that every time a new ISTE version came out, I had already experienced the standards years before. By the time creativity and innovation was a common language from version 2, I had already been experience my own exploration and creativity online. Yet, during these times, no one was educating me on how to properly, safely and healthily navigate the digital world.
By the time version 3 came out, I had created my own digital footprint. I had seen the bullying, lack of empathy, and emotional and social divisions. This wasn't new to me nor my generation. Yet, no one was really teaching us how to cope with this side of technology. Smart phones, social media, and computers had taken on a huge role in our lives from 2009 to 2011 and it wasn't until 2016 that educators knew how to navigate these matters.
Now, as an educator I want to step ahead of the game and teach to the future. I want to give my students the ability to cope with the virtual world. They need tools and awareness for the unpredictable wave that technology will bring. ISTE version 4 may want to have more emphasis on healthy and safe use of technology. Understanding that their are two worlds now-- the real and the virtual. Within the real world, however, we are already seeing an increase in lifestyle ease. It is easier than ever to get a robot to do simple jobs at home, or jobs within a factory. Technology is making life easy. And as we know, this must come with a price. I hope the next ISTE version addresses issues that help educators teach kids how to keep tech tools as an option and not a lifestyle.
Week 1
The first article I read brought a few interesting points into light. First, I assume that we are all on board of recognizing the "one life." I forget to think about the other side and that some believe a school system is responsible for "two lives."
Education has never been the same since the 19th century. It has constantly changed, adapted, and been reformed as time changes. Why would we now stop change and assume that schools, teaching, and standards covered should remain the same? To me, this seems like an obvious point that we need to teach to the cultural and worldly issues that are current.
Both articles focus on "DigCit" being a new movement that has tremendous impacts for future generations. The examples in the article by Molly Fosco prove that kids are unaware which gives more reason to teach DigCit. It isn't our
Education has never been the same since the 19th century. It has constantly changed, adapted, and been reformed as time changes. Why would we now stop change and assume that schools, teaching, and standards covered should remain the same? To me, this seems like an obvious point that we need to teach to the cultural and worldly issues that are current.
Both articles focus on "DigCit" being a new movement that has tremendous impacts for future generations. The examples in the article by Molly Fosco prove that kids are unaware which gives more reason to teach DigCit. It isn't our