Digital Citizenship in Schools
This week’s topic of discussion is integrating digital citizenship into our classes, and I think the common thread that ran between all three videos was that we already are discussing a lot of issues that also tie into digital citizenship, so we’re not asking teachers to tag on a bunch of work, or add in a lot of new elements; just adjust their thinking, and pieces of their teaching, to point out that a lot of what students are learning also applies to their online ventures.
From Miranda’s presentation, can I just throw in that I love the Common Sense DigCit Curriculum? I actually have it bookmarked on my work laptop, and I have pulled pieces from it for all of my classes. With ELA, I feel like it’s really easy to update and adjust lessons to incorporate digital learning, especially when we’re talking about critical thinking, evaluating information, researching, etc. Is it a completely smooth and seamless integration? For sure not. There has to be a willingness on the part of the teacher to make that shift, but I do strongly agree that it’s a shift that needs to be made.
Can I allow the overwhelmed cynic side to come out for a moment, though? Because even though I agree, and I have started to slowly change things, this isn’t a simple issue, for a number of reasons.
- If we’re being real – and let’s be real – teachers are already balancing an overwhelming curriculum that’s packed with outcomes, indicators, and assessments, and then let’s throw in school-directed P.D., and division-directed P.D., dealing with the many issues that inevitably pop up in any given classroom, and my reaction when someone asks me to implement or incorporate something new is kind of like the GIF below. There’s only so much time in a day, and a semester, and a year, and adding something new, even if there are a lot of amazing resources out there to help, is going to take a backseat if I don’t have the time and support to explore those things before being asked to include them
- and building off that last point, P.D. isn’t always helpful! And I’m not sure about anyone else, but a lot of the time, we don’t have much say in how we spend what little P.D. time we are given. I’m currently piloting the new FinLit 10 course, and a few of us in our division asked for a day to share resources and try and tackle this monstrously underprepared curriculum – our division has granted us a half-day. One half-day. So even when we ask for time, budget constraints put a serious dent in any well-laid plans you might be trying to make, and without the right support, it’s hard to integrate some of these concepts
- in an ideal world, there would be a scope and sequence document to guide all teachers through what it being covered in which grade, and which subject, but the world that we are currently teaching in is less than ideal, to put it politely. So you might go into a lesson thinking this will be a quick and easy complement to what you were already going to do, but suddenly your one or two-day lesson turns into something much more complex, because some students don’t have the background knowledge, they have no idea what you’re talking about, they haven’t ever talked about such-and-such before, or, you’ve got something nifty planned, and most of the students talked about in another class. So without some (again) time and planning, and maybe some revamped curriculum documents that build in this integration!, we’re lacking the consistency that you would so desperately need to make this meaningful
- and the real kicker – access to technology. Do some kids know how to use an ipad with more ease than their grandparents by the time they’re 5? Absolutely. But we have some who may have never seen an ipad before, don’t have a computer home, no one in the family has a smart phone, etc. I’m in a school where access to computers is something like 7-to-1? Maybe? So until we have better access within schools, it’s hard to integrate something like digital citizenship in a meaningful way. And if it’s not meaningful, it’s hard to justify tackling any kind of change
So. Am I being a bit of a downer? Maybe. But I feel like sometimes we oversimplify how “easy” things would be because we’re in a position where this is more familiar to us.
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Yes, yes, yes! I have many of the same feelings as you. Although it seems simple enough to adapt curriculum to include digital citizenship, there needs to be a willingness from the teacher. The points you made (which are just the unfortunate reality and not a downer) is that it is more complex than it appears. If I didn’t have a classroom bursting at the seams with a slew of various needs and computers/Ipads that ACTUALLY worked and a moment to breathe, I might be able to implement more. I agree its important and hope some day we can find a balance and be able to embed digital citizenship seamlessly.
Your overwhelmed cynical side is safe here, and you are not alone! I agree that this is important and I am in the privileged position of having 10+ years experience with the curriculum and educational technology. However, I am completely guilty of your last sentence where I can “oversimplify how “easy” things would be because we’re in a position where this is more familiar to us.”
New mandates to my staff this year include using Edsby (we got 1 day of PD to learn about all of its functions), implementing Science of Reading & Math “Thinking Classrooms” (teacher-led PD on their own time or 3 sponsored PD days for 1-2 teachers per year), and working towards continuous improvement on the Indigenous Education Responsibility Framework (again, with no centralized PD time to do so). Nevermind routine Non-Violent Crisis Intervention Training, First Aid Training, OH&S Training…. the list goes on and on. Add in triple grade splits in rural Sask and average class sizes pushing 30, I would bet that 99% of teachers in the province right now share your concerns.
So where does digital citizenship instruction lie in all of this? I think it’s simply a passion project right now for those with the skill and experience to integrate it seamlessly. For those ready to dip their toes in, I think simple resources such as the DigCit Curriculum is a great place to start. As instructional leaders, now more than ever, it is important to have resources available to support teachers wherever they are on their learning journey instead of implementing sweeping mandates.
Brittany,
I hope you know your comments are pretty universal. I pains me how overwhelmed teachers are today. It’s a way harder job than it was 20 years ago when I was last in a classroom and it wasn’t easy then! The hope is that AI might help to solve for some of this. Of course, I’m highly skeptical of that. But when I do hear about teachers finding time my ears perk up. I’ll do my best to share any ideas and positive environments that might emerge.
Thank you for sharing this honest perspective! Your points highlight how digital citizenship, while essential, is challenging to integrate without adequate time, training, and resources. The reality is that teachers juggle so many responsibilities—each new mandate or curriculum update can feel overwhelming, especially without enough support. I also love your use of the Common Sense DigCit Curriculum—it’s such a valuable tool for ELA, fostering critical thinking and research skills that are essential online.
Your “overwhelmed cynic” resonates with many of us. Without consistent access to technology, scope, and sequence, or enough time, meaningful digital citizenship instruction becomes difficult. Thank you for shedding light on the real complexities behind what may seem simple from the outside!