Ribbles 9 elements of digital citizenship and it’s connections with the Saskatchewan Curriculum.

http://www.schooltechnology.org Photos of elementary students using iPads at school to do amazing projects.

In our Edtc300 class we discussed Ribble’s nine elements of digital citizenship in connection with our students and it’s use with the SK curriculum. Technology has added a whole new world of intricacies to our classrooms that several years ago we would never have imagined possible. Students have access to information at any time and from anywhere, to study virtually any subject they want. This access has also created some difficulties. Not every student has access to the internet from home, and if they do have the internet connectivity, they may not have the devices. There are issues surrounding how we keep our students safe while they are online and how we teach them digital citizenship so they develop the appropriate knowledge  to make them savvy and respectful internet users. As with any technology that is being used there needs to be guidelines to protect all those involved in its use.  Ribble’s nine elements of digital citizenship offers some of those guidelines to;

“-lead and assist others in building positive digital experiences

-recognize that our actions have consequences to others

-participate in a manner for the common good” ( Ribble’s nine elements of digital citizenship )

As teachers, it is imperative that we educate our students in these goals.

So how can we begin to educate our students in this complicated area? Ribble’s nine elements of digital citizenship does offer connections to the SK curriculum., and I will explore some of these today. In Grade 4 ELA (Connections can also be found in other grade  and subject levels, but for the purpose of streamlining this connection I will use this grade in the middle of elementary education. ) 

ELA 4 

3) Digital Communication and Collaboration is the electronic exchange of information. All users need to define how they will share their thoughts so that others understand the message. For students struggling to understand their place in the world, technology can help them find their own voices and express themselves.

4)  Digital Etiquette refers to electronic standards of conduct or procedures and has to do with the process of thinking about others when using digital devices. Teachers can include Digital Etiquette as part of the classroom rules or academic goals. Whether in the classroom or online, being aware of others is an important idea for everyone.

5) Digital Fluency is the process of understanding technology and its use. The better educated or “digitally fluent,” students are, the more likely they are to make good decisions online, like supporting others instead of making negative comments. Digital literacy includes the discussion of media literacy and the ability to discern good information from poor, such as “fake news” from real news.

6) Digital Health and Welfare refers to the physical and psychological well-being in a digital world. Technology provides many opportunities and enjoyment, but knowing how to segment use with the needs of ourselves and others is key to a healthy, balanced life. Educators, especially in 1:1 schools or classrooms need to ask the question of how much screen time is appropriate for students. Common Sense media has developed a guide on this topic.

7) Digital Law refers to the electronic responsibility for actions and deeds and has to do with the creation of rules and policy that address issues related to the online world. Just as in the real world, the online world has had to create structure to protect those using these digital devices from harm. Support for issues such as cyberbullying and sexting are available from School Resource Officers and other school counsel. Administrators need to come up with positive approaches to these issues in their schools and districts.

8) Digital Rights and Responsibility are those requirements and freedoms extended to everyone in a digital world. This area of Digital Citizenship is about helping students understand that when they are provided opportunities, such as the access to the Internet and use of online products, they need to be diligent in helping others as well, such as informing adults of potential problems. Educators must help students understand that protecting others both online and in the real world are essential skills to have.

9) Digital Security and Privacyvices in s is the electronic precautions to guarantee safety. Viruses, worms and other bots can be passed along from one system to another just like an illness. When using devices at school or at home, understanding and being aware of attacks and how to prevent them are important skills for today and into the future.

Creative Common

We can connect these elements to:

ELA CR4.2:

View and respond to visual and multimedia texts (including graphs, charts, diagrams, maps, multimedia DVD, websites, television programs, advertisements, posters), explaining the creator’s technique and the impact on viewers.

e) View and respond to visual and multimedia texts (including graphs, charts, diagrams, maps, multimedia DVD, websites, television programs, advertisements, posters), explaining the creator’s technique and the impact on viewers.)

g) Understand how a range of visual features (e.g., graphs, images, illustrations, charts, maps, diagrams) can enhance and clarify spoken, written, or silent messages.

h) View a multimedia presentation and identify how the language, visual, and multimedia features (e.g., sound, colour, movement) are used to persuade.

ELA CR4.3:

Listen, summarize, paraphrase, and evaluate what was listened to and draw conclusions

d) Distinguish between verifiable fact and opinion and analyze the message and presentation for evidence.

e) Ask thoughtful questions that probe deeper thought and respond to questions with elaboration.

CC4.1;

Compose and create a range of visual, multimedia, oral, and written texts that explore:

• identity (e.g., Expressing Myself)
• community (e.g., Celebrating and Honouring Others)
• social responsibility (e.g., Within My Circle) through personal experiences and inquiry.

c) Use inquiry to explore authentic problems, questions, and issues associated with identity, community, and social responsibility including:

• asking general and specific inquiry questions on topics using predetermined categories
• recording, selecting, and sharing relevant personal knowledge and understanding of a topic or questions and considering purpose for individual and group inquiry or research
• selecting and using a plan for gathering ideas and information
• assessing the usefulness, authenticity, and reliability of information for inquiry or research needs using pre-established criteria
• using a variety of tools (including indices, maps, atlases, charts, electronic sources) and resources to access ideas and information
• organizing ideas and information in logical sequences
• making notes and citing authors and titles of sources alphabetically
• examining collected information to identify categories or aspects of a topic that need more research
• sharing findings and conclusions in a clear visual, oral, and written format
• using the language of inquiry (e.g., “I want to know if …”, “I wonder about …”).

AR4.1:Reflect on and assess own viewing, listening, reading, speaking, writing, and other representing experiences, the selected strategies employed (e.g., using class-generated criteria), and explore possible ways to improve. (all indicators)

AR4.2: Set and pursue personal goals to improve viewing, listening, reading, speaking, writing, and other representing tasks more effectively. (all indicators)

Lessons in these objectives can include:

• identifying the difference between fake and real news
• telling the difference between real articles and advertising
• truth in advertising
• understanding the difference between real and fake sources when graphs, charts and other information is involved.
• online behavior and bullying
• Is seeing believing (Just because you see a picture does that mean it is real.)

Health

USC:4:

Determine basic personal responsibility for safety and protection in various environments/situations.

a) Examine prior knowledge and new information related to safety (including cyber safety).

b) Explore critical safety needs (e.g., cyber, hunting, water, fire, biking) of self and others in local community.

d) Examine cyber safety etiquette and related safety risks and strategies.

f) Examine laws, behaviours, and community rules/regulations that are in place to minimize/prevent risks (e.g., smoke detectors, fire bans, life jackets, supervised computer use, non-smoking public places).

j) Examine one’s responsibility to use electronic networks in an ethical and safe manner.

Lessons in these objectives can include:

• Cyber Safety
• Developing a positive and safe online personality
• Protecting personal privacy
• Talking to only people you know online
• When to talk to an adult
• Balanced time online

USC4.5:

Examine how identity (i.e., self-concept, self-esteem, self-determination) is influenced by relationships that are formed with others.

e) Determine factors (e.g., personal attitudes, supportive environments, accomplishments, positive thinking, media stereotyping, culture, gender) that may influence one’s identity.

USC4.6:

Assess healthy stress management strategies (e.g., relaxation skills, stress control skills, guided imagery, expressing feelings, exercising).

g) Examine and discuss media portrayals of stressors such as divorce, death, and loss, and media portrayals of stress management strategies.

This is by no means an exhaustive list of the ways that media literacy can be taught in grade four.

Important factors for teachers to keep in mind as they are teaching digital literacy is to make sure that it stays accessible to all students. As pointed out earlier, not all students have access to the internet or to devices. Teachers may need to be sure that all students have access to devices or that school work can be completed other ways. A Flipped Classroom

is one way of making classrooms accessible to all. In a flipped classroom, teachers use tech in the classroom and use less tech at home. We need to do a better job of surveying our students, how many devices, how much internet connectivity, Are we benefitting kids who have money, or access to devices? We have to see ourselves in our teaching methods. Is a tool culturally appropriate. Does it use current language. what imagery is used. Is this tool current. does this represent every student in my classroom?

Technology has been a benefit to the classroom and increased our accessibility to educational material, but we need to make sure that we keep the playing field level for all students while at the same time making sure they are instructed in proper internet safety and usage.