I seem to always struggle to find the right words to say that accurately summarize my thoughts, feelings, and experiences in a short and sweet kind of way.
Because this is the last post I am writing for EC&I 834, I will try to condense my ramblings a little bit more than I had throughout the course. Or try to anyway.
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Although I had previously posted quite a lengthy blog post about my course prototype many moons ago, which you can find here, I thought that I would begin this blog post with a short summary of the course prototype that I had blogged about previously. Although the last one was quite lengthy (and I wouldn’t be surprised if you cut to the summary at the end), I promise this one will be much shorter.
Read moreAccording to Digital Citizenship Education in Saskatchewan Schools Policy Planning Guide (Couros & Hildebrandt, 2015):
Digital citizenship education is not intended to be a stand-alone unit, course or lesson, rather it is best learned and understood when taught in context through supported online practice and real-life examples and experiences. (p. 6)
Although this course may seem like a stand-alone course on paper, it is my plan to implement real-life learning, experiences, and events within the framework of the course so students can use their new learning and try to make applications soon after. We often assume that our students have been born into the technological generation and inheritably have the skills they need to be successful in the digital world. However, we also often forget that students need to be taught and we cannot assume that they know something based on preconceived notions and ideologies, or even from our experiences of teaching prior students.
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