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.
Before I get into the nitty-gritties of my blog post for this week, I want to applaud Raquel and Curtis Bfor including a very important statement and acknowledgment on their blog. Thank you for reminding me to include that I am also a white settler, living on Treaty 6 land—traditional lands of the Cree, Saulteaux, Nakota, Lakota, Dakota peoples, and the homeland of the Metis/Michif Nation. Although many things have changed over the years, this land continues to be shared with diverse populations near and far, therefore, it is important to share our understandings of the land, people, and its history. Including this acknowledgment more often is something that I need to get better at and be better at.
I believe in lifelong learning as more than a guiding principle for staying current in today’s world. There is a lot more to lifelong learning than one may think. Whether it is learning a new skill, brushing up on old skills, or branching out into a totally new direction, lifelong learning focuses on the processes of learning, not necessarily the finished product. Learning can be very uncomfortable and messy, and often times downright difficult.