First off, shoutout to Durston for being remarkably fast at thinking of a song title within the criteria I gave him. Props to him for helping me think of a song I could use for my song title! Anyways, prior to taking this course, I never in a million years thought that I would be a guest of a podcast let alone be a cohost! Durstonand I have been working pretty hard on our podcast episodes—from making a script with guiding questions, and supplemental resources for each episode, all the way to the technical stuff of editing the raw recordings, adding music, and uploading it to Spotify. I have been super fortunate that Durston has been heading up most of the technical side of things, as that really isn’t my wheelhouse. I was hoping to get better at it over the course of recording episodes, but because of time restraints, I thought that I would create other resources to supplement the work that he was doing. This is something that I would like to learn in the future, but I think it’s going to take a lot of time, and a whole heck of a lot of practice. We proved to be a pretty good team, that came with different skill sets and were able to utilize our strengths in different ways. Maybe he feels different, but I am thinking that it worked out pretty well.
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.
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.