Digital Citizenship
Digital Citizenship
Digital Citizenship
Digital
Citizenship
Virginia
E.
Rogers
Iowa
State
University
2
DIGITAL
CITIZENSHIP
Digital Citizenship
Iowa
Teaching
Standard
4:
Uses
strategies
to
deliver
instruction
that
meets
the
multiple
learning
needs
of
students
(Iowa
Teaching
Standards,
2015).
Teachers
are
legally
obligated
to
provide
learning
experiences
that
exemplify
21st
century
skills
and
methods.
Yet,
we
have
so
many
teachers
and
administrators
that
do
not
possess
the
knowledge
of
these
strategies
to
truly
shift
from
traditional
to
modern
teaching
(Marzano,
2003,
p.
78).
This
creates
what
is
known
as
the
digital
divide
which
is
the
divide
between
those
who
have
access
to
technology-rich
environments
and
those
who
do
not
(Baker,
2010;
Culatta,
2013).
My
educational
crusade
is
spent
helping
educators
envision
learning
in
new
ways,
but
I
do
know
that
there
are
inadvertent
consequences
of
using
technology
in
education.
That
is
why
artifact
#2
focuses
on
cyber
bullying,
which
is
one
of
the
many
unintended
consequences
of
using
technology.
These
topics
include,
but
are
not
limited
to
the
influence
of
digital
media,
the
implications
of
second-order
change,
and
the
digital
divide.
It
is
important
to
be
cognizant
and
realistic
about
these
issues
because,
in
some
cases,
technology
can
actually
cause
more
harm
than
good.
Classroom
3
DIGITAL
CITIZENSHIP
instructional
time
is
spent
teaching
my
students
basic
technology
skills
that
include
navigating
web
pages,
using
email,
and
searching
for
information.
With
this
topic
comes
the
task
of
teaching
students
the
importance
of
digital
citizenship.
Real
conversations
are
the
cornerstone
for
helping
teachers
shift
from
traditional
to
modern
teaching
strategies.
I
have
accepted
a
position
as
an
Instructional
Coach,
beginning
next
year.
In
this
position
I
do
not
simply
want
to
use
strategies
for
my
students
but
I
also
want
to
affect
real
change
with
teachers
and
administrators.
Real
change
demands
every
stakeholder
of
the
community
commit
4
DIGITAL
CITIZENSHIP
to
the
change
and
then
aid
in
the
follow
through
(Greaves,
2012,
p.
2).
The
kind
of
real
change
I
am
seeking
is
known
as
second-order
change.
A
shift
this
large
can
have
adverse
effects
on
certain
stakeholders.
Greaves
(2012)
argues
that
this
kind
of
change
requires
that
leadership
understand
and
differentiate
their
guidance
to
support
teachers
with
this
type
of
change
(p.
8).
In
my
instructional
coaching
position
I
will
differentiate
my
coaching,
by
being
attuned
to
the
needs
of
my
teachers.
Just
like
in
the
classroom,
different
students
need
different
types
of
instructional
strategies.
I
will
start
at
their
level
and
strive
to
build
on
their
knowledge
of
the
importance
of
shifting
from
traditional
to
modern
teaching.
According
to
Marzano
and
Simms
(2013)
new
teachers
need
a
coach
to
be
more
directive,
whereas,
experienced
teachers
need
a
coach
who
listens
and
helps
them
reflect
(p.
214).
I
recognize
that
this
type
of
change
can
be
overwhelming
for
some
teachers.
The
foundation
for
my
practice
will
be
with
gaining
trust
and
perseverance.
Trust
is
gained
by
time
and
through
time
I
can
show
them
that
I
am
perseverant
in
my
efforts.
District
Trust
is
not
something
that
comes
easy
with
district
initiatives.
In
our
district,
initiatives
notoriously
come
from
a
top-down
motion.
Because
the
district
is
so
large,
with
more
than
60
schools,
decisions
must
be
made
unilaterally.
When
they
are
not,
there
stands
a
large
chance
for
inequities.
However,
inequities
already
exist
among
poverty
and
non-poverty
schools.
I
am
worried
that
the
achievement
gap
is
continuing
to
widen
and
technology
is
fueling
the
space.
The
digital
divide
happens
5
DIGITAL
CITIZENSHIP
between
groups
of
students
and
also
parents
and
students
(Greaves,
2012,
p.
63).
There
should
be
no
difference
among
the
type
of
instruction
that
is
available
to
the
students.
In
artifact
#1,
I
shared
a
very
important
video
that
helped
guide
my
understanding
of
new
literacies.
Richard
Culattas
TED
Talk
has
opened
my
eyes
to
what
it
means
to
transform
learning;
he
calls
it
reimagining
learning.
The
achievement
gap
is
widening
and
it
doesnt
just
involve
socio-economic
status
anymore.
It
involves
people
who
use
technology
to
reimagine
learning
and
people
who
use
technology
to
digitize
what
we
are
already
doing
(Culatta,
2013).
Through
our
districts
initiative
IT
Blueprint,
I
have
been
asked
to
provide
input
and
expertise
to
reimagine
our
current
learning
reality.
Through
this
process
I
have
been
able
to
share
my
thoughts
on
the
inequities
that
exist
in
our
district
and
neighboring
districts.
Conclusion
Digital
citizenship
is
not
just
a
topic
that
pertains
to
students.
Digital
citizenship
is
everyones
topic.
Parents,
educators,
and
students
must
work
together
to
understand
the
importance
of
creating
a
healthy
relationship
with
digital
technology.
Real
conversations
are
the
key
to
forming
these
relationships.
I
am
confident
that
through
my
interactions
with
students,
I
am
able
to
teach
them
the
importance
of
being
ethical
with
their
Internet
presence.
I
am
also
certain
that
with
my
new
position
I
will
be
able
to
shift
this
responsibility
from
mine
alone
on
to
all
of
the
teachers
that
I
will
coach.
Finally,
I
will
continue
to
advocate
for
equity
among
all
students.
6
DIGITAL
CITIZENSHIP
References
Baker,
E.
(2010).
The
new
literacies:
Multiple
perspectives
on
research
and
practice.
New
York:
Guilford
Press.
Beran,
T.,
&
Li,
Q.
(2007).
The
relationship
between
cyberbullying
and
school
bullying.
Journal
of
Student
Wellbeing,
1(2),
15-33.
Culatta,
R.
[TEDxTalks].
(2013,
January
10).
Reimagining
Learning:
Richard
Culatta
at
TEDxBeacon
Street
[Video
file].
Retrieved
from
https://www.youtube.com/watch?v=Z0uAuonMXrg
Greaves,
T.
(2012).
Revolutionizing
education
through
technology:
The
Project
RED
roadmap
for
transformation.
Eugene,
Or.:
International
Society
for
Technology
in
Education.
Hobbs,
R.
(2010).
Digital
and
media
literacy:
a
plan
of
action
[white
paper].
Retrieved
from:
http://www.knightcomm.org/wp-
content/uploads/2010/12/Digital_and_Media_Literacy_A_Plan_of_Action.pdf
Iowa
Teaching
Standards
and
Criteria.
(2015,
January
1).
Retrieved
February
14,
2015,
from
https://www.educateiowa.gov/documents/educator-
quality/2013/04/iowa-teaching-standards-and-criteria
Knobel,
M.,
&
Lankshear,
C.
(n.d.).
Studying
new
literacies.
Journal
of
Adolescent
&
Adult
Literacy,
58(2)
97-101.
Marzano,
R.
(2003).
What
works
in
schools:
Translating
research
into
action.
Alexandria,
V.:
ASCD.
Marzano,
R.,
&
Simms,
J.
(2013).
Coaching
classroom
instruction.
Bloomington,
IN:
Marzano
Research.