What I find striking about digital citizenship is the citizenship aspect. It is a very positive human trait, the willingness to engage in issues which go above and beyond self-benefit. It’s altruism in action which our digital networks have the capacity to amplify. As a result, in an increasingly connected world where borders blur and a global audience is but a tweet away, knowing how to be responsible and reliable citizens within digital environments is more vital than ever.

We are at a junction in the road where if educators do not begin to cultivate the desire and capacity to use digital tools to enhance connection, creativity, and cultural understanding, we’re doing a huge disservice to the students of today and society of the future. It’s now a teacher’s professional responsibility to engage with the new media environment of the 21st century and to design learning experiences for students which embed digital citizenship. Despite what it sometimes seems, students are not “magically empowered and fluent in the use of social media” (Rheingold, 2010). They need coaching and relevant learning programmes to assist the development of their digital citizenship understandings. It’s a teacher’s responsibility to facilitate this.

Many have explored different models of digital citizenship (such as Mark Ribble) but a key aspect that must be included is international-mindedness, where digital citizenship is enacted on a global stage through practised, embedded actions (Lindsay & Davis, 2012; Global Digital Citizen Foundation, 2015). An entry point for teachers wishing to get going on their journey to learn more about this is to dive into the world of education-based social media. Platforms such as Twitter allow teachers to connect and contribute to a worldwide think-tank of educators and develop their personal learning networks. Starting a professional blog, curating educational content, and commenting on the posts of others are meaningful ways teachers can begin participating in a global conversation and growing their own understanding of what it means to be a digital citizen. Of course though, not all rests on the shoulders of the teachers. “It takes a village”, a community approach with all relevant stakeholders working in sync, for holistic and lasting digital citizenship development (Hollandsworth, Dowdy, Donovan, 2011).

The other side of the coin looks at how schools as institutions are preparing to implement or extend a digital learning environment. This can be challenging for schools as a heady mix of parental concerns, teacher and administrator understanding, financial expenditure, and time commitment can become barriers. While these can often seem insurmountable, the power of a motivated teacher must never be underestimated. The teacher with gumption, ambitious goals, and a deep motivation (aka a Teacherprenuer) can view these issues as creative constraints to innovate upon. Teachers who take an active, purposeful, leadership role can greatly assist a school to face these obstacles.

During this course, many opportunities have arisen to develop our capacities as Teacherprenuers. Curating content and connecting in the #ETL523 Twitter stream has deepened understanding and led to many resource hunting “down the rabbit hole” experiences. The first assignment, which drew together four educators to collaboratively design an online learning module was challenging, but clarified for me what truly collaborative work requires: clear communication, understanding, doing your fair share, and being willing to compromise. Opportunities to explore the perspectives of others was evident in course forum interactions. The last assignment especially, a report in which we drilled into the issues in our own school’s digital learning environment then planned how to overcome them has helped enormously to build a “Teacherprenuer” mindset where evidence-based action can be taken immediately.

At my school, as Learning Technology Coach, it’s up to me to provide the way forward for leadership, teachers, parents, and students; to plan the planning, bring stakeholders together, discuss the issues, pilot, implement, support and evaluate. I believe this course has given me the skillset, mindset, and toolset to enable this to occur. In fact… it has already started. Due to the momentum from the last assignment and discussions with relevant stakeholders, an initial meeting has taken place with the Elementary Leadership team and we are on the road to drafting new blogging and portfolio policy documents, embedding digital citizenship learning into relevant units of inquiry for next academic year, and have already lead staff professional development on Creative Commons and professional blogging.

The board is set, the pieces are moving.

Thank you to Julie Lindsay, subject coordinator for providing a rich learning experience with Digital Citizenship in Schools. Jordan and Jacques for ongoing support, Hangouts, and comedic relief. And the other forty or so course participants for pushing thinking, answering questions, and sharing their varied perspectives.

 


References

Global Digital Citizen Foundation (2015). https://globaldigitalcitizen.org

Hollandsworth, R., Dowdy, L., & Donovan, J. (2011). Digital citizenship in K-12: It takes a village. TechTrends. 55(4) 37-47.

Lindsay, J., & Davis, V. (2012). Flattening classrooms, engaging minds: Move to global collaboration one step at a time. New York: Allyn and Bacon.

Rheingold, H. (2010). Attention and other 21st century social media literacies. Educause Review 45(5). Retrieved from http://www.educause.edu/ero/article/attention-and-other-21st-century-social-media-literacies

Ribble, M. (2015). Digital Citizenship in Schools: Nine Elements All Students Should Know. International Society for Technology in Education.

Digital Altruism

As the internet has flourished and grown exponentially over the years, keeping our children and students safe has been quite the cause for concern – from media, from parents, from teachers. Digital citizenship, at it’s very least then, can be thought of as developing the skills to keep safe online, how to avoid the nasty bits of the internet, and strategies to deal with it when they eventually do.

It’s a valid aspect of digital citizenship, but should not be the main focus. It’s too negative.

Well-rounded digital citizenship efforts should focus on how our digital technology enables us as individuals to become more active, altruistic participants in global culture. Altruism is our selfless drive to contribute, to share, to help, and support. Our digital networks of mass communication and collaboration can be tools to amplify our altruistic tendencies.

“Active citizenship” is the philosophy that citizens should work towards the betterment of their community through economic participation, public, volunteer work, and other such efforts to improve life for all citizens. – Wikipedia

Digital Altruism

Digital citizenship efforts must encourage altruism; placing the student, the individual, as a citizen of the world, responsible for adding open knowledge, having healthy, positive, relationships, respecting diversity, being creatively free, ethical, and moral, sharing productive pursuits, able to support others, and engaged in non-judgemental debate. This is what an informed, publicly engaged digital citizen should be embodying.

While this is a wide wave to surf, as teachers, we can now begin to zero in on the kinds of knowledge, skills, tools, and mindsets altruistic digital citizens might need in order to participate fully in the social networks and online places and spaces people come together in, in order to have better, more positive, meaningful impact.

Fortunately, much work has been done in breaking down the component elements of a digital citizenship programme which aims to reinforce notions of effective, positive, responsible participation (Greenhow, 2010). Mike Ribble, Gerald Bailey, and Tweed Ross have identified Nine Themes of Digital Citizenship: digital etiquette, digital communication, digital access, digital literacy, digital commerce, digital law, digital rights and responsibilities, digital health and wellness, and digital security.

Christine Greenhow illustrates how teachers are setting up learning experiences for students to meet these themes – including creating cyberbullying scenarios within Second Life, and presenting cases of ethical dilemmas to work through – which are having an impact. Following the #digicit and #flatclassrooms hashtags on Twitter reveal a host of other learning experiences students are engaging with as well.

The internet gets a bad rap a lot of the time. Lets change the narrative. Lets encourage students to use the digital tools and networks they have available for the power of good. Lets make the themes of altruistic digital citizenship run rampant throughout our teaching and learning programmes, encouraging positive, moral, ethical, and productive action.

 


 

Greenhow, C. (2010). New concept of citizenship for the digital age. Learning & Leading with Technology, 37(6), 24-25.

Ribble, M. (2016). http://www.digitalcitizenship.net/Home_Page.html

There are a class of digital games which require the formation of “cross functional teams” (Gee, 2005). Cross functional teams are “a group of people with different functional expertise working toward a common goal.” The ability to take on and respect these different roles is a sign of good, healthy collaboration rather than simple “group work” where participants work side-by-side but not together.

To access the best gear in World of Warcraft, for example, groups need to be formed in order for certain content (raids or dungeons) to be successfully completed. The kinds of challenges the groups face demand there be a character up front sucking up all the damage from the big bad guy (a tank), someone staying out of trouble healing (a healer) and three other characters doing damage to the big bad guy (DPS – damage per second characters). Characters specialise in their areas and need to stick to their role if the encounter is to be successful; you cannot win a dungeon if your group comprises solely of one class or of people not sticking to their assigned roles (read: a Leroy Jenkins).

Players must understand their character’s abilities and roles, but also integrate and coordinate smoothly with the group as a whole, embodying what James Gee calls “cross-functional understanding” (2005). What you get then is a group coming together in a shared endeavour, each character an integral part of the puzzle. These dungeons constitute an “Affinity Space” – a place where experimental learning happens, where newbies and masters unite, knowledge is dispersed and leadership is flexible. In a World of Warcraft raid group you learn and grow together; fail and succeed together.

A group of people working together, taking different roles, communicating and collaborating? This is good stuff – stuff which indeed hits on many aspects of what we consider to be elements of good learning experiences:

  • It flexes many of Guy Claxton’s characteristics of powerful learners, most notably that of experimentation and the virtue of sociability (Claxton, 2013).
  • It takes a cue from not only a constructivist view of learning, where learning emerges from experiences, but also a connectivist approach where learning is strengthened and enhanced when nodes of knowledge (players) connect and diffuse knowledge.
  • It is an interactive approach to learning, not one in which learners are passive receptacles (Becker, 2011).

What is interesting is considering these informal, affinity based groups alongside the idea of identity and social inclusion as well. It allows students to experiment with different roles and identities, ones which could be altogether different from those they embody on a day-to-day basis. It doesn’t matter how fast you run or what clothes you wear or what your recent writing sample was scored at – in a MMO (massive multiplayer online game) it comes down to how well you know your class, how well you can work together, communicate, collaborate and trust each other. Participation in affinity spaces can bridge barriers and bring people together.

Setting up experiences where students get to be a part of a cross functional team can therefore lead to great learning in and of itself, but can also be used as a springboard or scaffold into offline collaboration too. Cross functional teams are valued hugely in many areas because they can flexibly meet challenges and deliver creative outcomes. Helping students to be active participants in these kinds of groups – to be able to take on different roles (a leader or a follower, a devil’s advocate, an experimenter, or a dreamer) – is good stuff. The importance then would shift into reflecting deeply on your online experiences and taking those learnings into group projects, social interactions, and collaborative learning IRL. Thankfully there are strategies and tools that can assist this – de Bono’s Thinking Hats and NoTosh’s Design Thinking tools spring to mind.

Digital Games are not just the past-time popular media would have you believe, but powerful spaces for learning and powerful prompts into other learning. Using cross functional teams as a training ground for offline collaboration and social inclusion is one of these.

So – who do you want to be today? A tank, a healer or a DPS?


References

Becker, K. (2011). Distinctions between games and learning: A review of current literature on games in education. In Gaming and Simulations: Concepts, Methodologies, Tools and Applications (pp. 75-107). Hershey, PA: . doi:10.4018/978-1-60960-195-9.ch105

Claxton, G. (2013). What’s the point of school?: Rediscovering the heart of education. Oneworld Publications.

Gee, J.P. (2005). Good video games and good learning. Phi Kappa Phi Forum, 85(2), 33-37. http://dmlcentral.net/sites/dmlcentral/files/resource_files/GoodVideoGamesLearning.pdf

Me and Mike - a fellow BT enjoying the camaraderie.

2015 is my fourth year as a proper, qualified teacher and it’s been one heck of a journey. Compounding this is the fact that I was lucky enough to be a foundation staff member at a brand new school, so right from the very start I was born and raised in a fundamentally open and collaborative environment. I’ve never taught in a single-cell classroom. I’ve never not had visitors walk through constantly. I’ve never not had massive collaborative meetings. I’ve never not had other teachers swirling and bubbling and teaching around me, day in and day out.

We team teach at our place. To explain this a bit more, we have large, open plan teaching and learning spaces. Our “hub” (combined learning space) is ratio’d for 100 students and four teachers. As a four person teaching team we work very closely to squeeze every last benefit out of the fact we team teach – increased flexibility, efficiencies in planning, sociability, role modelling effective (mostly!) relationships, a wider range of personalities and skills students can latch on to, diversity of opinion and ideas, teachers “on roam” supervising self-directed learning while some are in workshops… the list goes on.

As a beginning teacher, team teaching was a phenomenally supportive, safe entry into the world of education. From Day One, I was surrounded by experienced, amazing teachers and because of the open plan learning environment, I was able to observe them working their magic seamlessly and naturally. I learned by osmosis. I learned alongside, much like a apprenticeship.

So I was in a constant state of observing other teachers but also being observed myself. This enabled me to get feedback on every aspect of my teaching – sometimes formally but mostly in the chats and questions and comments which happen all the time when team teaching. I was able to get comments on my planning, able to discuss students at a fine grained detail, able to be supported in tricky meetings. We even found that the traditional PRT mentor role was not really needed – it all just happened as a natural part of the team.

Any downsides? Perhaps. I guess when you are in your own classroom you need to do all the jobs a teacher normally does. In a team teaching environment, it’s easy to share out jobs. What I mean by this is that in some cases, I was “late to the party” learning how to do certain types of assessment, or the planning of events, or the coordination of groups. I’ve never had to deal with a reliever because we just cover ourselves. We’re getting better at this though – about making sure BTs get the same amount of responsibility and chance at a range of jobs. It just takes an awareness of this aspect of team teaching and you can sort it out.

So I can honestly say team teaching as a beginning teacher was a fabulous, rich experience. It nullified a lot of the pain points of just starting in your own single cell classroom and amplified many of the positive benefits of an apprenticeship-type model of learning.

For any schools thinking about embarking on a team teaching adventure – hire a BT! It’s the best start they could possibly get.

***A big shoutout to Urs, Tara TJ, Lisa, Andrea, Ang, Amaria, Demelza, Mike and all the other amazing teachers I’ve had the benefit of learning from. You guys rock!