From Digital Natives to Digital Citizens: Teaching Digital Citizenship as part of the School Curriculum INA SMITH ANNAMARIE GOOSEN
From Digital Natives to Digital Citizens: Teaching Digital Citizenship as part of the
School Curriculum
INA SMITH
ANNAMARIE GOOSEN
AgendaTransformation Charter & Ecosystem Approach
Digital Citizenship
Reading & Learning
Information Technology in Research and Communication
Information Technology in Schools
Proposed curriculum integrating Information Literacy, Computer Literacy, Media Literacy
LIS Transformation CharterFramework of principles and mechanisms for LIS to contribute to:◦ Elimination of illiteracy and inequality
◦ Promote information literacy
◦ Building a modern, efficient, equitable library and information (eco)system
◦ Building an informed and reading nation
Access to informationDemocratise information
Distribute status, wealth & power
Makes for better people, less dependent
More efficient & effective (productive) workers
More responsive & responsible citizens
Less conflict & disturbances
More developed country, economic growth, job creation
Ecosystem approach“The ecological approach encourages us to think of South African LIS in such a way that where the flows of resources diminish, for
example to school libraries, we will recognise that because of our interdependence, the
weakness of one component has the potential to weaken other components.”
Information literacyResearch problem
Methodology
Collecting information
Analysing, critically evaluating
Represent
Acknowledge resources
http://www.theatlantic.com/education/archive/2015/04/digital-natives-yet-strangers-to-the-web/390990/
Reuben Loewy, 55 year old US teacher
“Kids not only need to be proficient in how to use digital technology, becoming savvy coders and prolific ebookreaders, he explains—they also need to deeply, holistically, and realistically understand how the digital world worksbehind the scenes.
They are consuming and seeing so many things online that they don’t know how to put it into context or how to evaluate it."
“At the same time, "even schools that have called themselves very technologically advanced haven’t even begun to explore how they actually teach [about that technology]," he said. They may hand out iPads or laptops to students, but such education often stops at the hardware. "Curriculum is the microcosm of what’s going on in society; I think that curriculum needs to catch up with the reality."
Very High Human Development Index (HDI)
Medium HDI
http://www.sowetanlive.co.za/news/2016/05/25/pupils-don-t-understand-what-they-read-study?utm_campaign=shareaholic&utm_medium=facebook&utm_source=socialnetwork
Mother-tongue Language
Norms of appropriate, responsible behaviour with regard to technology use
Digital access for all
Digital consumers doing online business
Digital communication
Digital literacy for searching & processing information
Digital etiquette
Digital Citizenship (1)
Digital law (plagiarism, illegal downloads, hacking, creating and spreading worms, viruses, Trojan Horses, sending spam, stealing identity)
Digital rights & responsibilities (right to privacy, free speech)
Digital health & wellness (safety, self-care, cyber-bullying)
Digital security (virus protection, back-up’s)
http://www.digitalcitizenship.net/Nine_Elements.html
Digital Citizenship (2)
To become an empowered digital citizen, with competency in various application software tools and the Internet.
To become an effective downloader of content, but also an uploader of media and a contributor to the world of knowledge.
To apply self-learning and to continuously grow in terms of using computer technology as a tool.
Expected Outcomes
Adult learnersPrefer sense of self-control, autonomy, self-direction
Learning must be relevant, purposeful, to achieve goals
Time limited
Wealth of knowledge
Results-oriented – expectations met
Potential limitations
Successful if internally motivated
Child learnersOther-directed – depend on teachers, parents
Perception of time different
Learn what they are told
Limited experience base
Learn quickly, open to new information & to change views
Expectations less well defined
Externally motivated
Learning styles
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Communication Process
https://www.youtube.com/watch?v=FP06iB1qF8k
http://www.abc.net.au/news/2015-06-20/melbourne-man-receives-titanium-3d-printed-prosthetic-jaw/6536788
https://www.youtube.com/watch?v=M_1glPNV5PM
https://www.youtube.com/watch?v=SObzNdyRTBs
Chicago Public Library Makerspace
https://www.youtube.com/watch?v=DbY_grImwTo
Information Technology in Schools
Should be addressed on different levels:
IT Infrastructure
Computer Centre Layout & Management
School Web Page & Social Media
Learning Management System (online)
Policies
Curriculum Content
Assessment
IT InfrastructureHardware
◦ Desktops/Laptops/Tablets, Printers, Scanners, Digital cameras, Data projectors, Whiteboard or Digital Visual Presenter
◦ Server & network
◦ External storage devices
◦ Upgrades
◦ Learners & Facilitators
◦ Security
Software
◦ Microsoft Office (Word, Excel, PowerPoint, Paint etc.), Internet & Internet Browser (Chrome)
◦ Licenses
◦ Upgrades
◦ Back-up’s
◦ Digital preservation
New generation overhead projector (or digital visual presenter)
Computer Centre Layout & Management
Classes per cycle, per week
30-45 min. periods
Availability for extra research◦ During school breaks
◦ After school
Internet, MSOffice, other educational applications
Sell paper, CDs, DVDs, Flash disks, other
Printing costs
School web page & Social Media
“If it’s not on the web, it doesn’t exist.”
Web page – regularly updated & 24/7 accessible
Social media e.g. Facebook, Blog newsletter: news out quickly
Social media encourages feedback
Marketing & Communication – display window to the world
Web page: WordPress (incl. Blog newsletter)
Facebook: news clips, photos, feedback
Dropbox: sharing of files, storing files
Intranet: storage & preservation of digital content
Flickr: photos
Google Docs/Forms: where feedback required
Etc.
Online Learning Management System
PoliciesHardware & Software usage (Advertisements, Email disclaimers)
Internet usage
Protect users & school:◦ Policy for learners
◦ Policy for educators
Policy for LearnersAcceptable use & Unacceptable use
Privileges
Computer use/user rules
Network etiquette
Security
Vandalism
Personal damages
Policy for Educators
Curriculum Content*New* Namibian Information & Communication Curriculum 2016
Grades 4-7 only (private schools Grades 1-7)
Includes Media and Information Literacy, Computer Literacy etc.
Paint, Word, Excel, PowerPoint, Internet, etc.
IC aims to ….Develop critical thinking and a problem solving attitude
Develop skills to search for and use information through classroom tasks and assignments
Enhance a lifelong learning attitude through reading
Provide awareness of HIV and AIDS, democratic principles, population growth, ecological sustainability, ICT, and improvement of quality of life for all Namibians
Provide the learner with a basic working knowledge of ICT tools, mainly computer hardware and software
Make the learner aware of the ways in which ICT is used in practical and school-related situations
About the Curriculum (1)Forward looking, forward thinking
Present trend: convergence of radio, television, Internet, newspapers, books, digital archives, libraries into one platform
Holistic approach to Media (incl. Information, Communication and Computer) Literacy
Cross-curricular themes addressed: environmental learning, HIV/AIDS, population education, education for human rights and democracy, information and communication technology and road safety
About the Curriculum (2)Learner-Centered Education (LCE) Approach - active participation, contribution, production by learners
Find, critically evaluate, communicate & share information
Active digital citizens – respond to problems/questions & build a better, just, democratic society
Lifelong learners, always curious - learn new things all the time
ApproachAll learners – different skills levels
Each learner unique – adapt
Simplify text where English is the 2nd language
Adapt level of difficulty
Change topic to be more relevant
Rearrange lessons/activities
Adapt existing activities
Add to existing lessons & activities
Schools without computer centres – cover theory & encourage community library visits
Individual, Pair, Group, Class Work – encourage to collaborate
Engage with other schools – also internationally
Invite experts to do virtual presentations through Skype
Examples of new learning ….
AssessmentContinuous assessment
Formative assessment
Diagnostic assessment
No examinations
Continuous Assessment (individual)
Practical Investigation (10 marks)
Continuous Assessment (class)
Support for EducatorsUser-friendly manuals
Minimum preparation & expertise required
Planning & preparation all in one
E-mail support (response within 24 hours)
Facebook page: new ideas, lessons – to complement existing lessons
Mailing list to share ideas
Downloads http://kidsinthecloud.wordpress.com
Workshops
Support
Tips …Remember that everything is connected
Observe, learn and get ideas from others
Analyse, ask questions, think critical
Explore, experiment, dare, take chances
Follow an agile approach – don’t resist change, but think about how it can be to the benefit of society in general
Nobody will ever know everything
Learn something new every day!
Change cannot be avoided ….
Thank you! Questions?
Ina Smith & Annamarie Goosen
Kids in the Cloud (Pty)Ltd
http://kidsinthecloud.wordpress.com