Digital Citzenship Curriculum Document k-2

Running Head: Digital Citizenship: A Working Curriculum Document for Grades K-2
Digital Citizenship: A Working Curriculum Document For Grades K-2 Jennifer Levine UOIT
DIGITAL CITZENSHIP: A WORKING CURRICULUM DOCUMENT FOR GRADES K-2 The Following is what a Digital Citizenship curriculum document for Grades K-2 might look like in the future. The Importance of Digital Citizenship: What is Digital Citizenship and why is it imperative that we teach this idea to our students? Students of today are growing up in an increasingly technology advance world and education has to be able to address those needs. Creating a curriculum component that provides the understanding and opportunities for learners to understand what it means to be a citizen in the digital world is key to understanding the concept of Digital Citizenship. The history of the term Citizenship is an interesting one. Dating back to biblical times, the Israelites used the term to distinguish themselves from the people around them. Their identities were not tied to the land, but rather to the community in which they lived and thrived(http://bit.ly/10GHX0j) . Today Citizenship links "a person with the state" and gives people a universal identityas a legal member of a nationbesides their identity based on ties of ethnicity or an ethnic self. (Gross, F, 1999, http://bit.ly/10GHX0j). Therefore, Digital Citizenship can be defined as the connection one has with the digital world, their rights and responsibilities within that world and how they conduct themselves as citizens of the digital environment. The curriculum works to reinforces the positive aspects of technology so that everyone who participates in the digital world feels connected and safe. Within the concept of Digital Citizenship are nine elements that can be used as a framework to inform teaching practices. These foundations can be divided up to address the
students needs both inside and outside the academic environment. The Core Goal of Digital Citizenship is to improve learning and understanding of the digital world and to prepare the students of today to become knowledgeable and critical 21st century citizens. The following are the nine elements that make up the core of Digital Citizenship. Nine Elements of Digital Citizenship (Ribble, 2011): Digital Access: Full electronic access Students will develop an awareness of the level of access that participants might have. To address those needs and to adjust lessons accordingly. Students will use academic institutional resources when available to create an equitable environment which supports technology access for all students. Digital Literary: Teaching and learning about technology and the use of technology Students will be able to critically evaluate information, navigate the online world and create artifacts using a wide range of technologies. Not to be used to replace literacy component, but to be used in conjunction with curriculum. Digital Communications: Electronic Exchange of Communication Students will learn how to communicate using different types of technology. They will learn how to communicate and collaborate appropriately and effectively. As well, they will be able to understand how to exchange information using different online tools. Digital Etiquette (netiquette): Code of conduct and behaviour in the digital world Students will learn appropriate and inappropriate ways to conduct themselves in the digital world. As well, students will have a deeper understanding of how their online presence and products can have long standing effects on them and others.
Digital Rights & Responsibility: Freedoms extended to everyone in the digital world Students will understand that there are basic rights and responsibilities extended to all digital citizens i.e.: the right to privacy, free speech etc. Students should be able to address, discuss and understand what these rights are and why they are important. Digital Commerce: Buying and selling on the internet Understanding that the large part of the free market conducts business online some of these transactions are legal, some are not. Students are to be made aware of how to understand whether a site is legitimate, what to look for when purchasing products online. Students will learn how to be critical consumers of online products.
Digital Health & Wellness: Physical and psychological wellness of individuals using technology and in the digital world Students will understand that there are both physical and psychological issues that can occur when becoming a digital citizen. Physical stressors can include eye site, carpal tunnel syndrome etc. The most prevalent Psychological is internet addiction. It is important to address these symptoms and others to students and make them aware of these issues.
Digital Security: (Self- protection) taking precautions to ensure personal safety Students will understand that in the digital world they must be able to protect themselves from harm like in the real world. Arming students with the understanding of password protection, identity protection, virus protection etc. is pivotal to teaching them how to be safe on the internet. Digital Law: The rules and laws that govern the digital world Understanding that like the physical world in which they live the digital world has rules and laws. The students will understand what some of those laws are and what the repercussions are for breaking them. Students are to understand that they are not anonymous on the internet and that they have a very real presence and should conduct themselves accordingly.
The following document has been adapted from a compilation of resources. They have been modified and adapted to fit the parameters of the curriculum and have been expanded with respect to learning theories and the 21st century learner.
Part 1: Digital citizenship Overview of Grades 1-3 Overview Kindergarten: The study of Digital Citizenship in Kindergarten focuses on Safety and Equipment introduction. Students will be able to understand the meaning of privacy and personal safety and recognize specific information that should never be shared. As well, students will be introduced to specific programs derived from both the internet and educational software that are to target specific curriculum expectations i.e.: language, reading, writing, math etc. This in an introduction to technology providing prerequisite foundational skills that is built upon as the student moves throughout the different grade levels. Overall Expectations: By the end of Kindergarten student will be able to: Understand safety on the internet i.e.: privacy, personal information Be able to define term Digital Citizenship Identify basic functions of computers and the internet Identify and describe different 21st century tools Identify and describe different ways to use 21st century tools i.e.: iPads, computers -identify basic functions of computers i.e.: word processing, internet, web searches -Define basic computer terminology i.e.: (computer, monitor, keyboard, mouse, pointer, drag, file, double click, websites, saving work, privacy, and back button)
Specific Expectations: Understanding Concepts -Define term Digital Citizenship (the rules and regulations around appropriate and inappropriate use of multimedia tools) i.e.: computers, internet) and technology -Be able to compare digital Citizenship with their own role within a community -Define the term Safety -Describe the term Privacy -Understand that websites might ask for personal information -Describe different uses for the internet i.e.: communications, traveling to new and exciting sites, information -define different technology tools
Developing Inquiry/Research and Communication skills By the end of Kindergarten, students will: -use basic appropriate vocabulary with reference to technology i.e.: computer, input/output, monitor, keyboard, mouse, pointer, drag, file, double click, websites, saving work, privacy, passwords, links, back button) -Explore the term Privacy and be able to identify personal information
-Explore the idea of what makes a Good Digital Citizen -Explore how Safety on the internet relates to how they are safe within their own communities Applying Concepts and Skills in Various Contexts -create at least one artifact i.e.: picture, story etc. -be able to communicate effectively their basic knowledge of what a computer is and what it can be used for -Understand what makes a Good Digital Citizenship -Be able to utilize basic computer software and to access specific websites -create a simple artifact Core Concepts Addressed -Digital Security -Digital Communication -Digital Literacy -Digital Etiquette
*Adapted from the Common Sense Media Website (http://bit.ly/16GGdIa)
Overview Grade 1: The study of Digital Citizenship in Grade 1 focuses on Safety and Literacy. Students examine the how to recognize safe sites, understand and be able to identify the term digital footprint and be able to identify private information that should not be shared online. As well, students will be able to understand basic search functions and address the concerns about Cyber Bullying. Grade 1 continues to build on previously learnt skills in security and basic functions of the computer and the internet and extends to include the concept of Cyber bullying. Overall Expectations: By the end of Grade 1, students will: Identify basic internet safety measures i.e.: passwords, Describe the terms digital footprint and digital trail Describe basic search functions i.e.: keywords Introduction to Cyber Bullying
Specific Expectations: Understanding Concepts: -Review and identify the term privacy, safety (i.e.: what information should not be shared with others) - identify the term digital footprint and digital trail and how it relates to the world --understand how their presence on the internet creates a digital footprint and trail -identify safe websites and avoiding inappropriate websites i.e.: giving extensive lesson on safety and how it compares to real life experiences; -understanding that websites aimed at children their age have specific identifiers, for example appropriate sites usually have games, are brightly coloured etc. -identify the term email and how email can be used to communicate with people in school, in the community and the world; -identifying key words that can be used to search specific topics -Explore the term Cyber bullying, what it means, how it hurts other and how to identify it Developing Inquiry/Research and Communication skills -demonstrate what the internet can be used for i.e.: searches; -ask questions to gain information about why safety is important; -demonstrate a basic understanding of safety on the internet and password usage; -demonstrate a basic understanding of how they have a presence on the internet;
-understand what makes a digital footprint and why it is important; Applying Concepts and Skills in Various Contexts -students will be able to use a userid and password -students will be able to use computer to create various artifacts (arts based and research base -students will be able to define the following terms: input/output, website address, email address -brainstorm different ideas of how to create effective key word searches -be able to carry out basic web searches for the purposes of researching a specific topic -connect the topic of cyber bullying through real life experiences, be able to recognize cyber bullying and how to stop it Core Concepts Addressed -Digital Security -Digital Communication -Digital Literacy -Digital Etiquette -Digital Rights and Responsibilities -Digital Law
Overview for Grade 2 The study of Digital Citizenship in Grade2 focuses on Digital Security (i.e.: creating and keeping effective passwords), exploring the concept of using the digital world to connect to the world beyond their community. Students will work to understand the difference between in person and online communications and continue to explore Cyber Bullying. Further the concept of consumerism and media awareness will be addressed. Overall Expectations By the end of Grade 2 students will be able to: Identify and create effective Passwords Describe the connections between the internet and the world Identify the difference between in-person and on-line communications Explore the concept of media awareness and consumerism in the digital world
Specific Expectations Understanding Concepts: -Review and identify the term privacy, safety (i.e.: what information should not be shared with others); -define Media Awareness and consumerism online -identify key ways of websites work to persuade consumers (i.e.: key features: visuals, slogans etc.) compare to advertising on shown on Television -define the difference between in-person and online communications -Brainstorm ideas about effective and ineffective passwords and create their own -explore email as an effective communication tool Developing Inquiry/Research and Communication skills
-be able to send and receive emails using a userid and password they have created -explore the concept of consumerism online -brainstorm ideas of persuasion as shown on the internet and in the world in which they live -understand the advantages and disadvantages of communicating online -Discuss and address different ways in which Cyber Bullying can hurt and how to address it when it happens to you Applying Concepts and Skills In Various Contexts -Brainstorm ideas about effective and ineffective passwords and create their own -students will be able to use a userid and password to logon to their personal email
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-students will explore specific product sites and identify the methods used to sell the products on the site -students will create and send emails for a specific purpose and audience
Core Concepts Addressed
-Digital Literacy -Digital Communications -Digital Security -Digital Law -Digital Rights and Responsibilities -Digital Etiquette
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Current Learning Theories Application: When Teaching and learning about Digital Citizenship, one cannot ignore Current Learning Theories. In fact, Creativity and Innovation, Critical Thinking and Problem solving and Collaboration and Communications are the corner stones of this particular curriculum. In order for students of today to be able good Digital Citizens they have to first understand what that means, second understand that their presence in the digital world leaves a mark and third that technology can enhance skills that they already have and help them to acquire skills that they do not even know are possible to achieve. As students progress throughout the grades they will be given opportunities to think critically about what they are viewing on the internet and be able to utilize the technology to solve problems presented to them. As well, they will be able to collaborate and communicate on projects which are both creative and innovative. The purpose of this K-2 Curriculum is to set up the foundation of creating good Digital Citizens. Initially, this curriculum focuses on security and specific components of digital literacy, this is due mostly to age and maturity restrictions. However, If this curriculum was to be extended to the older grades from 6-12 there would be more of a focus on media literacy, access, production of artifacts, digital literacy and the law as it pertains to the digital world. The Digital Citizenship curriculum in the elementary grades is where learners are being taught the skills necessary to critically think specifically to Reason Effectively, use Systems Thinking and Make Judgements and Decisions (http://bit.ly/OOWZMC). In Kindergarten, learners are asked to be able to define what the term safety means and compare it to their real life experiences. This in turn is applied to the concept of participating in the digital world. This is done so that as the learners progress through the grades they will be able to reason
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effectively about what is a safe website and what is appropriate information to share. As well, this leads to being able to analyze and interpret information, evaluate arguments, claims and beliefs and further to be able to reflect critically on the content of they are learning (http://bit.ly/OOWZMC). The foundations of these concepts are taught in Kindergarten and are continued throughout the entire curriculum. In addition this curriculum aims to present the learners with opportunities to use technology to communicate clearly. Whether it is though emails which are introduced in Grade 1 to Twitter (introduced in upper grades) students are being taught about how to effectively convey their ideas in a variety of different ways. The artifacts that are a part of the Application section of the curriculum is designed for the most part around the creating of artifacts that will show that the student is understanding these concepts through application (i.e.: sending an email, writing a story on the computer ,creating a picture , educational game playing). Given that the learners are at varying learning stages (i.e.: some may not be able to read or write), they are given an opportunity to convey their messages through visuals using various devices. As the learners move thought the grades more and more emphasis will be placed on deciphering meaning, multi media and technology and communication.
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Learning Theories: The following theories are what are suggested as applicable to the Digital Citizenship Curriculum Document created. 1) Constructivist Theory (S.Bruer) According to Bruner(1986) Constructivist theory is when learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge ( http://bit.ly/pgabRV). When teaching about Digital Citizenship one must remember that for the most part the students in the primary grades have had some exposure to technology, and if they have not they seem to have a natural curiosity about the world around them. Many school boards like the Toronto District School Board have mentioned this in their own curriculum Kindergarten need to build on childrens natural curiosity and sense of wonder (http://bit.ly/13VZjwn), therefore it makes sense that their curiosity for technology would be equally as strong. Given that they are being brought up in the 21 st century and being prepared for careers that will likely include technology of some sort, using their current and past knowledge of technology and then building on it will allow the learner to selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to provides meaning and organization to experiences and allows the individual to "go beyond the information given". In this case of Digital Citizenship curriculum the learner is encouraged in the primary years to explore the digital world within very stringent guidelines. These guidelines are in place to protect the student while still allowing them to construct their own knowledge and skills that will help them to navigate the digital world. As the learners age and mature more freedom will be given in order to become good Digital Citizens.
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2) Experiential Learning (C.Rogers) In the case of Digital Curriculum in the elementary grades one can apply certain aspects of Rogers Experiential learning theories. Rogers(1969) differentiates between two types of learning 1) Cognitive (meaningless) and experiential (significant). Cognitive learning refers to academic knowledge (i.e.: adding, spelling etc.) and Experiential refers to the applied knowledge or hands on knowledge (i.e.: creating a website for a school project). Cognitive learning is very concrete in that there is specific knowledge that is being imparted to the learner, whereas Experiential learning is more hands on learning which requires problem solving skills, creativity and innovation skills as well as critical thinking skills to accomplish (http://bit.ly/yqMIzd) . In the early years of the Digital Citizenship there is an onus on the teacher to provide both the cognitive and experiential pieces to their learner. Given the ages and range of experience it is understandable why Rogers uses this theory to refer to adult learning, however the experiential piece is essential for the younger learner as well, but only if it includes the cognitive piece. For example, in the Kindergarten Digital Citizenship curriculum artifact one will note that many of the objectives being able to identify and define specific terms. It is important that the students understand the terms which will be referred to in the later grades. However, the application section allows for the students to explore and make hands-on discoveries of what they can do. Experiential learning is extremely important and has a pivotal role in the Digital Citizenship document and is more prevalent as the students age and mature.
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3) Modes of Learning (D.Rumelhart & D.Norman,1978) According to the Modes of learning theory there are three modes of learning: accretion, structuring and tuning. Accretion is the addition of new knowledge to existing memory. Structuring involves the formation of new conceptual structures or schema. Tuning is the adjustment of knowledge to a specific task usually through practice( http://bit.ly/Z26MFA). This curriculum of Digital Citizenship begins with the accretion of new knowledge to the student about technology and safety. The teachers are encouraged to relate this new knowledge to schemas that the child already possesses. For example, comparing the internet to ones community and relating to the student that just like in their community there are dangers and certain rules to follow in order to stay safe, this is then applied to using the internet. The structuring occurs through the hands on experiences that the learner participates in and tuning is addressed through the continuous practice of the tasks until complete knowledge acquirement occurs. This is assessed though different assessments that are performed. It is important to note that this is an ongoing process which continuously cycles through as new knowledge is introduced.
4) Elaboration Theory ( C. Reigeluth)
Elaboration theory explores the idea that instruction should be organized in increasing order of complexity for optimal learning(http://bit.ly/YdxXwi) .Essentially, teaching a concept step by step and concentrating on the helping the learner develops meaningful connections to the material being taught so that any additional skills and ideas can be absorbed easily. With
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reference to the Digital Citizenship Curriculum, it is designed by introducing the basic understanding of technology both knowledge acquisitions (i.e.: what is a computer, how do I turn it on? How do I get on the internet? What is a mouse?) And skills training (What do I search? What is a good site to use? How do I know?)
The elaborative sequence is defined as a simple to complex sequence in which the first lesson epitomizes (rather than summarize or abstract) the ideas and skills that follow. This is relate s most to the Kindergarten curriculum strand as it is in within that strand that the basis for technology use is acquired. The Grade 1 curriculum requires the prerequisite knowledge of the Kindergarten strand, while still providing new information which will be prerequisite for Grade 2. Skills are constantly being acquired and optimized and this process is continued throughout the grades.
Consolidation: This Curriculum was designed specifically to address the growing needs of todays 21 st Century learners. It can be used in conjunction with other units or as a stand-alone set of lessons. It is important to note that by the end of high school students should be well versed in all of the 9 foundational components mentioned at the beginning. This K-2 curriculum provides the basis for which the other grades would build upon.
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References Digital Citizenship. (n.d.). Digital Citizenship. Retrieved March 1, 2013, from http://www.digitalcitizenship.net/ History of citizenship - Wikipedia, the free encyclopedia. (n.d.). Wikipedia, the free encyclopedia. Retrieved April 8, 2013, from http://en.wikipedia.org/wiki/History_of_citizenship K - 2 | Common Sense Media. (n.d.). Reviews and Ratings for Family Movies, TV Shows, Websites, Video Games, Books and Music. Retrieved March 1, 2013, from http://www.commonsensemedia.org/educators/curriculum/grades-k-2 Learning Theories. (n.d.). Instructional Design. Retrieved March 13, 2013, from http://www.instructionaldesign.org/theories/index.html Learning and Innovation Skills. (n.d.). Welcome to Route 21. Retrieved April 7, 2013, from http://route21.p21.org/index.php?option=com_content&view=article&id=7&Itemid=4 Ribble, M. (2011). Digital citizenship in schools (2nd ed.). Eugene, Or.: International Society for Technology in Education. http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf

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Running Head: Digital Citizenship: A Working Curriculum Document for Grades K-2

*Adapted from the Common Sense Media Website (http://bit.ly/16GGdIa)

*Adapted from the Common Sense Media Website (http://bit.ly/16GGdIa)

Core Concepts Addressed

*Adapted from the Common Sense Media Website (http://bit.ly/16GGdIa)

4) Elaboration Theory ( C. Reigeluth)

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