Category Archives: ECI 832

Digital Literacy in Saskatchewan Science: A Curriculum Guide

16 Monday Apr 2018

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It’s finally done!

It ended up being more of a companion to the science curriculum and the digital citizenship education guide. As I went through making this document and previously considered – digital literacy seemed the be the root theme of what I was supporting in the creation of the document. However, as I began creating my lesson plans – I learned that many of the other aspects of Ribble’s Nine Elements would be at work when actually trying to pursue the specific lessons in my classrooms (the only one I had a hard time working in was Digital Commerce).

responsible use and scientific use

A new visual I made incorporating responsible use with scientific use.

As I was working on it and considered my growth in science education that I experienced this year in part due to my work in ECI 842, I realized the importance I find in multiple perspectives in science as having significant value. This not only made me consider including the connections of implementing digital citizenship in science education to the Truth and Reconciliation Commission of Canada’s Calls to Action, but it also helped me dig deeper into the science curriculum itself.

In my last post I mentioned how in-depth the curriculum was, and how this helped me check my ambition of completely dissecting the curriculum and assigning connections in it to digital citizenship.

However!

I didn’t realize how well they had described what I think science is and should be in the aims and goals of the curriculum. This really made me question what all I missed as a biology minor rather than being a secondary science major in my undergraduate degree, because I originally planned these assignments around the thinking that some of my perspectives weren’t found in great depth in other science classrooms in Saskatchewan (they still might not be, but it is not because of the curriculum).

aims and goals

Aims and Goals via SK Biology 30 Curriculum

I tried to consider why I felt this way, and in talking with my fiance, we considered the idea that I don’t get to talk to very many other science educators except for the four(ish) in my high school – none of which specialize in Biology like I do, my cooperating teacher and predecessor retired, but without teaching the same courses at the same time, the dialogue regarding practices in the class may not have been as easily possible. It sounds like a convenient and cliche revelation to have at the end of the semester, but it really emphasized the need for me to begin following more biology, science-educating individuals in my personal learning network, and continue to take on interns in the future for the value in different perspectives available out there (shout out to Jesse Bazzul as well for suggesting I consider pursuing opportunities for exposure to new perspectives).

Ironically, the document I created has had the greatest impact on my own understandings and applications of science education to digital citizenship.

It is available for your perusal here: Digital Literacy in Saskatchewan Science A Curriculum Guide

I genuinely hope this document helps any science educators hoping to implement more digital citizenship in their classroom.

Thanks for a great semester to everyone in ECI 832.

– Logan Petlak

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Scientific Literacy and Digital Citizenship Lessons

16 Monday Apr 2018

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As I worked on my resource for digital literacy in science classrooms, I soon learned that it would be very difficult to address the entire science curriculum. So I decided to focus on the foundations of scientific literacy and how they applied to digital citizenship.

I even felt so inclined as to make a visual for how Ribble’s Nine Elements fit into the scientifically literate student outline found in the curriculum.

digital citizenship in science.png

After making this revelation I was able to focus my efforts on creating a series of lesson plans to include at the conclusion of the document that include topics in Health Science 20, Environmental Science 20, and Biology 30.

I just completed the Health Science documentary last week and felt there was a lot of success and positive discussion among the students during and following the video – we’re extending the learning afterwords to look into other types of diets and the validity associated with them. I strongly recomme

My document is nearing it’s completion!

Logan Petlak

 

 

A Media Literate Rhapsody

11 Wednesday Apr 2018

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There was some significant ideas that stood out throughout this semester:

  • It is beneficial to be digital residents, but you have to be educated on how to use it responsibly and proactively.
  • Our class is composed of a great diversity of educators that provide refreshing perspectives on many topics.
  • Being critical and skeptical are integral parts of life online and offline.
  • While we can educate students who belong to a particular generation, we have to be aware of the role of parents and everyone else in society who possess different worldviews and perspectives than what the students are educated on. Everyone needs education.
  • Literacy is what all teachers are trying to accomplish regardless of whether or not it is digital, media, or scientific literacy.

Thanks for a great semester everyone!
– Logan Petlak
My summary of learning video:


Lyrics:

Live critical lives,
In Digital reality.
Connected not alone
Online’s another part of me.
In ECI
We’re learning bout literacy
Old Facebook Logan, he was embarrassing
Because he didn’t ask, didn’t know.
Should I share? Should I post?
For science teachers though, maybe I will make policy
for literacy
Students, deconstruct this “fact”
Dig-Citizenship is what I want
It’s culturally significant.
Social, media and us are one.
But what about parents not in class todayyyy?
All of us, ooo
Can we all be digitally-wise?
To be digital residents for all tomorrows
Literallyyy everything, we consume matters.Oh hey, Ribble’s nine elements (“munts”)
Digital literacy emphasized?
Sharing anything seems like a crime.
Why didn’t anybody, fact-check this post?
Check your personal bias to find the truth.
Students, in my classroom (critically assess all news posts)
To truly live online
I’d be skeptical of everything I saw!

I made a comment on a post made by a man
He told me, he told me, I’m a liberal psycho!
He really just could not see, I’m helping soc-i-e-ty!
ALEC COUROS, ALEC COUROS
ALEC COUROS, ALEC COUROS
ALEC COUROS told me so – WORK WITH ME BRO
But fake news is all over the TV
It’s freaking everywhere, corrupting ideologies
Overcome this challenge fight cognitive ease!
Easy to, blindly follow, every single post
ARE CLAIMS VALID – What about this post?
(BOUT THIS POST)
WHY SAY THAT – What about this post? (BOUT THIS THOUGH)
NO I CAN’T – I will scroll past this post.
(ABOUT THIS THOUGH)

WON’T SCROLL PAST THIS POST (PAST THIS POST)
WILL SCROLL PAST THIS POST (PAST THIS POST)
HELP ME COUROS
PLEASE HELP ME AL-EC COUR-OS
OH MEDI-AH AH MEDI-AH AH MEDIA ACROSS THE GLOBE
MINING DATA IS A TERRIFYING THOUGHT TO ME
AND THEE
AND KITTIES

Teach responsible use in your teaching time!

Be proactive rather than reactive online
Oh Amy, thanks for computer commandments Amy!

Educate about, educate for all of these things.
Nice post – Nice post

Fellow EdTech classers
Glad you could teach me

All we’re really after, all we’re ever after is literacy. (Thank you Alec Couros).

My critical, digital life.

24 Saturday Mar 2018

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My critical, digital life.

I normally wake up and go on some form of social media (either Facebook or Instagram), and probably log a minimum of two hours on it per day. Side note: This, like many other people, is normally how I get my news.

I check sports highlights (Crosby, wow), 
friends’ activities and scroll through my feeds with the multitude of posts that people in my social network share parceled with advertisements specifically catered to my search histories and demographics I fill.

As I scroll through each post, I’m analyzing content consciously and unconsciously. Someone shares a politically-charged post about the latest Trump or Trudeau controversy, someone shares a post about the legalization of marijuana, or someone tags me (and it’s usually my fiancé) in a funny cat video or meme.

All the while there I am, looking at my electronically-powered, 5.1-inch screen of my phone, consuming and questioning in some combination, if not all, of the following (reflective of my video on Fake News):

  • Is this post valid or accurate? (Is it making claims that just aren’t true or promote opinion as fact?)
  • Why did they share that? (Was it funny? Intentionally offensive? For others’ benefit?)
  • Would I ever share that? (Yes? No? Did I ever? Why would/wouldn’t I now?)
  • What caused them to think that way? (What is causing me to think this way about it?)
  • Do they see how biased the source and article is? (Do they even care about that?)
  • Did they look into that claim before sharing? (Will I bother to look into it?)
  • Do they know that has no validity to it? (Do I actually know enough about this topic to provide validity?)
  • Why do I think that’s funny? (Is it something I agree with? Am I right in laughing about it?)
  • Why do I find that inappropriate? (Am I right in thinking so?)
  • Should I say anything about this? (Why should/would I?)
  • What do I do about this post?

After some combination of these thoughts and questions go through my head, it becomes a decision based on the final underlined questions. What do I do about this post? Like, share, comment, or ignore? Even more simplified, it’s ultimately one of two thoughts:

1. I’ll just scroll past.

OR

2. I can’t just scroll past this.

In the event I select option 2., a series of follow-up considerations will occur depending on the content of the piece, for the sake of this post – our exemplar content can be any of the following, all legitimate posts from people in my social network, several of which I felt “I can’t just scroll past this… I have to comment”:

Exhibit A and Exhibit B

CBD Oil via Cure for Life
CBD Oil via Cure for Life
"Some Thoughts for People who Live in Canada"
“Some Thoughts for People who Live in Canada”

Exhibit C

Does it convey “fake news”, and what specifically about this post is “fake news”? Does it misinform people and who are the people who can see it? What message does it send? What about it specifically do I feel compelled to discuss?

And the big question, if one of my students shared this, would I address it and how would I address it if this was the case? Address it that way, because we are all learners:

  • Respect, be positive towards the individual and have empathy for the individual – treating them as a learner.
  • Find common ground on this topic.
  • Address the specific issue of the content of the post.
  • Avoid getting emotional in your response or in reading theirs.

After making a post/comment, follow-up reflective questions surface:

Do I like what I posted? Could I have done better? Did I word it right? Will they understand what I’m trying to say? Will they listen to me? What if they don’t? Is it pointless to comment, then? What about the people who don’t comment, don’t like, but see it and consume it but leave no visible trace of acknowledgement for me? Am I doing a service to them?

My comments have been met with likes and dislikes.

Sometimes I’ve received insults. Other times the original person who shared the post doesn’t comment or their comment is strictly defensive and not open to what I have to say (maybe the way I wrote it was offensive?).

Kristin and Cats Instagram

This is what daily social media consumption looks like for me in the worst-case scenario. Best-case scenario, I see pictures like this (my fiancé and two of our cats).

But best-case or worst-case, all scenarios are part of the deal.

How do you consume online?

Have you found yourself exposed to similar posts on your social media feed? What did or do you do?

Comment and let me know!

– Logan Petlak

Can we ever be “fully literate” in all dimensions of literacy?

19 Monday Mar 2018

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Am I “fully literate”?

Is anyone?

As evidenced on my page, I believe we are all lifelong learners, so is it even a fair question to consider the notion that there exists a specific point in literacy that we officially “hit” and are considered “fully literate”?

Probably not, the idea of literacy seems too subjective.

Indicators exist in certain subject-areas that would serve as evidence to infer literacy-attainment, so in that sense we can create benchmarks for literacy. But when considering the ever-shifting development of subjects and or expanding knowledge on learning, benchmarks today may shift tomorrow. What is the next benchmark or desired milestone associated with grades and subjects?

Being literate today is a tall order (inadvertently implying that it was necessarily any easier at different points in history). I feel like becoming fully literate today has become synonymous with wisdom, utilitarianism and benevolence (or maybe that’s just my view on it). But you’d think the wise would know that you can never be fully literate (this is me thinking that I’m wise).

Literacy seems almost synonymous with learning (you have to learn to be literate). If you’re capable of continuous learning, consuming information, and improving in all dimensions of literacy (or perceived important ones of today), with certain benchmarks, maybe that’s the way!

BUT WHAT ABOUT PEOPLE WITH BARRIERS TO LEARNING AND INFORMATION CONSUMPTION?! IS THE SAME BENCHMARK OF “FULL LITERACY” STILL A SPECIFIC GOAL DESIRED?! HOW DOES “FULL LITERACY” APPLY THEN?!

science 10 scientific literacy.jpg

A Scientifically Literate Student via SK Curriculum

This brings me back to my post about media literacy and, as Carter also said in his vlog, it is needed. And to me, social and media literacy almost seems to transcend specific subject literacies. But then I think of how important scientific literacy is and how passionate I am about it (so much so that I’m making a resource for it an media literacy) – and how that, too, is needed for citizens today. Yet it needs to be delivered in a non-Eurocentric way which requires some cultural literacy.

Aside: these are great considerations for the development of my science resource.

The considerations are making my head spin, though. We probably need some form of benchmark to provide students with skills to become “fully literate” in today’s society, yet don’t want to be so specific that it becomes constrictive or culturally-uniform (devoid of diversity). The reality is that there are many different forms of literacy that I haven’t listed yet that are important to the holistic growth of individuals (health and physical literacy, for example) and all need to be pursued when able. Especially when all of these forms of literacy depend on one another as an intricate web enhancing the impact of another.

digital_literacy_newest_copy.001.jpg

Literacies for the Digital Age via Educorp

If all forms of literacy are continuously pursued, beyond the benchmarks, we become the benevolent, wise, and “fully” (but not really, “fully”) literate. As educators we have to be pursuing this personally, regardless of the courses/subjects we instruct, to model this for our students as well.

Agree? Disagree?

Get at me!
– Logan Petlak

 

The Need for Media Literacy

18 Sunday Mar 2018

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Media literacy is an integral part of learning.

Image result for media literacy

Global Competencies via AML

Many of the “to do’s” of media literacy, as evidenced in vlog posts by Dani and Luke are pretty straightforward and may occur in courses anyway without the deliberate classification as media literacy. Literacy in senior English includes media literacy in dissecting all elements of literature including the writer and content of the piece. History courses analyze the context in which historical events occurred much like we would analyze all the factors surrounding articles and posts.

I think that it is a very easy-to-realize goal of extending media literacy (specifically in the digital realm) into many, if not all, subject-based classrooms. It seems like it would be the most relevant learning for students as well (at least in the environment in which I instruct, high school), which should increase engagement. I would hope that this is a trend that more and more educators seek to address in their classrooms, but how would I ever know that its occurring when I’m busy teaching? Prep time rarely gets used to observe other educators as many of us re trying to keep our head above water working on marking/prepping. This presents the necessity for it to be required/enforced at an administrative or divisional level. And this presents the question then: does every teacher need to do it then? Is it a part of teacher assessment and professional growth for us all as a profession? I’m biased, obviously, but I think it should be! Do you agree?

With this in mind, what currently is happening in my school regarding media literacy? How are we educating students about digital citizenship and media literacy?

ccicyclonenation

Screenshot of ccicyclonenation post on Instagram.

At Central Collegiate we have been fortunate that administration encourages opportunities for sharing and leadership as educators supporting one another with educational technology. In addition, individual teachers are encouraged to take “risks” and utilize social media as a means to build community at Central Collegiate.

Our school social media, differs from that of each of our educator’s social media posts, as its very much about the school, not personal (obviously). With different types of sharing occurring with each of us teachers, I think that diversity in types of sharing is reflective of the diversity present in schools and also illustrate that necessity for instruction and unpacking of the idea of media literacy for everyone (this extends to include other roles within the school including facilities, office/administrative positions, and support staff), does this become mandatory and assessed in the same way it occurs for educators?

It’s still kind of a grey area when considering personal media use as evidenced by our ECI 832 discussion with Patrick Maze. There are some obvious things to avoid, and there are some things that perhaps shouldn’t be posted, but are arguably okay depending on perspectives. This raises that learning and modelling digital responsibility (and ultimately, media literacy) as individuals working with students and youth. Would we be okay with a student sharing something like what we post? Are selfies okay? And is that wide range of subjectivity regarding “what’s okay” a good means to go forward, rather than a definitive line?

I’m not sure on these questions regarding the future of media literacy, but it is a big part of society and culture today that we all need to be educated on.

Digital Identity: Past, Present, Future

03 Saturday Mar 2018

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In an effort to better understand (and educate for) digital citizenship, I am going to reflect on my personal journey through digital citizenship in my past, present, and future.

Logan Petlak’s Digital Identity Past
A.K.A why Facebook Memories makes me shake my head [smh] at myself daily.

Digital identity and footprints weren’t a thing until social spaces became prevalent like Myspace, which was prefaced by MSN Messenger. I made my names and statuses either song lyrics that I thought were cool or that people would like (“I got soul, but I’m not a soldier”) or put hearts around elementary school girlfriend’s names “<3 Michelle <3”, or both! I liked bands and people on Myspace that I thought my peers would be impressed that I liked, and adjusted half-mockingly, half-seriously, my top five friends on Myspace. But this identity, at least to the best of my ability to find it, no longer exists.

Facebook had emerged in high school, and there began posts begging for attention and acknowledgement. Some funny, some needlessly oversharing (given my definition of oversharing now).
Facebook “on this day” serves as a constant reminder of this, to which I have been pressing delete to try to minimize the non-digitally-citizened presence of Logan Petlak, despite the positive learning experience I bet it could be.

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Facebook Profile Picture (17 years of age) – April 13th, 2007

I had hoped to find pictures on Google Images that would help should my youth and digital footprint from long ago, but I was unable to find anything prior to my teaching career – I considered that a positive!
Here’s my first Facebook Profile Pic though!

Over the course of several years, as I went through my undergraduate studies at the University of Regina, I continued to experiment with sharing online in what I considered my “private” world of Facebook. There was a progression in the content I shared over time. There were less pictures at social gatherings and less posts asking “what everyone was up to tonight”. They progressively become fewer and fewer as my teacher education grew and grew.

This progression brings up questions though, what caused the shift? Was it brief forms of digital citizenship occurring in my courses? Was it settling into a long-term relationship? Was it simply exiting my early-twenties and maturing? Or a combination thereof?
Petlak’s Digital Identity’s Present
A.K.A Educating students on digital citizenship and their digital identity.

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Present-Day Logan with Fiance, Kristin

Present-day. I’ve found success in not getting too full of myself as an educator. The reality is that with the multitude of experiences and perspectives sitting in every one of my classrooms, my experiences are so specific and limited, it’s really not logical to assume I know more than any student in any particular subject, especially social media and the social dynamics therein that influence their relationships with one another. This translates to how I approach digital citizenship in my classes. I believe I possess the humility required in “recognising and respecting the knowledge students already possess about these media”. The reality is, I possess a fair amount of experience with social media and its inherent effects on identity as it played a role in shaping mine in my teenage years, especially when compared to other educators belonging to different generations. But it would be presumptuous to think I know more than my students. The idea of being a facilitator of discussions about digital citizenship hopefully allows students to consider their digital roles, identity, and footprint better than I did at their age. As with much of the learning in my classes, it revolves around questioning.

But will it look the same in the future? I don’t specifically assess how they interact online – definitely not summatively at least, but they have to critique/cite sources. They question bias of sites. Maybe my document will allow me (and others) to more formally assess digital citizenship learning in my science courses.
Petlak’s Digital Identity Future
A.K.A what will my digital identity become, do I or don’t I comment on “Fake News” or blatantly-biased and inaccurate posts on social media by my peers?

In class, we did some cyber-sleuthing to see what we could dig up on some individuals and their digital footprints. Naturally, I felt the need to revisit my footprint.

And?

My present identity seems positive: my website, tweets, work with the division’s Gay-Straight Alliance, and hockey stats. Good for you, Logan!

But how will it look in the future? And what is and what will my digital identity look like through the lens of my friends/followers whom I rarely see in person anymore but still follow their lives on social media?

As an educator, do I stay true to my trade and try to educate in my social circles as well? If I call out “fake news” to my friends in the future, do I become too preachy in their eyes? Does their perception of me matter if I’m promoting what I am required to as an educator and representing my profession “well”?

What about if I have kids someday!? How will I educate them? Will I share photos of them while they’re young so that they actually have a digital identity before they’re even capable of deciding their own?

I very much agree with Krista and Kelsie’s phrase of digital citizenship being a “patchwork process”. My journey is evidence, albeit subjective, of how digital citizenship education can’t be precisely defined, but I really think speaks to the incredible scope of education and learning that can occur when the digital realm is responsibly utilized (or even the learning that can occur when it is irresponsibly utilized).

There’s always questions!

Logan Petlak

Developing a high school science digital citizenship resource

13 Tuesday Feb 2018

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In my first post, I highlighted my desire to create a resource for digital literacy, I clashed with making a series of vlogs to educate my peers or making a document to assist science educators in delivering digital literacy in their science classrooms that corresponded with the curriculum. I decided to pursue the latter as I feel it may be a more realistic venture with the resources I have available to me (I reflected on my previous attempts to make a video series in the distance learning course I took, and concluded that it takes a lot of resources and time for only one person to put together – not that this won’t also take time, the resources may be less).

In my brainstorming for this assignment I had many ideas come to mind when considering the philosophy and approach that educators should have when implementing a document associated with digital citizenship in a high school science course. Some of my initial considerations to include in the completed document were:

  • Considerations of applicability to general Saskatchewan curriculum focuses like broad areas of learning, specifically how science and digital citizenship coincide to promote lifelong learning, engaged citizens, and a sense of self and community. The same can be said of cross-curricular competencies in science like thinking, literacies, identity, and social responsibility.
  • The creation of digital citizenship resources associated with different senior science courses (including learning outcomes) – ideally in an area where many can access this information and try to make it applicable for curriculum across Canada. This would likely begin with courses I am familiar with: Environmental Science 20, Health Science 20, and Biology 30.
  • Overlap between digital citizenship pieces and an “effective science education program” including attitudes, skills, knowledge and STSE. Ultimately using scientific literacy for digital citizenship, or digital citizenship as a form of scientific literacy. Informed through some guidance associated with 21st century learning.

    Scientific Literacy Framework

    Scientific Literacy Framework via screenshot of Saskatchewan Curriculum

  • Guidelines to equip educators to model online behaviours for students, specifically centered around Ribble’s nine elements of digital citizenship (dominantly on access, communication and literacy – more below). These guidelines would try to provide suggestions to approaches while bearing in mind the diversity of educators existing on a spectrum of digital visitors and residents. The suggestions would be rooted in delivery of digital citizenship through the lens of Respect, Educate and Protect – as all are essential to “ideal” digital consumption.

Access (allowing for access) – as part of a pre-read to the document, or philosophy to approach the guide with, there will a piece for educators on access and attempting to overcome barriers to students’ device-usage, including information that they may want to share with parents regarding the benefits of having their students exposed to and participating in the usage of devices/the online world. I thought this was innovative, then I saw Alec and Katia had included this in their DC Guide, through BYOD practices.

Communication/etiquette/rights and responsibilities – establishing an emphasis on productive communication in text-format existing through social media and other forms of digital writing. This would provide education on being hyper-aware of the implications of word-choice, phrasing, and delivery of ideas.

Literacy – critical analysis of “scientific articles” as well as the utilization of digital technology to enhance understandings and concepts in science as an industry through forms of content curation.

 

As I begin to put this document together the main ideas should act as a framework to begin approaching organizing these ideas together. The reality is the landscape of the digital realm is constantly shifting so it needs to be designed with adaptability in mind as well as inclusive to the variety of learners and educators interpreting the material.

Any feedback or things you feel are necessary to be included in a high school science digital citizenship document, please share!

– Logan Petlak

 

 

 

Additional considerations:

In my other class I am currently taking, ECI 842, we recently discussed the overlap between Indigenous Science and “Western” science and would consider trying to have a sub-document that provided strategies or suggestions for implementing Indigenous ways of knowing in the classroom effectively while coinciding with digital citizenship as an extension of real experiences, diverse worldviews, community and its practices, and the digital realms’ relationship to land and ecosystems. This would include the idea of identity and the digital identity also simply being a part of our greater identity, as Paul Brown mentioned, and not something that is meant to be separate.

Transgenerational (Digital) Citizenship Education

06 Tuesday Feb 2018

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“Digital Citizenship is more than just a curriculum to be taught in a classroom; it is an ongoing process to prepare youth for a society immersed in technology, personally and professionally.”  – Robyn D. Shulman

This quote prompted me to begin sifting through all of my old posts because it presented a revelation of its simplicity/goal. I’m shocked that I don’t recall ever making the connection that digital citizenship education is just modern citizenship education; “prepare(ing) youth for society”. How is my school preparing students for this?

When Shulman listed off digital skills that might be taught in schools: “coding, animation, web design, blogging, cyber-security and narrowing down information”, I feared our (my) school only was hitting a couple at best, but it does hit these skills. Unfortunately it’s not with a specific consistently or continuity from course-to-course (it’s teacher-preference, or subject-specific with a heavy emphasis on computer science courses).

service guarentees citizenship.jpg

“Service guarantees citizenship” via MemeCrunch

But when broadening the definition to citizenship education that can have digital elements to it, the service learning and other citizenship education that occurs cross-curricularly in the school should promote similar values and skills when approaching the online realm. When considering the “ongoing process” piece Shulman mentioned – perhaps this represents the short-term educational change required to include digital citizenship? But how does one “monitor” or “manage” the learning that occurs in classrooms when it is such a broad, instructor-specific topic to cover elements of digital citizenship? This is where this broadening definition of citizenship also helps in the transition to digital citizenship education in some courses. Shifting the mindset on the digital world comes to be an extension of reality rather than a dangerous, unforgiving world as some parents or students may be approaching it, especially when we observe differences in digital literacy from one generation to the next – previous documents can still be relevant and promote transgenerational (digital) citizenship education in schools and in the home.

 

 

When I read Sklar’s take on digital hygiene, I began considering the impact home has. Education about digital citizenship occurs in a variety of ways today, some would argue it needs to occur in the creation of a positive online presence. and a lack of specific digital citizenship occurring in schools when I was an adolescent in the infancy stages of social media. It makes me feel incredibly fortunate that my father was very much into technology and trying to stay up to speed on it – by extension this helped us at least stay relevant and on top of/familiar with most new tech emerging, and Sklar appears to have their kids in a similarly-privileged position – the students have access to positive models for guided exploration into digital citizenship, but not every student is so fortunate (as Jana mentioned), which dictates the necessity for digital citizenship to be a part of education. Fortunately, this end is partially realized given subject-based outcomes through that expansion of preexisting understandings of what citizenship is to be inclusive of the digital community.

digital-citizenship.jpg

Mia MacMeekin’s Digital Citizenship via TeachThought

Citizenship occurs through the emphasis of digital citizenship. The critical thinking that occurs in the active deconstruction of our interactions in the digital world is a transferable skill. When considering implementation of this at an education system level – adaptability is key (much like the organic curriculum I’ve mentioned before, Sklar mentioned a “living document editable by students”). It has to shift and evolve with the ever-shifting, ever-evolving landscape to adequately and relevantly prepare students and equip teachers.

This is merely a surface “solution” to approaching digital citizenship (there a some lovely tips on how to implement this to the right, by the way). What does the future have in store for education?

How will schools shift in time? Will we see an increasingly student-centered classroom? Do the number of teachers need to increase to meet a more wide variety of student learning needs as technology further allows learning to be more personalized? Or will classrooms even exist if more technology makes education more available? It’s a tough call, so much is dependent on the “babysitter” properties of school that I see a “educational revolution” deviating from the current educational model as unlikely in the future – but I would welcome being wrong, even it put me out of a job.

Thoughts?

Let me know!
– Logan Petlak

Digital Learners and Digital Wisdom in a Digital World

29 Monday Jan 2018

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I genuinely hold the idea that we can’t villainize the internet. Policing the students who (ab)use technology or criticizing the current contexts our students develop in seems fruitless in the absence of education. Maybe this lends itself to my appreciation for better understanding our respective places in the digital realm in order to proceed with wisdom? (It does). We really need to understand the depth of what we consume digitally (and how) and with this comes the need to identify where we, and our learners, fit in order to grow  and continuously learn about the ever-changing digital landscape.

Ironically, in previous reflections, I’ve kind of grappled with the idea of classifying students and myself with particular labels. At times labeling can be too constrictive, or its too subjective when considering things in a spectrum (but, that’s the point of a spectrum); student (and teacher) experiences and narratives constantly are in flux, so a spectrum to approach the diversity of technological literacy makes sense. The variation is wide from person-person. In this case, “what type of digital user am I”, widely varies depending on which point in my life you look at (my age, and technology available at the time), or in what setting the notion is applied (is it me as a student, teacher, or consumer). In my late teens?

I overshared and would’ve immensely benefited from digital citizenship education
(thanks Facebook Memories, for serving as a daily reminder for how much of a tool I was). The appreciation for the variety of digital consumers I think should keep us humble and empathetic as digital educators (if you’re an educator, your students will be put in a better position to be successful if you acknowledge your need to be a digital educator, assuming you live in a context with access).

This appreciation for empathy when approaching the idea of the spectrum of digital consumers has been a scaffolding process. One of my colleagues was providing a presentation to our staff about English Language Learners, and stated that we are all English Language Learners. That really resonated with me when considering the wide variety of proficiencies that exist regarding our respective grasp of the English language would also apply to the range of our grasps of digital literacy. With this, I consider that range of digital visitor/resident (which is presented as a continuum) as presented by Dave White.

However, upon watching Dave’s video, I became curious as to fluidity of being a digital visitor versus resident. When exploring that metaphor in a literal sense, we can see the impact visitors can make in new communities, and there can still be a trail or trace of their existence. This applies to online activity when considering webpage traffic, cookies, and histories. While we may not leave something easily visible to the public, those with the aptitude to perceive our presence online can do so. Therefore its important to remember our digital user classification isn’t definite either. I understand the context of the distinction Dave White makes as it pertains to our engagement with the digital world, but I also think it’s important to acknowledge the digital realm as an extension/part of our reality. Of which, relatively speaking, we’re all “residents” or “visitors”, and this is subject to change. But are we also digital “immigrants” or “natives”?

With digital immigrants and natives, there is a new issue presented that involves the peril in classifying individuals (clarification below). Its too subjective.

I do acknowledge the multitude of factors that can cause individuals to be predisposed to be better learners in different forms of literacy and the divide a failure to acknowledge this may cause. I acknowledge how certain generations may possess certain characteristics reflective of the context they grew up in. And I acknowledge that the digital world presents an exponentially increasing amount of change and challenges associated with it. But I fear we get too negative about the digital world and this can be a debilitating force against education. Like it or not, it is a part of the world we live in today.

That led me to consider drifting from the binary division of different types of educators and learners that I feel is presented in the distinction of digital immigrant/native, (and I wasn’t alone in this, thanks Megan). As I dug deeper, however, apparently Prensky felt similarly, opting to try to shift focus and emphasize “digital wisdom”, but was he successful in this endeavour?

Apparently the phrase digital wisdom didn’t catch on, but in reading Prensky’s work, he emphasized ideas after his digital immigrant/native article that, despite my personal critiques, he recognized and acknowledged as well. Two of which, I think are reflective of some main takeaways from my (and his) post:

  • Education and, by extension, the context in which digital literacy exists “should evolve” and so too must educators.
  • Educators need to listen to students. With this I think this connects to that empathy piece I mentioned before. 

We have to be cognizant of not over-generalizing the wide spectrum of learners that exist in the ever-changing digital world. Users are constantly increasing their fluency in digital literacy, and we are all digital literacy learners. Approaching all digital learners with that in mind, will keep us empathetic and adaptive to their learning process. With that, we will be practicing digital wisdom.

 

– Logan Petlak