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Logan Petlak

~ Lifelong Learner.

Logan Petlak

Tag Archives: digital footprint

Transgenerational (Digital) Citizenship Education

06 Tuesday Feb 2018

Posted by loganpetlak in ECI 832

≈ 4 Comments

Tags

citizenship, digital citizenship, digital footprint, digital literacy, education, technology

“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

Looking at the digital educator narrative, wearing Googles.

13 Sunday Mar 2016

Posted by loganpetlak in ECI 831

≈ 9 Comments

Tags

digital citizenship, digital footprint, digital resume, eci831, edchat, facebook, google, hockey, social media, teacher

Identity and interests

Everything factors into what shapes us and it defines our interests. Our passions (and weaknesses) of these interests are an integral part of our identity and this can direct our learning accordingly. Raised in a house filled with hockey, with Don Cherry’s Rock Em Sock Em Hockey on the television and free time spent on the ice or playing road hockey, I had an appreciation for the rink – my identity revolves around it… how I made sense of the world and utilized the learning within shaped me. Identity is interests, and interests drive learning. Dallas Thiessen is learning about how to build a natural playground, and it is evident his identity revolves around the interest/value of the natural environment its education when he expressed: “a playscape is not only a “place”for kids to play but it is also a place that is educational, innovative, and sustainable.” However, Dallas’ narrative is inferred through his blogs, and there’s a digital-trail and footprint to follow via social media. Where is/is there a digital footprint for my love of hockey? Or what does my digital-trail indicate about me? What messages or narrative do I send? Bonnie Stewart mentions humans are adaptable and vulnerable to the narratives in society and social media that we ingest and distribute, have I even composed a digital narrative? And when I do, how will my narrative adapt and change as I dig deeper into the digital ‘me’? As an educator, what do my students see? Alec Brownstein utilized the desire to view ourselves to get hired, hopefully I can observe and, if necessary, adapt mine to not get fired (I’m not actually worried, I’m clean).

 

My digital footprint: general
I googled ‘logan petlak’ and I found a bunch of my blog posts, pictures of me, my webpage, and some of my past successes! I even found a course outline for my environmental science 20 class which, after reading Amy Scuka’s article on Teachers Pay Teachers, I learned I could be making money off of rather than openly sharing.

logan petlak search page 1

Search: “Logan Petlak” via Google

My digital footprint: hockey
I googled ‘logan petlak hockey’ to check if that narrative snuck through… and it did! I made a video as a hockey interview that was a metaphor for my education learning when I was in my undergrad that came up (awesome/embarrassing). I also found my old recreational hockey statistics when I was playing for the “Beer Knights”… so there’s a possible negative narrative. It also highlights a specific game in which I took a “Delay of Game” penalty. Good for you past Logan, good for you.

kyle webb search screenshot

Search: ‘Kyle Webb’ via Google

Other educator’s digital footprints.
I tried to track down some of my colleagues such as Kyle Webb and Adam Scott Williams and I learned a very significant difference between them and I, their names have a lot more different narratives than mine. Kyle Webb apparently may have killed his father, and there are, no apparent pictures of him immediately found on Google images. Adam Scott Williams, I found nothing on until I edited my search to:’ “Adam Scott Williams” teacher’, I had to keep the quotations to keep him all together, or else I was finding a lot of information on the golfer, Adam Scott. Fortunately, when I googled another colleague, Amy Scuka, I found something more consistent with searching myself. The images were of her and many of the articles were of her – including grad dress shopping from back in the day! It’s nice to see information beyond the “educator narrative”!

adam scoott williams search

Search: ‘”Adam Scott Williams” Teacher’ via Google

So, why the difference between the search results? Logic denotes some names must be far more common, but one thing we all shared was either private or non-existent Facebook accounts. Do we have anything to hide? I doubt it, but it’s an interesting commentary on the desire to protect privacy on-line in a connected age. Have we all taken the steps to influence our digital footprint? We’ve changed privacy settings to manage our digital reputation, have we removed comments? Untagged photos? And have we moderated our digital footprints enough to even manipulate the search into a digital resume/portfolio in the pursuit of an education career? It broadcasts our images as educators, but is this a pseudo-identity that isn’t fully representative of who we are? Does it tell the narrative we’re proud of, but perhaps not the negative narratives worth learning? Students will search us, but will they believe what they find? Or desire to look deeper into our digital lives? I simply googled and tried to search on facebook individuals, what more could I have done?

Comments, thoughts, feedback? Drop it below, I’d love to hear it!

– Logan Petlak

 

Logan Petlak

Incredible day! Photo courtesy Julia and Lucas Photography

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