Journal 1- Digital Citizenship

Ribble, M (2008, December). Passport to digital citizenship. Learning & Leading with Technology, Retrieved Feb 2, 2009, from http://www.iste.org/Content/NavigationMenu/Publications/LL/Current_Issue/L_L_November.htm

This week’s reading from Learning & Leading with Technology magazine discussed the concept of digital citizenship, and what it means to teach students to responsibly use technology. The article outlined nine elements of digital citizenship, and stressed that students must know what is expected of them when using technology, and that school, parents and the community must all provide a united front in these expectations.
I feel that these are very important issues for students to learn, and many are often overlooked. Because individual levels of technology vary so much from person to person, sometimes the most basic information gets lost or overlooked. For example, think of how annoying and off-putting it is to receive an email written in CAPS LOCK. An email like that can easily be perceived as the equivalent of shouting, but that may not be the intention of the person who wrote it, they simply may have never been taught proper email etiquette. It would be incredibly helpful if, at the beginning of a lesson that incorporates new technology, a quick recap was given to students outlining proper conduct and etiquette in any digital setting.
Q. How could I ensure that my students know what is appropriate/ inappropriate conduct with technology?
A. Certainly the beginning of the school year is a good time to establish rules and codes of conduct for students to follow while using technology in the classroom. I could create a list detailing my expectations for my students, which would require both a signature from the student and their parent. This would ensure that everybody was on the same page and knows what is expected at school, and hopefully in the home as well.
Q. How can I encourage students who are reluctant to use technology?
A. Technology is constantly evolving, so I can easily understand how some students may be reluctant to use it. I think the best way to have them test their comfort zone would be by appealing to their interests. For example, if I have a student who hates computers but loves soccer, I may ask him to research sites where he can find the best price for a specific soccer ball, and email me his top three picks. This would incorporate internet research, learning about purchasing goods, communicating via email, and providing links to websites.