Some parents will say it is the job of the teachers to teach digital citizenship. And yet there will also be teachers who say it is the job of the caregivers to teach digital citizenship. Their curriculum is full as it is. How can we add even more to their full plate? Meanwhile, time marches on and moments are missed, long before parents and teachers wake up to their responsibility. As with most things, the truth lies somewhere in the middle. Both teachers and parents bear the responsibility of teaching digital citizenship. The interesting thing is though that it is not a separate entity or class. It should be woven throughout the day, at home and at school. Like most teachable moments, the best teaching occurs without separation. And as Steven Carr Reuben writes, learning most often occurs in the midst of the casual moments of real life.
If much of learning occurs during these casual moments, we know one thing for sure. Teachers and parents must be educated in digital citizenship. They must understand what it means to be a good digital citizen before they can teach it. And ideally, they do not just teach it. They model it. Interestingly, throughout all of these digital citizen discussions, I found a common theme. We are so worried about "kids these days" that we forget to look at ourselves. In actuality, teenagers gripe just as often about parents being mentally absent, constantly checking their smart phones and not making eye contact. And all this time we thought it was the kids needing the lesson!
First, by educating families and teachers about digital citizenship, we take the authoritarianism out of technological use. It is no longer just about the kids using it responsibly. It is about all of us. Secondly, when we are all learning together, a conversation is initiated. Teachers and parents and students all participate and discuss what it means to be a good digital citizen. Interestingly, through this discussion, we all learn that being a good digital citizen connects to all aspects of life. We learn what constitutes stealing. We learn the pillars of academic honesty and integrity. We explore different ways of communicating. We learn what constitutes a quality source. And we learn to speak up when we see (or read) something that is wrong.
The Internet is changing as I write this. We are continually transforming it and moving towards a new entity. Because of this, it is even more important that we continue these discussions with students and parents and teachers. Through these discussions we ask ourselves how we wish to see the future Internet. And through these discussions, we actually help shape the future Internet.
You never step in the same river twice. I suppose this could signify the Internet as well. It is up to us to prepare ourselves mentally and physically for the step. And through this preparation, we help shape the river.
I thought you were extremely articulate throughout this whole post. I particularly responded to your comment on modeling digital citizenship. "They must understand what it means to be a good digital citizen before they can teach it. And ideally, they do not just teach it. They model it." I see that every day, parents with their noses in their smart phones, as if expecting other people to alert them when their children need them.
ReplyDelete" Both teachers and parents bear the responsibility of teaching digital citizenship. The interesting thing is though that it is not a separate entity or class. It should be woven throughout the day, at home and at school. Like most teachable moments, the best teaching occurs without separation. And as Steven Carr Reuben writes, learning most often occurs in the midst of the casual moments of real life." I really like this section of your post. It is so true that sometimes we are busy thinking about the students or the kids of today, but often we forget to look at ourselves. What can we learn? What can we do better? And digital citizenship is another one to add to the list. It is not only for the students but ourselves.
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