This week we’ve examined a few methods of teaching students parts of digital citizenship. The two resources that I really stood out to me were at Dr. Ribble’s Digital Compass and the Digital Driver’s License (DDL). Both resources have pros and cons, but I think both could successfully be used to provide students with a foundation in digital citizenship.
For both of these resources, once I dove in, I realized my underlying concern with both was the same. My concern is I don’t necessarily agree with the questions and their answers. For example, in the DDL one of the questions in one of the “Prove Its” is this:
“If permitted by the school and/or teacher, handheld computers and smartphones should be used in class for:
a. exchanging ideas
b. helping friends get the answers
c. playing games
d. sending notes during a teacher’s lecture”
As a teacher, I like that it says permitted devices but when I read all four answers I discovered that for me, all four answers are acceptable. Collaborative learning or exchanging ideas using student laptops is something I try to have the students do on a daily basis. The second answer of “helping friends get the answers” is also something I want students to do. We should all be working as a team, and it is important for students to discover the answers within small groups. They should be helping each other. The third response of “playing games” is also fine in my book. The digital world holds a wealth of games both educational and non-educational. I have no problem with students playing games as long as it is not during class time unless directed by me to do so. The fourth answer is something I ask some students to do on a regular basis. I have several students take typed notes during lectures and all of my students know they can email them to me for an accuracy check. For some students with special needs, they send an email and I’ll help edit their notes so they are learning note taking skills and still getting all the necessary information.
Which means, in my opinion, all four of these answers could be considered correct for my classroom. I read through some more of the “Prove It” questions and had the same issue for several of the questions. I think if I could edit and add or remove questions, the “Prove Its” could be more valuable to my students/classroom.
My over arching concern with the Digital Compass and the scenarios it provides for students to mull over is that I don’t want to know the students’ answers. Maybe it makes me a terrible teacher, but I have a policy of honesty in my classroom. Students know that if they tell me the truth, even when it means they are in trouble, the consequences will be much less than if I’m lied to. I’m continually impressed with the information students will give me because of a mutual level of respect we have for each other. One of the scenarios is this “A student logs on to a file sharing Web site and downloads the newest song. Is downloading music from the Internet wrong?” My issue with this scenario is some students will say that they downloaded the song from iTunes where they paid for it. Other students will freely admit they illegally downloaded it. As a teacher, I know the students know illegally downloading is wrong, and I also know many of my students will freely confess to me that is what he/she did. Truthfully, I don’t want to know. If I know, then the student and I have to have a discussion on it. Maybe this means I’m supporting illegal downloads, but I know indirectly that several of my students do this on a regular basis. If I ask them about it directly, they will tell me the truth. Does that then obligate me to do something about it? Frankly, it is a battle I’m choosing not to fight because when it comes down to picking my battles I’d rather tackle something I might have a chance at winning.
Both resources have some great concepts and ideas, but I’d like to have the ability to tweak each of them before using them in my classroom. I think some of the Scenarios in the Digital Compass are great as they are. I think the DDL has some great points and guides the students into some great discussion topics. However, I personally don’t agree with all areas of either resource. But, I don’t think I would with any resource. This being said I haven’t created a perfect resource myself so I don’t feel like I can judge or bash either of these resources too harshly. Creating anything of merit within the realm of educating children on digital citizenship is a daunting task.
For both of these resources, once I dove in, I realized my underlying concern with both was the same. My concern is I don’t necessarily agree with the questions and their answers. For example, in the DDL one of the questions in one of the “Prove Its” is this:
“If permitted by the school and/or teacher, handheld computers and smartphones should be used in class for:
a. exchanging ideas
b. helping friends get the answers
c. playing games
d. sending notes during a teacher’s lecture”
As a teacher, I like that it says permitted devices but when I read all four answers I discovered that for me, all four answers are acceptable. Collaborative learning or exchanging ideas using student laptops is something I try to have the students do on a daily basis. The second answer of “helping friends get the answers” is also something I want students to do. We should all be working as a team, and it is important for students to discover the answers within small groups. They should be helping each other. The third response of “playing games” is also fine in my book. The digital world holds a wealth of games both educational and non-educational. I have no problem with students playing games as long as it is not during class time unless directed by me to do so. The fourth answer is something I ask some students to do on a regular basis. I have several students take typed notes during lectures and all of my students know they can email them to me for an accuracy check. For some students with special needs, they send an email and I’ll help edit their notes so they are learning note taking skills and still getting all the necessary information.
Which means, in my opinion, all four of these answers could be considered correct for my classroom. I read through some more of the “Prove It” questions and had the same issue for several of the questions. I think if I could edit and add or remove questions, the “Prove Its” could be more valuable to my students/classroom.
My over arching concern with the Digital Compass and the scenarios it provides for students to mull over is that I don’t want to know the students’ answers. Maybe it makes me a terrible teacher, but I have a policy of honesty in my classroom. Students know that if they tell me the truth, even when it means they are in trouble, the consequences will be much less than if I’m lied to. I’m continually impressed with the information students will give me because of a mutual level of respect we have for each other. One of the scenarios is this “A student logs on to a file sharing Web site and downloads the newest song. Is downloading music from the Internet wrong?” My issue with this scenario is some students will say that they downloaded the song from iTunes where they paid for it. Other students will freely admit they illegally downloaded it. As a teacher, I know the students know illegally downloading is wrong, and I also know many of my students will freely confess to me that is what he/she did. Truthfully, I don’t want to know. If I know, then the student and I have to have a discussion on it. Maybe this means I’m supporting illegal downloads, but I know indirectly that several of my students do this on a regular basis. If I ask them about it directly, they will tell me the truth. Does that then obligate me to do something about it? Frankly, it is a battle I’m choosing not to fight because when it comes down to picking my battles I’d rather tackle something I might have a chance at winning.
Both resources have some great concepts and ideas, but I’d like to have the ability to tweak each of them before using them in my classroom. I think some of the Scenarios in the Digital Compass are great as they are. I think the DDL has some great points and guides the students into some great discussion topics. However, I personally don’t agree with all areas of either resource. But, I don’t think I would with any resource. This being said I haven’t created a perfect resource myself so I don’t feel like I can judge or bash either of these resources too harshly. Creating anything of merit within the realm of educating children on digital citizenship is a daunting task.