Featured

Digital Citizenship Moving Forward

In this week’s class, we elaborated on the idea of a portrait of a graduate, and focused on the portrait of a digital citizen.  The conversation ensued and debates about age, access, and expectations evolved. Every group focused on a different age, and these conversations left me thinking about my expectations for my grade twelve students.  I take a lot of pride in what I teach and molding their young adult brains into what I hope to be successful citizens of our world. I have always left opportunities for discussion on real issues, global issues, and debates they take interest in within my ELA classroom.  I believe it is really a place they can explore who they want to be and what they want for their future and their world.  reynoldsburgportrait-1c962cd241d306876be2bff000011dea3

I think as we move forward in the world of education, it is greatly important we educate students on media literacy, as much if not more than regular literacy.  For those who don’t know what media literacy is, it is the “ability to identify different types of media and understand the messages they’re sending” according to Commonsense Media.  This is not a subject many teachers feel comfortable with and as we discussed in class, I think NOPEeducating teachers on digital citizenship is the best place to start.  It is too easy for teachers to say they don’t understand what to do so they just don’t teach anything to do with media. According to Fran Blumberg’s article from this week, Ezther Hargittai stated, “there are substantial skill gaps between people who claim to be effective Internet users…Many instructors at the high school and the college level remain woefully ignorant of the economics of the Internet and few can explain how Google produces a list of hits when you enter various keywords.”  We need to give teachers the tools to be successful in order to then successfully educate our students. It cannot be a stand alone unit or lesson either. Digital Citizenship needs to be integrated into many subjects areas and lesson plans – that is where it is most effective and valuable for students.

As Adam said in his blog this week, many students don’t understand the ideas of privacy or the inappropriateness of taking photos of everyone and anyone around them.  This is where the education needs to begin – online etiquette and empathy. I recently had a teachable moment in my classroom where we discussed why we do not check banking information over public wi-fi and it shocked me that no one is telling students this!! giphy (14)It is these simple teachable moments where this information can be taught.  Students need to be responsible for their technological uses and we just assume because they grew up in a tech world, that they understand the uses, but they don’t. Students need to be able to “consider the potential risks and harms of media messages; and understand how differences in values and life experience shape people’s media use and their message interpretation.”

In the interview with Renee Hobbs also said in the article that teaching media literacy can be messy, but that’s why it works and teaches students how to be responsible online.  They need to experience it. If I think about my current practices, I always assumed students understood what to do and how to do it online. I never educated on properly giphyresearching because I assumed they had figured it out by the time they got to me.  I was soooo wrong. This year, I am really trying to focus on finding credible sources and having high expectations for the resources they use online. It is time consuming, but I know it is worth it!  In Alina Tugend’s article, These Students are Learning About Fake News and How to Spot It, I found the acronym IMVAIN to be really useful moving forward:

“Are sources independent, are there multiple sources, do they verify evidence, and are they authoritative, informed and named sources?”

My students are currently working on a research project, that I will be talking about more in the upcoming weeks in my major project updates.  They have really taken to the challenge of lateral reading and finding good sources. They have been asking good questions, and trying to be as unbiased as possible while preparing their presentations.  I’m excited and looking forward to seeing the results! I also want to challenge my students to use the following questions I got from the Renee Hobbs article:

(1) Who is the author and what is the purpose? 

(2) What techniques are used to attract attention?

(3) What lifestyles, values and points of view are represented? 

(4) How might different people interpret this message? 

(5) What is omitted?word-cloud-web

It is easy to use these questions for fake news and checking sources, but my hope is to apply them to all literature challenging my students to always think no matter what they are reading, viewing, or listening to that there is a purpose and viewpoint to the text.  I am hopeful for the future of teaching digital citizenship in our classrooms. As Tegund put it nicely, “research has shown that an inability to judge content leads to two equally unfortunate outcomes: People believe everything that suits their preconceived notions, or they cynically disbelieve everything. Either way leads to a polarized and disengaged citizenry.”

Until next time,

Shelby

Featured

Ribble, Green Eggs, and Common Sense!

With final exams ending and my basketball tournament schedule lately, I have definitely not gotten as far on my major project as I would like so far but I’ve made some progress since my last post! My plan is to create a digital citizenship unit plan for my grade twelve English students.  It fits nicely into the curriculum, hitting a couple of outcomes. and I have already done bits and pieces of online citizenship with them in the past but as I have mentioned, it’s definitely an area I know I could be more conscience and explicit with in my teaching. As Leigh stated in her update, I assume my students have the skills to be responsible online citizens and, in some cases, even as budding adults, they lack the necessary skills to be successful. NOPE

I originally thought this unit plan would be a stand alone one, where I only focus on teaching digital citizenship and attempt to work through each one of Ribble’s Nine Elements of Digital Citizenship.  Then as I began planning out a timeline and the lesson ideas, I realized this might be a little too much to take on timewise, integrity wise, as well as curriculum wise.  I’ve decided to pinpoint closer to the skills I know my students both lack and need more experience with which is Digital Etiquette, Fluency, and Rights and Responsibilities.  These ideas I can easily tie into articles, essays, and videos that will help teach my curriculum as well as teach my students about digital literacy.  I’m going to tie it directly into my global issues and social experience unit plan to hopefully teach my students that being globally active and responsible counts both online and in the real world.

These are some of the big issues we tackle in this unit:

Capture

As grade twelves, you would expect them to know a thing or two about the online world, but after some discussions in my courses, even over this past week, it is evident they need to learn how to find credible sources for information and be able to evaluate real news from “fake news.”  Tomorrow, I actually plan of having my students critique a text (video or article) for its credibility as well as its argument and persuasive tactics.  I will let you know how it goes! You can check out the assignment here if you would like! I also got some inspiration from this article!

They also live in a bit of a dream world, not expecting what they do online to ever have consequences in the real world, but I think it is important to teach them that they need to giphy (11)be respectful to one another online, because they can be very guilty of spreading a picture or discussing classroom happenings in their ever-expanding group chats on many different platforms.  I’m still processing how to do this all, and it has involved quite a bit of research, looking at different articles and strategies for teaching in a digital world like this article here from Common Sense Education.  The part I am struggling with is that it needs to be authentic and not preachy, so I get the glazed over looks and they forget what I say the minute they walk out of the room.  Any ideas would be greatly appreciated!

Capture1The last idea I really want to address in my unit plan is giving credit where credit is due.  As exams ended a couple weeks ago, I was incredibly frustrated grading my grade twelve final essays because guess what?  They plagiarized.  Not all of them, but enough to cost me energy and time, as well as it leaving a sour taste in my mouth leading into second semester.  Some do it on purpose, but in my experience most were never explicitly taught what not to do and this is a problem!  And not just for the students going on into university.  The internet is a vast network and it is important that students learn the value in giving credit to other sources of information online.  Not everything there is free, and it is a skill going forward that could be vastly important in the digital age.  I happened upon this awesome powerpoint, from a colleague, that helpfully explains how not to plagiarize and how to cite properly (Green Eggs and Ham anyone?)!  I am going to start here and hopefully teach them the right and wrong ways to find and give credit to sources in a variety of templates (not just an essay).green eggs

Going forward, I have a lot of ideas swirling in my mind, and I think it is important to start thinking about how in the future I will start this topic and unit plan.  My process has so far been a lot of research and a lot of reading.  It’s time to get to the real work in the next week and put these ideas into physical lesson plans and continue critiquing some previously made lesson plans!

Until next time,

Shelby

Featured

The Future of Education

After our discussion this past week on the generational divide and where education is going, I began reflecting on what I really think is in store for educators of the future.  I always refer to one of my all-time favourite TED Talks spoken by Sir Ken Robinson, called ‘Do Schools Kill Creativity.’  The questions from this week’s prompt reminded me greatly of the things spoken about in this TED Talk.  Topics like how can schools change?  Where are we going from here?  Are we really preparing children for the future?  If you haven’t seen it, it’s 100% worth your time and will likely change some form of your teaching practice. 

I often show it to my grade 12 students and the discussion that ensues is always enlightening and engaging.  They love discussing the topic because they are the topic.  They don’t want to be stuck in a desk, learning for 8 hours a day, and then go out into the workforce, only to realize they actually never will have to write a research report on a dead soldier, or use calculus to optimize the amount of concrete they need for their driveway.  There are other, more practical ways of preparing them for the future and I believe it has already begun to change our way of thinking in terms of education.  One thing I have always found interesting about my students’ opinions, is they never place blame on the teacher.  Lots of them recognize that teachers can be just as stuck as the students are in the education model, and while a fair assessment, there are many ways teachers can break out of the mold, the only problem is money.  Cost and resources are a huge disadvantage for teaching in many ways of the future.

Another video I have shown my students that really gets the conversation about schools changing is Prince EA’s poetry video called ‘I Sued The School System.’  Once again, we dive into the ideas on how our society is constantly changing, yet our methods of evaluation and teaching of future generations remains the same.  So to answer the question, do schools need to change?  My answer is absolutely.  We are currently preparing a generation of the first “digital natives” to work in a world that is constantly changing, in a world where many manual jobs will be eventually replaced by machinery.  Jobs will continually become obsolete, and the skills our students need are far greater than we have seen in the past.  They need to be creative problem-solvers, who can work collaboratively with others, and think outside the box.  Most of the careers our students will have don’t even exist yet.

I checked out this article (9 Things That Will Shape The Future Of Education) to see what others think will be the future of education, and the results were what I expected.  Teachers think there will be more creativity and freedom in education, and we will no longer test knowledge that can be googled.  Instead students will be critiqued on their critical thinking and problem solving skills. One teacher, Nicholas Provenzano, said “Math will be taught as a way of learning how to solve problems and puzzles. In literature, students will be asked what a story means to them. Instead of taking tests, students will show learning through creative projects. The role of teachers Image result for tell me the answer memewill be to guide students in the areas where they need guidance as innovators.”  I love this idea, and I hope it holds true.  I try to get students to think in this manner already, but it is difficult because our students are used to having ONE right answer, and they just want to be told what to think instead of thinking for themselves.  I think this will be one of the biggest hurdles the education system will have to overcome – students being okay with being wrong, or not knowing the right answer, or there not being one.

Another teacher even mentioned the idea that schools and teaching could be a dying profession.  This is an interesting concept to me; I always thought teaching would be ‘safe.’  I might be wrong, but I know the way I teach now will change in the next ten years.  I think teachers will become more like directors, helping to oversee student progress and learning but not be the ‘keepers of knowledge’ we have been in the past.  I think the future of education needs to change regardless of whether it wants to change or not.  However, I also don’t think it is something that can be mandated, like the mandatory online courses in Ontario.  There is no one way for students to learn, and as Albert Einstein said, “if you judged a fish by its ability to climb a tree, it would live its whole life believing that it is stupid.”  The future of education will be more flexible for the student and the teacher, allowing students to showcase strengths and work on weaknesses in a supportive environment where it is encouraged to make mistakes.  This dream might sound idealistic, and like a lofty goal, but I think it is possible if we want to succeed as a country.  We just need the opportunity and the resources to try.

Until next time,

Shelby