Common Sense Digital Citizenship Curriculum Analysis

create a character education program for digital citizens”(Ohler). Because people need to recognize that schools can’t really show students how exactly to become familiar with digital age unless they use incorporate technology into students daily

I am a very computer literate and knowledgeable in information literacy. A previous course that I took at GCU, 21st Century Skills, helped me to be able to locate information from multiple sources, determine if information is relevant, and communicate information. I believe that my knowledge of digital literacy can enhance my future classroom environment and student’s academic performance. In my future classroom, I plan to incorporate

Elise Hu wrote an informative article to all parents raising children, giving insight on consumption and content their toddlers should be viewing. Hu starts off with commenting about her own children and how well they are able to adapt to technology. Hu argues that there is a tension in modern parenting with technology because it is something new that we never had to deal with before. Hu states that parents want their children to adapt to technology, but not to become addicted to it; which is a challenge when there has not been enough time to form the studies necessary for the best guidelines to reveal themselves.

I was born and race in Cuba, and since I’ve lived here in the mid-west I have found a lot of people that don’t even know where Cuba is. So imagine my surprise when I saw, last Wednesday, a fellow Cuban on the Legacy Wall. For that reason, the person that I chose from the Legacy Walk website had to be the gay Cuban author and activist Reinaldo Arenas. One of the tenets of the Engaged Citizenship Common Experience is recognizing the social responsibility of the individual within a larger community, as stated in the ECCE syllabus, and Reinaldo Arenas was definitely someone that believed in this, and practiced his whole life. He felt the discrimination and the persecution of homosexuals by the Cuban Revolution, but instead of hiding he start

As a digital immigrant, it takes a lot of effort form me to keep abreast of the latest advances in technology. Digital Native students utilize technology often in order to socialize with friends and complete projects. Teachers need to thoughtfully determine what technology applications are most effective and enhance instruction (Hammonds, Matherson, Wilson and Wright, 2013). By staying focused on student engagement and learning, teachers should find websites, application and programs that align with these goals.

On top of using technology in the classroom, Lundy suggests, “to spend a significant amount of time in class to teach safe and ethical uses of technology, as well as basic skills (Lundy, 2015, p. 100).” Even though most students have some experience with technology at home, they may not have

This concept is Loewy’s “‘interdisciplinary curriculum for the digital age,’” and from this, education should change for the better. By highlighting important aspects of the program, Wong shows opposers and concerned parents the solutions to their worries. Danger on the internet will always be present, and it’s all a matter of understanding of how to interact with the internet. If students don’t know how to properly interact on the internet, of course, parents are going to have their concerns. This leads to the “fearmongering and massive information campaigns” over avoiding such issues, which wouldn’t be an issue if covered in school more in-depth. In addition, according to Wong, Loewy’s concept is not the first either, “University of Pennsylvania English Professor Kenneth Goldsmith launched a course [in 2015] called ‘Wasting Time on the Internet,’” where it teaches students how to use technology appropriately, and use it to their advantage of gaining knowledge, rather than wilting it away with societal norms. Therefore, digital citizenship becomes vital if technology is to be a part of education, which Wong thrives in informing her

Course content and technology connect in a variety of ways. The Common Core Standards focus on what students need to be able to do by providing standards to help students reach college and career readiness by 12th grade. Students that are college and career ready in reading, writing, speaking, listening, and language are able to demonstrate independence and use technology and digital media strategically and capably. However, it is up to the teachers how they want their students to meet these standards. As long as students are able to meet the standards, it is the teacher’s choice how they teach it. Therefore, teaching in the 21st century requires educators to connect content through the effective use of technology in their instruction.

In Tanner Higgin's article, "Making Media Literacy Central to Digital Citizenship," Higgin explains that new technologies such as, VR headsets, do not make their way into the classroom despite the potential benefit. However, students and teachers have utilized video in the classroom for many years. Higgin suggests that students should learn about media literacy in order to become digital savvy citizens, in doing so, will potentially change the world to become more, "thoughtful, inclusive and just." Higgin provides five steps that will aide in molding media literacy into digital citizenship. As students gain knowledge and confidence, and encouraged to create video content about issues that matter to them, they are prepared to challenge any disagreement

Digital Literacy was very important in our class. I already knew how to navigate the internet on an average level. I was aware how to search things that I needed to find, but since this class, I learned how to deeper evaluate, utilize, share, and create content using the internet as well as applying these skills to other classes that required me to evaluate, share, or even create content using the internet. Aside from how to edit Wikipedia, I’ve learned simple skills that I was unable to do and apply

The current generation of children is completely different than the preceding ones. They are living in the digital age. “Technology has blended in with daily activity to become a way of life and children today take for granted all of which is automated. It is hard for kids nowadays to imagine a world that existed without all of the gadgets, electronics and seamless operations that computer technology provides.” (3) “Children in the United States devote some 40 hours a week to television, video games and the Internet.” (12) Many psychologists and researchers are concerned about the impact that technology has on children. Children, tomorrow’s future parents and leaders, are being consumed by the negative effects that technology had on their

In the 21st century, students must be adept in new literacies and technology. Teachers, educators, and parents have a responsibility to teach students the skills they need to become proficient in these areas. Therefore, educators should find engaging ways to incorporate the use of technology into the curriculum. Parents are also mentioned because outside of the classroom, they have an obligation and responsibility to interact and observe how technology is being used.

The first aspect to address here is the fact that teachers are often curbed by the education system and its restrictions. When it comes to the implementation of the curriculum, they are, therefore, cramped by the restrictions, and often do not wish to have technology “interfere” with the program. It is, therefore, imperative to assist the teacher in the classroom with the best technologies available. It is also a necessity, as the world has changed globally and children, and parent are more accessible through social media such as Facebook, Twitter, and other media. A number of mobile apps, in addition to apps for tablets, could be used in the classroom situation. If the government wishes to continue its

It is essential that educators implement digital tools that foster these skills because they are essential for preparing students for the workforce. To assess the impact the Internet Lesson Plan artifact had on student learning, a self-reflection was implemented to determine student comprehension of the content. To assess the impact the Internet Lesson Plan artifact had on student learning Students also wrote brief summaries or tickets out the door, summarizing what they have learned. Rubrics were used to assess the activities and the final project. At the end of the WebQuest, students provided feedback to determine whether the project was meaningful and if students’ views of cyberbullying have changed after completing the project. Educators can also assess the impact of this artifact through the use of observation and peer

The Digital Citizenship Unit was designed to encourage students to access information from a variety of sources to form a claim statement about an issue that is pertinent to their lives. Because these are struggling students, it was important to pick a topic that had direct relevance to the students and would interest them. The subject of the unit also aligned with regular level Sophomore English, as determined by my Course Learning Team, which allowed my students to complete similar formative and summative assessments to the regular level course. The instructional goals of this unit were to identify evidence from a variety of texts, use evidence to support an arguable claim, and produce a final written essay that conveyed a strong argument