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Running Head: DIGITAL CITIZENSHIP

Digital Citizenship
Virginia E. Rogers
Iowa State University

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Digital Citizenship

Iowa Teaching Standard 4: Uses strategies to deliver instruction that meets the
multiple learning needs of students (Iowa Teaching Standards, 2015). Teachers are
legally obligated to provide learning experiences that exemplify 21st century skills
and methods. Yet, we have so many teachers and administrators that do not possess
the knowledge of these strategies to truly shift from traditional to modern teaching
(Marzano, 2003, p. 78). This creates what is known as the digital divide which is
the divide between those who have access to technology-rich environments and
those who do not (Baker, 2010; Culatta, 2013). My educational crusade is spent
helping educators envision learning in new ways, but I do know that there are
inadvertent consequences of using technology in education. That is why artifact #2
focuses on cyber bullying, which is one of the many unintended consequences of
using technology. These topics include, but are not limited to the influence of digital
media, the implications of second-order change, and the digital divide. It is
important to be cognizant and realistic about these issues because, in some cases,
technology can actually cause more harm than good.
Classroom

It is my job, not only to teach students content but it is equally as important

for me to teach students how to be literate. As seen in artifact #1, literate is a

relative term. Literate no longer exclusively refers to a students ability to read and
to write, but it also includes being able to effectively browse the Internet and
interact in the digital world (Knobel & Lankshear, 2014, p. 100). Much of my

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instructional time is spent teaching my students basic technology skills that include
navigating web pages, using email, and searching for information. With this topic
comes the task of teaching students the importance of digital citizenship.

Digital citizenship encompasses a number of topics, mainly the foundations

of digital communication. Most importantly, digital citizenship is the ability to form

an appropriate relationship with the digital world (Greaves, 2012, p. 104). Hobbs
(2010) contends this is the ability to understand the influence of media on
communication and gain life skills necessary to take part in this space (p. vii). As
shown in artifact #2, these life skills include the ability for students, parents, and
teachers to see the impact that the Internet has on real life. When handled
improperly, technology can be used more like an accelerant that fuels a destructive
fire. Research indicates that cyber bullying extends the time and space in which
traditional bullying occurs (Beran & Li, 2007, p. 24). I intentionally include mini
lessons in my instruction that address the importance of digital citizenship. We have
real conversations about the possibilities that the Internet provides for our learning
and also about the risks that exist.
Building

Real conversations are the cornerstone for helping teachers shift from
traditional to modern teaching strategies. I have accepted a position as an
Instructional Coach, beginning next year. In this position I do not simply want to use
strategies for my students but I also want to affect real change with teachers and
administrators. Real change demands every stakeholder of the community commit

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to the change and then aid in the follow through (Greaves, 2012, p. 2). The kind of
real change I am seeking is known as second-order change. A shift this large can
have adverse effects on certain stakeholders. Greaves (2012) argues that this kind of
change requires that leadership understand and differentiate their guidance to
support teachers with this type of change (p. 8).
In my instructional coaching position I will differentiate my coaching, by
being attuned to the needs of my teachers. Just like in the classroom, different
students need different types of instructional strategies. I will start at their level and
strive to build on their knowledge of the importance of shifting from traditional to
modern teaching. According to Marzano and Simms (2013) new teachers need a
coach to be more directive, whereas, experienced teachers need a coach who listens
and helps them reflect (p. 214). I recognize that this type of change can be
overwhelming for some teachers. The foundation for my practice will be with
gaining trust and perseverance. Trust is gained by time and through time I can show
them that I am perseverant in my efforts.
District
Trust is not something that comes easy with district initiatives. In our
district, initiatives notoriously come from a top-down motion. Because the district is
so large, with more than 60 schools, decisions must be made unilaterally. When they
are not, there stands a large chance for inequities. However, inequities already exist
among poverty and non-poverty schools. I am worried that the achievement gap is
continuing to widen and technology is fueling the space. The digital divide happens

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between groups of students and also parents and students (Greaves, 2012, p. 63).
There should be no difference among the type of instruction that is available to the
students.
In artifact #1, I shared a very important video that helped guide my
understanding of new literacies. Richard Culattas TED Talk has opened my eyes to
what it means to transform learning; he calls it reimagining learning. The
achievement gap is widening and it doesnt just involve socio-economic status
anymore. It involves people who use technology to reimagine learning and people
who use technology to digitize what we are already doing (Culatta, 2013). Through
our districts initiative IT Blueprint, I have been asked to provide input and
expertise to reimagine our current learning reality. Through this process I have
been able to share my thoughts on the inequities that exist in our district and
neighboring districts.
Conclusion
Digital citizenship is not just a topic that pertains to students. Digital
citizenship is everyones topic. Parents, educators, and students must work together
to understand the importance of creating a healthy relationship with digital
technology. Real conversations are the key to forming these relationships. I am
confident that through my interactions with students, I am able to teach them the
importance of being ethical with their Internet presence. I am also certain that with my new
position I will be able to shift this responsibility from mine alone on to all of the teachers
that I will coach. Finally, I will continue to advocate for equity among all students.

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References

Baker, E. (2010). The new literacies: Multiple perspectives on research and practice.

New York: Guilford Press.

Beran, T., & Li, Q. (2007). The relationship between cyberbullying and school

bullying. Journal of Student Wellbeing, 1(2), 15-33.

Culatta, R. [TEDxTalks]. (2013, January 10). Reimagining Learning: Richard

Culatta at TEDxBeacon Street [Video file]. Retrieved from

https://www.youtube.com/watch?v=Z0uAuonMXrg

Greaves, T. (2012). Revolutionizing education through technology: The Project RED

roadmap for transformation. Eugene, Or.: International Society for

Technology in Education.

Hobbs, R. (2010). Digital and media literacy: a plan of action [white paper].

Retrieved from: http://www.knightcomm.org/wp-

content/uploads/2010/12/Digital_and_Media_Literacy_A_Plan_of_Action.pdf

Iowa Teaching Standards and Criteria. (2015, January 1). Retrieved February 14,

2015, from https://www.educateiowa.gov/documents/educator-


quality/2013/04/iowa-teaching-standards-and-criteria

Knobel, M., & Lankshear, C. (n.d.). Studying new literacies. Journal of Adolescent &

Adult Literacy, 58(2) 97-101.

Marzano, R. (2003). What works in schools: Translating research into action.

Alexandria, V.: ASCD.

Marzano, R., & Simms, J. (2013). Coaching classroom instruction. Bloomington, IN:

Marzano Research.