Week 4: Digital Citizenship

Week 4:  Digital Dossier--What Does Your Old Skin Say About You?

Source

  "We feel that to reveal embarrassing or private things, like, (explicit), we have given someone something, that, like a primitive person fearing that a photographer will steal his soul, we identify our secrets, our pasts and their blotches, with our identity, that revealing our habits or losses or deeds somehow makes one less of oneself. But it's just the opposite, more is more is more—more bleeding, more giving. These things, details, stories, whatever, are like the skin shed by snakes, who leave theirs for anyone to see. What does he care where it is, who sees it, this snake, and his skin? He leaves it where he molts. Hours, days or months later, we come across a snake's long-shed skin and we know something of the snake, we know that it's of this approximate girth and that approximate length, but we know very little else. Do we know where the snake is now? What the snake is thinking now? No. By now the snake could be wearing fur; the snake could be selling pencils in Hanoi. The skin is no longer his, he wore it because it grew from him, but then it dried and slipped off and he and everyone could look at it.”― Dave Eggers, A Heartbreaking Work of Staggering Genius  

   I recall reading this cleverly written passage and it resonated with me for years to come.  It appealed to me because it radiated a sense of confidence to be free  and to express oneself unabashed. Then, who cares you move simply move on to conquer the world!  As I recall the profoundness of the passage and it's rebellious tone, I also recognize, sadly, it just does not ring with the same truth that it once did.   The part where Dave, the main character in the story, asks triumphantly, "…we know something of the snake, we know that it's of this approximate girth and that approximate length, but we know very little else.  Do we know where the snake is now?  What the snake is thinking now?"  Social media and technology has opened a whole new realm in answering those vary same questions vary differently today.  The answer today--Yes! We do! We not only know what one is thinking, but we know what that person is doing, not doing, sharing, buying, wearing, traveling, frequenting, ect.  Technology has created an unretractable  presence that lingers, exposes, and has the ability to destroy.  Unlike the skin shed by a snake that is left behind and untraceable to the identity of its owner, the Internet has made it virtually impossible to remain anonymous or to escape its unyielding power.  Once upon a time, teenagers and adolescents were free to make mistakes without much scrutiny, redefine themselves, and more times then none forget a hasty choice, or a harsh remark without the unforeseen shadow of their past decision haunting them with every new turn they make.   The stakes for making a poor choice are painstaking and irreversible.  "Young learners must learn that they have a digital footprint, which can be shared, searched, and seen by a large invisible audience.  Students can learn to take control over their digital footprint based on what they post online."


   Thus, I stand firm in the belief that we ALL must take swift action as educators, parents, caregivers, and adults to teach DIGITAL CITIZENSHIP.  K-8 Technology Teacher in Philadelphia, Mary Beth Hertz, states, "Students as young as 6 are joining social networks and conversing with other kids through online gaming and networks built around their favorite TV shows and movies as well as through products they see on TV."  Mary Beth Hertz goes on to explain  "Each year I spend at least a month reviewing digital citizenship and internet safety with all my classes.  We complete a project that will help us remember appropriate practices throughout the year as wise various online tools that incorporate social features." 



Being cognizant of the alarming statistics that coincide with the Internet and social media usage, I believe that it is my job as a responsible effective teacher to build awareness, responsibility, and a healthy climate to use technology. "Rather than shielding students that offer so many opportunities for learning let's prepare them, because the best Internet filter is the one right between their ears."

Nine Themes of Digital Citizenship

1. Digital Access: full electronic participation in society.  Users need to keep in mind that there are some that may have limited access, so other resources may need to be provided.
2. Digital Commerce: electronic buying and selling of goods.  Tech users need to understand that a large share of market economy is being done electronically.
3. Digital Communication.  electronic exchange of information.  In the 21st century, communication options have exploded to offer a wide variety of choices (e.g., e-mail, cellular phones, instant messaging).
4. Digital Literacy:  process of teaching and learning about technology and the use of technology.  As new technologies emerge, learners need to learn how to use that technology quickly and appropriately.  Digital Citizenship involves educating people in a new way--these individuals need a high degree of information literacy.
5. Digital Etiquette:  electronic responsibility for actions and deeds  Users need to understand that stealing or causing damage to other peoples work, identity , or property online is a crime.
6. Digital Law:  electronic responsibility for action and deeds.  Hacking into others information, downloading illegal music, plagiarizing, creating destructive worms, viruses or creating Trojan Horses, sending spam, or stealing anyone's identity or property is unethical.
7. Digital Rights & Responsibilities:  those freedoms extended to everyone in a digital world.  Digital Citizens have the right to privacy, free speech, et.  Basic digital rights use be addressed, discussed, and understood in the digital world.
8. Digital Health & Wellness:  physical and psychological well-being in a digital technology world.  Beyond physical issues such as eye safety, and receptive stress syndrome, are those of the psychological issues that are becoming more prevalent such as Internet addiction.
9. Digital Security (self-protection):  electronic precautions to guarantee safety.  We need to have virus protection, backups of data, and surge control of our equipment.

  Based on the 9 Elements of digital citizenship I would show age-appropriate resources to educate my students on how to be a good digital citizen.  It doesn't have to be a lengthly lecture.  However, with the rampant use of technology and the safety issues surrounding them, I feel that it would irresponsible not to educate our students and children.  I would use the following videos to build awareness in my classroom.

• K-5  My Online Neighborhood
• 6-8  Internet Safety: Newsround Caught In The Web 
• 9-12  Lesson in Action:  College Bound

   In conclusion, as we live in a digital age it is absolutely necessary that we recognize the fluid speed that photos and personal information can be shared and accessed via Internet.  It is our responsibility to our community, on and offline to maintain to protect, and to enhance the community in which we live in.