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August

Ten Trends 2012: Citizenship

Posted on August 30, 2012 by John Fenaughty

What is Digital Citizenship?

Everyone reading this blog, has, at minimum, dual citizenship. You may already have citizenship to one or more nations, but your presence online also grants you digital citizenship. Traditionally we gained citizenship to a place by being born there (right of soil), or having a parent/grandparent born there (right of blood). The everydayness of the internet in our lives means that most of us will spend a few hours a day on cyber-soil, granting us the bundle of rights and responsibilities of citizenship as they are applied to the digital world.

But it’s not enough just to be born somewhere if you want to maintain citizenship. We know that in most countries if you break particular laws (or enough smaller laws) you go to jail and lose your citizenship. Similarly, if you do not have the skills or knowledge to function in a particular land you have to go someplace where you can survive and be safe, and take out citizenship of that place instead.

Digital citizenship refers to the skills, knowledge and attributes required to achieve the things you want in a way that keeps you safe and meets the responsibilities expected of you. But because no one owns the internet (even though they may want to) or the tubes through which it flows, who sets the responsibilities and who enforces the rights of digital citizenship is undefined.

Locally, NetSafe has explored what digital citizenship could mean in Aotearoa/NZ. The NetSafe model sees digital citizenship as the nexus of skills, values, and knowledge that enables someone to use ICT (digital literacy) safely (cybersafety) to ethically, effectively, and respectfully (as described by some of the values and key competencies in the NZ curriculum) achieve what they need. Digital citizens must possess skills and knowledge in all three of these domains, otherwise they risk losing citizenship through harm to themselves, ineffectiveness, and/or sanctions.

What’s driving the interest in Digitial Citizenship?

Two thrusts are sharply driving interest in Digital Citizenship: 1.) safety concerns and 2.) The potentials offered by e-learning.

Contemporary cybersafety work in terms of child safety is roughly 15 years old. Although this work has undoubtedly increased safety, holes have appeared in some of the thinking underlying cybersafety philosophies. Technical solutions have proven to be limited in protecting children from potentially harmful content and conduct (not withstanding the technical limitations introduced with BYOD). Awareness raising approaches, while effective at educating people how to keep safe online, fall down when other users do not treat others safely, respectfully or ethically (e.g., road-safety metaphor time: it doesn’t help you to be safe if other road users drive on your side of the road, or use a car with failing breaks, etc.).

The rise in digital citizenship interest reflects the fact that focusing only on cybersafety does not produce a safe environment if there is not a focus on ensuring that other digital citizens use this space ethically, respectfully, and safely. 

Secondly, the push for digital citizenship reflects the contemporary value ascribed to e-learning and its various blended and virtual siblings. In scores of countries policies and funding now promote e-learning. The expectation for schools is no longer that young people will simply be entertained by the internet, but will instead occupy it and use it for learning. With this comes the recognition that these learners have rights in this space, as much as they have rights in their classrooms that they sit in. Equally, there is the attendant requirement for learners’ responsibities to others in this space. Locally, Ultra Fast Broadband in Schools and e-portfolios are examples of the value by which educators and the government place on e-learning. The awareness that safety concerns may limit uptake of these opportunities makes digital citizenship a strong contender for change.

What does this all mean?

Currently the safety issues raised by the the ‘wild-west’ of the internet, and the inability of traditional cybersafety approaches to prevent them, see these issues being brought into the purvue of governments and law makers. Locally we see this manifesting in increasing regulatory pressure for action (e.g., most recently on cyberbullying). We should expect to see more legislative pressure and regulation around digital citizenship concerns.

We need to ensure that we teach young people about using ICT to achieve what they need in a respectful and ethical way that keeps them safe. This means recognising that that teaching people how to be safe is not always going to keep them safe, and nor will relying on internet filters to always do the job. We need to ensure that all digital citizens understand their responsibilities and their rights, and we need to find ways to enforce these rights carefully.

These issues highlight the need to ensure that schools plan for the provision of digital citizenship within their strategic planning. Increasingly this will become a critical way to ensure that the school community gets the most out of e-learning. School communities need to ensure that their educators are confident in supporting learners to become thriving digital citizens.

What can you do?

Don’t let stubborn cybersafety and digital citizenship concerns hold you back – If you are passionate about e-learning and student-centred practice, then:

  • Advocate for your school to incorporate a digital citizenship into its strategic plan.
  • Use NetSafe’s excellent Learn | Guide | Protect website. The website lists resources and approaches to embed cybersafety and digital citizenship within your practice.
  • Speak out for professional development for digital citizenship so your school community can get the most out of e-learning and not be left behind.
  • Check out Mike Ribble’s comprehensive work on digital citizenship.

Information about CORE's Ten Trends

  • An introduction to CORE's Ten Trends for 2012
  • An explanation about CORE's Ten Trends

 

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CORE Education eFellow Review 2012

Posted on August 29, 2012 by Emma Potter

The 2012 CORE Education eFellows gathered in Christchurch for their final Masterclass session of the year before they will present individually and together at ULearn 12 in Auckland. Throughout the course of the year the eFellows have gathered, connected, shared and inspired one another, forming unique bonds that will benefit them all in the years to come.

On their final day in Christchurch, the eFellows were asked to reflect on their year, and share one thing they will each take away from their experience. They all agreed that it had been a worthwhile experience but different for each of them nonetheless, coming from a different parts of the country, different schools, and different sectors in their own words (see above video).

Applications for the 2013 eFellowship close at 5pm on Friday 31st August—apply today!

 

Emma Potter

Emma Potter is the Marketing and Communications Officer at CORE Education. She started with CORE following her university education, where much of her study was focused on news and the news media.

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Educational Positioning System | The Whole School Development Tool

Posted on August 22, 2012 by Adele O'Leary

The Education Positioning System developed by CORE Education in conjunction with Dr Julia Atkin offers a comprehensive process for formative school self-review to empower schools to shape and direct their future development.

Following extensive research and trials in New Zealand, Australia, and the United Kingdom, the EPS has developed as an effective framework for guiding data driven decision making, providing real-time research and analysis, enhancing community involvement, and enabling schools to gain a better understanding of what is working and what is not.

As you can hear from above, the process offers a non-threatening and provides an anonymous method for capturing the perceptions plus ‘voice’ of the school community whilst enabling schools access to rich data that is personalised and relevant to your specific school context. This, then becomes the basis for future dialogue and professional learning opportunities that will foster and promote ‘personalised learning.’

Just as a GPS helps us locate where we are in space, the EPS aids in determining where a school is in its educational development. Based on a framework of three interrelated dimensions and eighteen key elements the tool is designed to provide a comprehensive process by which schools can review, plan, implement and evaluate their progress in an ongoing manner.

This comprehensive framework combined with an online data gathering tool and facilitation support, enables schools to identify their ‘current reality’ and generates a sustainable self-review and school improvement process for whole school development.

The online survey provides baseline information for your school’s development process, and can be used interactively to explore data plus the next steps, then at a later stage to provide evidence of where progress has been made via an immediate analytical report (both online and in print). This report identifies relative strengths and weaknesses, providing a sound basis for strategic planning and future development thereby fostering a culture focused on promoting personalized learning.

For more information please check out the EPS website or get in touch direct for a demonstration of this service.

 

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