DIGITAL CITIZENSHIP, ETHICS, NETIQUETTE

As technology is open to everyone, it it everyone's responsibility to demonstrate appropriate digital citizenship, good ethics, and proper netiquette when using technology. Digital citizenship refers to "the norms of appropriate, responsible behavior with regard to technology use" (Ribble, n.d., para. 1).  Netiquette is "guidelines governing behavior when communicating on the Internet" (Roblyer & Doering, 2013, para. 1). Displaying respectful, responsible behaviors can increase productivity and decrease victimization. This blog informs how Facebook and Twitter relates to digital citizenship, ethics, and netiquette.

Facebook is used for social media and social networking. It can aid learning as it allows for sharing, receiving, and publishing of information through posts, images, audio, video, games, etc. With its many users, Facebook is often cluttered with infractions to good digital citizen, ethics, and netiquette. Educators must assist in teaching and practicing behaviors that are appropriate and responsible in the digital world. Technology users should consider the nine themes of digital citizenship: digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights & responsibilities, digital health & wellness, and digital security/self-protection (Ribble, n.d.). Ribble further stated it is the responsibility of users to practice acceptable online conduct and to expect the same of others. 

Twitter functions similarly to facebook as users can publish comments, videos, ideas, and images. Tweets are limited to 120 characters yet can easily violate digital citizenship, ethics, and netiquette as well. Technology users should keep in mind that the ability to conceal one's identity online does not excuse or encourage inappropriate behaviors. Educators must inform and remind learners that good digital citizenship encompasses respect for oneself and others which can promote creativity and productivity. 

As a future educator, I would incorporate Facebook and Twitter as learning tools for digital citizenship, ethics, and netiquette. I would ask learners to consider posts, images, and ideas that they feel violate acceptable online principles then offers suggestions on how the infractions could have been presented more appropriately. I would also ask learners to provide examples of how one might effectively approach authors who practice poor digital citizenship.

The URL below provides additional information on digital citizenship along with tips for online safety and ethical decisions in the following areas: Internet Safety, Privacy & Security, Relationships & Communication, Cyberbullying & Digital Drama, Digital Fingerprints & Reputation, Self Image & Identity, Information Literacy, and Creative Credit & Copyright.

https://www.commonsense.org/education/digital-citizenship

References

Ribble, M. (n.d.). Nine themes of digital citizenship. Retrieved from http://www.digitalcitizenship.net/Nine_Elements.html

Roblyer, M. D., & Doering, A. H. (2013). Netiqeuette: Rules of behavior on the Internet. Retrieved from http://www.education.com/reference/article/netiquette-rules-behavior-internet/

ASSESSMENT TECHNOLOGIES: I>CLICKER & BLOGGING

Educators aim to impart knowledge and promote learning. Assessments evaluate and/or measure effectiveness of teaching strategies along with student learning and performance. Therefore, an assessment should be constructed appropriately to achieve its intended goals. As technology plays a prevalent role in education today, assessment technologies may be ideal to access learning. This blog explores how i>clicker and blogging can benefit learning environments.

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i>clicker

I>clicker is interactive technology designed to increase participation, confirm understanding, and measure performance (iclicker, n.d.). Educators use this technology to promote engagement and dialog with students. Features include LMS integrations, real-time polling, integrated gradebook, results chart window, mobile response, and anonymous mode (i>clicker products, n.d.). I>clicker allows educators to assess as learners participate using remotes or mobile devices. "Instuctors can generate Excel reports of aggregate and individual response data" (i>clicker, n.d.). As a future educator, I would implement i>clicker to assess student learning and performance from the data collected as students participate. I would also use i>clicker to obtain instant feedback to generate discussions and align teaching strategies. The URL below provides additional information about services and products offered by i>clicker.

https://www1.iclicker.com/products/

References

icliker.com (n.d.). i>clicker. Retrieved from https://www1.iclicker.com/

iclicker.com (n.d.). i>clicker products. Retrieved from https://www1.iclicker.com/products/

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Blogging

Blogging is a creative tool for learning as it expands the walls of the classroom (Richardson, 2010). Blogging allows students to publish knowledge and skills learned. This makes it an effective assessment instrument. Audio and video can also be used to explain and demonstrate objectives. Blogging promotes feedback and dialog as well. As a future educator, I would incorporate blogging as an assessment by asking learners to create and maintain blog posts to reflect understanding of course material. I would also ask learners to demonstrate skills using audio and/or video in their blogging. The following URL provides additional information on utilizing blogging in education.

http://halfanhour.blogspot.ca/2009/04/blogs-in-education.html

Reference

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin Press.

OPEN EDUCATION TECHNOLOGIES

Open education technologies allow information to be shared and utilized by individuals, usually at no cost. There is open material for e-learning, repositories of learning objects, and free educational courses (Downes, 2011). This blog explores how Open Courseware by MIT (OCW) and Open Knowledge Foundation might benefit both the learners and educators.

Reference

Downes, S. (2011). Free learning: Essays on open educational resources and copyright. Retrieved from http://www.downes.ca/files/books/FreeLearning.pdf

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 OPEN COURSEWARE BY MIT (OCW)

"Open courseware refers to the placing of free content on the Internet for anyone to use" (Bonk, 2011, p. 163). Massachusetts Institute of Technology (MIT) initiated open courseware to provide knowledge to individuals at no cost. It "offers free, searchable, and open access to university resources and course content" (Bonk, 2011, p. 163), such as syllabi, notes from lectures, and media files. Exploration of contents may be based on topics or interests. The material presented by MIT is often used in their courses by staff and students. Additionally, MIT offers some courses free of charge, which can beneficial for training or other educational endeavors. As a future educator, I would refer to the syllabi in this open courseware to assist with framework for my course curricula. I would also refer learners to lecture notes and media files as additional sources. The URL below is the official website of the MIT Open Courseware, which provides information about their services and opportunities.

https://ocw.mit.edu/index.htm

Reference

Bonk, C. J. (2011). The world is open: How web technology is revolutionizing education. San Francisco, CA: Jossey-Bass.
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OPEN KNOWLEDGE INTERNATIONAL

The Open Knowledge International was formerly known as Open Knowledge Foundation. Its purpose is to promote and provide "free educational content at the national and international level so as to foster far-reaching social and technological benefits and thus an educational transformation" (Bonk, 2011, p. 179). The material provided by Open Knowledge International is at no cost to users. There are also no legal restrictions to copy, re-use, and redistribute. It contents host a variety of resources, which appeal to both casual and formal learners. Open Knowledge International allows individuals to create and share (Open Knowledge International, n.d.). As a future educator, I would incorporate Open Knowledge International by asking learners to refer to its contents to obtain perspectives of educators and learners from cultures outside of their own. I would also use this site to inform learners on how to promote open knowledge. The URL below is the official website of Open Knowledge International, which provides additional information about its services and contents.

https://okfn.org/

References

Bonk, C. J. (2011). The world is open: How web technology is revolutionizing education. San Francisco, CA: Jossey-Bass.

Open Knowledge International (n.d.). The open knowledge network. Retrieved from https://okfn.org/

GAMES, STIMULATIONS, VIRTUAL ENVIRONMENTS

Games, Simulations, and Virtual Environments offer engaging interactions that may be aimed for fun and/or learning. They can be downloaded on smartphones and other mobile devices, which makes them accessible at any time and place. Educators may incorporate games, simulations, and virtual environments into curricula to increase engagement and as creative strategies for meeting educational goals. Learners can engage in play with learning objectives. This blog shares how Office Story and Public Transport Simulator might be used in education.
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OFFICE STORY is a simulation game where players grow a small garage start-up into a large company (Google, 2017). Strategic decisions must be made as purchases are made, popular trends are considered, and teams are built to grow and develop the company. Office Story promotes problem-solving and decision-making. Furthermore, players can compete with others around the world, which offers other cultural perspectives. As a future educator, I would ask learners to engage in Office Story to enhance critical thinking skills. This simulation can help learners become accustomed to considering and implementing popular trends. As technology and careers evolve, it would be beneficial for learners to recognize and utilize popular trends. The URL below provides a download link and additional information on Office Story.

https://play.google.com/store/apps/details?id=com.ads.ads

References

Google (2017). Office story. Google Play. Retrieved from https://play.google.com/store/apps/details?id=com.ads.ads

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PUBLIC TRANSPORT SIMULATOR is also a simulation game. Players drive around detailed 3D cities during both day and night (Google, 2017). There are switch cameras and 3D cockpits. Players pick up and drop off passengers as they are aware of other drivers and environmental elements. Players aim to gain public transport experience by transporting riders without incidents. The 3D environments and vehicles offer real life experiences. As a future criminal justice educator, I would incorporate Public Transport Simulator to enhance situational awareness provided by the real life simulations. I would also utilize the game to promote problem-solving and critical thinking skills. The URL below provides a download link and additional information on Public Transport Simulator.

https://play.google.com/store/apps/details?id=com.skisosoft.pts

References

Google (2017). Public transport simulator. Google Play. Retrieved from https://play.google.com/store/apps/details?id=com.skisosoft.pts

MOBILE LEARNING TECHNOLOGIES

Mobile learning (mLearning) involves the use of connected mobile devices as learning tools. "It enables, empowers, and engages learning in ways that transform the learning environment for students inside and outside of school" (West, 2013, para. 3). Mobile learning occurs with and without the instructions of educators as individuals access information, download applications, and communicate with others each day. This blog explores how smartphones and tables are used in mobile learning.

Reference

West, D. (2013). Mobile learning: Transforming education, engaging students, and improving outcomes. Brookings.edu. Retrieved from https://www.brookings.edu/research/mobile-learning-transforming-education-engaging-students-and-improving-outcomes/

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SMARTPHONES basically have the same capabilities as any computer and are used on a daily basis for a variety of tasks. Most learners, if not all of them, have access to a smartphone. This makes it a convenient educational instrument. "One of the most significant mLearning benefits is that lot of the learning takes place while commuting. And for this, smartphones are the easiest and the most prompt to access" (Kaintura, 2016, para. 1). 

The capabilities of smartphones allow learners to download applications that promote academic learning. Prompt communication can take place as well. Furthermore, applications used on smartphones may be utilized by other devices, which provides options for learning. A benefit of this interchangeability is that learning can continue without disruption if issues occur with one's smartphone. As a future educator, I would incorporate smartphones as a way to provide educational applications for skills-building. I would also send out course material as email attachments for students to view. The URL below provides additional information on benefits of smartphones in mobile learning. 

https://elearningindustry.com/mlearning-benefits-online-education

Reference

Kaintura, S. (2016). How mLearning benefits online education. eLearningIndustry. Retrieved from https://elearningindustry.com/mlearning-benefits-online-education

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TABLETS are just as efficient and effective as smartphones as they conveniently function in everyday life. This device is a natural fit in learning environments. It is more engaging than traditional educational methods as it offers touch screens and interactive applications and software. "Today’s learners prefer multimedia -videos, podcasts, audio- to keep them engaged in a learning environment" (Jenkins, 2016, para. 6). Tablets allow learners to quickly access information and to communicate with instructors and classmates with ease. 

With its flexibility and many functions, tablets can bridge home, academics, and careers. As a future educator, I would take advantage of the communication capabilities and send links to learners to provide learning opportunities outside of the classroom. Additionally, I would encourage learning in a real-world context by asking learners to use their personal interests and experiences to create videos and collaborations. The URL below provides more information on benefits of mobile devices in the classroom.

https://elearningindustry.com/6-benefits-byod-classroom

Reference

Jenkins, J. (2016). 6 mobile learning benefits: the mobile learning revolution. eLearningIndustry. Retrieved from https://elearningindustry.com/6-mobile-learning-benefits-mobile-learning-revolution

SOCIAL NETWORKING TECHNOLOGY

Social networking is used by people of all ages and diversities. It "has grown to become one of the largest and most influential components of the web" (Nations, 2017, para. 1). Social networking functions within education, business, politics, entertainment, and news. This makes social networking a useful educational tool as it is has commonplace in everyday life. This blog focuses on how YouTube and Twitter may be used in education.

Reference

Nations, D. (2017). What is social networking? Lifewire. Retrieved from https://www.lifewire.com/what-is-social-networking-3486513

                                                                                                                                              

YOUTUBE

YouTube is a very common, widely used social networking medium. Its video- sharing nature makes it a great educational strategy for providing how-to demonstrations and practical applications (Boswell, 2016). After watching uploaded videos learners can give feedback and ask questions. Using YouTube also opens up the learning environment to other resources and individuals outside of the classroom. As a future educator, I would incorporate YouTube to demonstrate tasks and to explain course material then ask learners to offer their views. I would ask learners to create and/or locate similar productions that illustrate information or provide alternate perspectives. YouTube could be used to study different countries and cultures as well. This would help to expand interests and knowledge beyond what is familiar to the learners. The URL belows contains further information on usage and functions of YouTube.

https://www.lifewire.com/youtube-101-3481847

Reference

Boswell, W. (2016). What is YouTube? How do I use it? Lifewire. Retrieved from https://www.lifewire.com/youtube-101-3481847

                                                                                                                                              

TWITTER

"Twitter and 'tweeting' is about broadcasting daily short burst messages to the world, with the hope that your messages are useful and interesting to someone (Gil, 2017, para. 1). Twitter is also a useful medium for learning as it provides access to a pool of information and individuals with various backgrounds. George Siemens suggested learning is the act of connecting to other people (Laureate Education, 2009). Information can be shared and received without having to make friend requests. Furthermore, vast amounts of input can be covered without using lengthy time spans due to the limitation of characters per tweet. As a future educator, I would implement Twitter as an investigative tool for learning. I would ask learners to promote communication that could solicit ideas about learning and that could produce feedback regarding the uses and effectiveness of social networking. A lot can be discovered about society as people share their viewpoints and feelings about social networking. Does it reflect true characters or desired personas? Understanding people provides useful insight into the needs of various societies and environments. The URL below provides more information on uses and functions of Twitter.

https://www.lifewire.com/what-exactly-is-twitter-2483331

References

Gil, P. (2017). What exactly is 'Twitter'? What is 'Tweeting'? Retrieved from https://www.lifewire.com/what-exactly-is-twitter-2483331

Laureate Education (Producer). (2009). Connectivism learning theory [Video file]. Retrieved from https://class.waldenu.edu

APPLICATIONS AND MULTIMEDIA RESOURCES

FLICKR

Flickr is a "Web-based digital photography portal" (Richardson, 2010, p. 102). I find it to be an interesting educational tool due to the many ways it allows imagery to be used in learning environments. Flickr offers an alternate method of information sharing. Ideas and concepts can be explained visually. Learners can use images to build on what they already know and are interested in (Laureate Education, 2012a). As a future educator, I would ask learners to create webtours using photographs and other images of their choice. I would also have learners to visually express their personal ideas, interests, and understanding of information. Flickr has an annotation feature, which allows users to "add notes to parts of the image simply by dragging a box across an area and typing text into a form" (Richardson, 2010, p. 104). The URL below provides additional uses for Flickr in the education.

http://www.jakesonline.org/flickrinclassroom.pdf

References

Laureate Education (Producer). (2012a). Using digital media for learning [Video file]. Retrieved from https://class.waldenu.edu

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin Press. 

PODCASTS

"Podcasts are digital audio or audio/video recordings which are made available to users through online systems which can store, and in some cases, permit downloading and delivery of files" (Bronx Community College, n.d., para. 1). This technology appealed to me due to the opportunities for collaboration and communication it presents. With all of the typing and swiping being done today, I welcome technology that promotes actual speaking. Podcasts also enhance problem solving and critical thinking, which is essential for social change and challenges. As a future educator, I would have learners to collaborate to produce podcasts for purposes of sharing information, discussing scenarios, and promoting further conversations with questions and thought-provoking concepts. I would also ask learners to share their perspectives then solicit additional viewpoints from others. The URL below provides additional information about podcasting.

http://www.howtopodcasttutorial.com/what-is-a-podcast.htm

Reference

 Bronx Community College (n.d.) Podcasting at BCC. Retrieved from http://www.bcc.cuny.edu/CTLT/?p=what-is-podcasting