DLEs and Digital Citizenship within schools
The push has been felt
The call for schools to embrace technology with the classroom has been heard both here in Australia and around the world. Education and new teaching and learning pedagogy are required to better fit our ‘Net-Generation (Net-Gen), Digital Native students. Our students have grown up with the technology and are comfortable and accustomed to using it.
Barnes, K., Mareto, R.C., & Ferris, P. (2007). Teaching and Learning with the Net Generation. Innovate, (3),4. Retrieved from http://www.ajhepworth.yolasite.com/resources/Teaching_and_Learning_with_the_Net_Generation.pdf Lindsay, J., & Davis, V. (2013). Citizenship. In Flattening classrooms, engaging minds: move to global collaboration one step at a time (pp.97-125). Boston: Pearson/Allyn and Bacon Publishers.
Universities in America have been called to teach and demand ‘information literacies’ from students which has filtered through to schools. Hence the growing importance for all teachers to understand and incorporate Digital Citizenship (DC) into classes, regardless of the teacher or subject. This goes beyond how to use different pieces of technology, but teaching students how to acquire correct information, evaluate the sources of the information and use it responsibly, citing and referencing materials. DC also requires social, cultural and global awareness of issues surrounding the use of technology within our world and learning environment.
Teacher knowledge and belief.
Most teachers possess positive attitudes towards the use of technology. Uncertainty often arises when incorporating technology into the classroom without adequate time for professional development and adjustments to pedagogical practices. This a major challenge for school leadership when establishing a seamless and authentic Digital Learning Environment (DLE) across classroom and the school is the support needed by teachers. Teachers and support staff need to explore and experiment with different technologies, programs, Apps, to be able to integrate the technology through the various curriculums in a meaningful and authentic manner.
Flanagan, L. & Jacobsen, M. (2003). Technology leadership for the twenty-first century principal. Journal of Educational Administration, (41) 2,124 – 142. doi:http://dx.doi.org/10.1108/09578230310464648 Ottenbreit-Leftwich, A., Glazewski, K. Newby, T. & Ertmer, P. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(2010), 1321–1335. doi:10.1016/j.compedu.2010.06.002