Teaching: Digital Citizenship
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With digital citizenship as the new reality for learning of students and much of their education and communication now online, my responsibility as a mathematics teacher extended beyond the classroom to navigate the digital space. My vast knowledge in digital citizenship allowed me to help the students achieve and understand online safety, prevent cyberbully, enhance digital literacy, responsibility, health, and wellness. Further, the student learned what personal and private information is.
I used tools such as Microsoft documents, videos, and presentations to create and share the class lessons and make them more streamlined. However, there was a lapse of judgment on what tool to use since the new tools and knowledge was not yet implemented to the students. The technology opened new possibilities for learning new skills and the responsibility to understand and maximize the use of the new improvised teaching techniques to most of the learners with high expectations that students will understand the technology.
When executing digital citizenship, there were specific universal themes that seemed to surface and be the heart of the lessons. They included sharing and viewing inappropriate information, plagiarism, and other issues of concern that I discussed among the students, fellow teachers, and parents. This is because human beings are social in nature. They choose to relate with themselves and each other in school, cities, and homes, which gives them an opportunity to connect with others. However, Cristol and Gimbert (2018) posit that this can be challenging when interacting with others online through the internet and even and try to interact with those who like them. It is impossible to fail to bump into others who work and want to change their mind.
Reference
Cristol, D., & Gimbert, B. G. (2018, November). Teachers as digital citizens: Factors influencing teachers’ levels of digital citizenship. In World conference on mobile and contextual learning (pp. 1-7).