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From Digital Natives to Digital Citizens: Teaching Digital Citizenship as part of the School Curriculum INA SMITH ANNAMARIE GOOSEN

Author: ina-smith

Post on 22-Jan-2018




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  • From Digital Natives to Digital Citizens: Teaching Digital Citizenship as part of the

    School Curriculum



  • AgendaTransformation Charter & Ecosystem Approach

    Digital Citizenship

    Reading & Learning

    Information Technology in Research and Communication

    Information Technology in Schools

    Proposed curriculum integrating Information Literacy, Computer Literacy, Media Literacy

  • LIS Transformation CharterFramework of principles and mechanisms for LIS to contribute to: Elimination of illiteracy and inequality

    Promote information literacy

    Building a modern, efficient, equitable library and information (eco)system

    Building an informed and reading nation

  • Access to informationDemocratise information

    Distribute status, wealth & power

    Makes for better people, less dependent

    More efficient & effective (productive) workers

    More responsive & responsible citizens

    Less conflict & disturbances

    More developed country, economic growth, job creation

  • Ecosystem approachThe ecological approach encourages us to think of South African LIS in such a way that where the flows of resources diminish, for

    example to school libraries, we will recognise that because of our interdependence, the

    weakness of one component has the potential to weaken other components.

  • Information literacyResearch problem


    Collecting information

    Analysing, critically evaluating


    Acknowledge resources


    Reuben Loewy, 55 year old US teacher

  • Kids not only need to be proficient in how to use digital technology, becoming savvy coders and prolific ebookreaders, he explainsthey also need to deeply, holistically, and realistically understand how the digital world worksbehind the scenes.

    They are consuming and seeing so many things online that they dont know how to put it into context or how to evaluate it."

  • At the same time, "even schools that have called themselves very technologically advanced havent even begun to explore how they actually teach [about that technology]," he said. They may hand out iPads or laptops to students, but such education often stops at the hardware. "Curriculum is the microcosm of whats going on in society; I think that curriculum needs to catch up with the reality."

  • Very High Human Development Index (HDI)

  • Medium HDI


  • Mother-tongue Language

  • Norms of appropriate, responsible behaviour with regard to technology use

    Digital access for all

    Digital consumers doing online business

    Digital communication

    Digital literacy for searching & processing information

    Digital etiquette

    Digital Citizenship (1)

  • Digital law (plagiarism, illegal downloads, hacking, creating and spreading worms, viruses, Trojan Horses, sending spam, stealing identity)

    Digital rights & responsibilities (right to privacy, free speech)

    Digital health & wellness (safety, self-care, cyber-bullying)

    Digital security (virus protection, back-ups)

    Digital Citizenship (2)

  • To become an empowered digital citizen, with competency in various application software tools and the Internet.

    To become an effective downloader of content, but also an uploader of media and a contributor to the world of knowledge.

    To apply self-learning and to continuously grow in terms of using computer technology as a tool.

    Expected Outcomes

  • Adult learnersPrefer sense of self-control, autonomy, self-direction

    Learning must be relevant, purposeful, to achieve goals

    Time limited

    Wealth of knowledge

    Results-oriented expectations met

    Potential limitations

    Successful if internally motivated

  • Child learnersOther-directed depend on teachers, parents

    Perception of time different

    Learn what they are told

    Limited experience base

    Learn quickly, open to new information & to change views

    Expectations less well defined

    Externally motivated

  • Learning styles

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  • Communication Process





  • Chicago Public Library Makerspace


  • Information Technology in Schools

    Should be addressed on different levels:

    IT Infrastructure

    Computer Centre Layout & Management

    School Web Page & Social Media

    Learning Management System (online)


    Curriculum Content


  • IT InfrastructureHardware

    Desktops/Laptops/Tablets, Printers, Scanners, Digital cameras, Data projectors, Whiteboard or Digital Visual Presenter

    Server & network

    External storage devices


    Learners & Facilitators



    Microsoft Office (Word, Excel, PowerPoint, Paint etc.), Internet & Internet Browser (Chrome)




    Digital preservation

  • New generation overhead projector (or digital visual presenter)

  • Computer Centre Layout & Management

    Classes per cycle, per week

    30-45 min. periods

    Availability for extra research During school breaks

    After school

    Internet, MSOffice, other educational applications

    Sell paper, CDs, DVDs, Flash disks, other

    Printing costs

  • School web page & Social Media

    If its not on the web, it doesnt exist.

    Web page regularly updated & 24/7 accessible

    Social media e.g. Facebook, Blog newsletter: news out quickly

    Social media encourages feedback

    Marketing & Communication display window to the world

  • Web page: WordPress (incl. Blog newsletter)

    Facebook: news clips, photos, feedback

    Dropbox: sharing of files, storing files

    Intranet: storage & preservation of digital content

    Flickr: photos

    Google Docs/Forms: where feedback required


  • Online Learning Management System

  • PoliciesHardware & Software usage (Advertisements, Email disclaimers)

    Internet usage

    Protect users & school: Policy for learners

    Policy for educators

  • Policy for LearnersAcceptable use & Unacceptable use


    Computer use/user rules

    Network etiquette



    Personal damages

  • Policy for Educators

  • Curriculum Content*New* Namibian Information & Communication Curriculum 2016

    Grades 4-7 only (private schools Grades 1-7)

    Includes Media and Information Literacy, Computer Literacy etc.

    Paint, Word, Excel, PowerPoint, Internet, etc.

  • IC aims to .Develop critical thinking and a problem solving attitude

    Develop skills to search for and use information through classroom tasks and assignments

    Enhance a lifelong learning attitude through reading

    Provide awareness of HIV and AIDS, democratic principles, population growth, ecological sustainability, ICT, and improvement of quality of life for all Namibians

    Provide the learner with a basic working knowledge of ICT tools, mainly computer hardware and software

    Make the learner aware of the ways in which ICT is used in practical and school-related situations

  • About the Curriculum (1)Forward looking, forward thinking

    Present trend: convergence of radio, television, Internet, newspapers, books, digital archives, libraries into one platform

    Holistic approach to Media (incl. Information, Communication and Computer) Literacy

    Cross-curricular themes addressed: environmental learning, HIV/AIDS, population education, education for human rights and democracy, information and communication technology and road safety

  • About the Curriculum (2)Learner-Centered Education (LCE) Approach - active participation, contribution, production by learners

    Find, critically evaluate, communicate & share information

    Active digital citizens respond to problems/questions & build a better, just, democratic society

    Lifelong learners, always curious - learn new things all the time

  • ApproachAll learners different skills levels

    Each learner unique adapt

    Simplify text where English is the 2nd language

    Adapt level of difficulty

    Change topic to be more relevant

    Rearrange lessons/activities

    Adapt existing activities

    Add to existing lessons & activities

  • Schools without computer centres cover theory & encourage community library visits

    Individual, Pair, Group, Class Work encourage to collaborate

    Engage with other schools also internationally

    Invite experts to do virtual presentations through Skype

  • Examples of new learning .

  • AssessmentContinuous assessment

    Formative assessment

    Diagnostic assessment

    No examinations

  • Continuous Assessment (individual)

  • Practical Investigation (10 marks)

  • Continuous Assessment (class)

  • Support for EducatorsUser-friendly manuals

    Minimum preparation & expertise required

    Planning & preparation all in one

    E-mail support (response within 24 hours)

    Facebook page: new ideas, lessons to complement existing lessons

    Mailing list to share ideas



  • Support

  • Tips Remember that everything is connected

    Observe, learn and get ideas from others

    Analyse, ask questions, think critical

    Explore, experiment, dare, take chances

    Follow an agile approach dont resist change, but think about how it can be to the benefit of society in general

    Nobody will ever know everything

    Learn something new every day!

    Change cannot be avoided .

  • Thank you! Questions?

    Ina Smith & Annamarie Goosen

    Kids in the Cloud (Pty)Ltd

    [email protected][email protected]