Educating and Empowering: The SK Curriculum and the Digital Citizenship Continuum

Before I get into the thick stuff of this blog post here is a quick introduction into Digital Citizenship.

The digital citizenship continuum has outcomes to help guide and support teachers when they are adding skills and concepts about different parts of the digital world. It is important that teachers understand that digital citizenship is about much more than social media which is why I added that short video. Today I am going to talk about ideas of how to incorporate the continuum into the Sask. Curriculum. More specifically, ideas for high school curriculums since I am studying secondary education at the University of Regina. It is important to educate student’s about digital citizenship because the Internet and social media is becoming more prominent in today’s society.

Although digital citizenship should be worked into the elementary curriculum, the variety of high school courses student’s have the option to take, offers many opportunities to work the continuum into the different curriculums. English Language Arts A10 focuses solely on identity, social responsibility, and social action. Students are to read/listen to/view and then respond to different First Nations and Métis resources. This falls under the digital literacy section of the continuum that states that students grade 10-12 should understand that there are tools online they can use when doing research and should know when these resources are valid and appropriate to use. Students in ELA A10 could find resources (articles, blogs, videos) online to respond to.

Something to think about when deciding what to share on a portfolio, and to share on social media in general

In grade 9 Health Education, outcome USC9.4 talks about romantic relationships and part of the outcome indicates that students compare how romantic relationships started in the past and how they start now. Today many relationships begin through different online websites and apps such as Tinder, Lifemates, eHarmony, etc. The digital communication section of the continuum specifies that grade nine students are to properly and appropriately use social media and understand how digital communication impacts relationships. Students in Health Education can reflect on the different forms of social media and how they have played positive and negative roles in today’s society of dating. They can also create an online portfolio in the form of a blog or on a Google.doc of themselves and learn what information is appropriate to share in their portfolio, and what is oversharing or irrelevant.

Another subject that’s curriculum directly connects to the continuum is Social Studies 9. Outcome RW9.3 specifies that grade nine students compare the influence of tools and technology from one society to another, as well as understand that present technology is influenced from past technology. Digital access in the continuum states that grade nines understand that technology will play an important role in their future and that they must be able to analyze another society’s opportunity to participate an electronic society. A lesson can be taught about past technologies and student’s can create a timeline of a certain technology that has evolved over time (ie. computer) and state the effect it has on the presence and will have in the future. Student’s can also compare technologies in different countries or societies, and research how access to technology has improved society’s.

What do you think is the best way to incorporate the continuum into the curriculum is?

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