The first thing I discovered about the relationship between digital citizenship and the SK curriculum is that there is not a lot designated towards learning about digital citizenship. Therefore, in order to incorporate digital citizenship into the curriculum I see myself integrating it in my classroom through creativity and developing cross curricular lesson plans. These lessons will require students to delve into the digital world in a safe and controlled manner, under the direction of their teacher. The following lessons for grades 5, 6, 7, & 8 are lessons that I would actually use in order to include digital citizenship in my classroom. Mike Ribble suggests 9 elements of digital citizenship that I need to be cognizant of in my classroom.
Grade 7 Health Education requires students to learn about the importance of harmony in relationships. In the world now these relationships are also found online and are just as important as face to face relationships.
Outcome USC 7.4 Demonstrate a personalized and coherent understanding of the importance of nurturing harmony in relationships (with self, others, and the environment), and apply effective strategies to re/establish harmony when conflict arises.
Indicators: (there are 16, all could fit, I’m only including a few)
a. Express insights into what makes a relationship harmonious.
c. Create an informed personal definition of conflict.
d. Analyze potential sources of conflict.
h. Examine feelings associated with conflict.
p. Demonstrate the basics of two or three strategies for reestablishing harmony and for resolving/managing conflict.
I would incorporate Mike Ribble’s element of Digital Etiquette in this health lesson because the outcome is requesting students learn the importance of harmonious relationships, and this now needs to include the digital world. Examples of poor harmonious online relationships are easy to find online, which students are exposed to. Examples such as these can create conflict therefore this becomes an appropriate way to teach grade 7’s about how to apply effective strategies to re/establish harmony when conflict arises. Digital etiquette is a skill that needs to be taught at school because adults are not always great at this either.
Grade 8 Science class requires students to research various ideas and theories, past and present.
Outcome: CS8.3 Distinguish structural and functional relationships among cells, tissues, organs, and organ systems in humans and how this knowledge is important to various careers.
Indicator: b. Research various ideas and theories, past and present, used to explain the composition of the human body (e.g., living organisms were made of air, fire, and water; and body is animated by spirit).
I would consider Mike Ribble’s element of Digital Access for this grade 8 science class because the students are asked to do research on something from the past. Although the indicator does not specify where and how to complete their research, it can be assumed some students could turn to the internet. This could cause a barrier for some students though, especially remembering 60% of the world’s population remains offline, because not all students have equal access to computer devices, or even the internet.
Grade 5 Arts Education encourages students to create a dance based on popular/ current dance trends.
Outcome: CP5.1 Create dance compositions inspired by pop culture (e.g., street dances, current dance trends in music videos).
Indicators: a. Investigate potential sources of ideas for dance related to pop culture (e.g., current street dances, popular dances of different eras, TV dance competitions).
b. Pose questions about pop culture to explore through a dancemaking inquiry process (e.g., What popular dance movements, styles, and conventions could we include in our own dances?).
I would consider Mike Ribble’s element of Digital Communication in this lesson because we need to be careful what we post online and “how that will be conveyed online in the future” (Katia Hildebrandt, lecture June 1, 2021). This class outcome has students create their own dances based on current dance trends found in music videos. The following videos have been uploaded to YouTube within the past few years, therefore are considered “current dance videos”. The teacher’s job is help the students understand what is appropriate to put online and they can use the THINK model to help them decide what is appropriate. Using the following videos as possible guides, the teacher can help the students understand what is appropriate to post online (the first two videos are examples of inappropriate dance moves for grade 5’s to post online). Even though the outcome does not require the students to post their final dance composition online, many students do post dances online, therefore they need to understand how to safely and appropriately do so.
These two following videos are more appropriate for grade 5’s to post of themselves attempting similar moves online:
Grade 6 Social Studies encourages students to examine power and authority.
Outcome: PA6.1 Examine the relationship between an individual’s power and authority and the power and authority of others.
Indicators: b. Give examples of the forms of power (force: gangs, bullying; authority: leadership of an organization; influence: clergy, charisma) in the local community.
e. Describe diverse ways in which groups and societies, especially those groups involving young people, deal with competing claims for power.
This is a great way to integrate Mike Ribble’s element of Digital Literacy because so much false information floats on the internet in regards to power. This would be a great lesson for students to learn how to research if something is true or not. Our students need to learn how disinformation leads people astray by giving false information. The below meme could be used in this grade 5 lesson:
The above meme started circulating online in about 2005, however, it is actually unknown (and unlikely) if Benjamin Franklin actually said the above quote that has now been attributed to him. The students can begin to understand digital literacy in regards to this lesson on power.