My response to the article 'Disrupting boundaries: how digital devices became a resource for transformative change in a time of crisis' posted by The New Zealand Gazette:
After the Christchurch earthquakes, Peagsus Digital Devices helped 11 primary schools by providing 600 'digital devices' to support schools and children's learning experiences. The Ministry of Education supported and provided enough devices so there was a ratio of one device to four children. This support has given schools, students, and teachers a positive approach to their teaching and learning. It has allowed students and teachers to become more creative by finding new ways to get information and sharing knowledge alongside others.
For students with learning difficulties, the technology devices have helped them achieve their goals in a new way. It allows children who may find it difficult to draw or write to use the device to create their ideas and share them with others.The sharing of children's work and found information has become easier and more creative to produce and display.
It is evident that the use of technology has had a positive impact on these children and their schools. It has allowed them to become more creative and interactive with their learning and has helped schools develop after the earthquakes. Teachers and students are finding it easier to work together, be more creative, and gain more problem solving and strategic skills. I think the community have done an amazing job to work together and support children's learning through the use of technology.
Reference:
The New Zealand Gazette. (2014). Disrupting boundaries: how digital devices became a resource for transformative change in a time of crisis. 28 July. Wellington, New Zealand: Ministry Of Education.
Article link here: The New Zealand Gazette
My response to the article 'Digital Citizenship in schools' posted by National Library of New Zealand:
'Digital citizenship' is described as 'always evolving'. It is clear that the use of technology has provided rapid changes to the way we view, gather, and have access to information. It is recognised that each person requires new social and technical skills to be responsible and safe with technology.
The use of social media allows us to share our thoughts, opinions, ideas, and emotions with many people at one time. This article raises the concerns of what information we choose to share and how many people can view it and share it with more of their friends. It challenges us to be 'cyber-sensitive' online by looking at the behaviour we use online verse offline, making sure you know who to trust online, and seeking help/support if you feel unsafe/unsure of something you are seeing online.
One example shared through a video is of a substitute teacher who had a bad day in class. She went home and posted on social media saying "Mr ___'s class is horrible..." This then got shared to all her friends, some of whom were parents of students in that class. One parent then decided they would show the post to Mr ___. It makes us realise that the things we say online (especially comments or thoughts about other people) can be spread/shared and hurt others.
Another thing the article mentions is knowing when to turn devices off. For me personally, I am constantly aware of how much time I spend looking at a screen. I know that 'blue light' (reflected off screens, computers, and cellphones) keeps our brain awake, and constantly thinking where as 'yellow light' (reflected off light bulbs) is less harmful on our eyes. This is why at night time, we may struggle to fall asleep if we had just spent an hour watching TV or being on the computer.
While this article supports the positive uses of technology and devices, it also encourages us to look at the uses behind it and makes us more safety cautious of what we are finding, posting, and sharing online. It is important to promote this safely to children using technology and devices so they are aware of issues, safety, and information online.
Article link here: Digital Citizenship in schools
My response to the video 'Cyber citizenship' by Derek Wenmoth (CORE Education):
While we may have heard the terms 'cyber safety' and 'cyber bullying, the relatively new term 'cyber citizenship' refers more to "responsible cyber social behaviour". This basically means being responsible with what you are doing online, especially individually when nobody else is around. Being a cyber citizen means responding and behaving appropriately online when communicating with other people. It means following the rules of various social media websites, respecting other people, and being aware of what you say, post, or share with others.
This video challenged me to be thinking about our uses for social media online and the way we gather/find information. As teachers, we should be aware of the ways we are encouraging online safety to students and children. It is important to model and promote safety and social behaviour online to children/students so they can understand responsible cyber citizenship.
Words that describe/summarise these articles:
The words I chose were: support, positive, teaching, learning, experiences, creative, knowledge, sharing, information, developing, skills, evolving, changing, safety, social, new, share, challenge, online, help, screen, communication, responsible, respect
This week my knowledge on 'cyber citizenship' and 'cyber safety' has grown and reminded me of what I personally post online. As teachers, we must be aware of what we are personally sharing, displaying, and posting online. It is important to keep confidentiality and not share other peoples personal thoughts, ideas or comments.
Through the first article, I also learned the positive uses of technology in schools and how it encourages children to be more creative and more independent by finding their own information. Teachers can support the use of technology in their classrooms by allowing children to research and work in groups to display information.
- Renee O'Sullivan
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