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Teaching "Netiquette" in the Era of Digital Citizenship

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Teaching "Netiquette" in the Era of Digital Citizenship

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Students may consider themselves experts due to their constant iPhone use, however, being social media savvy doesn't equate to being an expert in “netiquette”. Guidance is essential. Our learners require direction to navigate the complexities of the Internet. Being comfortable with technology doesn't necessarily mean understanding its implications or using it responsibly.

Throughout the years, I have had endless conversations with students about the importance of tone and body language when they communicate. This is also true of the digital world, as communication transcends mere words. There are implicit messages in how messages are conveyed in an online environment. To add to that, our students often use a language that adults may find unfamiliar. However, adults must be in touch and attuned to educating learners about wise online sharing, methods of sharing, and safeguarding their online image. Once something is posted online, there's no 'delete' button.

Virginia Shea's "Core Rules of Netiquette," penned during the internet's infancy in 1994, emphasises, "remember the human" as its central tenet. In my mind, fostering safe online citizenship revolves around this principle - there is a real person (or people) at the other end of digital communication, deserving of respect and consideration. In 2024, Shea's second rule, aligning online behaviour with real-life conduct, has become increasingly obscured. The rise of keyboard warriors, documented by Ooi, Lee, Hew, & Lin (2021), and prevalent cyberbullying, underscore this shift. In middle school classrooms, interruptions from notifications (be it a ding, chat, snap, or TikTok) are commonplace, as many students attempt to discreetly use their phones, often unsuccessfully.

I appreciated Touro College’s representation of 15 Rules of Netiquette for Online Discussion Boards, particularly number 6, as it is a good rule of thumb that transcends the digital environment, classrooms and all age groups. “Respect the opinions of your classmates. If you feel the need to disagree, do so respectfully and acknowledge the valid points in your classmate’s argument. Acknowledge that others are entitled to have their own perspective on the issue.” (Goldberg, 2016). This seems to be an important message, especially for adults in an increasingly politically polarized world.

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The infographic sums up the considerations of being a good digital citizen and using appropriate “netiquette” to reflect common considerations in real life (Goldberg, 2016). With that said, it is our duty as educators to break down these concepts and not assume that these common considerations are being taught or modelled at home. As a P.E. teacher, I believe it is also important to balance this with an environment that develops healthy digital detox activities that promote face to face social skills, fitness integration and connection to nature and the outdoors. It seems like detachment and the absence of connection to living things does nothing to promote “remembering the human on the other side of electronic communication.”

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Unfortunately, the reality is that the internet has its shadowy aspects. As a teacher and mother of preteens and teens, it is crucial for them to understand the consequences of their online actions. They must grasp the potential repercussions of engaging with the darker aspects of posting and sharing online. It's important to recognize that not everyone they encounter online is kind, truthful, or ethical. Therefore, it falls on myself and my colleagues to collaborate closely with parents and caregivers to establish boundaries that are suitable for their age, and respectful of their abilities in navigating the complexities of the digital world.

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East Lab. (2014, October 8). Netiquette only lesson [Video]. YouTube. https://www.youtube.com/watch?v=Q5xlCNy37mI

Goldberg, C. (2016, July 21). 15 Rules of Netiquette for Online Discussion Boards [INFOGRAPHIC]. Online Education Blog of Touro College. https://blogs.onlineeducation.touro.edu/15-rules-netiquette-online-discussion-boards/

Ooi, K. B., Lee, V. H., Hew, J. J., & Lin, B. (2019). Mobile social cyberbullying: Why are keyboard warriors raging? Journal of Computer Information Systems, 61(4), 371–382. https://doi.org/10.1080/08874417.2019.1679685

Shea, V. (1994). Core rules of netiquette. Educause Review. https://www.educause.edu/ir/library/html/erm/29558.html?id=561092?id=561092

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Food for thought…

In some respects, the title of this post reads back to me as somewhat of an oxymoron. Given what we know about screen addiction and the effects of sedentary behaviours, can we equate the digital world with one of wellness? I can tell you that once I switched to an iPhone and the accompanying Apple Watch, it seemed as though I was better able to keep track of my activity levels; however, I was gradually sucked into a world that put barriers up to actually kickstart those behaviours. There is still work to be done here and I often wonder if I would be better off switching to a dumb phone.

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At the same time, I look at the immense benefits that digital applications have provided in the world of wellness. My partner was able to remedy his frozen shoulder using a combination of in-person visits to a physiotherapist and the PhysiApp, without which, I am positive, he would not have done the at-home work to remedy his injury. I’ve been able to connect with coaches myself through triathlon training applications. I don’t know that I would have had the fortitude and confidence to pursue these immensely beneficial challenges, had I not had access to these digital supports.

So, what is digital well-being? Thomas et al. (2022), tell us that digital well-being is an, “intervention that can be viewed as using digital technology to ensure one's mental and physical health in an environment overridden by digital abundance....Digital wellness essentially prioritizes the level of self-control one can assert over their usage of digital devices and focuses on aligning them to achieve long-standing goals” (p.1). It seems like we are much better at addressing the physical, mental and dietary needs of those around us, rather than our own. When my children are ill, I give them medicine or seek professional guidance. I make sure they have been fed, before I myself eat, prioritising a balanced diet. So where on this health and wellness continuum does digital wellness rank in my household? Is our digital diet a healthy one? When I reflect on these questions, I do see that we monitor what our children watch, as well as the devices they use; however, I don’t feel that I’ve done enough to monitor and assess my own digital usage in the pursuit of optimal physical and mental health.

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When I look at this wellness perspective with the analogy of diet, I’ve always had success using the concept of enrichment. Moreover, what can I be adding that is nutrient dense and satiating to my meals each day, rather than what should I be taking away? It looks like the same is true for digital well-being. What are the absolute optimal digital tools that I need to use to get through my day, within the parameters and timeframes that I will allow myself to use them? I can do this on a personal level, but I cannot control what my students have access to outside of school hours. So, the question becomes two-fold and potentially conflicting if not delivered correctly. How can I effectuate change that enriches purposeful digital usage in my school, while at the same time, how do I increase mindfulness of the harmful effects of excess screen time?

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A Good Place to Start: Increasing Awareness of the Connection Between Screen Time and Health

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A Good Place to Start: Increasing Awareness of the Connection Between Screen Time and Health

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TOOLS FOR TEACHERS

Digital Wellness in Schools (2022) gives teachers multiple tips and ideas as to how best support the physical and mental wellness of learners in regard to technology usage. To sum up the advice of the International Society for Teaching in Education (ISTE) findings, teachers need to:

help students identify the correct postures, etc. while accessing technology to avoid a physiological injury. The website has a "Technically Cool Computing (TCC)" tool that teachers can download to implement with students.

talk about what wellness looks like and feels like. Create a culture in your space where you talk about how wellness is impacted by various sources. Teachers can use mood/feelings trackers so students have a visual about how online activities and FOMO (fear of missing out) impacts them.

reference the International Society for Technology in Education (ISTE) and their work on reaching offline goals and how online time impedes those achievements.

provide safe screen time opportunities with parameters in place to prevent risky screen searches and inappropriate pursuits.

We can only address the learner that is in front of us. However, the school day is a considerable amount of time where teachers can make changes personally and pedogogically, role model healthy digital habits and talk about personal downfalls. Our learners need us to be on their team, setting goals alongside them to promote digital well-being for all.

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Above The Noise. (2019, June 26). Screen time: How much is too much? [Video]. YouTube. https://www.youtube.com/watch?v=fVALeerZpd4

Digital Wellness in Schools. (2022, March 31). LearnSafe. https://learnsafe.com/digital-wellness-in-schools/

Ribble, M. (2017). "Digital Diet Pyramid." [Image]. The digital media diet: Differing types of entertainment screen time. The Next Tech Thing. https://thenexttechthing.blogspot.com/2017/11/the-digital-media-diet-differing-types.html

Stern, J. (2019, February 22). "Dumb Phones". [Image]. The 'beyond basic' phone that made an exec's life better. The Wall Street Journal. https://www.wsj.com/articles/the-beyond-basic-phone-that-made-a-execs-life-better-11550845775

SWGfL. (n.d.). "Zen Digital Citizen." [Image]. Digital wellbeing. https://swgfl.org.uk/topics/digital-wellbeing/

Thomas, N. M., Choudhari, S. G., Gaidhane, A. M., & Syed, Z. Q. (2022). 'Digital Wellbeing': The need of the hour in today's digitalized and technology driven world! Cureus, 14(8) https://doi.org/10.7759/cureus.28291

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Filtered Feeds: Privacy Diligence vs. Censorship

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Filtered Feeds: Privacy Diligence vs. Censorship

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Teachers are adept at safeguarding students’ privacy, yet do we exhibit the same diligence in protecting our own? In Canada, educational policies are managed provincially, ensuring safe learning environments for students, with additional policies developed regionally through Regional Centres for Education (RCE’s). However, these policies often prioritize student protection over that of teachers and staff. As we navigate policies labelled as digital privacy protection, it is crucial to advocate for balanced measures that respect both students’ and teachers’ privacy rights.

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While these policies aim to maintain professional boundaries and protect student privacy, they can inadvertently silence teachers' voices and limit their ability to engage in public discourse. Guidelines from the Ontario College of Teachers (2017) have suggested restrictions on teachers’ social media presence, a practice that seems a bit intrusive and policed rather than protective. While there are important reminders as far as interactions with students, some of the suggestions such as to ask yourself, “Would I communicate this way in my community” (p. 8), walk a tightrope of teachers rights, undermining professionalism and ethical boundaries.

In my mind, it seems like these policies, while well-intentioned, may restrict teachers' freedom of expression and their capacity to advocate for educational issues or participate in broader social discussions. The line between personal and professional online presence becomes blurred, leading to self-censorship out of fear of repercussions.

Public figures, including teachers, often face heightened scrutiny due to their visibility and influence on others, which can lead to attempts at policing their behaviour. To add to that, there are well-documented double standards in how men and women are perceived and criticized for their appearance. In 2017, the Ottawa Carleton District School Board (OCDSB) circulated a communication to teachers advising against posting photos on social media platforms where they appear "scantily clad" (The Queen's Journal Editorial Board, 2017). This directive raises concerns for me, particularly because the term "scantily clad" is commonly associated with women rather than men, prompting questions about fairness and the boundaries of image scrutiny on public forums. When does sharing an image on a public platform, regardless of the privacy settings chosen by the individual, justify scrutiny and potential regulation? Again, a tightrope.

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Some of the guidelines and suggestions are very well thought out and perhaps deserve more attention. Of particular concern to me is the exchange of information between teachers, parents and students and the usage of personal devices. The Ontario College of Teachers (2017, p. 7) advises to:

Maintain professional boundaries by communicating with students and others electronically at appropriate times of the day and through established education platforms (for example, an authorized school web page rather than a personal account).

Avoid exchanging private texts, phone numbers, personal email addresses, videos or photos of a personal nature with students.

Increasingly, I hear my colleagues lamenting that they wish they had never given a particular parent their number. In some cases, having been asked by administration to text a parent from their personal device. I am also unsettled when I hear of students texting their teacher given the possible implications. Without clear directives, it seems like we’ve arrived at a crossroads of dependency on remaining digitally connected while putting ourselves in a vulnerable position with regards to privacy, both personally and professionally. While there are policies in place to safeguard the learners in our educational institutions, I believe there is a pressing need to focus on advising and protecting our teachers as well.

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Gallagher, K. (2015, May 26). “Teachers Scrolling Socials”. [Image]. Social media tips for teachers. 2 Peas and a Dog. https://www.2peasandadog.com/2015/05/social-media-tips-for-teachers.html

Ontario College of Teachers. (2017). Maintaining professionalism - Use of electronic communication and social media. https://www.oct.ca/resources/advisories/use-of-electronic-communication-and-social-media

Sharma, S. (n.d.). “Teacher on a Tightrope”. [Image]. The tightrope challenge: Balancing the personal-professional relations. LinkedIn. https://www.linkedin.com/pulse/tightrope-challenge-balancing-personal-professional-relations-sharma

The Queen's Journal Editorial Board. (2017, January 16). We don't belong on teachers' social media. The Queen's Journal. https://www.queensjournal.ca/story/2017-01-16/editorials/we-dont-belong-on-teachers-social-media/

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The possibilities of immersive education have me intrigued.

Education has changed immensely over the years; however, when I think of the opportunities that XR and immersive education could provide, I reflect upon a conversation that I had with a colleague about a month ago when school trips were beginning. We chatted about the field trips that we had taken when we ourselves were in elementary school. I can’t tell you very much about the books that we read, the curriculum that we covered or the tests that we wrote in those grades, but I have vivid memories of the school trips and outings that we experienced as children. Truly moments of wonder.

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Flash forward to today and our school only offers class trips for grades 3, 6 and 8. Due to changes in administrative policies and regulations, some students in our school have never actually experienced a field trip throughout their entire academic journey. What's more, considering the realities of child poverty in the Province, some of these students have never, or rarely, had the opportunity to leave our town.

XR technologies can offer students transformative experiences that transcend physical, intellectual and economic limitations. They have the potential to provide equitable access to impactful, memorable learning experiences for all students, regardless of their geographic or economic circumstances. For example, a student could put on a VR headset and immediately find themselves in the middle of Old Québec as a compliment to their FLA or Canadian History lesson. The opportunities to take part in different career paths, scientific experiments or historical events are also possibilities. Students with intellectual disabilities or social anxieties could build their confidence and social skills, practising real life scenarios in a controlled and safe environment. When I think back, this type of technology would have been immensely helpful in my undergraduate degree to practise presentations or to visualise my Human Anatomy lessons.

As is often the case with educational advancements, the perceived benefits are coupled with potential challenges. Yao and Qiu (2024) noted that the use of VR in classrooms puts increased demands on students' digital literacy, while at the same time, teachers often lack expertise in VR implementation to support these learners. In addition, the education system often has difficulty keeping up with developments using these technologies (p. 1). In order to make the most of immersive education opportunities, costs, infrastructure, and teacher training must be carefully considered.

Immersive education technologies offer a promising bridge between the memorable field trips of the past and the current limitations faced by many schools and students. By providing virtual experiences that overcome physical and economic barriers, XR has the potential to democratise access to enriching educational opportunities. However, realising this potential will require careful navigation of implementation challenges, including infrastructure, teacher training, and evolving technologies.

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While the cost of bussing has become astronomical, XR offers another modality to “transport” students to new enriched experiences, in order to see the possibilities in the world around them.

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eWyse. (2023, July 21). “VR Learner”. [Image]. The Truth About Immersive Learning And Its Sharp Benefits. eLearning Industry. https://elearningindustry.com/the-truth-about-immersive-learning-and-its-sharp-benefits

University of Glasgow. (2023, December). XRed: Preparing for Immersive Education. https://www.gla.ac.uk/media/Media_1030423_smxx.pdf

Rawat, S. (2023, July 11). “XR World Explorer”. [Image]. Immersive Learning: The Future Of eLearning. LinkedIn. https://www.linkedin.com/pulse/immersive-learning-future-elearning-sonali-rawat

Sherbrooke Village. (n.d.). “Happy Animators”. [Image]. Nova Scotia Museum. https://sherbrookevillage.novascotia.ca/what-see-do

Yao, Y., & Qiu, Y. (2024). The impact of virtual reality on student engagement in the classroom–a critical review of the literature. Frontiers in Education, 9, 1339349. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11040080/