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Becoming a digital citizen is important in this day in age. We all need to make sure our future students can understand how to communicate over technology. Teachers need to inform their students about how to navigate technology and use it in their classes and everyday lives. It’s important to utilize and understand technology to be able to communicate through online meetings, understand cyber bullying preventing, online literacy, and research skills.

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Here’s a song to dance to while students hear tips on how to be responsible on the internet. It’s a fun way to integrate art into the lesson. Students can get up and dance and sing along to the music while they learn to pause and think before clicking. The video also shared about the importance of only talking to friends we know online and never start a fight with someone over technology. It shows the importance of becoming a good digital citizen.

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This video shows tips for kids on how to be a good digital citizen. There are tips for cyber bullying. It teaches kids how to communicate with other people online. It shows what is useful information to share with others and what shouldn’t be shared. The main focus for the video is to show students not to be mean to other people online.

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There are some common digital ethics to follow as a guide when using technology. This article gives teachers an idea of how to encourage students to become technologically advanced into the 21st century. Towards the end of the article, there’s a bit about open education pedagogy teachers can use in their future classrooms. It mentions giving students the power to add their own test questions, make their own assignments, make up classroom management rules, team together with other students to creat open education mixes and have team discussions about the subjects.

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Search Google News for "Facebook scandal" and you'll get 53,600,000 hits. Well, you will, if you have the same location and browsing history as we do.

Once you learn that an algorithm determines these hits, does that impact what you ask students to research? When you require students to use TurnItIn, do you tell them what happens to their intellectual property? If you require students to use publisher courseware, do you know how publishers use the data they're gathering? If so, then you're asking questions that are at the core of the new @ONE course, Digital Citizenship. Admittedly, questions are more plentiful than answers.

Digital Presence

Being part of the digital world is not necessarily a bad thing. I've now learned ... there is this beautiful space of creativity, collaboration, and empowerment - and I'd like to be part of that space!
- Ramela Abbamontian, Los Angeles Pierce College

Acknowledging the unique abilities and dispositions of our 21st century learners, we begin the course by exploring strategies for modeling digital presence and providing opportunities for students to create content and connect with a global audience. Examples of this " participatory learning " include:

Using social media to build upon classroom learning and allow students to create content in authentic environments

Using Twitter to develop a professional learning network

Incorporating "non-disposable" assignments that allow students to share their work with wider audiences

Digital Ethics

Pariser's talk about Internet filter bubbles and Tufekci's talk about digital dystopias were alarming wake-up calls to the salient forces that shape our digital life and influence our behavior.

- Gisela Garcia, University of Memphis

Significant ethical issues impact how we engage with digital platforms, and thus how we teach and learn online

In the face of such daunting issues, what can we actually do? In addition to learning about digital platforms and student privacy, we can also emphasize digital information literacy in our curriculum. A great resource is Mike Caulfield's Web Literacy text, and corresponding short videos on media literacy.

Open Education

The Module discussing the prohibitive costs of textbooks really resonated with me.... The use of OER will give me the opportunity to start closing that equity gap.
- Kristie Camacho, College of the Desert

The most recent Wisconsin Hope Lab report on student hunger and homelessness finds 42% of community colleges students to be food insecure, and 46% housing insecure. In light of this, it's no surprise that adoptions of Open Educational Resources continue.

The OER section of the course serves as a primer on finding, reviewing, and adopting OERs. Further, we see OERs as a decisive assertion of academic freedom, breaking away from conventional textbook packaging, which inextricably leads to undisclosed data harvesting by publishers.

I'm excited for my students! They'll get to "take the wheel" of learning more and more.
-Colleen Harmon, Cuesta College

Expecting our students to "take the wheel" empowers them as learners and recognizes their agency as digital citizens. Combining active learning that many of us practice with the permissions of open licensing points us to the idea of Open Pedagogy. Yes, we can use openly licensed resources with while teaching, but also we can ask students to contribute and share their own knowledge and work within the world.

Examples of Open Pedagogy include:

Adapt or remix OERs with students

Ask students to help write test questions

Teach students how to edit Wikipedia

Construct with students class policies, assignments, rubrics, and calendars

In other words, we can engage our students transparently and humanely as co-learners-we don't know everything about the topic, let alone about our students.
This post was made possible through a collaboration with@ONE-the Online Network of Educators-a collaborative, system-wide network of California Community College faculty, staff, and administrators. @ONE is coordinated by the professional development team of the CCC Online Education Initiative (OEI). @ONE provides training and professional development to support the effective use of digital tools and platforms to make California Community Colleges a nationally recognized leader in online teaching and learning.

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Once you learn that an algorithm determines page hits, does that impact what you ask students to research? When you require students to use TurnItIn, do you tell them what happens to their intellectual property? If you require students to use publisher courseware, do you know how publishers use the data they're gathering?