Standard 5: Digital Citizenship

​Technology coaches model and promote digital citizenship.

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Elements:

a. Model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers

b. Model and facilitate safe, healthy, legal, and ethical uses of digital information and technologies

c. Model and promote diversity, cultural understanding, and global awareness by using digital age communication and collaboration tools to interact locally and globally with students, peers, parents, and the larger community

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Reflection:

In this standard technology coaches follow policies and behaviors that affect the common good while working within a digital environment to highlight the benefits of technology while also limiting the negative aspects. Coaches assist in the equity of technology by advocating for digital tools and resources for all students in both school and at home, provide accessibility to disabled learners, ensure content is relevant to all cultures, and monitor how advanced the use of the technology is when considering what the students are engaged in and actively creating. Coaches help staff and administrators to follow and uphold current laws to protect intellectual property, reduce cyberbullying, prevent hacking, respect device and tools, and to teach how to balance screen time with other daily activities. In addition, coaches promote ways that students and staff can use technology to interact with their local community as well as expand their awareness of cultures by communicating globally. 

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Artifact 1:

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In response to digital equity I have worked diligently to secure enough Chromebooks stored in my classroom so that each students has access at all times. After my elementary students are comfortable with the technology (typically 1-2 months) and can easily access sites and programs I transition them from "player" to "creator". For example we may watch a Powtoons or use a Glogster earlier in the year, but then students will be creating their own Powtoons, Glogsters, etc.. This allows students not only access to technology, but ensures that they are using the technology for a higher level purpose which challenges them as well as engages them further. 

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Artifact 2:

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I utilize a variety of sites to present work to students, but my class website provides the safest place for my students to work at school and at home. I make updates weekly and have tried to make it a valuable portal for my students so they can access anything that we may use and need from our weekly newsletter, to our enrichment project website, to a safe Google search for kids, to online tools, to a data base of useful websites, etc. This allows both students and parents a safe place on the internet that they can utilize. 

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Artifact 3:

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When my students begin creating slideshows, documents, Kahoots, etc I teach them about copyright and showcase the creative commons website as a tool to upload photos and videos. 

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I have not used technology as a way to communicate locally or globally prior to reading this standard. I have been inspired though and found a website iEarn-USA that features various projects, ideas, and ways to involve my students. I will choose a project this year to engage my students with other classrooms around the world. In addition I am currently planning a "Day of Empathy" for my class in January that will involve Skype in the Classroom resources for a global and local impact. 

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