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ERIC Number: EJ1119378
Record Type: Journal
Publication Date: 2016-Nov
Pages: 1
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0036-8555
EISSN: N/A
Science 2.0: When Students Become Digital Citizens
Smith, Ben; Mader, Jared
Science Teacher, v83 n8 p8 Nov 2016
Modern science learning requires the use of digital tools and a shift in teaching philosophy and pedagogy. The backbone to this shift rests in a yet unaddressed skill: digital citizenship. The authors discuss the Digital Citizen standard where "students (will) recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and they act and model in ways that are safe, legal, and ethical." While this might seem like a lofty goal, educators can make sure that students fulfill the requirements of this standard by meeting the following four performance indicators which require students to: (1) "cultivate and manage their "digital identity" and reputation and are aware of the "permanence" of their actions in the digital world"; (2) "manage their "personal data" to maintain "digital privacy" and "security" and are aware of data-collection technology used to track their navigation online"; (3) "engage in "positive, safe, legal", and "ethical" behavior when using technology, including social interactions "online" or when using networked devices"; and (4) "demonstrate an understanding of and respect for the rights and obligations of "using and sharing" intellectual "property" (ISTE 2016). Science teachers must create a classroom culture that prepares students for a world of transparency and permanence. The skills that students develop through the Digital Citizen standard will benefit their lives far beyond the classroom walls.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A