Rebekah Madrid shares a wonderful video in her post that she created about her students’ responses to what they thought digital citizenship means. She shares how she has learnt about Japan and Japanese culture and finds similarities to learning about digital culture. She notes that her students are learning about the internet by observing and making mistakes.
We want our students to make connections between online space and offline space (be nice to others, we are a community, don’t steal). But the internet has it’s own rules and language. Our kids are starting to understand it, but it is not a smooth path all the time. We teach the digital citizenship because it’s a new space and culture for them to experience. Our students will make mistakes, but as a new citizens of this digital world, they are getting it
Occupy High students share their thoughts on how education should be changed.
There is no explicit curriculum to help a teacher instruct for a year about public education. Perhaps because in doing so, the teacher wants to avoid engaging students in metacognitive strategies every class of every day. Perhaps because we don’t believe that students can engage in the discussion about transforming education. Perhaps because, if we opened this can of worms, we would be admitting defeat every lesson in which we question the direction of what we are doing.
I believe it is time to open this can of worms pedagogically. The only snag is that we have convoluted public education so much so that it is impossible to limit the scope of such a curriculum. Do we create experts with knowledge an inch deep and a mile wide or would we rather have these students have surface knowledge of everything without expertise? What are we doing?
The students present their thoughtful responses highlighting the need for student voices to be heard in any process that looks to transform education.