DIGITAL FLUENCY | CITIZENSHIP ONLINE
“We want to ensure that all of our tamariki and young people have the learning opportunities to gain the new specific technological skills and capabilities required for the future of work…
But more than this, we want to support children and young people to develop a strong sense of digital citizenship as people relate to one another in a way unlike before. This is why we need to focus digital technologies learning around the wellbeing of ourselves and others.” (TKI, 2020)
EMBEDDING DIGITAL FLUENCY | OVERVIEW
Developing digital fluency, that is – the capabilities, digital skills, knowledge of the online environment, values and dispositions – is integral in supporting the wellbeing, safety, confidence and participation of our rangatahi and tamariki in their learning and lives now, and into the future.
An effective approach to embedding digital fluency into learning is through the ecosystems already in place in schools, Kura and their communities.
THEMES | AN APPROACH TO LEARNING
Themes – A Starting Point
Themes are an effective approach when planning for learning around Digital Fluency. Themes can be embedded into learning contexts across the year, revisited as needs and challenges arise, and align with other frameworks and in curriculum.
Plan Learning Across The Year
The ‘nuts n’ bolts’ of just what ‘digital fluency and citizenship online’ content and coverage is needed, how to embed this, and when it is best scheduled, will depend on a number of aspects including:
- Students’ needs and interests
- Learning contexts and ‘teachable moments’
- Frameworks
- Policies, procedures and User Agreements
- Priorities
- Incidents and challenges arising
DIGITAL FLUENCY THEMES
Generation Online provides a range of resources for primary, intermediate and secondary schools, Kura, and organisations. We’d love to work with your organisation and share our resources.
This sampler (for upper primary) outlines themes and aligning Key Competencies that can be explored in ways that best suit schools or Kura, their students and community.
Frameworks already in place that foster character and support wellbeing can underpin learning around digital fluency. For example, Key Competencies, PB4L, the Digital Technology Curriculum and Hangarau Matihiko. School and Kura values are also an effective lens for exploring concepts of citizenship – online and offline.
Learning is best embedded across the year in planned and prepared ways, as well as agile ‘in-time’ learning moments and authentic contexts.
Reviewing effectiveness and revisiting is important in ensuring needs across the year are met. Also, ways of unbundling and approaching learning are considered for individuals and cohort needs.
DIVING IN
The first of the seven themes , ‘The Online Space – Tuihono‘, is an example of inquiry questions students can explore. They also provide an opportunity for learning together with family and Whānau.
Students will have their own ideas, interests and knowledge around the ‘online world’. Providing opportunities for sharing is important and should be encouraged.
Engaging their voices, their experiences and ideas is a crucial part in pursuing a safer, kinder more equitable online world.
ACTIVITY EXAMPLES
Further resources, and activities aligning to Bloom’s Taxonomy are provided to support each theme and inquiry questions.
These provide creative and critical thinking opportunities and can form part of a home and school partnership.
STUDENT AGENCY
Student agency is integral in developing digital fluency skills, knowledge, and citizenship dispositions. This includes not only their voice, but their engagement and leadership in shaping learning opportunities and driving other initiatives.
Finding out from students about their needs, their knowledge and existing gaps is an important starting point when looking at what’s needed and where to start.
If we’re planning learning, then we need to include students, beginning with their needs and ideas.
E hara taku toa i te toa takitahi, he toa takitini
My strength is not as an individual, but as a collective