Welcome to an exciting discussion on teaching digital citizenship in high school! Today, we’re diving into how educators can guide students in navigating the digital world responsibly. Our guests are Sparkle Peters, a math and special education teacher, and Barbara Heweth, a former science teacher and current content developer. Let’s explore their insights and strategies.
Sparkle Peters emphasizes the importance of student voice in her teaching approach. She believes that students are experts in their own experiences, and by listening to them, teachers can create a more engaging learning environment. This philosophy extends to teaching digital citizenship, where students learn to express themselves responsibly online.
Barbara Heweth agrees, highlighting that students live in the digital world every day. By creating spaces for open conversations, educators can learn from students’ experiences and guide them in understanding the impact of their online actions.
Sparkle shares a memorable moment when her students discussed their online presence. They talked about the misconception that images on Snapchat disappear, realizing that screenshots can be taken and shared. This discussion helped students understand the importance of controlling their digital footprint.
Barbara adds that these discussions encourage students to think critically about privacy risks and the benefits of using digital tools. By weighing these factors, students learn to make informed decisions about their digital lives.
Sparkle believes that discussing digital citizenship helps build relationships with students. By talking about online privacy and self-presentation, students explore their identities and aspirations. These conversations strengthen the connection between teachers and students.
Barbara emphasizes the positive aspects of technology and encourages educators to share their own experiences. This vulnerability helps build trust and shows students how technology can be a tool for exploration and engagement.
By mid-year, Sparkle’s students began leading discussions on digital citizenship. They explored topics like emotional regulation online and the implications of their digital actions on college applications. This shift demonstrated their growing understanding and confidence.
For older students, Sparkle uses videos and Google Classroom to facilitate discussions. Tools like Jamboard allow for anonymous sharing, while Padlet and Mentimeter help gather diverse perspectives. These tools create a collaborative learning environment.
For teachers unsure about teaching digital citizenship, Sparkle suggests reframing it as a conversation about self-presentation on any platform. Students are digital natives, and educators can guide them in thinking critically about their online actions.
Barbara recommends incorporating thinking routines into lessons. These routines help students process discussions and reflect before reacting, building their confidence for real-life situations.
Looking ahead, Sparkle hopes to see joy and happiness as students return to school. She aims to create a safe space for students to express their feelings and navigate any fears. Barbara is excited to see in-person relationships grow, supported by the connections technology has facilitated.
Both educators emphasize the importance of creating a safe space for students to express their emotions. Acknowledging and coping with feelings productively is key to meaningful connections and experiences around digital citizenship.
Thank you for joining us in this insightful discussion. We hope these strategies inspire educators to foster responsible digital citizens in their classrooms. Stay tuned for more resources and conversations on our Common Sense Education YouTube channel. Take care!
Research and present on how digital footprints are created and their potential long-term impacts. Use real-life examples to illustrate your points. Reflect on your own digital footprint and consider changes you might want to make.
Engage in a class debate on the pros and cons of online privacy. Take a stance on whether privacy is a right or a privilege in the digital age. Use evidence from current events and personal experiences to support your arguments.
Participate in role-playing scenarios where you must navigate challenging digital citizenship situations, such as cyberbullying or misinformation. Discuss the outcomes and alternative actions that could have been taken.
Work in groups to create a digital citizenship guide for younger students. Include tips on responsible online behavior, privacy protection, and the importance of a positive digital presence. Share your guide with the class.
Maintain a journal where you reflect on your daily use of technology and social media. Consider how it affects your mood, relationships, and productivity. Share your insights with the class at the end of the month.
Here’s a sanitized version of the provided YouTube transcript:
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Thank you for joining us! We’ll get started in a minute. Welcome to Learn with Common Sense. My name is Tali Horowitz, and I’m the Education Director in New York. This conversation will be posted to our Common Sense Education YouTube channel, along with links and resources that we discuss and share in our chat today.
Today’s topic is an inside look at teaching digital citizenship in high school. I’m thrilled to introduce our two guests today: Sparkle Peters, a math and special education teacher at the Bronx High School for Writing and Communication, and Barbara Heweth, a former science teacher in North Carolina and current Common Sense content developer.
Let’s jump right in. Sparkle, can you share your overall approach to teaching digital citizenship and how it connects to your teaching philosophy?
That’s a great question! I focus a lot on student voice and understanding that this is their world. While I may be teaching them, they are living these experiences. They are more willing to learn from me if I’m willing to learn from them and hear their voices. My approach to digital citizenship and teaching, in general, is to ensure that my students’ voices are heard, understood, recognized, and respected in the classroom. Just like we are experts in some areas, all of our students are experts in something, and it’s important to recognize that authentically.
Thank you! Barbara, what are your thoughts?
I completely agree with Sparkle. Our students are the experts; they live this every day, and we can learn so much from them if we create space for conversations and truly listen to their experiences.
Sparkle, can you share any digital citizenship moments from this past year where you felt a strong connection with your students?
One moment that stood out was during conversations about their online presence and what they post. My students understand what it means to be responsible online and can explain it to their peers. It’s powerful when I see them take advice from each other, as they are more likely to listen to one another than to us. For example, we discussed Snapchat and the misconception that pictures disappear. One student pointed out that while Snapchat notifies you if someone takes a screenshot, the screenshot is already taken, and you lose control over that image.
I love that! Even if no minds are changed in that moment, you’re creating a space for conversation. Barbara, can you talk about that?
Sure! Our lessons are built around discussion, encouraging students to think about privacy risks with new technologies. For instance, they can discuss whether the benefits of using apps like Snapchat outweigh the risks, such as someone taking a screenshot. We want students to think critically about their digital agency.
Sparkle, can you talk about how you use digital citizenship to build relationships with your students?
When discussing digital citizenship, especially with high schoolers, I remember they are almost adults. We talk about privacy online and how they present themselves to the world. This helps us build relationships as we explore who they are and who they want to be. These conversations lead to discussions about their hopes and dreams, which strengthens our connection.
Barbara, do you have anything to add?
Yes! It’s important to show students the positive uses of technology and be vulnerable about our struggles with it. Sharing our experiences helps build relationships and shows them that technology can open doors for exploration and engagement.
Sparkle, can you share how your students began to lead discussions by the middle of the year?
I was fortunate with my group of 10th graders who pushed themselves to excel during remote learning. We started having conversations about how they regulate their emotions online, which led to discussions about their online presence and college applications. They began asking questions and leading discussions themselves, demonstrating their understanding of the implications of their online actions.
What technology tools do you use to teach digital citizenship?
For older students, we primarily use videos and Google Classroom for discussions. Tools like Jamboard allow for silent conversations, where students can share their thoughts anonymously. We also use collaboration tools like Padlet and Mentimeter to facilitate discussions and gather perspectives.
What advice would you give to teachers who feel unconfident teaching digital citizenship?
I would suggest reframing how we think about digital citizenship. It’s not just about technology; it’s about how we present ourselves on any platform. Our students are digital natives, and they are the experts. We just need to facilitate the conversation and encourage them to think critically about their online actions.
Barbara, do you have any additional thoughts?
Yes! Incorporating thinking routines into lessons helps students process discussions and reflect before reacting. This builds their confidence and prepares them for real-life situations.
As we move forward, what are your hopes for the school year?
I hope to see joy and happiness when students return to the building. I want to create a safe space for them to express their feelings and navigate any fears they may have.
I hope we all feel connected and supported throughout the year. Technology has been a connector for us, and I’m excited to see in-person relationships build as well.
Thank you both so much! Any final takeaways for educators watching today?
Let your students talk and create a safe space for them to express their emotions. It’s important to acknowledge the trauma and feelings that may arise and to cope with them in productive ways.
Creating meaningful connections and experiences around digital citizenship is essential. We don’t have to be experts; we just need to make space for conversations.
Thank you again, and I wish everyone a healthy and safe year. We have a survey link in the chat, and once completed, we’ll send proof of attendance. This conversation will be posted on our Common Sense Education YouTube channel, along with links and resources shared today. Take care!
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This version removes any informal language, filler words, and personal anecdotes that may not be suitable for all audiences while maintaining the core content and message of the original transcript.
Digital Citizenship – The responsible and appropriate use of technology and the internet by individuals, especially students. – Example sentence: “Understanding digital citizenship is crucial for students to navigate the online world safely and ethically.”
Students – Individuals who are enrolled in an educational institution to gain knowledge and skills. – Example sentence: “Students are encouraged to participate in online discussions to enhance their digital citizenship skills.”
Online – Connected to or available through the internet. – Example sentence: “Many students use online resources to supplement their learning and research.”
Privacy – The right of individuals to keep their personal information secure and free from unauthorized access. – Example sentence: “Educators teach students about the importance of privacy when sharing information online.”
Technology – The application of scientific knowledge for practical purposes, especially in industry and education. – Example sentence: “Technology plays a vital role in modern education, providing students with new tools for learning.”
Educators – Individuals who provide instruction or education; teachers. – Example sentence: “Educators are responsible for guiding students in the responsible use of technology.”
Discussions – Exchanges of ideas or debates about a particular topic, often used in educational settings to enhance understanding. – Example sentence: “Online discussions can help students develop critical thinking skills and digital citizenship.”
Relationships – The way in which two or more people or groups regard and behave toward each other. – Example sentence: “Building positive online relationships is an important aspect of digital citizenship.”
Tools – Devices or implements, especially ones used to carry out a particular function in education or technology. – Example sentence: “Digital tools can enhance the learning experience by providing interactive and engaging content.”
Learning – The acquisition of knowledge or skills through study, experience, or teaching. – Example sentence: “Online platforms have transformed the way students approach learning, making it more accessible and flexible.”
