Importance of Digital Citizenship

Prompt 1:

Citizenship and digital citizenship are quite similar.  In my opinion, they are similar because digital citizenship falls under the umbrella of citizenship.  digital citizenship is just a branch of citizenship.  Citizenship is defined as , “the quality of an individual’s response to membership in a community”. (Merriam-Webster) As a citizen, there are rights and responsibilities that a citizen has and uses to contribute to society.   This is the same for digital citizenship, but in the “digital society”.  Digital citizenship was defined as, “the continuously developing norms of appropriate, responsible, and empowered technology use”. (Ribble, 2015)

I believe that digital citizenship is really being able to have and practice appropriate netiquette, while interacting with others in a digital society.  It is very important to teach others about becoming a digital citizen.  Although be live in a world that is now technology driven, individuals still don’t have a full grasp on how to be appropriate online.  It is the teachers’ responsibility to teacher students, while using technology, how to interact in a digital society.  It is the teachers’ job to show and practice how students share, interact and collaborate in the digital world.

Prompt 2:

After reading over the nine elements of digital citizenship, although all are important, there are a few that resonate with me.  Being able to communicate and collaborate, is a huge component in my innovation plan.  Learning to appropriately  with others is a skill that would need to be taught, in my classroom.  My goal is prepare students for their post-secondary lives and there are going to be times when they need to communicate and collaborate with others, whether is school or in the workforce.  I would practice this by having students work together, through the ePortfolio process.  Students will need to collaborate and communicate with others when editing their ePortfolios and posting in discussions.

Another element that is relevant to me is digital etiquette.  In a world of social media and “trolls” or “trolling”, students sometimes lose touch with what is a appropriate conduct.  Teachers needs to teach students about the conduct and procedures, in the digital world.  I also really think that digital fluency is very useful.  My goal is to help students learn about technology and how to use it.  My hope is that if they get an understanding of problem solving and how to figure out used of technology, that they can do that independently in the future.  I would teach this by using ePortfolios, from my innovation plan.

All of these elements I mentioned have on thing in common, preparing students to independently navigate the digital world independently.  It is my goal for all students to have a independent and successful post-secondary life.  By teaching these elements, I’m confident that students will be able to successfully and appropriately navigate through the digital world.


Ribble, M. (2015). Nine elements. Retrieved from:

(n.d.). Citizenship. Retrieved from

Time to Reflect

With any course, communication is key.  With an online course, I think that communication is that much more  important.  During my online course, I plan to communicate with students a variety of ways.  I will send updates and message, on my LMS.  Communication will also take place when students meet with their advisory teachers, on the assigned days.  In addition, students will be able to arrange time for assistance with me or the technology specialist.

My course will be self-paced, but still have some sort of structure.  My course will be a graduation project.  It primarily takes place in the first half of each high school students’ freshman year.  Then, by the end of each year students will need to submit their ePortfolio link.  So it won’t be like a standard ” due at the end of the week” assignment.  Each module will be open for a month.  It will fit each students’ needs for extended time and their schedule.  I’m more flexible because I understand that, in addition to the students’ needs, they have classes with assignments due.

I really like the way my course is set up now.   My plan for changing it would probably come about, after piloting it.  I think the only way to see if change is needed to to observe it, to see what does and doesn’t work.

The courses that I suggested that could be switched to online courses could be physical education and an online applications class.  I would create an online physical education class.  I know what you’re thinking.  Online gym? Yes, physical education can be online.  In my high school, there is currently a hybrid physical education course in place.  This course allows the student to do their physical activity outside of school and record the activity via Fitbit.  Then they meet once per week.  But honestly, our gym classes are two days per week.  So it just cuts off on day from the schedule?  My point exactly.  Why do the students need to meet? Some students have issues with this schedules.  A completely online course would solve this.  Students would check in, upload their Fitbit data and give a brief list of the activity they did over the course of the week.  I think that it also gets them in the routine of doing physical activity on their own.  This is a healthy habit that all individuals know they should partake in, but don’t.  Like ePortfolios, this is just another way to prepare students for the future.

Another useful online course for students would be to high school students is a technological readiness course.  It would teach the students to use technology associated with school and the workplace. There are so many students that can’t use the technology that we incorporate into the classroom.  I know, that’s a shock right? I felt the same way.  Students know how to use social media apps and anything associated with them, but that’s about it. This course would teach students to use applications such as: Google docs, Google slides, Google sheets, tips and tricks for Chromebooks, and any other useful online tools.  This would prepare students for the future, of independence, while in a supported environment.

After reviewing what Bates wrote, in chapter 12, there were a few points that resonated with me.  I really like that the focus is getting students ready for the digital age.  I agree that necessary skills and characteristics for the future include:  knowledge construction, reasoning, critical analysis, problem-solving, creative, collaborate with learning and teamwork and multi-tasking and flexibility.  All of theses skills help to form a lifelong learner.  That is my goal for my online course.



Bates, A.W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning (chapters 12). Retrieved from

Course Design

My course is called Introduction to ePortfolios.  My plan, for the course, is to be a graduation project for all students. This course will start their freshman year. The bulk of the course will be during their freshman year.  Throughout the sophmore until their senior year, it’ll purely be submitting their ePortfolios to their LMS.  In the beginning, I thought this course would be blended, but I realized that it would be difficult being school wide.  I decided that the course would take place online, but their advisory teachers and myself would be resources for help.   Since this will be for all students, I need to take all levels into account.  I will add a help folder, for students that need additional accommodations.  Whether it’s additional videos or speech to text apps.

Students will need access to their chromebooks, Internet, and their LMS.  Al materials will be on their LMS.  Assignments will be both individual and collaborative.  All assignments will be done individually, seeing as it’s a graduation project.  The collaboration will be done through discussions.  Students will submit their assignments via assessments on the LMS and discussion posts.  They will share their link for their ePortfolio on the discussion board as well.


Bates, A.W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning (Chapters 8-10). Retrieved from

Learning Independently as the Goal

After watching the “Scaffolding for Student Success”, I realized how much I related to this video.  As teachers, we all practice scaffolding.  Whether it’s teaching a new skill or working with a struggling student, scaffolding is an important piece in learning. I really like that it assists the students with the learning process less and less, to help the student become independent learners.  By doing this, it helps them to develop a sense of confidence with learning.  Being a special education teacher, this is such an important skill.  For my online course, this will be available for the students.  As much as I enjoy learning through exploration and doing, I realize that not all students are going to be able to do that independently.  Some students will have difficulties with either new technology or comprehension of the material related to their learning needs.

Since my course will be school-wide and a graduation project, it will be self-paced.  My course will allow for flexibility with assignments and have a new section each month.  Since homeroom teachers will be able to check in with them and it’s not for a specific course, there will need to be time for them to ask questions to their teachers or set up office hours with me.  Even though my course will be guided week by week, it will be a guideline, to help students stay on track.  The one solid deadline will be having the month’s module completed.  This will allow for students to finished sooner or later, in the month. In my course, I will make sure that my students’ needs are met, whether they are the gifted, independent learner or the special education student.  My goal is for students to feel confident about learning and eventually learn as independently as possible.


Alberta Education. (2015, January 30). Scaffolding for student success [Video file]. Retrieved from