REFLECTION

Notes and reflections based on week-3 input material and challenges

How will you adapt your curriculum according to one or more of the digital learning theories?

In week 3 of EduGoalsMOOC, participants were exposed to some of the most important digital learning theories. These included Bloom’s Taxonomy, Connectivism, the RAT model, the SAMR model, Design Thinking etc.

Here are some of my reflections. We need to take into consideration all the strengths these theories provide us with so that we can adapt our curriculum. Following Bloom’s taxonomy, the more we design tasks which require students to analyze, evaluate and create, the better it is for them. This is because they are given the opportunity to develop higher-order cognitive skills. Educators need to design tasks which transform rather than simply enhance their students’ learning. According to the SAMR model and its simpler version, the RAT model, when designing technology-integrated tasks, modification and redefinition should be the ultimate goals. Technology should allow the redesign of a task (modification) and most importantly the creation of new tasks previously inconceivable (redefinition). Being goal-oriented educators, our aim should be to send our students to learning missions which enable them to use technology for creative purposes.

How will teaching students about their digital footprint benefit them?

One of my takeaways from this week's materials includes my new knowledge on the impact of digital footprints on young people's lives, which I aim to share with my students. I would like to use this knowledge to spark class discussion and further research. One of the articles which especially grabbed my attention was: 10 Things Your Students Should Know About Their Digital Footprints. As my learners are primary school students, I have prepared for them a shorter version of this article:

Colleges and employers make decisions on whether to accept an applicant based on this person’s online profile.
Immature online behavior such as using foul language, cyberbullying etc., no matter how hard somebody tries to hide it, can be read by anyone, educators and parents included.
Besides school education on digital citizenship, every student should research and educate themselves on the basics of this topic.
Students are responsible for their digital reputation; so their profile should be simple, with non-specific details but yet identifiable.
If students have already been too active online, they should create a new online space where they will share all their positive contribution to the world.
Students should model the right persons online and should be aware of what personal material they should share online.
The Internet is permanent.
Sts should consider the way they treat others online as if they talked to them in person.
Being too careless, too open, too trusting has real consequences.
Sts should try to create a positive image and brand of themselves, e.g. through a movie, as persons.

Another takeaway from this week's materials includes my new knowledge of social media apps students are familiar with but some of which I had never heard about before. In this article 17 Apps and Websites Kids Are Heading to After Facebook teachers and parents can find further information and the risks younger people may face when using apps such as:

GroupMe, Kik Messenger, WhatsApp, Instagram, Musical.ly, Tumblr, Twitter, Houseparty-Group, Video, Chat, Live.ly -Live Video Streaming, Live.me- Live Video Streaming, YouNow: Broadcast, Chat and Watch Live Video, Snapchat, Whisper, Monkey-HaveFun Chats, MeetMe:Chat and Meet New People, Omegle, Yellow- Make New Friends.

I believe teaching students about their digital footprint and making them aware of its significance will benefit them in many ways:

They will be reflective digital citizens
They will learn to be responsible web users
They will develop positive online activity
they will build up a positive online profile
They will respect others taking into consideration netiquette rules

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