Throughout the Collection 2 activities, I feel like my ideas about digital citizenship have changed by deepening or progressing rather than dramatically shifting. For example, prior to the research, readings, and responses if I had to describe the difference between digital literacy and digital citizenship I wouldn’t have been able to come up with much of interest. I think that’s because in the world of education these two terms are overused and underexplored.
Another example of a personal ideal that has deepened throughout this collection is that in general people learn better from experience than instruction. As a teacher, I realized early on that if I could make a topic experiential then more student interest–and thereby more student learning–would occur. With 9th grade students, then, it was important to take the time to act out scenes from Romeo and Juliet, not just set students to read it silently or watch a film version. This obviously has to be true of digital citizenship and literacy also, but I didn’t have any specific ideas about practical steps that could be taken to guide students into those experiences. Now I do.
Finally, since the beginning of this course I’ve had the preconception that digital citizenship is just another facet of our offline, or analog, citizenship, but I’m not sure that is entirely correct. Certainly there is overlap and they are both related to each person’s individual character, but I think that maybe there is some other, larger concept that both of these versions of citizenship are subservient to. The closest analogy I can make to what I am thinking is a large river that subdivides into a delta as it heads toward the ocean. The streams separate, are distinct for a time, and come back together again. It’s an idea that will need more exploration and contemplation to make a clearer picture.