Discussion Post:
According to the IB, Digital citizenship is "a set of values that provides a framework for online action and behaviour".
1. Skim through the resource Teaching Digital Citizen’s in Today’s World, paying special attention to the Five Core Dispositions of Digital Citizens, the example of a Thinking Routine in Action and the Six Topics.
2. Identify a Digital Dilemma (that relates to one of the 6 topics) that students face in your classroom (or in their lives). You can use an example that you have experienced with students or you can use one of the dilemma’s in the Digital Dilemma classroom tool.
3. Choose a Thinking Routine that would allow students to reflect on the dilemma you’ve chosen and explain how you would use this Thinking Routine in your classroom or give a short description of a lesson you could create to teach an aspect of Digital Citizenship related to your chosen dilemma (you can use Common Sense Education’s Everything You Need to Teach Digital Citizenship lesson plans for inspiration).
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he resource Teaching Digital Citizens in Today’s World outlines five core dispositions for digital citizens: being inclusive, informed, engaged, balanced, and alert. A Thinking Routine example, “I Used to Think… Now I Think…,” encourages reflection on evolving perspectives. The six topics addressed are: Media Balance & Well-Being, Privacy & Security, Digital Footprint & Identity, Relationships & Communication, Cyberbullying & Hate Speech, and News & Media Literacy.
A common digital dilemma students face is related to Digital Footprint & Identity—specifically, the pressure to curate a “perfect” online persona on social media, which can lead to anxiety and distorted self-image.
I would use the Thinking Routine “Circle of Viewpoints” to explore this dilemma. In a short lesson, students would take on different perspectives (e.g., a student posting, a future college admissions officer, a peer viewing the post) to examine the implications of maintaining a digital identity. This would help them understand how their online presence can be interpreted in diverse and sometimes unintended ways.
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Resource Review:
AID 1 and AID 2
AID 1 (agency, information, design) and AID 2 (advocacy, insight, divergence) are frameworks specifically designed for schools in the IB community. Both these “lenses” are designed to examine the curriculum and the learning environment, and to evaluate the efficacy of multiple technologies used in learning. Their acronyms are a reminder of their central purpose: to aid and extend learning, teaching and leadership.
AID 1 has technology integration frameworks to guide schools new to using multiple technologies; AID 2 is for schools that have experience and seek to deepen their practice.
The AID lenses can be used for the following purposes and act as:
cycles to plan using technology in the curriculum, especially unit planning
drivers of general thinking, discussion or PD around technology
principles to evaluate the effectiveness of any technologies used across the school community
anything else a school thinks of as part of planning, designing, learning, teaching and leading.
AID 1 and AID 2 emphasize the importance of putting learning first when incorporating technologies. They support approaches to learning (ATL) approaches to teaching (ATT) and the IB learner profile across the school’s curriculum and culture. Like ATL, ATT and the learner profile, the AID frameworks link subject areas, topics and other curriculum elements together. They also give direction on how to design learning environments successfully using multiple technologies. In this way, AID 1 and AID 2 not only support the inquiry cycle, they are versions of the inquiry cycle when considering and using multiple technologies.
AID 1: Agency, information, design
Agency enhances what learners and teachers can do and be as technology extends their abilities. Agency can be seen:
as inclusive of technology-related skills and concepts that concern academic honesty, digital participation and internet safety, which helps users to establish themselves safely and responsibly online
in the roles that learners and teachers can adopt in order to learn about how technology affects a discipline or subject, such as “being” a scientist, writer, artist, politically active citizen, caring person—or any other way of being that technology can aid or extend
Information aids searching for, analysing and manipulating information. It also represents the resources that teachers and learners can use to enhance their understanding of the world. Responsible use of data, searching online libraries or developing the content for infographics are examples of using information effectively.
Design ideates and creates the products or outcomes of successful technology use.
Design thinking is included here, as are any processes that help learners and teachers create with technology.
Design, as a subject area, can become part of a technology literacy approach in IB schools.
Design environments, such as makerspaces and robotics rooms, can be incorporated into the curriculum to connect “real-world” experiences with conceptual learning.
Initial inquiry: AID 1 chart
AID 1 helps schools to shape their approaches to technology integration. The principles of AID 1 can be used with the assumption that technology complements learning and teaching. AID 1 is also recommended for schools that follow more prescriptive curriculums.
Agency (ways of being) | Information (ways of knowing) | Design (ways of doing) | |
Definition | The will, ability and responsibility to use multiple technologies. | The will, ability and responsibility to comprehend, use and reuse many forms of information and data. | The will, ability and responsibility to plan, execute and distribute ideas, processes or content. |
Examples |
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Table 4 AID 1 chart
AID 2: Advocacy, insight, divergence
Advocacy includes using agency to drive innovative practices in learning, teaching and leadership. When learners and teachers are more aware of their agency in relation to their tools, they begin to advocate for their ideas through, with and against ranges and classes of technologies.
Insight transforms data and information into actions and systems, and is routinely used as part of understanding the world. It moves beyond understanding information and towards creating it. Insight is used in two ways in schools.
Using data and information to inform learning, teaching and decision-making
Understanding the deeper, conceptual understandings of data and information that further inform their pursuit of learning
Divergence actively seeks to push thinking and designing in new directions based on insight. Once design thinking and processes are well understood, re-thinking and re-examining the ways technologies are used become common in the school’s practice.
Further inquiry: AID 2 chart
The guidelines in AID 2 give learners and teachers with mature understandings of technology integration a “next step” to consider as part of their development. AID 2 is likely to challenge existing learning and teaching; it is, therefore, recommended for those schools considering how to redesign learning and teaching as a whole, and who want to do so with technologies in mind.
Advocacy (extending being) | Insight (extending knowing) | Divergence (doing differently) | |
Definition | The will, ability and responsibility to use multiple technologies for collective ideals and pedagogical approaches. | The will, ability and responsibility to achieve systemic understanding by the use and reuse of many forms of information and data. | The will, ability and responsibility to rethink, execute, share or reject ideas, processes or content. |
Examples |
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Table 5 AID 2 chart
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