🌸Digital citizenship🌸

Self-Introspection☺

                                                                                           ∼∼ ∼∼❤∼∼∼∼∼

Digital citizenship is a multifaceted concept that has become increasingly important in our rapidly evolving technological landscape. In this reflection, I will delve into the complexities of digital citizenship, explore the role of teachers in fostering it, discuss the rights and responsibilities associated with it, and share personal observations and learning experiences regarding today's generation's use of digital technology.

In todays class I learned about the Digital citizenship which is the ability to engage positively,critically and competent in the digital environment.  It goes beyond simply knowing how to use digital tools; it involves understanding the implications of one's actions online and engaging in digital spaces in ways that uphold respect, empathy, and integrity. In today's interconnected world, where the internet and digital devices play integral roles in our daily lives, digital citizenship is more crucial than ever. I also came to know the 9 elements of digital citizenship like 

👉Digital access,
👉 Digital Commerce
👉Digital Communication
👉Digital Rights and Responsibilities
👉Digital etiquettes,
👉Digital Law
👉 Digital health and wellness
👉Digital Literacy
👉Digital security.

 

As a future teacher, I recognize the significant role I must play in shaping students' digital citizenship skills. In addition to imparting academic knowledge, I have a responsibility to educate students about navigating the digital world responsibly and ethically. This involves teaching them how to critically evaluate online information, discern between credible and unreliable sources, and protect their privacy  security online,protect their personal information, and recognize and respond to online threats such as cyberbullying and phishing scams. 

It also entails fostering empathy and respect in online interactions, emphasizing the importance of treating others with kindness and dignity in digital spaces. By integrating digital citizenship education into the curriculum, I aim to empower my future students to become responsible digital citizens who contribute positively to online communities and society as a whole. 

Additionally, teachers can serve as role models for responsible digital behavior, demonstrating ethical online practices and fostering a culture of respect and responsibility in the classroom and beyond. Furthermore, teachers play a crucial role in promoting digital rights and responsibilities both locally and globally. In their communities, teachers can advocate for policies and programs that protect individuals' online privacy, freedom of expression, and access to information. 

In addition, like in my country, Bhutan, some schools are located in remote areas so for inclusive learning there should be equity where every learner can access information equally by collaborating with policymakers, community leaders, and other stakeholders, teachers can help promote equitable access to technology and information and address digital inequalities. 

By championing digital inclusion, teachers can help bridge the digital divide and empower individuals to participate fully in the digital world.

 In observing today's generation's use of digital technology, I have witnessed young people using digital tools and platforms to access educational resources, collaborate on projects, and for entertainment. Social media platforms, in particular, have become powerful tools for raising awareness about important social issues and connecting with like-minded individuals globally, facilitating activism and social change. However, there are also instances of negative behaviors such as cyberbullying, online harassment, and the spread of misinformation. 

These challenges underscore the importance of comprehensive digital citizenship education that equips students with the skills and values needed to become responsible digital citizens. By teaching students how to critically evaluate online information, engage in respectful online interactions, and protect their privacy and security online, teachers can empower them to become responsible digital citizens who contribute positively to society.

 In my experience, I have found that incorporating digital citizenship education into the curriculum can be highly effective in promoting responsible digital behavior among students. By integrating lessons on digital literacy, online safety, and ethical online behavior into various subject areas, teachers can help students develop the skills and knowledge they need to navigate the digital world effectively. Additionally, providing opportunities for students to engage in discussions and activities that promote critical thinking and digital responsibility can further reinforce these concepts and empower students to make informed decisions online.

                                                      ,                                                  💛〰〰〰🌼〰〰〰💛

 Overall,  By teaching students how to critically evaluate online information, engage in respectful online interactions, and protect their privacy and security online, teachers can help prepare them to become responsible digital citizens who contribute positively to society. As educators, we have a responsibility to ensure that all students have the skills and knowledge they need to thrive in today's digital world and to advocate for policies and initiatives that promote digital rights and responsibilities on a broader scale.

Thank You 😀

(All the pictures are extracted from Google)

ICT Integration Model_ TPACK MODEL

 

ICT Integration Model(TPACK Model ) 📓

🌸Concept of TPACK🌸

The TPACK framework, developed by Mishra and Koehler in 2006, stands for Technological Pedagogical Content Knowledge. It emphasizes the integration of three key types of knowledge essential for effective teaching with technology:

Technological Knowledge (TK): This refers to an understanding of how to use technology effectively. It includes knowledge of different digital tools, software applications, hardware, and their functions. TK is about knowing how to operate and troubleshoot technology.

Pedagogical Knowledge (PK): This is knowledge about teaching strategies, methods, and approaches. It includes an understanding of instructional practices, classroom management techniques, assessment methods, and how students learn best. PK focuses on the art and science of teaching.

Content Knowledge (CK): This pertains to subject matter expertise. It involves a deep understanding of the concepts, principles, and theories within a particular discipline or content area. CK encompasses knowledge of curriculum standards, subject-specific terminology, and the relationships between different concepts.

The TPACK framework suggests that effective teaching with technology occurs at the intersection of these three knowledge domains:

Technological Pedagogical Knowledge (TPK): This refers to the knowledge of how to use technology to facilitate effective teaching and learning experiences. It involves understanding how specific technological tools and resources can be integrated into pedagogical practices to support learning goals.

Technological Content Knowledge (TCK): This involves understanding how technology can be used to represent and convey subject matter content in ways that enhance student understanding and engagement. It includes knowing how to select and use appropriate digital resources, simulations, multimedia, and other technology-based content to teach specific concepts effectively.

Pedagogical Content Knowledge (PCK): This is the understanding of how to teach particular subject matter content in ways that are meaningful and effective for students. It involves knowing how to adapt instructional strategies, activities, and materials to address the diverse needs, interests, and learning styles of students within a specific content area.

Reflection 

 We learned about the TPACK  model where I learned that it is a frame that emphasizes the importance of integrating all three types of knowledge technological, pedagogical, and content too develop effective teaching practices that leverage the affordances of technology to enhance student learning outcomes. It encourages educators to consider how technology can be used strategically to support and enhance their teaching methods and the delivery of content in ways that promote deeper understanding, critical thinking, and engagement among students.

Integrating TPACK into primary education means:

1. Providing teachers with training in technology, pedagogy, and subject matter.

2. Ensuring tech use aligns with curriculum goals.

3. Teaching teachers to select age-appropriate tech tools.

4. Promoting engaging pedagogical strategies with tech.

5. Using tech to personalize learning and assess progress.

6. Educating on digital citizenship and safety.

7. Facilitating collaboration and communication through technology.

                                                                                                                              💛Lesson Plan 💜

Lesson Teacher name : Sangay Choden                

 Subject: Mathematics

Topic: Division as equal grouping

Class: 4 Time: 50 mins

👉Teaching Learning activities: 

• 

  Power point ( Presentation and Quiz) 

• 

  Video links

👉 ICT model : TPACK MODEL

👉 Previous Knowledge:

•  Students already have the prior knowledge of basic multiplication and division concepts, including the meanings of "equal sharing" and "repeated addition". 

👉 Lesson Objective:

 By the end of the lesson, the student will be able to :

a) apply the concept of division as equal grouping correctly after doing the group works;

b) work on solving division problems by watching the video on grouping the counters equally after teacher's instruction;

c) exhibit a positive attitude towards division as a useful mathematical tool effectively after solving some division problems.

👉 Engage (5 minutes):

•  To begin the lesson, I will ask if the students have ever shared things in their life by dividing it equally among themselves. 

•  Then, I will introduce the concept of division as equal grouping through a simple  video

Video link: https://www.google.com/search?q=simple+video+on+division+for+class+1&sca_esv=3f9120de01b80e72&rlz=1C1FKPE_en-GBB T1099BT1099&biw=1366&bih=641&tbm=vid&sxsrf=ACQVn0--NyGVOEl73qfnd8XjDVn9q7dPhw%3A1713964878521&ei=TgcpZve6 H9r04-EPya2LyAg&ved=0ahUKEwj3mffd-NqFAxVa-jgGHcnWAokQ4dUDCA0&uact=5&oq=simple+video+on+division+for+c lass+1&gs_lp=Eg1nd3Mtd2l6LXZpZGVvIiRzaW1wbGUgdmlkZW8gb24gZGl2aXNpb24gZm9yIGNsYXNzIDEyBRAhGKABMgUQIRigATIFEC EYoAEyBRAhGKABMgUQIRigATIFECEYnwUyBRAhGJ8FSPkbUNsCWJMZcAB4AJABAZgBsQagAYQmqgELMi0yLjIuNC4yLjG4AQPIAQD4A QGYAgqgApUjwgIGEAAYFhgewgILEAAYgAQYhgMYigXCAgcQRigARgKmAMAiAYBkgcLMi0yLjIuNC4xLjGgB69W&sclient=gws-wiz-video#

•  I will also show them a video on how top divide counters e.g. in equal group.

Video link: https://www.google.com/search?q=video+on+division+of+counters+equal+group&rlz=1C1FKPE_en-GBBT1099BT1099&oq =video+on+division+of+counters+equal+group&gs_lcrp=EgZjaHJvbWUyBggAEEUYOdIBCTE5MDQyajBqN6gCCLACAQ&sourceid=chrome&ie=UTF-8#

👉Explore (10 minutes):

Activity 1: 

After watching the video, I will let the students explore the provided counters and ask them to group

the provided 10 counters equally into different groups.

•         For this I will ask students to count the number of counters in each group and to check if they

have made equal groups. 

•         * If some students find it difficult or didn't get the instruction clearly, I will provide support and

repeat the instructions again.

•         After that I will let some students share their answers.

👉 Explain (10 minutes):

•         I will present the ppt 

Link: https://docs.google.com/presentation/d/1SXiG1evAqbwBCbWU- iEY2Qm65m3lOyRA/edit?usp=drive_link&ouid=106087743574103077226&rtpof=true&sd=true

•         I will show an example of division on the board and explain the different parts of a division problem (dividend, divisor and quotient) in division as equal grouping.

 

  Where,

•         10(Dividend)- Total number                                                

•         2(Divisor)- Number of equal groups.                                                                           Eg) 10 ÷ 2 = 5 

* 5(quotient)-size of the groups.

 

👉 Elaborate (12 minutes):

Activity 2 :

• I will let the students do the quiz using the provided counters.

• Whichever group finishes and gets the correct answer will get chocolate.

• Quiz Link: https://docs.google.com/presentation/d/1kR1Q9dAfxp6J-yw8 FtD9KsVf16nXhubV/edit?usp=drive_link&ouid=1060877435741030 77226&rtpof=true&sd=true

👉 Follow- up activity (6 minutes) :

•  Instruction: I will distribute a worksheet with simple division problems and will ask students to solve them using the counters in groups.

•         Students will have to write the answers on the worksheet.

•  Here, I will circulate around the room to monitor and to ensure that all

the students are participating and are using counters to solve the problem.

•         If some students find difficulty, I will ask the group who got the correct

answer to help the other slow learners

👉 Evaluate (7 minutes):

•         To assess the students' understanding, I will let them share and explain their answers in the classroom.

•         To wrap up the lesson, I will ask the students to share one thing they learned

about division as equal grouping and let them state one importance of equal grouping.

•         I will assign them Homework (Individual work) that is to solve the questions in

practicing and applying on page no. 118.

👉👉👉Here's how the lesson plan integrates the TPACK framework: 👉Technology: Incorporating technology into this lesson could involve using PPT and video clips like those used in the above. To reinforce the concept of division as an equal grouping

In addition, it visually illustrates the concept, making it more accessible and engaging for students.

👉Pedagogical Strategy: The pedagogical strategy in this lesson is the problem-solving method where the students focus on hands-on, experiential learning through the use of manipulatives (counters), visual aids (chart paper, ppt, and video clips ), and group work. Furthermore, the online quizzes and the use of worksheets and class discussions encourage active participation and reflection, reinforcing learning outcomes. 👉Content Knowledge: The lesson content is centered around the fundamental concepts of division, including dividend, divisor, and quotient, as well as the application of division as an equal grouping. By building on students' prior knowledge of sharing concepts, the lesson scaffolds learning to help students grasp the new concept effectively. Clear explanations, guided practice, and opportunities for application ensure that students develop a solid understanding of division as equal grouping by the end of the lesson.

Overall, by integrating technology to enhance learning experiences, employing effective pedagogical strategies, and building on solid content knowledge, this lesson plan optimizes the TPACK framework to facilitate meaningful learning outcomes for students😊😊😊.

►►THANK YOU ◄◄

  

 

 ICT Integration Model_ SAMR MODEL 😊

                                                                                                                                                                        💚💚💚💚💚

The SAMR model, developed by Dr. Ruben Puentedura, is a framework for understanding how technology can be integrated into teaching and learning practices. It categorizes the levels of technology integration into four stages:

1. Substitution: Technology is used as a direct substitute for a traditional tool without any significant change in the task. For example, typing an essay instead of handwriting it.

2.  Augmentation: Technology is used to enhance the task with added functionalities, but the task itself remains fundamentally the same. An example would be using spell-check or grammar-check features in a word processor.

3. Modification: Technology allows for significant redesign of tasks, providing opportunities for more meaningful learning experiences. This involves using technology to do things that were previously impossible or impractical. For instance, collaborating on a document in real-time with peers from different locations using cloud-based tools.

4. Redefinition: Technology enables the creation of new tasks that were previously inconceivable, fostering transformative learning experiences. This involves leveraging technology to fundamentally change the nature of the task, leading to higher levels of engagement and deeper understanding. An example could be students using virtual reality simulations to explore historical events or scientific concepts.

🌸Reflection 🌸

From the class  while learning about ICT Integration, I came to know that the SAMR model encourages educators to progress from using technology simply as a substitute for traditional methods to leveraging its full potential to redefine and transform teaching and learning experiences.

Integration of  SAMR in primary education 

• Substitution: Using technology as a direct substitute for traditional tools/tasks.
• Augmentation: Enhancing traditional tasks with added technological functionalities.
• Modification: Redesigning tasks significantly with technology.
• Redefinition: Creating new tasks that were previously impossible without technology

👉Design the learning activity for primary children with 2 levels of SAMR model integration

Lesson 1:

Teacher name : Sangay Choden  

Subject: Social Studies

Topic: Rotation of the Earth 

Class: 4

Time: 45 mins

Teaching Learning activities: 

• 

  Email 

• 

  Power-point

• 

  Video links

• 

  Images

ICT model: SAMR MODEL (Used 2 levels:  Substitution and Augmentation )

Previous knowledge: The students are already aware of the fact that they experience days and nights.

Lesson Objectives:

By the end of the lesson, the students will be able to:

a) Make good PowerPoint slides on the rotation of the sun correctly after the teacher's explanation;

      b)  describe the rotation of the earth precisely after watching the video tutorial;

      c)  appreciate the wonders of celestial phenomena effectively after the lesson.

Lesson Introduction(5 mins) :

Begin the lesson by showing them a video of day changing to night and ask students what is the cause of such changes.

introduce the concept of what is rotation in the classroom by using PowerPoint slides.

Video Link: https://www.google.com/search?sca_esv=a37b92b02547b255&rlz=1C1CHBD_enBT1097BT1097&sxsrf=ACQVn0_66FxhXm24IHaS3tqaluja O_izA:1713327138054&q=rotation+of+earth&tbm=vid&source=lnms&prmd=ivnsbz&sa=X&sqi=2&ved=2ahUKEwjVjcr7sMiFAxWy1jgGHbvDD50Q0pQJegQIDRAB&biw=1442&bih=688&dpr=1.11#

Lesson Development(35 mins) :

Information Input

• Explain the cause of days and nights due to the rotation of the sun.

• Show them a video on the effect of rotation of the sun which leads to days and nights.

• Explain to them that different regions experience days and nights at different times because of the rotation of the Earth.

• Explain to them that the region which faces the sun - Days

• Explain to them that the region which faces away from the sun - Night

• After this let the students do the following activities.

Video Link: https://www.google.com/search?sca_esv=a37b92b02547b255&rlz=1C1CHBD_enBT1097BT1097&sxsrf=ACQVn0_66FxhXm24IHaS3tqalujayO_izA:1713327138054&q=rotation+of+earth&tbm=vid&source=lnms&prmd=ivnsbz&sa=X&sqi=2&ved=2ahUKEwjVjcr7sMiFAxWy1jgGHbvDD50Q0pQJegQIDRAB&biw=1442&bih=688&dpr=1.11#

PPT Slides: 

                                   

                             https://docs.google.com/presentation/d/1R9mAARoGE6snFijQRt44HwZ1AzK-AgNbHbeN0b5aLWk/edit?usp=sharing

Activity 1( 10 mins)  

• For this, provide the group with a laptop if not the students can visit the ICT Lab) 

Open a Mentimeter where the students in their group will have to share their views on the rotation of the earth.

• Students should also answer the questions mentioned in the Mentimeter.

Link to mentimeter: https://www.menti.com/alxkwvfgncee

Activity 2 ( 20 mins) 

•  The students in 3 groups should prepare a ppt slides on the rotation of the earth.

( For this, provide the group with a laptop if not the students can visit the ICT Lab) 

1st group: The introduction to the rotation of the earth

2nd group: The effect of rotation of Earth

3rd group: The importance of the rotation of Earth

Follow-up Activities (5 mins) 

• After the students are done with PPT slides they should send them to the teacher’s mail 

Mail ID: Chodens2003@gmail.com.

• The students should write their understanding in their notebooks and can also share their Google Classroom for discussion if they have any doubts. (Meanwhile, the teacher assesses their PowerPoint slides) 

Lesson Closure (5 mins): 

• At the end of the class the teacher will ask some questions based on their ppt slides and the group members will have to answer.

• Later the teacher will post each ppt slide from each group in the Google Classroom.

• Later both teacher and students can have a discussion in Google Classroom💙💙THANK YOU 💙💙