This week, I addressed the idea of digital etiquette. I did this by searching and eventually finding a resource on BrainPop, a common online resource used in both primary and middle years. They have a great section dedicated to Digital Citizenship, accessible without a subscription. I encourage you to take a look and see if the videos and resources match what you may be teaching or interested in teaching your students. Topics range from social media, media literacy, and plagiarism.
Once I found this resource, I decided to create a survey to send out to both kids (ages 7-12) and parents like I did last week. I took the quiz questions right from the website itself and create a pre-video quiz to see what kids knew prior to watching. I also create a post-video quiz using the exact same questions to assess what they learned from watching the video. Lastly, I provided parents with some discussion questions before they filled out a reflection survey based on their child’s understanding of the topic. These questions were:
- What are some ways that you can share your opinions and ideas with others online?
- Describe a time when you’ve demonstrated poor digital etiquette (if applicable). This could be via text, email, social media, gaming chats. What was the result of this? What would you do differently next time?
- Describe a time when you’ve demonstrated good digital etiquette (if applicable).
- What is something new that you’ve learned from the video that will change the way you will communicate with others online?
Unfortunately, participation in this part of my project was next to nil, which I was disappointed in. However, sending this out over the break wasn’t likely the best timing for most families. Overall, I had four participants, two of whom were my own kids. Therefore, I cannot draw any conclusions like I did last week, but I will speak more about my own kids’ understanding of digital etiquette.
The major difficulty with this topic was the terminology used in the video.
The pre-video quiz used a lot of these terms and therefore posed a lot of questions for my daughters when taking the quiz. It was hard not to explain them, but I wanted to get them to make sense of what they could mean based on the answers provided. Clearly, a skill that needs to be taught; context clues.
Once the video was viewed, there didn’t seem to be any questions asked about the post-video quiz questions as they were familiar with them from the pre-video quiz and the video explained most of them in detail with relevant examples.
Where I find the most valuable information is within the discussion questions after the video between parents and the kids. I have found value in this as it brings awareness to what parents think their kids know and what they actually know. It allows them to fill the gaps of unknown information and to be able to provide examples based on their own experiences.
I always get my husband to have these discussions with our kids because I want him to be involved with these conversations instead of just me and for him to add another perspective on digital participation, as he is far greater than mine. I am very much a consumer, not a participant. After their discussion, he went on to Twitter to show our eldest a flamewar (this was a new term to him as well). It was a great teachable moment!
As for the other participants of my survey, I was intrigued by the response shared in the parent reflection.
I believe having access to the technology they utilize and being open about the access is important as they (and parents) navigate those digital world. I also believe that having more communication, sharing positive stories and maybe ones that ignite more discussion of the repercussions of negative interactions online is also important. I think anytime we can increase awareness and communicate in an honest (age appropriate way) is beneficial not only for the child but for me as the parent. They are growing up with technology where as I was already an adult when the web and other technologies were created. It’s great to learn from each other.
I appreciate how open they are about their lack of understanding and the importance of learning alongside them through positive and negative examples. We must learn from our own mistakes as well as others.
This led me to discuss with my daughters the article Nancy posted regarding the 9-year-old boy being bullied about his disability and the actions that his parents took to remedy this. Although their intentions were good, the impact that their actions will have on their son isn’t all positive.
The next step in my project is to get participants (any age) to analyze their purpose for going online. I was inspired, once again, by the Web Tools for Kids resource that I’ve been using with my kids along with a study called the Ruder Fin Intent Index (2009), which identifies the capacities for which people go online:
- Have fun
- Express yourself
- Do business
Although there isn’t a study more recent than 2012, and it is mostly used to target marketing, I’m interested to see why people go online in 2020, especially with more people and younger people having more access to it.
How can we use this information to address digital citizenship, media literacy, and increase social activism?
Stay tuned for my link to my survey via my Twitter account @CmorTeach.