Digital Campaign E-Book

Artifact Relfection

What have you learned about the ethical and social issues related to technology, including issues of access and equity from this project?

Through this project, I have teetered on the edge of if technology, as it relates to social media, is a positive or negative reflection of the ethical and social issues that plight education today. With practice, I have decided that access is technology is a privilege and should be used responsibly. By doing so you must also not assume that others are also being as conscious and advocate for your own understanding to ensure the information you are consuming is true. As educators in the world of technology, it is also our responsibility to pass this conscious media consumption to our students. However, this new responsibility needs to be met with proper exposure and training. Teachers can not be thrown to the tech sharks and expected to swim. In the articles we read to share with our Twitter followers, I also realized the overstimulated impact technology had on teachers, students, and parents alike this past year and a half. The new “use tech or fail” model of education is not equitably sustainable. Though I think technology has an integral role in the classroom it should be a tool and reflect the access the students in that classroom may be exposed to in their home life.

Please reflect on your growth and progress over the course of the five weeks with respect to your goal informed work to be an Equity and Citizenship advocate. What aspects of your contributions are you most proud of? What set of skills do you think you really excelled at? What are some areas of growth?

Over the last 5 weeks, we have used Twitter to connect and share with other educators through a digital campaign with the goal of being an equitable and digital citizenship advocate. As a new user of Twitter, this especially posed a challenge, because most of my previous connections to educator spaces were through other platforms. In my own posting, I felt limited in what I could say therefore limiting my potential impact. However, in consuming media through relevant hashtags and retweeting others, presented more depth to the content I could consume. The engagement through Twitter with others was a lot easier. Access to the content didn’t feel as curated as other, more visual platforms. Some of my peers were even able to reach the authors of the articles we were sharing. I still think I need to work on creating engaging content for others to consume more so than only being a passive consumer.

What are some ways that you can use technology to increase equity, inclusion, and uphold digital citizenship practices?

The increased use of technology in the classroom can make it more equitable by allowing students and their families access to content at home. This also includes the adults at home in the student’s learning. By sharing digital citizenship practices and expectations with the parents you also can give them examples of what to look out for and how to navigate technology with their student. Using technology as a whole class can expand the tools, resources and information available to the teacher. This can facilitate real-world examples of lessons. Also has the ability to connect with cultures and places outside of their community. In promoting one-to-one student access to technology, make data collection and differentiation easier to deliver and receive on the part of the teacher.

References

Ahmad, I. (2014, July 18). 8 types of tweet that drive engagement on Twitter – #infographic. Digital Information World. Retrieved November 9, 2021, from https://www.digitalinformationworld.com/2014/07/8-tweet-structures-generate-engagement-infographic.html#.

Bushweller, K., & Klein, A. (2021, October 6). Combating the problems with Facebook and Instagram: 8 tips for teachers. Education Week. Retrieved October 27, 2021, from https://www.edweek.org/combating-the-problems-with-facebook-and-instagram-eight-tips-for-teachers/2021/10.

Dillard, E. (2021, November 2). Dillard & Hoover: During the pandemic, teachers became much more engaged with education technology. how to keep that momentum going. Dillard & Hoover: During the Pandemic, Teachers Became Much More Engaged with Education Technology. How to Keep that Momentum Going. Retrieved November 9, 2021, from https://www.the74million.org/article/dillard-hoover-during-the-pandemic-teachers-became-much-more-engaged-with-education-technology-how-to-keep-that-momentum-going/#:~:text=Dillard%20%26%20Hoover%3A%20During%20the%20Pandemic,More%20Engaged%20with%20Education%20Technology.

Kamenetz, A. (2021, October 6). Facebook’s own data is not as conclusive as you think about teens and mental health. NPR. Retrieved October 25, 2021, from https://www.npr.org/2021/10/06/1043138622/facebook-instagram-teens-mental-health.

Spencer, J. (2021, July 5). 16 ways to own your professional learning. John Spencer. Retrieved November 17, 2021, from https://spencerauthor.com/16-ways-pd/.

Terada, Y. (2021, August 27). Defending a teacher’s right to Disconnect. Edutopia. Retrieved November 3, 2021, from https://www.edutopia.org/article/defending-teachers-right-disconnect.

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