Publication in the online journal Educational Leadership provides an excellent stepping stone to implementing the blended learning practices I have researched throughout my graduate program. The conversational tone requested in the guidelines for publication allows me creative freedom to discuss my research and my plans for creating digital citizens. The theme of “Citizens in the Making” inspired me to put together a submission that demonstrates the value of teaching digital citizenship through the use of blended learning. The intention of my submission will be to combine ideas regarding the use of digital resources and tools to research and create with ideas regarding digital citizenship. This will provide students the opportunity to explore content meaningful to their pursuit of positive citizenship as well as their pursuit to develop and hone their skills in navigating through a digital world that they aim to participate in. While the theme description advocates the description of how schools will assist students in becoming stronger citizens in the traditional sense of the word citizenship, research in the field of digital learning demands that students comprehend and practice positive digital citizenship. The concepts and practices surrounding digital citizenship parallel those of traditional citizenship; therefore, students would benefit from exposure to content involving traditional citizenship in the form of digital texts. Once students read through these digital texts, they can display their learning through a variety of digital mediums. Students that engage in this learning process will achieve the learning objective of “acquire the knowledge, dispositions, and skills that are essential for responsible citizenship in areas such as history and government, scientific literacy, and communication” and use digital tools and resources to create meaningful content that promotes positive digital citizenship. The following sources will provide support for my case to use digital citizenship to reinforce lessons aimed at transforming our students into engaged and informed citizens of the United States of America.
This paper put together by Michael Stevenson and John G. Hedburg discusses how online communication can assist students in developing artifacts that display learning. The paper explains the necessity of understanding how students can collaborate within digital learning environments to effectively design curriculum to be used in an online learning platform.
This paper put together by Jian Liao, Minhong Wang, Weijia Ran, and Stephen J.H. Yang provides educators an option to use cloud computing for online collaboration and creation. This prototype system has the ability to provide students a more efficient method of writing, revising, and editing as well as a more efficient method of collaboration with their teachers and peers.
This article put together by Kelly J. Charles and Virginia Dickens describes how Web 2.0 tools can enhance the planning and implementation of lessons. The article provides an introduction to Web 2.0 and how it can be used to co-teach and enhance collaboration between educators and students.
This article put together by Jennifer Demski addresses the need for students to write using digital platforms. The article uses results from the Student Writing Achievement Through Technology Enhanced Collaboration (SWATTEC) grant to demonstrate how using digital tools to collaborate and write improves student achievement on writing test scores.
This book written by Tony Bates informs its readers on how the digital landscape has transformed how educators must teach. Chapters include how the digital world has reconstructed the classroom, how the digital world has effected pedagogy, and how the various mediums within the digital world can be used to effectively educate.
This online article by Saga Briggs emphasizes the need for students to create within the digital world. Briggs stresses that students must use digital tools to synthesize the vast amount of information they encounter to develop their skills in analyzing and evaluating sources as well as their skills in creating content and using their sources for support.
This article by Kathy Boccella describes how an elementary school in Pennsylvania used hybrid learning to boost their math, reading, and science scores. Hybrid learning is defined as using digital learning alongside individualized learning and small group instruction.
This article written by Jason Ohler provides a case for providing students with information on how to practice positive digital citizenship. Ohler argues students in the digital age require the information on what digital citizenship means and the opportunity to practice positive digital citizenship.
This article written by Devorah Heitner provides reasons as to why students must understand how to analyze and evaluate source material. Heitner also provides a list of practices that ensure students are provided the proper opportunities to learn and practice positive digital citizenship.
This book authored by Mike Ribble explains what digital citizenship is and what it means to all digital citizens. Ribble then discusses how the nine elements of digital citizenship affect learning in schools as a whole and in classrooms as individual places of learning.