Coaches model digital citizenship and support educators and students in recognizing the responsibilities and opportunities inherent in living in a digital world.
The digital citizen advocate standard is one of the most exciting and possibly easiest standard for me to write about. I have a passion for accessibility and as I have learned more about equity and topics like the historical practice of red-lining and it’s impact on today’s communities, it’s opened me up to a variety of opportunities to use my expertise and try to make a difference where I work.
Below you will find evidence, spread across four different subsections (indicators) of how I believe I can be and am a digital citizen advocate where I work.
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Inspire and encourage educators and students to use technology for civic engagement and to address challenges to improve their communities.
I get excited about this standard because there are so many opportunities with technology, that allow educators to make a difference. One example is a hackathon and how a problem is posed and creative solutions are created in a short period of time. I participated in one at the University of British Columbia with a student employee a couple of years ago and the energy and solutions created were exciting and new. There were ideas that I would never have gotten to hear about in my support role as a Learning Management System Administrator. It was a refreshing and new way to hear about problems and how they could be resolved.
There are a lot of other areas that I’ve thought out, one in particular is the impact AI can have on students, how to make my Digital Learning Mission Statement more tangible in the work that I do, but the one I am most interested in is how to make accessibility a habit everyone does as a regular practice. It’s not always easy to make one’s work accessible, there are many things to remember and look at, but I do think there’s a minimum that everyone could do, including students, to help make their classroom spaces inclusive. Everyone in the room contributes to how inclusive a space is and yet traditionally, this is still left to the instructor only. This can make working with peers difficult because everything needs to funnel through the instructor or the one student has an additional burden (more work) to get access to accessible documents when their peers could’ve made them accessible from the beginning.
This is just one example, where I could see educators help students model digital citizenship, but there are many other ways too. By connecting the learning in the classroom with the communities and experiences students have, there will be even more opportunities to change how we interact with each other in digital spaces.