With the beginning of the semester over the past week, my major project is starting to take shape. As I mentioned in my last major project update, Ribble’s nine elements of digital citizenship are the foundation of my resource. This first thing I needed was a French translation of these principles as well as a resource that will allow me to get acquainted with the French terminology related to the subject. I was able to find a website which provides an excellent base that explains Ribble’s elements as well as provides suggested themes to explore in the classroom.
With this resource, I started work on a public read-only Google Doc where my resource is being built. This will be where teachers will go to get access to information on the reason the resource is being created. It will outline the themes that will be explored in the activities that I will create. Included in the document will be the activities themselves, evaluations rubrics, links to supporting materials and any other thing I find pertinent and useful. This is certainly a work in progress! Feel free to explore it!
I’m currently in the initial stages of planning my activities. Many hours have been spent scouring the internet for French resources on which I will base my activities. Although it’s more difficult to find, there are still excellent resources being produced in Quebec as well as in France that can prove valuable. The diversity and quality of resources in French is nowhere near those available in English and I reserve the right to adapt/translate certain resources that seem to fit really well in the overall product I’m trying to build.
This past week, as part of my Health Studies 20 class, I introduced a small research project where the students were to explore and share their findings related to alternative approaches to healthcare. Each student was to choose an alternative approach to healthcare and research it based on a list of questions I provided to them in advance. This project will require students to use the internet to search for their information. I purposely, did not give any guidance to my students concerning the quality or the legitimacy of the information they found. The idea is to observe their habits and create a baseline to better understand their needs related to media literacy. I should be receiving their assignments next week, I’m curious to see what comes of it.
The digital divide, as mentioned in my last post on the major project, is a reality that I’m still trying to find creative ways to address. When planning for my class, I had reserved 14 laptops for all 14 of my students. To my astonishment, seven of my students produced their own personal computers. Having half of the students with ready access to computers reduces my worries and might change the approach I will take when planning my activities. Next week, I’ll be taking a survey of my students to gauge their accessibility to technology. I have a feeling that I have not been properly assessing the situation in my particular case.
As my students proceeded to work on their assignment during their work period, discussions related to the validity of sources of information on the internet organically arose. I was so proud of them! The intuition my students displayed during this conversation seemed to be solid. Once again, I tried not to influence them and let them generate their own conclusions.
As my first unit will have as a theme the idea of holistic health, the digital health and wellness element of Ribble’s nine elements will be the primary focus. That’s as much as I have at the moment. Stay tuned for more as I develop my first activities over the coming weeks.