Although this tutorial is created primarily for teachers, it considers ISTE standards from all three standards sets (student, teacher and administrator) that relate to digital citizenship, as well as the legal, human, social and ethical issues surrounding using technology in education.

1. A Tutorial about ISTE Teacher Standard IV Refresh v 2.0 Digital citizenship SEEING, ADDRESSING THE BIG PICTURE A Matter of Balance By: Dr. Jason Ohler / www.jasonohler.com / jason.ohler@uas.alaska.edu

3. Table of contents PART I: ISTE Teacher Standard IV - The Big Picture Standard Chapter 1: Overview - Digital citizenship for teachers, students, administrators Chapter 2: What’s your philosophy and mantra? Chapter 3: What’s your school’s philosophy and mantra? PART II: Seeing Technology Chapter 4: Like fish seeing the water Chapter 5: Seeing exercises PART III: Becoming a De ”tech” tive Chapter 6: Working for the STA Chapter 7: The de”tech”tive process Chapter 8: Conditional recommendation case study PART IV: ISTE standards revisited Chapter 9: Seven pieces of the ethics and social impacts puzzle: Area 1: Social needs, cultural identity, global community Area 2: Equity, diversity, equal access Area 3: Legalities, ethics, copyright Area 4: Privacy and security Area 5: Safety and health Area 6: Media bias Area 7: Personal behavior, appropriate use Citations

4. Chapter 1. Overview PART I: ISTE IV - Big picture standard Chapter 1. Big Picture Standard Overview Seeing the big picture + behaving responsibly = the challenge of today’s digital age citizen.

8. PART I: ISTE IV - Big picture standard Chapter 1. ISTE Standard IV Overview How do you feel? On a more visceral level…

12. PART I: ISTE IV - Big picture standard Similar standards for everyone in the school community Fortunately, there are ISTE standards for administrators and students, as well as teachers. This makes it easier and more compelling for teachers to understand how this standard not only impacts their mission as a teacher but also fits within the context of the entire school community. ISTE standards can be found for all three groups through the main ISTE site: www.iste.org. A common core of topics is shared by all three sets of standards. These appear next. Chapter 1. ISTE Standard IV Overview Similar standards for everyone…

15. Chapter 2. What’s your philosophy? Standard IV calls upon teachers to “zoom out” and get philosophical about technology, so they can “zoom in” and get practical about addressing the “social, ethical, legal and human issues” related to digital citizenship in real ways. For now, let’s zoom out… PART I: ISTE IV - Big picture standard Chapter 2. What’s your philosophy?

16. Do you have a personal philosophy about using technology in your classroom? Most teachers have a philosophy but may not know it. It shows up in the ways they use technology with their students, and in the questions they ask about when, why and how to use technology personally and professionally. Seeing the big picture. If you’re like most teachers, your philosophy addresses issues beyond technical proficiency, like respect and safety, as well as developing a balanced perspective about technology’s advantages and disadvantages. After all, you want your students to see “the big picture” of technology so that they can be informed citizens as well as educated students. You want them to use technology not only effectively and creatively, but wisely and responsibly as well. PART I: ISTE IV - Big picture standard Chapter 2. What’s your philosophy? Seeing who you are in what you do…

17. Ed Tech philosophy examples Here are abbreviated versions of two written by teachers that I have always liked: “ To use technology the way I use any of the tools I own: with respect and care, as well as with interest and excitement. “ “ To honor the power technology brings to my life by using it with the responsibility it requires.” Here’s one that has guided me for some time: “ To use today’s tools effectively, creatively, wisely, funly… To reflect on the past and prepare for the future - To balance personal fulfillment with community well-being.” PART I: ISTE IV - Big picture standard Teacher philosophy examples… Chapter 2. What’s your philosophy?

18. Ed Tech philosophy examples Here is my philosophy again, along with a distilled version of it, which I use as my mantra: “ To use today’s tools effectively, creatively, wisely, funly… To reflect on the past and prepare for the future - To balance personal fulfillment with community well-being.” Mantra version : To use technology effectively, creatively and wisely. PART I: ISTE IV - Big picture standard Teacher philosophy examples… Chapter 2. What’s your philosophy?

20. Chapter 3. What’s your school’s philosophy? The technology culture of your school will determine what is expected, possible, supported, encouraged and discouraged. PART I: ISTE IV - Big picture standard Chapter 3. What’s your school’s philosophy?

21. What’s your school’s technology philosophy? Not only do teachers have educational technology philosophies - so do schools, districts, departments of education. Each educational environment is a unique technology culture driven by its own unique perspective about the use of technology for teaching and learning. Formal vs. informal philosophy Typically a school has a formal philosophy in the form of a vision and mission statement that sets the direction for an entire school community. Unfortunately, they rarely have mantras. A second, less formal philosophy can be inferred from classroom and school activities. The formal philosophy describes hopes, while classroom activities provide a “dashboard” reading of a school’s health. The two together provide a fairly complete picture of how a school values the use of technology in teaching and learning. PART I: ISTE IV - Big picture standard What does your school value? Chapter 3. What’s your school’s philosophy?

22. Your turn: What’s your school’s technology philosophy? To understand your school’s technology culture, become an anthropologist. Find out what technology your school has, who uses it and why, who the leaders are, what policies exist for its use, what standards it formally follows, etc. To help you, try using the survey instrument, “Knowing Your School’s Technology Culture,” ( jasonohler.com/resources/handouts.cfm ). Whether you use the survey formally or informally, doing so will help you to see more clearly your school’s approach to using technology in education. Remember: to change your school’s culture, change it’s philosophy and develop a mission based on the philosophy. The rest will follow. Chapter 4. Your school’s philosophy PART I: ISTE Standard IV - The Big Picture Standard PART I: ISTE IV - Big picture standard Exercise: What’s your school’s ed tech philosophy? Chapter 3. What’s your school’s philosophy?

23. PART II: Seeing technology PART II: SEEING TECHNOLOGY Learning to see and think about the technology that surrounds us in everyday life…

24. Chapter 4. Like fish seeing the water To evaluate technology’s impacts, first you have to be able to see the technology that is all around you. PART II: Seeing technology Chapter 4. Like fish seeing the water

26. We notice technology when it’s new . Whenever I finish remodeling some part of my house, I like to sit and look at it for awhile because I know it is a short matter of time before it becomes background. Same with technology. We see it when it’s new… but only briefly. We notice it when it breaks. Remember when your refrigerator broke, and you had hundreds of dollars of spoiled food on your hands, as well as a big mess? Suddenly you saw your refrigerator. But shortly after it was fixed, it became just intelligent furniture again. We notice it when it’s upside down. One day in class, Marshall McLuhan told us all to turn a book upside down. As we sat staring at our upside down books, he told us we were seeing the book as a book for the first time because we couldn’t get drawn in by the words. We see things when they are upside down, or out of context. We see it when it’s new, breaks or is upside down PART II: Seeing technology Chapter 4. Like fish seeing the water

27. Chapter 5. Seeing exercises To see technology, you need to look at the things all around you in different ways . PART II: Seeing technology Chapter 5. Seeing exercises

29. Your turn: Develop a technology metaphor An effective way to understand anything is to compare and contrast it with something else. Life is a box of chocolates- so is technology. Assignment : Develop a metaphor about technology. At this point, don’t be terribly concerned whether you use similes (which use the words “like” or “as”) or metaphors, especially if you are doing this with students. The point is to see technology clearly in your own terms. To paraphrase Robert Frost, ‘a metaphor is saying this in terms of that.’ That’s what you are after. It is the act of translating that hones your perception. You can read some technology metaphors created by teachers at the resources page: jasonohler.com/resources/handouts.cfm . PART II: Seeing technology Exercise: Seeing through metaphor… Chapter 5. Seeing exercises

30. Describe a technology trap The term “technology trap” comes from James Burke’s excellent television series, Connections . To him, all technology is potentially a trap because it fails after we become dependent on it. Remember the day the printer stopped working while you were trying to print out a grant that was due that day? While the printer was working, it was just furniture. When it broke it became a trap that you saw in great detail. Describing traps helps us see the technology all around us. Assignment : In one page tell a story about a time technology “trapped” you. Talk about what happened, how you felt about it, and how life changed for you thereafter. You can read about some technology traps created by teachers at the resources page: jasonohler.com/resources/handouts.cfm . Exercise: Describe a technology trap… PART II: Seeing technology Chapter 5. Seeing exercises

31. Describe a technology miracle A miracle is the reverse of a trap. Remember the day technology made it possible for you to do something you have always wanted to do - or never knew you wanted to do - but couldn’t because you didn’t have the tools? Perhaps music software allowed you to write your first song, a search engine allowed you to find a long lost friend, or an online discussion gave you a great idea for an exciting unit of instruction. Assignment : In one page tell a story about a time that technology allowed you to do something “miraculous.” Talk about what happened, how you felt about it, and how life changed for you thereafter. Exercise: Describe a technology miracle… PART II: Seeing technology Chapter 5. Seeing exercises

32. Live without technology for a day Technology Blackout Day was an actual event in 2005 that encouraged teachers and students to live without technology for a day and write about and share their experiences. It can be equally compelling to live without just a particular technology, even a simple one, like a pen or a fork, and watch how life changes dramatically. Assignment. Identify technologies you use frequently, and choose one to live without for a day. Keep a journal in which you reflect on how you adapted to living without it. In addition, reflect on how not having the technology interrupted, redirected or improved your lifestyle. If you do this with students, involve parents in the decision about which technology to give up. Exercise: Live without technology for a day… PART II: Seeing technology Chapter 5. Seeing exercises

33. Talk to your grandparents and elders Talk to your grandparents, parents or other elders in the community about how they lived without the technologies we now take for granted. The point is to look at the past through people you know and trust so that you can better understand what you are gaining and losing as digital technology permeates your life. Kids are in a particularly good position to mine this assignment for nuggets of insight because they have many generations of elders open to them. Assignment. Interview grandparents, parents or community elders. Look for common themes in the interviews, in terms of loss, gain, change and hope. This assignment is suitable for a number of media. Exercise: Talk to your grandparents and elders… PART II: Seeing technology Chapter 5. Seeing exercises

34. PART III: Becoming a de“tech”tive PART III: BECOMING A DE “TECH” TIVE Learning to analyze, evaluate and make decisions about technology’s characteristics and impacts…

35. Chapter 6. Working for the STA What do detechtives do? They work for the Science and Technology Administration (STA). Suppose it was your job to determine the potential impact of technology before it was made available to the public. What questions would you ask? PART III: Becoming a de“tech”tive Chapter 6. Working for the STA

36. Becoming de“tech”tives Recall that we are fish trying the see the water, and just how difficult that can be. To most of us, technology is just intelligent furniture - we use it without thinking about it or being consciously aware it’s even there, much like how we experience a chair when we go to sit down. In the previous part of this presentation we learned how to see technology in philosophical terms. In this part we learn how to see it in very practical terms, focusing on the details and impacts of technology that permeates our lives. To do this, we become de“tech”tives. PART III: Becoming a de“tech”tive Chapter 6. Working for the STA Becoming detechtives…

37. What do detechtives do? They work for the STA. To engage your students in the deTechtive process, involve them in this hypothetical situation: Suppose there was a Science and Technology Administration (STA) that was charged with determining the potential impacts of new or existing technologies, much like the Food and Drug Administration (FDA) is charged with determining the potential impacts of new foods and drugs. Suppose you were preparing your students to work as “detechtives” for the STA. Your preparation would consist of two basic questions: 1. What process would your students follow? 2. What questions should they ask about a technology? These are addressed next. PART III: Becoming a de“tech”tive Chapter 6. Working for the STA Detechtives work for the STA…

38. Chapter 7. The detechtive process STA deTechtives investigate, analyze and make recommendations about how to address the social, environmental impacts of technology. PART III: Becoming a de“tech”tive Chapter 7. The deTechtive process

41. Pressed for time? Here’s another approach to the essential question: What are the short term vs. longer term effects? This approach will yield similar results, and is less judgmental or value laden than asking about connections vs. disconnections. It focuses entirely on what will happen over time, involving students in a futuring exercise that requires understanding the technology in some depth. PART III: Becoming a de“tech”tive Investigate, analyze recommend… Chapter 7. The deTechtive process

42. Step 1- Investigate Working for the Science and Technology Administration The STA’s questions would fall into the following five Inquiry Areas : 1. characteristics 2. social contexts 3. biases 4. benefits- those things that drive its creation and purchase 5. impacts: focusing on connections/disconnections Keep in mind that there is a good deal of overlap among these. Also keep in mind that you might want to use different words to describe these attributes, depending on your age group. You determine what to emphasize within the context of your curriculum. PART III: Becoming a de“tech”tive Step 1: Investigate… Chapter 7. The deTechtive process

43. PART III: Becoming a de“tech”tive Step 1: Investigate… Chapter 7. The deTechtive process characteristics social contexts biases benefits impacts ?

44. Being a detechtive, Step One: Investigate Inquiry Area 1: Characteristics Characteristics is concerned with seeing a technology as an artifact or “thing.” Here are some questions to help our students’ get started with their STA detechtive work: Step 1 . What is it made of? Who made it? Where was it made? How did it get here? Can I fix it? Step 2 . How does it extend or amplify our senses or capabilities? For example, a car extends our eyesight at night through headlights, our backs by allowing us to carry more than we otherwise could, etc. s My recommendation : Start with something simple, like a pencil. Engaging students in “deconstructing” a common technology is both fun and eye opening. PART III: Becoming a de“tech”tive Step 1: Investigate Inquiry Area 1: Characteristics characteristics social contexts biases benefits impacts Chapter 7. The deTechtive process

45. Assignment: What are a pencil’s characteristics? Step one is to help students see a technology as a “thing made of stuff.” Students can make a list of the materials that comprise a pencil, research where these came from, and try to find out who actually put it all together into pencil form. Then have them transfer these research skills to something modern: an iPod, a cell phone, a video camera…whatever. The point is for students to see the things in their lives as being the result of a global network of raw materials, labor, ideas, manufacturing, transportation, merchandising and then finally as something that is purchased and used by them. PART III: Becoming a de“tech”tive Step 1: Investigate Inquiry Area 1: Characteristics characteristics social contexts biases benefits impacts Chapter 7. The deTechtive process

46. Assignment: What are a pencil’s characteristics? Step two is to see a technology in terms of empowerment. A car’s trunk amplifies my back, its headlights amplify my night vision, its radio amplifies my ears, and so on. Depending on your students you might also have them consider the opposite, how a technology weakens us: the car’s tires keep me from feeling the ground beneath my feet, its speed keeps me from seeing things in detail because I am moving too fast, its exhaust pollutes the air and weakens my health …and so on. Asking these questions here prepare students for considering connections and disconnections later on. PART III: Becoming a de“tech”tive Step 1: Investigate Inquiry Area 1: Characteristics characteristics social contexts biases benefits impacts Chapter 7. The deTechtive process

47. Being a Detechtive, Step Two: Investigate Inquiry Area 2: Social contexts Social expectations of technology. The goal is to help students see that technology adoption is often the result of social values and expectations. At one time having a TV or car was considered a luxury. Now they are considered necessities. In fact, not having them is often considered irresponsible. The goal is also to help students understand that they adopt tech for reasons of social pressure. Clothes, new gadgets, etc. often begin as life-style enhancers, then become necessities, often because they become part of “the uniform” of a social group. That status quo is then left to ponder whether to ban them or figure out how to use them responsibly. PART III: Becoming a de“tech”tive Step 1: Investigate Inquiry Area 2: Social contexts characteristics social contexts biases benefits impacts Chapter 7. The deTechtive process

48. Being a Detechtive, Step Two: Investigate Inquiry Area 2: Social contexts, cont’d In many cases, the expectation to have technology can be very positive. Many of the technologies students add to theirs lives can create opportunities and make life more enriching. The point is to help students understand why they adopt technology so that they can more objectively evaluate their role in its adoption. That is, we want to help students understand technology use as a lifestyle choice, in much the same way that food, drugs, and other personal behaviors are lifestyle choices. Doing so will help them make more informed choices. PART III: Becoming a de“tech”tive Step 1: Investigate Inquiry Area 2: Social contexts characteristics social contexts biases benefits impacts Chapter 7. The deTechtive process

50. Being a Detechtive, Step Two: Investigate Inquiry Area 3: Technology biases Everything created by us, contains our bias. Every technology has bias. That is, every technology encourages some behaviors and activities and not others. A book encourages private story reading, and discourages community storytelling. A web-browser encourages us to browse the web, and not the library. Technology also shows favoritism toward those who can use it, and disadvantages those who can’t. A right-handed baseball mitt favors the right-handed. A book written in English excludes those who only speak Spanish. Step 1: Investigate Inquiry Area 3: Biases characteristics benefits impacts Chapter 7. The deTechtive process PART III: Becoming a de“tech”tive social contexts biases

52. How does the technology benefit us? We pay special attention to a technology’s benefits because technologies are created to add value to our lives. If they didn’t add value we wouldn’t make them or adopt them. Technology is a mirror. We see who we are in the technology choices we make. As STA detechtives, the more we understand about why a technology is seen as valuable, the more thorough our investigation will be. This leads nicely into the last category, impacts, and our consideration of how a technology connects and disconnects because technology connections are, for the most part, benefits. PART III: Becoming a de“tech”tive Step 1: Investigate Inquiry Area 4: Benefits characteristics social contexts benefits impacts biases Chapter 7. The deTechtive process

55. How does the technology impact us? Having seen the benefits of technology, we can now consider a more balanced viewpoint by considering its impacts. Recall the essential question that drives our inquiry: how does technology connect, disconnect us? A more thorough consideration of that occurs here, as we consider benefits in light of impacts and disconnects. Prediction is a special higher order thinking skill. Our STA detechtives must make decisions about technology proactively, before a technology is released into society. So, they need to consider possible future impacts and disconnects that could happen. Asking students to predict taps a special part of their intelligence. They are essentially translating and extrapolating the present into the future. PART III: Becoming a de“tech”tive Step 1: Investigate Inquiry Area 5: Impacts characteristics social contexts benefits impacts biases Chapter 7. The deTechtive process

58. Step 2. Analysis tools Although this step signifies the beginning of formal analysis, students actually began analyzing their data when they considered technology biases, future impacts and so on. Presented here are some low tech visual tools to help students to continue to organize and analyze the data they have collected. PART III: Becoming a de“tech”tive Step 2: Analyze Analysis tools Past and future gazing . Pick a date in the past, a date in the future, and identify the technology’s predecessor and its likely future incarnation. Identify what aspects of the technology have been enhanced and diminished in the process of maturing. Chapter 7. The deTechtive process

59. Step 2. Analysis tools PART III: Becoming a de“tech”tive Step 2: Analyze Analysis tools Chapter 7. The deTechtive process Bubble diagram . With the technology at the center, create links, as well as links to links, that capture a technology’s impacts and ripple effects. Time-based T-Balance . Have students consider the short term and long terms impacts in T-Balance form.

60. Step 3. Evaluation and recommendation process The goal of good STA detechtive work is to render a final evaluation about a technology. A final evaluation can take many forms, including a traditional written opinion or something more media-rich, like a multimedia presentation. I recommend something that can involve writing and media, but that is more kinesthetic and dramatic: a debate. The great debate. Debates can be lively, whether about a pencil, a digital camera or an imaginary technology that students predict will be developed in the future. By the end of the debate, students will have developed the ability to analyze and evaluate a technology in great detail, and think of it in terms of its impacts on and potential for themselves and their community. PART III: Becoming a de“tech”tive Step 3: Evaluate and recommend Chapter 7. The deTechtive process

62. Chapter 8. A case study of conditional acceptance Like life, technology assessment is never black and white. Presented is a case study involving middle school students and digital photo alteration. PART III: Becoming a de“tech”tive Chapter 8. A case study of conditional acceptance

63. A Case Study of Conditional Acceptance The case of digital retouching of photos . Middle school students were presented with the issue of photo manipulation. After looking at several examples, they were left to debate what to do about it. They decided that pictures should have a number attached to them that represented the degree of manipulation. Scale was 1-10. Further, they said that we should be able to click on the number and find out how the photo was manipulated. They debated how to calibrate the scale (what’s a 1 vs. a 5 or a 10?), and then debated the qualifications for those who actually rated the pictures. Before continuing, look at one of the photo sets that I showed them: PART III: Becoming a de“tech”tive Digital photo retouching… Chapter 8. A case study of conditional acceptance

64. modern malady… Cyber unsuitability

65. modern solution… Digital doctoring

66. Modern solution digital doctoring

71. PART IV: ISTE Standards Revisited Addressing the social, ethical, legal, human issues involved in digital citizenship and using technology in education… PART IV: ISTE Standard IV - Revisited

72. Chapter 9. The seven pieces of the ethics, social impacts puzzle This chapter looks at the seven areas of social and ethical concern that emerge from ISTE’s administrator, teacher and student standards. Chapter 9. The seven pieces to the puzzle PART IV: ISTE Standards - Revisited

73. Chapter 9. The seven pieces to the puzzle Overview PART IV: ISTE Standards - Revisited ISTE Standards revisited With our crash course in technology investigation complete, let’s take another look at the ISTE standards. Synthesizing many standards. You will recall that ISTE has several sets of standards related to social and ethical issues. To begin with, they have separate standards for administrators, teachers and students. In addition, although Teacher Standard IV provides general direction for all teachers, ISTE created performance profiles for four specific phases of a teacher’s career: general education preparation, professional teacher preparation, classroom internship, and first-year teaching. Each profile addresses specific issues about “the social, ethical, legal and human issues” associated with technology use in the classroom.

74. Chapter 9. The seven pieces to the puzzle Overview PART IV: ISTE Standards - Revisited ISTE Standards revisited, cont’d You will also recall that it is because of all of the standards that exist in this area that I synthesized them so that we could all have a common set of talking points, regardless of our position in our school community. The synthesis revealed the following categories, that fit together like pieces to a puzzle: 1. social needs, cultural identity, global community 2. equity, diversity, access, assistive technology 3. legalities, ethics, copyright 4. privacy and security 5. safety, health 6. media bias 7. personal responsibility, appropriate tech use

84. A Tutorial about ISTE Teacher Standard IV Refresh v 2.0 Digital citizenship SEEING, ADDRESSING THE BIG PICTURE A Matter of Balance By: Dr. Jason Ohler / www.jasonohler.com / jason.ohler@uas.alaska.edu