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IOE DEBATE_Teaching and Learning
26
What is Good Teaching and Learning?
: The Importance of Digital Citizenship in the Age of AI
Stella Micheong Cheong
(s.cheong@ucl.ac.uk / @ stellarcheong)
My research interests
Objectives
I am currently working on a biographical research of peacebuilding citizenship education which enables both North and South Korean citizens to prepare for successful unification as a societal transformation.
This project considers to identify a new form of citizen will be required in potentially unified Korea, so-called ‘bridge citizens' by exploring their life histories through the biographic-narrative interviewing and the digital autobiographical writing
Objectives
OBJECTIVES
To understand the concepts of citizenship in the past, present, and future
- How can we define citizenship in the Internet era?
- What distinguishes digital citizenship from other concepts of citizenship in the digital age?
- In response to digital citizenship, what should be taught to the next generation in the age of Artificial Intelligence (AI)?
Dig Deeper
Concepts of Citizenship
The present
The past
In the future
Concepts of Citizenship
The birth-based citizenship norms in Athenian democracies
(Lape, 2010)
Maybe...radical approaches to citizenship education in the Posthuman era?
- Democratic citizenship (Dewey, 1916; Nussbaum, 2006: 2008)
- Affective citizenship (Tryggvason, 2018; Zembylas, 2013)
- Multicultural citizenship (Banks et al, 2005; Kymlicka, 1995)
- Flexible citizenship (Ong, 1999)
- Cosmopolitan citizenship (Osler & Starkey, 2003; Starkey, 2017)
- Digital citizenship (Emejulu & Mcgregor, 2019; Flanagan, 2014)
Digital transformation
Digital transformation refers to the economic and societal effects of digitisation and digitalisation. Digitisation is the conversion of analogue data and processes into a machine-readable format. Digitalisation is the use of digital technologies and data as well as their interconnection that result in new activities or in changes to existing ones (OECD,
2018). Together, digitisation and digitalisation make up the digital transformation.
(OECD, 2019:16)
Concepts of digital citizenship
(1) the norms of appropriate and responsible behavior with regard to technology use (Ribble, 2004:7)
(2) the ability to participate in society online (Mossberger et al., 2008:1)
(3) digital citizenship as Ethics, Media and Information Literacy (MIL), Participation/Engagement (P/E), and Critical Resistance (CR) (Choi, 2016: 573)
Different perspectives on citizenship
(Choi , 2016:586)
Four categories of the concept of digital citizenship
Media
Information
Literacy
- Digital access
- Technical skills
- Psychological capability
Ethics
- Ethical use of technology
- Digital awareness
- Digital responsibilities & rights
Educational
Implications
Participation/Engagement
Critical
Resistance
- Critique of the existing power structure
- Political activism
- Political, economic, cultural engagement
- Personalized participation
This is reorganised with information from key findings of Choi (2016)'s research
Educational
Implications
Educational Implications
(1) In terms of digital ethics, students should be taught to take responsibility but more in terms
of being a productive member of a shared, project-based online community, avoiding activities that might negatively impact both traditional and online communities (such as piracy)
(2) Digital citizenship as MIL: teachers can provide more advanced and higher levels of skills and knowledge regarding how to express ideas and opinions online, evaluate information, and create online content
(3) Digital citizenship as P/E: teachers should reach outside of the classroom, but perhaps more importantly, students should reach beyond immediate curricula to understand possibilities of advocacy and/or extended education (e.g. creating trending hashtags on Twitter for organizations they believe do important work)
(4) Digital citizenship as CR: It involves facilitating Internet communities becoming autonomous working groups that are capable of not only building information sources but also using online social interactions to critique and challenge
This is reorganised with information from key findings of Choi (2016)'s research
Round I: Discussion
Round I
Discussion
- What distinguishes digital citizenship from other concepts of citizenship in the Posthuman era?
- Are previous notions of citizenship still applicable in a networked and digitalised society?
Radical approaches to interpret new form of citizenship in the Posthuman era
Radical Approaches to Citizenship Education?
Meet Sophia, the first robot citizen
Meet Sophia
Round II: Discussion
Round II
Discussion
In response to digital citizenship, what should be taught to the next generation in the age of Artificial Intelligence (AI)?
Radical Digital Citizenship
Radical Digital Citizenship
By focusing on ‘what’s new’, oftentimes the field of digital education has failed to ask ‘who has power’. This is fundamentally problematic because, as Neil Selwyn (2012, p. 217) argues, ‘many of the issues that surround education and technology are fundamentally political questions that are always asked of education and society – that is, questions of what education is, and questions of what education should be [...]
digital citizenship becomes another front in citizens’ struggles for justice
- Definition : a process by which individuals and groups committed to social justice critically analyse the social, political and economic consequences of digital technologies in everyday life and collectively deliberate and take action to build alternative and emancipatory technologies and technological practices.
- Unlike hegemonic models of digital citizenship in digital education,
- (1) the insistence that citizenship is a process of becoming – that it is an active and reflective state for individual and collective thinking and practice for collective action for the common good
- (2) a fundamentally political practice of understanding the implications of the development and application of technology in our lives
- Two constitutive elements of a radical digital citizenship
- (1) critically analysing technology
- (2) collective action for developing emancipatory technologies.
(Emejulu & McGregor, 2019)
This is reorganised with information from key findings of Emejulu & McGregor (2019)'s research
References
Castells, M. (2012). Networks of outrage and hope: Social movements in the internet age. Cambridge: Polity.
Choi, Moonsun (2016) A Concept Analysis of Digital Citizenship for Democratic
Citizenship Education in the Internet Age, Theory & Research in Social Education, 44(4), 565-607
Emejulu, A., & Mcgregor, C. (2019). Towards a radical digital citizenship in digital education. Critical Studies in Education, 60(1), 131-147.
Flanagan, V. (2014). Digital citizenship in the Posthuman Era (pp.70-99). In Technology and Identity in Young Adult Fiction: The Posthuman Subject. Palgrave Macmillan
Heidegger, M. (1977). The question concerning technology. New York: Harper.
JISC. (2015, September 22) ‘Developing Students’ Digital Literacy’. Retrieved from https://www. jisc.ac.uk/guides/developing-students-digital-literacy
Paul Barnwell (2019). Why Every Classroom Should Teach Digital Citizenship. Available at https://www.teachthought.com/the-future-of-learning/5-reasons-you-should-be-teaching-digital-citizenship/
OECD (2019), How's Life in the Digital Age?: Opportunities and Risks of the Digital Transformation for
People's Well-being, OECD Publishing, Paris.
Zuckerman, E. (2014). New media, new civics?. Policy & Internet, 6(2), 151-168.
Stay Connected
s.cheong@ucl.ac.uk
@ stellarcheong