Digital Citizenship

 

Cultivating Digital Citizenship

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In today's interconnected world, the concept of digital citizenship has become increasingly relevant, shaping the way we interact, communicate, and engage with technology. As a student, delving into the realm of digital citizenship has been an enlightening journey, offering insights into the rights, responsibilities, and ethical considerations that accompany our digital presence.

Digital citizenship, at its core, embodies the principles of responsible and ethical behavior in online spaces. It encompasses a wide range of skills and competencies, including digital literacy, online safety, cyberbullying prevention, and respectful digital communication. Through classroom discussions and interactive activities, I've come to understand that being a digital citizen means more than just knowing how to use technology; it requires an awareness of the impact of our digital actions on ourselves and others.

One of the fundamental aspects of digital citizenship is digital literacy – the ability to critically evaluate and navigate digital content. In today's information age, where misinformation and fake news abound, the importance of discerning credible sources and verifying information cannot be overstated. Learning to distinguish fact from fiction and question biases has empowered me to be a more informed and responsible consumer of digital media.

Moreover, digital citizenship entails respecting the rights and privacy of others in online interactions. Whether it's refraining from cyberbullying, protecting personal information, or seeking consent before sharing others' content, I've realized that digital etiquette plays a crucial role in fostering a safe and inclusive online environment. By upholding principles of respect, empathy, and kindness in our digital interactions, we can create a more positive and supportive online community.

In Bhutan, where the serene landscapes coexist with a growing digital infrastructure, the concept of digital citizenship becomes particularly relevant. As a digital citizen in Bhutan, individuals are not only expected to utilize technology for personal and professional growth but also to uphold the cultural values of respect, compassion, and harmony in their online interactions.

The role of a teacher in promoting digital citizenship is pivotal. Teachers serve as guides and mentors, not only in imparting digital skills but also in instilling values of responsible and ethical digital behavior. They play a crucial role in educating students about the rights and responsibilities of digital citizenship, fostering critical thinking skills to navigate the abundance of digital information, and promoting empathy and inclusivity in online interactions.

 As a teacher in Bhutan, I recognize the importance of integrating digital citizenship education into the curriculum. Through interactive lessons, discussions, and activities, I must strive to empower students to become informed and responsible digital citizens. I should emphasize the importance of critical thinking, digital literacy, and ethical behavior in online spaces, while also nurturing a culture of respect, empathy, and inclusivity.

Furthermore, I can collaborate with fellow educators, parents, and community stakeholders to advocate for holistic approaches to digital citizenship education. By engaging in ongoing dialogue and sharing best practices, we can work together to create a supportive environment where students feel empowered to navigate the digital world with confidence and integrity.

As I reflect on my role as a teacher in promoting digital citizenship in Bhutan, I am reminded of the profound impact education has in shaping the future of our digital society. By nurturing digital citizens who are not only skilled in technology but also grounded in the values of  compassion and mindfulness, we can contribute to building a more inclusive, equitable, and harmonious digital community.

In my experience, today's age uses digital technology in a variety of constructive ways that are consistent with the concept of digital citizenship. First, I've observed a strong emphasis on using technology for education and self-improvement. Students quickly use internet resources, instructional apps, and digital platforms to augment their education, displaying a proactive approach to knowledge and skill acquisition.

Furthermore, social media platforms are frequently used for constructive self-expression and activism. Many young people use social media to raise awareness about social issues, share their artistic pursuits, and connect with others who share their interests throughout the world. This displays a feeling of digital responsibility and a desire to positively impact the digital community.

Moreover, I've noticed an increasing tendency of leveraging technology for social good and community engagement. Whether it's organizing online fundraisers for charitable causes, participating in virtual volunteer projects, or leveraging digital platforms to advocate for environmental sustainability, today's generation demonstrates a strong sense of social responsibility and empathy in their digital endeavors.

Additionally, I've noticed how digital technology has facilitated cultural exchange and global connectivity among young people. Through platforms like social media, online forums, and virtual exchange programs, students have the opportunity to interact with peers from diverse backgrounds, exchange ideas, and learn about different cultures. This fosters a sense of cultural appreciation, empathy, and global citizenship among the younger generation.

Overall, my personal observation suggests that today's generation utilizes digital technology in a predominantly positive manner, aligning with the principles of digital citizenship. However, it's important to recognize that digital citizenship is an ongoing journey, and there are still challenges and areas for improvement, such as promoting digital literacy, combating online misinformation, and fostering inclusive digital spaces. As educators and mentors, it's our responsibility to continue nurturing these positive digital behaviors while also addressing the evolving challenges of the digital age. 

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TPACK-Model

Lesson no: 2
Grade: 3
Subject: Mathematics
Topic: addition

TPACK model:

• Technological Knowledge(TK): Use Power point presentations and digital simulations to visualize addition concepts and strategies.

• Pedagogical Knowledge(PK): Students will engage in collaborative learning activities and discussions to develop their understanding of addition strategies.
  
  
• Content Knowledge (CK): Students will understand the concept of addition and be able to solve addition problems within 20.

Lesson Objectives:

 By the end of the lesson, students will be able to,

• apply various addition strategies to solve problems within 20, as demonstrated through their ability to use manipulative, draw pictures, or count on mentally

• demonstrate increased confidence and enthusiasm in their ability to solve addition problems within 20, as evidenced by their active participation in class discussions and engagement with addition activities.
  

• demonstrate proficiency in  using digital tool  such as addition simulation software to visualize and practice addition concepts, as assessed by their ability to navigate the software and solve problems independently

Materials required :

• PowerPoint presentation
• Addition simulation software
• printed worksheets

Engage;addition ppt

• show a Power point  slide with an engaging visual representation of addition.
• ask students to share what they observe and what they think addition means.
• define addition as putting together or combining two or more numbers to find  a total. 
• engage students in a brief discussion about different ways they can add numbers together(e.g., counting on fingers, using counters, drawing a number line).

Explore;

• present a few simple addition problems on projector (e.g., 3+2=?). Have students solve problems using  manipulative.
• invite students to share their addition strategies with the class. discuss the effectiveness of different methods.

Explain;

• introduce use of hands-on activities as a tool for visualizing addition concepts. Provide students with sets of manipulative.
• demonstrate how to use the manipulative to model addition problems (e.g., using counters or blocks to represent numbers and then combining them).
• Guide students through several addition problems using manipulative, encouraging them to explain their thinking as they work.
• Provide feedback and clarification as needed

elaborate

• introduce digital addition simulation software to class.
• demonstrate how to navigate software and use it to solve problems.

• 
  allow students to explore the software independently practicing addition with various interactive tools and activities.
  
• encourage students to collaborate and discuss their strategies as they work through digital simulations.

Evaluate:

• Distribute printed worksheets with a variety of addition problems.
• Observe students as they work through the issues, observing how they use visual representations and manipulative to solve them.
• Provide feedback and assistance to individual students as needed, correcting any misconceptions or challenges.
• Facilitate a class discussion to reflect on the lesson,allowing students to share their experiences using addition manipulative and
• Provide feedback and assistance to individual students as needed, correcting any misconceptions or challenges.
• Facilitate a class discussion to reflect on the lesson,allowing students to share their experiences using addition manipulative and online tools for adding and subtracting fractions.

SAMR-Model

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Lesson no: 1                                        

Subject: science

Topic : states of matter                                  

Class: IV

Time: 45 minutes                                     

Topic : states of matter              

Teacher name: Pooja Adhikari         

Time: 45 minutes

Teaching Learning Material:  

• mentimeter, 
• Powerpoint,
• Video link, 
• images,
• simulations,

 ICT model: SAMR model

 Previous knowledge:
-concept of matter

 Lesson objectives:

  After the class the student will be able to;

•  define and differentiate three states of matter after discussion in the class,
•  demonstrate ability to conduct experiments and manipulate materials to observe phase changes and properties of matter accurately after demonstration from teacher,
•  understand the importance of learning three states of matter in our daily life.

 Lesson development- power-point presentation(7 minutes)

•  The teacher presents a power point presentation on states of matter, covering the concepts of solids, liquids, and gasses, as well as phase changes.
• Following the presentation, the teacher leads a discussion to reinforce key concepts and address any questions or misconceptions from the students.
• Visual aids such as diagrams or models may be used to enhance understanding and provide additional context.

 -Activity 1-Mentimeter Question-Answer Activity (13 minutes)

:https://www.menti.com/aljc45u9xgfm

• Students are instructed to access the Mentimeter platform using their devices or classroom computers.
• The teacher presents a series of multiple-choice or open-ended questions related to states of matter and phase changes on Mentimeter.
  
• Students are encouraged to participate actively by answering the questions in real-time using their devices.
• The teacher reviews the responses and facilitates discussion around each question, clarifying any misconceptions and reinforcing key concepts.

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Activity 2(Simulation Activity) (10 minutes):

-Students are directed to access an online simulation or interactive app related to states of matter, such as those available on the PhET Interactive Simulations website.

-Using the simulation, students explore the behavior of particles in solids, liquids, and gasses and observe phase changes under different conditions.

-The teacher provides guidance and support as students navigate the simulation, encouraging them to make observations and draw connections to concepts covered in the lesson.

- Follow up activities (Science Kids Question-Answer Activity) (10 minutes):

•  Students are provided with a set of questions related to states of matter sourced from the Science Kids website or similar educational resources.
• They work individually or in pairs to answer the questions based on their understanding of the lesson.
•  The teacher facilitates discussion and provides guidance as needed to ensure students comprehend the concepts and apply them accurately.

 Lesson closure(3 minutes)

• Conclude the lesson by reiterating the importance of understanding states of matter in science and everyday life. Thank the students for their participation and engagement throughout the lesson.

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Middle level of ICT integration

15th April 2024

Today we were introduced to PhET  simulation where i learnt that it is a interactive educational tools developed by the university of Colorado  Boulder's PhET simulation interactive project. these simulations are designed to help students learn complex scientific concepts through engaging, interactive experiences. while learning about this simulation, i came to know that this simulations are very useful in classroom learning as it is interactive and engaging also promotes conceptual understanding experimentation and real world application. moreover, they cover wide range of topics in physics, chemistry, biology, earth science and mathematics too. Thus, these simulations are widely available online and are used by educators to supplement traditional Teaching.

Additionally, i came to know that this use of PhET simulation in classroom learning is a "middle level of ICT integration" which refers to a stage in which technology is moderately integrated to teaching and learning practices. The basic characteristics of  the middle level of ICT integration includes regular use of technology ,basic skills proficiency, limited transformation and it is a teacher centered approach where instructional decisions and technology integration strategies are primarily driven by a teacher. overall, the middle level of ICT integration represents a a stage of progress in which technology is becoming more integrated into teaching and learning practices, but there is room for growth and development in leveraging ICT to its full potential for transformative education.

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Now i will write lesson plan on mathematics using simulation with middle level of ICT integration:

Subject: Mathematics 

Grade :  Two 

Topic: Exploring numbers and counting

Duration: 45 minutes 

Learning outcomes:

By the end of the lesson, students will be able to;

• count objects up to 20 after discussion in the class
• recognized numbers up to 20 
• understand basic numerical order

Materials Required:

•   interactive white board or projector
• computer or tab with internet access

PhET simulation "Counting Objects" (available at https://phet.colorado.edu/en/simulation/counting-objects)

Lesson Introduction

• Commence the lesson by fostering a brief discussion about numbers. Pose questions like:

               What are numbers?

                Where do we encounter numbers in our daily lives?

                Can you count from 1 to 10?

• After the discussion, introduce the concept of counting and numbers in a playful and interactive manner.

 

Lesson development:☺☺☺☺

•  Assemble the students around the interactive whiteboard or projector screen.
• Launch an PhET website  offering interactive counting games suitable for pre-primary students.
• Encourage the students to take turns counting objects, animals, or shapes displayed on the screen. For instance, "Let's count how many apples are there on the screen."
• Exhibit different numbers on the screen randomly.
• Prompt the students to identify each number and verbalize it. For example, "What number is this? Can you say it out loud?"
• Utilize colorful and captivating visuals to sustain student interest and focus.
• demonstrate students on how to use simulations for counting and identifying numbers.

 

• Encourage students to count the objects aloud as they interact with the simulation
• Guide students to explore different scenarios and practice counting with the simulation.
• brief students on the activity they are going to play
• Observe students' participation and understanding during activities.

 

Activity💢💢💢

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   students in pair  will first predict the numbers and click to see if their guess was correct
• student will count the next predicted number and count the pictures given in the cloumn  to see if their prediction was correct.
• this activity not only enhance their counting skills but also helps them understand number order and recognize each numerals.

conclusion

• Review what students have learned about numbers and counting during the lesson.
• Summarize key points and concepts covered.

 Assessment:

• Assess students' understanding of numbers and counting through observation during activities.

Use questioning techniques to check individual understanding.

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