This digital citizenship indicator focuses on the incredibly important topic of civic engagement, and the integration of technology to improve communities by addressing challenges is an area I have a strong passion for. In my blog post, Investigating the Journey of Food – A Community Engagement Project I used backward design thinking, from Grant Wiggins and Jay McTighe’s Understanding by Design (UbD) Model to redesign a unit focused on global collaboration and providing students an opportunity to build empathy and understanding for the world around them. For this community engagement project, students learned about the journey of food, including how food choices impact human rights and how food waste has a larger global impact on our environment. This unit of study culminated with students performing digitally recorded food waste audits (they completed these at home during remote learning), and educating their audience about how to make informed decisions about food waste and consumption. Through this unit redesign, I collaborated with my teammates to provide students with opportunities to utilize technology to connect with a global audience and also engage with their local community about making informed decisions regarding food. As I step into the role of Educational Technology Specialist next year and think about my role as a coach, I recognize the importance of supporting educators in finding ways to integrate technology into their instruction to amplify students’ voices and provide opportunities for civic engagement in helping to solve real-world problems.Stages1-3-_-Unit-Overview
Journey of Food unit overview from EDTC 6102 Community Engagement Project
Another blog post that shows evidence of this indicator is, Culminating Passion Project: A Global Collaboration with Field Experts. During this global collaborative project, students selected a topic of interest, researched that topic and generated interview questions for experts, conducted interviews with field experts, designed final products, and then presented those final products digital to a larger audience (peers, teachers, families, and school community). Through this project, students learned about the daily work of field experts, as well as the pathways experts took to where they are at in their career. Often it is challenging for students to envision how to turn passions and hobbies into potential careers. This project set out to empower students in their learning through exploration of a topic of interest and autonomy over how they demonstrated their understanding in digital presentations. As a future coach, I recognize the ways technology supports collaboration, engagement, creativity, and community impact.
ISTE Standards for Coaches (2019). Retrieved from: https://www.iste.org/standards/for-coaches
Matlock, S. (2015, October 19). Design Thinking for Student Ownership of Learning. Retrieved from https://www.gettingsmart.com/2015/10/design-thinking-for-student-ownership-of-learning/