- Age Range: 8 and up
- Paperback: 256 pages
- Publisher: Corwin; 1 edition (August 31, 2010)
- Language: English
- ISBN-10: 1412971446
- ISBN-13: 978-1412971447
- Product Dimensions: 7 x 0.5 x 10 inches
- Shipping Weight: 14.4 ounces (View shipping rates and policies)
- Average Customer Review: 4.8 out of 5 stars See all reviews (8 customer reviews)
- Amazon Best Sellers Rank: #613,277 in Books (See Top 100 in Books)
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Digital Community, Digital Citizen 1st Edition
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“From Plato to 'Leave it to Beaver,' Jason Ohler sets our current struggles with digital citizenship in the context of humanity's ongoing quest for developing good, productive, responsible citizens." (Joe Brennan, Instructor, Discovery Education 2010-05-24) “Jason Ohler excels at showing how digital connections are affecting almost every aspect of school life. This is an important read for anyone wanting to understand technology’s impact on education.”
“This dynamite book will be very helpful for educators who face the challenge of rapid accommodation in this new world.” (Nancy Willard, Executive Director 2010-05-24)
“Jason Ohler explores the tensions that evolve as technology shakes the foundations of our moral, social, political, and philosophical perspectives. A great read.” (Scott Christian, Director of Academic Technology 2010-05-24)
"With balance and great insight, Ohler explores how Digital Citizenship is a part of our day-to-day lives: providing concrete examples, anecdotes and activities in support of the readers’ understanding of how this impacts their lives." (John Mikton, Director of Information Technology 2010-06-29)
"This book provides an in-depth analysis of how the internet and technology affect the very nature of learning, relationships, and schooling. This is a book that every teacher and school administrator should read to understand the full impact and significance of technology in education." (Greg Kearsley, Director of Graduate Studies in Education 2010-07-20)
"Digital citizenship is an important area of study. This text helps educators at all levels to understand not only the history, but also the future of technology and our society, and technology and our schools." (Jill Gildea, Superintendent 2010-05-28)
"This book is a 'must read' for anyone who educates children and youth in the 21st century. The digital aspects of global citizenship are clearly set forth with numerous thought-provoking examples and questions." (Karen L. Tichy, Associate Superintendent for Instruction and Special Education 2010-05-28)
"The author articulates in layman's terms the importance of reflecting on our digital age and how we must integrate technology into our classrooms and school activities." (Lori L. Grossman, Manager, Academic Training 2010-05-28)
"The author provides a compelling and refreshing look at the role of technology in education and in the lives of our students." (Richard Yee, Principal 2010-05-28)
"The rationale for the importance of developing critical thinkers with a conscience for the rights of others was evident throughout the text. This book could easily become a field guide for administrators, school boards, and technology educators." (Roxie R. Ahlbrecht, Second Grade Math Teacher Leader 2010-05-28)
"This timely and highly relevant title examines the impact technology has in the life of educators and their students. The book includes practical examples infused with infectious wit, helps educators appreciate the impact of technology in the world and the classroom." (Jamie Campbell 2011-10-11)
“Jason Ohler excels at showing how digital connections are affecting almost every aspect of school life. This is an important read for anyone wanting to understand technology’s impact on education.”(Will Richardson, Author of Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms 2010-05-24)
About the Author
Learn more about Jason Ohler's PD offerings
Jason Ohler is a speaker, writer, teacher, researcher, and lifelong digital humanist who is well known for the passion, insight, and humor he brings to his presentations and writings. He is author of numerous articles, books, and teacher resources and continues to work directly with teachers, administrators, and students. Combining twenty-five years of experience in the educational technology field with an eye for the future, Ohler connects with people where they are, and helps them see their importance in the future development of living, learning, and working in the Digital Age. Although he is called a futurist, he considers himself a nowist, working nationally and internationally to help educators and the public use today's tools to create living environments that we are proud to call home.
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Top Customer Reviews
Ohler's approach to unpacking the complex and often contentious issues surrounding digital citizenship--reflected in the three parts of this book--involves constructing past, present and future analytical perspectives. First, we need to understand how the concept of digital citizenship arises out of the history of citizenship, in general. Second, we have to "see" (and/or notice?) technology for what it is and question it; that is, recognise its impacts, interrogate our purposes and articulate our concerns. The third step is to consider what we, as educators, might do after seizing the present to move positively and hopefully into the future.
Overall, I like Ohler's easy-going style and the clear, logical presentation. This book asks important questions, makes significant points (see the frequent "bottom line" statements) and I recommend educators, parents and (digital) children to read it for a general overview and treatment of "digi-munity" (my own pointless neologism inspired by Ohler's occasional penchant for the same linguistic nonsense ;-)). But I also have a number of concerns about some of the illustrations given and points made that I think impair the wide appeal of the material and arguments presented. Three examples follow.
In the third section of the book an ideal school board is imagined as a way of framing ways to predict and respond to change via digital character education programmes. After establishing the Golden Rule of ethical action, "Do unto others as you would have them do unto you" (cf. Luke 6:31 and Matthew 7:12), Ohler then extends the Eleven Principles of Effective Character Education developed by the Character Education Partnership (Likona, Schaps, & Lexis, 2007)[...] to include issues of technology use and cyber behavior. For example, the eighth principle: "The school staff is an ethical learning community that shares responsibility for character education and adheres to the same core values that guide the students" becomes "[The] school staff [i]s a learning and moral community that shares responsibility for character education and attempts to adhere to the same core values that guide the education of students. This should happen regardless of whether the community is actual or virtual in nature." Aside from some confusion caused by what seems to be a typographical/transpositional error between the original and expanded principles six and eight, I found this exercise of questionable utility--not because it's idealistic but because the list of eleven modified items is acultural and asocial in spirit and intent. Maybe this is meant to be so but I don't share or even fully understand Ohler's premise that "We have the tools to create any kind of society, and thus educational system, that we want" (p. 5). Surely, not everyone enjoys the same level of political freedom, history or social outlook?
When discussing concerns about technology (Chapter 4), Ohler states, "Although some teachers are genuinely excited about the challenges and opportunities of teaching digital kids, others feel uneasy, overwhelmed, and irrelevant" (p. 90). He continues, "The reality is that the more technological we become, the more important teachers become. Machines don't teach citizenship--humans do. Teachers mistakenly think they need to be advanced technicians to be effective in today's classrooms. They don't. What is important is that teachers become advanced managers of their students' talents, time, inquiry and productivity. Teachers need to be able to articulate standards of quality and provide feedback that students can use to meet those standards. They need to be the guide on the side rather than the technician magician." The sentiments expressed here are familiar but unsubstantiated in general terms. I would contend that the guide on the side is not always welcomed or even appropriate in all classrooms or learning contexts given the cultural, social, historical and political composition of communities (digital or otherwise) throughout the world.
Third, Ohler comments that, "What our students desperately need is to learn how to blend creatical [creative and critical] thinking, emerging literacies, prodigious information synthesis, and moral perspective in order to thrive as they are tested by new technologies and evolving ethical situations we can't even imagine" (p. 227). Why desperate? I'm also prompted to ask: Who are these students, where are they located and, most importantly, would they agree with this assessment?
For a full review see Interface Volume 11 Issue 1.