Artifact Two

Digital Citizenship, The Game/
& Analysis

My journey to get a single subject English credential began August 1st, 2018. After waiting on my financial aid, I was officially enrolled in my first four classes. This began with ITL600, an introduction to teaching. The second part of this journey is choosing an artifact from this class that demonstrates our growth and connection to the TPEs. I am choosing my Digital Citizenship the Game from ITL 602, because it demonstrates a clear pattern of growth and something that school districts will need to focus more on as time goes on.

The TPE elements I chose is strongly connected to the assignments/artifacts I selected and shows growth of my beliefs, teaching practices, knowledge, and professional dispositions as an educator. This game touches on about nine different TPE elements including TPEs 1.2, 1.4, 1.6, 3.6, 3.7, 3.8, 4.4, 4.8, and 5.4. By touching on so many aspects of the TPEs, it clearly demonstrates a growth in professional disposition and knowledge. By differentiating itself from other artifacts, by being a game, it also shows a growth in teaching practices.

Nine Rules of Digital Citizenship, the Game:

1. Players start with your game piece or token on the start square. Roll the six-sided dice. The highest roller goes first. Your game piece/ token may represent a student or a teacher.
2. Move forward as many spaces as the dice says. Some squares will show digital citizenship scenarios.
3. Some these scenarios will propel your token forward. Some will push it backward
4. If you land on “Draw a Card,” you will pull one of eighteen Digital Citizenship Cards.
5. The cards represent each of the nine categories of digital citizenship: digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and digital security.
6. Half the cards will have a positive outcome, half the cards will have a negative outcome.
7. The black cards will propel you forward; the red cards will push you backwards.
8. The goal is to get to the last square and receive your Masters’ Degree in Digital Citizenship.

1. To reach the last square, you must roll the exact number it would take to move into that final square. The first player to make it to the Masters’ Square wins. The players fortunes and misfortunes in Digital Citizenship will ultimately decide how quickly he or she gets there.

The artifact also shows a growth in educational philosophies. Perennialists seek to acquire an understanding of the great ideas of Western civilization. The highest aim of education is developing cultural literacy: great accomplishments in literature, art, science and math, intellect and critical thought. Originally Perennialism came in third on my philosophical views in ITL 600. This game brings art, science, intellect and critical thought together. While, it's still not the philosophy of education I would rank the highest, the game will reach a wider audience by stepping outside of my philosophic comfort zone.

I believe my reflective narrative exhibits detailed evidence of professional growth as I become and “Inspired Educator”. One of the ways you inspire is to make learning fun. Digital Citizenship is such a new field, it is growing rapidly. While it grows so rapidly, making learning it fun is one way to inspire kids.

What's more important to ask than about changing educational philosophies is what my updated guide to growth is:

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Third, I must use technology in a manner similar to this exercise to reach students learning Essentialist subjects, as critical to their success as Digital Literacy.

Fourth, I must strive to find ways to make learning engaging when it does not involve playing games.  

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In Conclusion... The TPES link to expectations California's adopted content standards for students. They require beginning teachers to demonstrate the knowledge, skills, and abilities to provide safe, healthy, and supportive learning environments to meet the needs of each student and to model digital literacy and ethical digital citizenship. (Whitehead, 2018).