Student Technology Bill of Rights

Ran across this incredible concept, the Student Technology Bill of Rights, by Brad Flickinger. Check out both Post 1 and Post 2. I won’t quote him here, but just highlight my favorites. (And will be taking them along to kids schools. Wish me luck!)

#3: “I have the right to submit digital artifacts that prove my understanding of a subject” hits home at our house right now. Many previous posts have discussed the Pre-AP World History class that my daughter will take next year. Text. Text and more text. Nothing wrong with some text, but we have decided that she will just do projects visually and digitally. I’m tired of having to constantly advocate for digital/visual assignments. It’s just what’s going to happen.

#5: “I have the right to access social media at school. It is where we all live, it is how we communicate — we do not use email, or call each other. We use Facebook, Twitter and texting to talk to each other. Teachers and schools should take advantage of this and post announcements and assignments using social media — you will get better results.” This is so true.

#7: “I have the right to be taught by teachers who teach me and demand that I use 21st Century Skills.” So true. My kids’ assignments should not look like the work I did 30 years ago when it is so clear that teaching to all kids modalities and using 21st century tools work better.

#9: “I have the right to be protected from technology.” Yup. It is now the school’s responsibility (along with home) to teach digital citizenship. Teach kids to start building a positive digital footprint.

#11: USE THE CLOUD. Yes, please. I almost cried when my son said he had to buy a flashdrive for school. REALLY???? I refused. And this when the teachers use Google Apps for Education daily. Why not the students? (footnote: this will be changing soon!!)

#12: Let them text: if a kid wants to write by texting, why not? It’s EXACTLY the same argument I heard when I was teaching, although in this case is was whether to let students write in the cultural dialect they spoke at home. I let them. They were writing, communicating, thinking. We also taught “educated” English, but didn’t cut them off from who they were.

These are great. Thanks, Brad!

 

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