Teaching for Digital Citizenship: Digital ethics in the classroom and beyond it.

数字公民和数据伦理为年轻人在未来的工作、公民和社会生活中创造、导航和行使代理权做好了准备;然而，目前学校对这些概念的理解和实施方式存在相当大的模糊性。课程没有提供数字公民的明确定义，许多数字技能或数字保护的方法没有注意发展学生的道德和公民机构。了解中学数字公民教育的不同目标，挑战和实践，包括公民，PSHE，宗教价值观和道德，现代研究和计算机科学等课程领域，以及通过数字家庭-学校沟通，防止在线滥用和网络欺凌，使用移动的设备和访问学生数据的更广泛的学校生活，将使我们能够制定策略，资源和实践，为数字公民和数据伦理的挑战提供可行和连贯的道德教育。为了理解这些不同的目标，挑战和实践，这个项目将汇集以前在数字伦理哲学中没有联系的利益相关者，教师数字化工具的开发者，课程制定者和教师本身，以了解初任教师、教师教育工作者和学校领导对这些挑战的认识程度，以及他们应对这些挑战的方法。同样重要的是要了解这些方法在整个课程和更广泛的学校生活中的实施，这就是为什么这个项目将在英国的国家进行四个案例研究，在每个案例中与三所学校的区域集群合作，所有这些学校都利用共享的数字公民资源。这些民族志参与的目的是了解课程的连贯性，计算机科学在多大程度上解决了道德挑战，课程之外的实践在多大程度上响应数字伦理，以及教师对其数字教学实践的道德维度所表现出的意识。为了建立一个可行的和连贯的道德教育，以应对数字公民和数据伦理的挑战，我们将与中学生和教师合作，通过数字参与式研究设计，生成，试点和评估资源，以解决我们的专业对话和人种学观察所确定的伦理问题和实际挑战。规范性和参与性的方法，以了解数字公民和数据道德挑战的理解方式，以及在整个课程和学校更广泛的生活中采取的应对措施。我们设想数字公民在三个层面：在学校的水平，这意味着什么是一个学校社区的好公民;在公民的水平，学校正在做什么，以准备国家未来的政治和经济公民;并与日益复杂的全球化数字经济。我们将在学校开展多地点民族志工作，以了解教师准备，国家教育政策的影响，以及中层政策制定者产生的数字资源的影响，对学校制定数字公民课程的方式。我们将创建和管理实践社区，利用智能手机远程工作，将开发人员、教师、学生和哲学家聚集在一起，以设计、试点和传播免费提供的资源，供中学使用。由此产生的资源，以及一份报告，为教师教育工作者，学校领导，考试当局和政策制定者在英国的四个国家提出建议，将提供一个综合的跨课程数字公民战略。

Digital citizenship and data ethics prepare young people to create, navigate and exercise agency in the world of work, civic and social life into the future; however, there is considerable ambiguity in the ways these concepts are currently understood and enacted in schools. The curriculum does not furnish a definitive definition of digital citizenship, and many approaches to digital skills or digital safeguarding proceed without attention to developing students' moral and civic agency. Understanding the different aims, challenges and practices of teaching for digital citizenship in secondary schools, both across curriculum areas such as Citizenship, PSHE, Religion Values & Ethics, Modern Studies and Computer Science, and in the wider life of the school through digital home-school communication, safeguarding against online abuse and cyber-bullying, the use of mobile devices and access to pupil data, will enable us to develop strategies, resources and practices which refurbish a workable and coherent moral education for the challenges of digital citizenship and data ethics.To understand these different aims, challenges and practices, this project will bring together previously unconnected stakeholders in the philosophy of digital ethics, developers of digital tools for teachers, curriculum policymakers and the teachers themselves to map the extent to which beginning teachers, teacher educators and school leaders are aware of these challenges, and their approaches to addressing them. It is also important to understand the enactment of these approaches across the curriculum and wider life of the school, which is why this project will undertake four case studies across the nations of the UK, working in each case with a regional cluster of 3 schools all drawing on a shared digital citizenship resource. The purpose of these ethnographic engagements is to understand the coherence of the curriculum, the extent to which Computer Science addresses ethical challenges, the extent to which practices beyond the curriculum are responsive to digital ethics, and the awareness shown by teachers of the ethical dimension of their digital pedagogical practices. In order to refurbish a workable and coherent moral education for the challenges of digital citizenship and data ethics, we will work collaboratively with secondary students and teachers as co-researchers through a digital participatory research design, generating, piloting and evaluating resources to address the ethical issues and practical challenges identified by our professional conversations and ethnographic observations.This project employs ethnographic, normative and participatory approaches to understand the ways digital citizenship and data ethics challenges are understood and responses taken up across the curriculum and the wider life of the school. We conceive of digital citizenship at three levels: at the level of the school, what does it mean to be a good citizen of one's school community; at the level of the civic, what are schools doing to prepare the future political and economic citizens of the nation; and in relation to the increasingly complex globalized digital economy. We will carry out multi-site ethnographic work in schools in order to understand the influence of teacher preparation, national education policy, and the influence of digital resources produced by mid-level policy enactors, on the ways schools enact their digital citizenship curriculum. We will create and curate communities of practice, making use of smartphone-enabled remote working to bring together developers, teachers, students and philosophers in order to design, pilot and disseminate freely available resources for use in secondary schools. The resulting resources, together with a report making recommendations for teacher educators, school leaders, examination authorities and policy-makers across the four nations of the UK, will furnish an integrated cross-curricular digital citizenship strategy.