1) Digital citizenship (publics & participation v. consumers & audiences)
This defines a participation focus
for the public sphere -- information and social spaces for the purposes of active citizenship and civic, public and social purposes (publics, commons, communities, participants). This is as distinct from the dominant frames of entertainment and consumerism (consumers, audiences, fans/followers). An example of the participation focus is present in our current Ontario civics curriculum and the digital ethnographies of Michael Wesch and his students.
2) Digital character (purposeful social intelligences)
This defines much needed social dispositions such as empathy, compassion and respect for difference and diversity (culture, race, class, gender, sexual identity, belief and cognitive styles). Examples of digital character and disposition include Roots of Empathyand other "character" building programs exemplify some current approaches to this priority.
3) Mindfulness and attention literacies (time/attention management v. impulsivity)
This defines an orientation towards more contemplative behaviours and approaches to technology use that are self reflexive rather than impulsive. At the heart of the attention literacy movement is Howard Rheingold who has examined these issues for many years within the context of virtual citizenship and online social communities and more recently within his classrooms at Berkeley and Stanford. Rheingold refers to these things, collectively, as "attention literacies." I would defer anyone to his and Linda Stone"s writing and observations.
The absence of explicit exemplars for the above priorities, what I would collectively term "purposeful social engagement", has led many schools, school boards and government programs to (finally) address a fundamental gap that has always impeded learning. Understandings, insights and orientations that were never, ever a given among learners. The ideological and institutional foundations of this absence are often defined as "the hidden curriculum" -- namely, something that is presumed but not explicitly stated.
Critical pedagogy and the hidden curriculum
At the heart of social justice education (critical pedagogy) is an understanding that education is mediated by a set of unspoken yet experienced power relations, ideological forces and social conditions that contribute far more to "student success" than the mastery of skills or curriculum. These unspoken yet very real conditions are referred to as "the hidden curriculum":
"Hidden curriculum is said to reinforce existing social inequalities by educating students in various matters and behaviors according to their class and social status. In the same way that there is an unequal distribution of cultural capital in this society, there is a corresponding distribution of knowledge amongst its students. The hidden curriculum can also refer to the transmission of norms, values, and beliefs conveyed in both the formal educational content and the social interactions within these schools."