digital citizenship
According to Ribble (2015), digital citizenship is reinforcing the positive aspects of technology so that everyone can work and play in the digital, virtual world. He supports the idea of digital citizenship because he believes that digital technology should be accessible and used for the benefit of all. To date, however, there have been few guidelines on the acceptable use of technology. Authors Polgar and Curran (2015) describe digital citizenship as the norms of appropriate, responsible technology use, but they admit that term itself is very board and requires some level of background. Ohler (2012) says that digital citizen is the digital version for character education but for the digital age. That is, individuals using technology while feeling a sense of community and responsibility. People should not be forced to plug in or plug out, living two separate lives. Instead, the article argues that a one life perspective will help students learn about being digital citizenship and the responsibility it entails. Heick (2013) states that digital citizenship is like citizenship and adds that it is quality of habits, actions, and consumption patterns that impact the ecology of digital content and communities. From my understanding, I would define digital citizenship as the responsible use of technology while engaging in the digital world.
When explaining the concept of digital citizenship with my colleagues, I would make sure to emphasis that that digital world is a borderless community, and it is our responsibility as digital citizens to uphold norms of appropriate use of technology. We should ensure that everyone who has access and uses the digital world are able to participate by following the nine elements of digital citizenship. The nine elements list out acceptable and responsible social norms for the digital world, including digital etiquette, digital literacy, and digital access (Bbrandino68, 2010). I think by pointing out the nine elements, many would start to see some similarities with being a global citizen and having good character.
nine elements of digital citizenship
The nine elements of digital citizenship are a flexible framework that was developed to help our understanding of the current and future technology issues in schools (Ribble, 2015). Since students are already using technology, whether in or outside of the classroom, it is important that educators provide them the necessary tools and resources for them to technology appropriately.
The first element is digital access. Digital access is defined as the full electronic participation in society (Ribble, 2015). One of the benefits of technology is it provides opportunities for anyone with access to explore and communicate almost immediately. However, due to socioeconomic status, disabilities, and physical locations like rural areas, these populations do not have equal access compared to others. Educators should assess their use of technology at their schools to determine if all students have adequate access to devices and high-speed internet. While disparities among these groups have shrunk over the past several years, access will still be an issue that needs to be addressed.
Element two is about digital commerce. It is the electronic buying and selling of goods (Ribble, 2015). While educators may think digital commerce as the most difficult to teach, it however has played a significant role in students’ lives. Being a good digital citizen means being an intelligent and informed consumer. Some students purchase items online without realize the potential consequences, such as debt accumulation or stolen data. Educators should help students understand that their actions can potentially follow them for the rest of their lives (Ribble, 2015).
Digital communication is the third element, and it refers to the electronic exchange of information (Ribble, 2015). Digital communication, such as email and text, have allowed users to have instant access to others. However, these messages are usually stored on a server even if deleted. Users, including students, need to be aware of what they say, post, or share when using emails or other online communication methods. Even posting anonymously does not make them safe despite the false sense of freedom it may give them (Ribble, 2015). As with digital commerce, the decision they make now may haunt them for the rest of their life.
Element four is digital literacy, the process of teaching and learning about technology and the use of technology (Ribble, 2015). Understanding how technology works is an important aspect of technology. As technology has become more integrated into our schools, how to use technology appropriately has not kept up. While the lack of digital access may be a major issue of some, for others, it is the lack of professional development on how to use these digital technologies appropriately. It is the responsibility of the school’s technology specialists to help identify tools for the classroom and alternative ways to engage students.
The fifth element is digital etiquette. This is defined as the electronic standards of conduct or procedure (Ribble, 2015). Students typical see others around them use technology and believe that they can behave that way as well. One of the difficult parts of technology is the lack of rules on how to appropriately use it. As modern technology develops, parents and teachers have not been trained or informed on how to use it. Instead, it has become more common for students to watch their peers on how to use technology. What some of use may deem bad etiquette or behavior, may be seen the norm by our students. And when students see adults use technology inappropriately, it only continues the cycle of bad digital behavior (Ribble, 2015). Good digital citizens should evaluate their own use of technology and those around them and make necessary adjustments.
Digital law, the sixth element, is the electronic responsibility for actions and deed (Ribble, 2015). Sharing information online has never been easier. However, sometimes users are fully aware or consider what may be appropriate, inappropriate, or illegal. For instance, sexting, which has become increasingly popular with young people. Just like in society, the digital world will have people who do not follow the rules and there are politicians now creating rules. However, it should be up to good digital citizenship to determine policies, not laws.
Element seventh is the digital rights and responsibilities. It is the requirements and freedoms extended to everyone in a digital world (Ribble, 2015). Just like with being a citizen of a country, a digital citizen means having certain rights and privileges. But they also have certain responsibilities as well, such as acceptable use policies. Members of the digital world should work together to create an appropriate use framework for all users to abide by. To create this, educators need to provide structure for technology use so students can be given a clear understanding of appropriate behavior that is expected of them as a member of the digital society.
Element eight is about digital health and wellness. Some students may not be aware of danger of using technology (Ribble, 2015). Some of the dangers, including physical pain or internet addiction. Some intent addicts have even died after neglecting their wellbeing to play video games (Ribble, 2015). To prevent more of these issues, educators should make learn and model digital safety in their classrooms.
The ninth element, digital security, is the electronic precautions to guarantee safety (Ribble, 2015). Many students store sensitive information on their devices. Students should be aware on how to protect their data, such as virus and firewall protection. Without it, anyone would be able to access their information for free. Many of the security breaches that happen are due to use error, not the device itself. Students should take the time to make sure they have updated virus protection and firewalls so that viruses do not infect others (Ribble, 2015). People should double check where they store their data in the cloud, and make sure their devices are secured with a passcode or lock.
digital principles
The nine elements have been further divided into three categories and principles. First, it is to respect yourself and others (Ribble, 2015). That includes digital etiquette, access, and law. The second is educate your and others. That includes literacy, communication, and commerce. The third principle is to protect yourself and others. That includes rights and responsibilities, security, and health and wellness.
Each of the elements, categories, and principles are important to creating digital citizenship. While some may take priority depending on the needs and goals of the district, each still play an important part in creating a digital society with appropriate use of technology (Ribble, 2015). And based on the needs of my students, digital access is particularly important to me. As I saw at the beginning of the year, many of my students were overwhelmed with the sudden transition from tradition to virtual, as most had never used a computer before. I believe my students should have full access to technology, we can then begin the process getting them antiquated with the world of digital technology.
References
Bbrandino68. (2010, December 15). The nine elements of digital citizenship. [Video]. YouTube. http://www.youtube.com/watch?v=87JiUrWaQVk
Heick, T. (2013). The definition of digital citizenship. https://www.teachthought.com/the-future-of-learning/the-definition-of-digital-citzenship/
Ohler, J. (2012). Digital citizenship means character education for the digital age. Education Digest: Essential Readings Condensed for Quick Review, 77(8), 14-17. [PDF: Ohler_Digital_citizenship_means_character_education_2012.pdf]
Polgar, D. R., & Curran, M. B.F.X. (2015). We shouldn’t assume people know what digital citizenship is. Teach Thought. http://www.teachthought.com/technology/we-shouldnt-assume-people-know-what-digital-citizenship-is/
Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know. (3rd ed.). Eugene, OR: International Society for Technology.
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