Teaching Digital Citizenship

1. TeachingDigital Citizenship Diana da Silva Educational Technology Leadership ED-587

2. Digital Citizenship • Today’s children are “digital natives”. They are born “hard-wired” to use technology. • Given the option, they will almost always choose to use technology over traditional tools such as pencil and paper. • It is the responsibility of educators to teach students the curriculum and instruct them in how to properly use the technology at their hands, in order to become true digital citizens. • School districts must also work with students to understand their interests to create viable curriculum to teach the different components of digital citizenship. Overview

3. Digital Citizenship • Digital citizenship, according to Mark Ribble, is described as “the norms of appropriate, responsible behavior with regard to technology use” (Ribble, 2007, p. 10). • Evidence shows that students do not feel there is a connection between the “real” and cyber worlds. Therefore, the rules of the “real” world do not apply when technology is used. • “According to Digizen.org, if educators can help young people see online environments as communities they’re helping to shape, they’ll act more responsibly” (Villano, 2008, para. 3). • Students need to be taught the proper habits in relation to netiquette in order to have positive experiences when using technology. Netiquette

4. Digital Citizenship • According to Ribble, digital health and wellness are “the elements of physical and psychological well-being related to digital technology use” (Ribble, 2007, p. 10). • Constantly being “connected” can cause physical strain on the eyes, back, and hands leading to carpal tunnel syndrome. • Of more concern, constant “connectivity” can cause students to disconnect from reality, especially those who are having difficulty in their personal lives, which can lead to larger problems. Digital Health & Wellness

5. Digital Citizenship • Digital security is defined as “the precaution that all technology users must take to guarantee their personal safety and the security of their network” (Ribble, 2007, p. 10). • Due to cyberbullying situations, districts have chosen to block social networking sites as a quick fix, rather than educate students on the proper way of using them. • There is much to be learned when it comes to digital citizenship, both for the students and for educators. • Teachers must remain abreast of current research as well as available technological tools. • Districts need to hold discussions with students and educators as to their interests as well as their concerns related to technology. Digital Security

6. References Harris, F. J. (2009). “Ethics from web 1.0 to web 2.0: Standing outside the box”. Knowledge Quest v37 n3 p56-61 Jan-Feb 2009. Retrieved from http://emmerson.csc.wilkes.edu:2060/ehost/pdfviewer/pdfviewer?sid=497b1b8a-50b7-4f5b-be4e-4f4f7f71868c%40sessionmgr110&vid=10&hid=108 Ribble, M. & Bailey, G. (2007). Digital citizenship in schools. Washington, D.C.: International Society for Technology in Education (ISTE) Starkman, N. (2007). “What students want: Leave me alone…I’m socializing”. T.H.E. Journal 34(3), 32-38. Retrieved from http://emmerson.csc.wilkes.edu:2060/ehost/detail?sid=497b1b8a-50b7-4f5b-be4e-4f4f7f71868c%40sessionmgr110&vid=11&hid=108&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=eric&AN=EJ762485 Villano, M. (2008). “Text unto others… As you would them text unto you”. T.H.E. Journal v35 n9 p47-51. Retrieved from http://emmerson.csc.wilkes.edu:2060/ehost/viewarticle?data=dGJyMPPp44rp2%2fdV0%2bnjisfk5Ie47eeE6dvxjazj34HspOOA7enyWK%2bnrUmxpbBIr6eeULipr1Kzqp5oy5zyit%2fk8Xnh6ueH7N%2fiVa%2bssFGup7ZIr6ikhN%2fk5VXj5KR84LPjiufZpIzf3btZzJzfhru7yFCvqrJOsJzkh%2fDj34y73POE6urjkPIA&hid=108