Digital Citizenship in the Classroom

First off, what exactly is digital citizenship? Personally, I had not even heard about digital citizenship until two weeks ago when I was checking the weekly outline for Educational Technologies 300. To break it down for you, digital citizenship is ones presence online and understanding that everything you post online can be seen and acknowledged by anyone and everyone who has access to the internet, and educating others based on this context. Making sure that you are making appropriate and smart decisions before hitting ‘post’ is a very important step. Not just your words but all the images, videos, comments, and shares that you are mindfully take part in everyday, is part of your digital citizenship. Now, it is not bad to have an online presence. In fact it is important in this day and age to have some social media platforms especially those that allow for your employer to get to know you and for others to see what you are essentially bringing into your workplace and your everyday lifestyle. Are you sharing photos of you going to the bar? Slightly problematic and may result in your losing a job. Are you sharing a #selfie at home while doing school work? Not-so problematic and no harm is done to yourself or others. Oversharing can also be a problem too. Your employer or your students parents (if you are an educator) will not appreciate you sharing your schools name, location and ESPECIALLY not your students anywhere on your timeline. Not only is this oversharing but it also impacts lives that are not your own.

Photo by Andrew Neel on Pexels.com

I would also like to introduce Ribble’s Nine Elements of Digital Citizenship, as they are both important and informative. The nine elements are as follows: digital access, digital commerce, digital communication and collaboration, digital etiquette, digital fluency, digital health and welfare, digital law, digital rights and responsibility, and digital security and privacy. So, with these nine elements being introduced to you, and allowing for you to read about what digital citizenship is in a small paragraph, let me ask you a question. In regards to everything you share, post, and the comments you make on other posts, would you be okay with all of those things combined to be posted on a billboard with your name and face next to it? Seriously think about it, and not just the posts you have made now but what about the posts and comments you made as a 13 year old? Always remember to think before you post and before you hit send! Would you want your grandma to see the posts you make on Instagram? Or would you be embarrassed? Again, think before you post! It may seem small once you post it, and you may only have thirty Twitter followers but in this day and age anything you post can be seen by thousands of people around the world.

Now, let’s connect the Saskatchewan Curriculum and Ribble’s Nine Elements of Digital Citizenship. I am in the Elementary Education program so here are some outcomes that I found in the Kindergarten to Grade 5 curriculum.

English Language Arts, Grade 1:

CC1.1 Compose and create a range of visual, multimedia, oral, and written texts that explore and present thoughts on:
• identity (e.g., Feelings)
• community (e.g., Neighbourhood)
• social responsibility (e.g., Plants and Trees).

Indicator: a. Use words, symbols, and other forms, including appropriate
technology, to express understanding of topics, themes, and issues
related to identity, community, and social responsibility.

Social Studies, Grade 3:

RW 3.3 Evaluate the ways in which technologies have impacted daily life.

Indicator: a. Recognize that technology includes more than electronics (i.e.,
paper, forging steel, manufacturing, vehicles, making cloth,
products created for construction).

English Language Arts, Grade 4:

CR4.2 View and respond to visual and multimedia texts (including graphs, charts, diagrams, maps, multimedia DVD, websites, television programs, advertisements, posters), explaining the creator’s technique and the
impact on viewers.

Indicators: a. Discuss visual experiences (e.g., what was seen and the
effectiveness). h. View a multimedia presentation and identify how the language, visual, and multimedia features (e.g., sound, colour, movement) are used to persuade.

1 Comment

  1. Hey Sydney,
    Great post this week! I particularly liked that you took some extra time to dive into the curriculum and find different outcomes and indicators in where we can address digital citizenship and safety online. This is something that is extremely important as a big part of our day to day lives rely on technology and the internet. Even our students are being exposed to online platforms at a young age so it is important that they are able to understand what it looks like to be safe and responsible.

    Like

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