The reality of education today is that teachers are frequently called upon to teach students more than content. Teachers are asked to help students become contributing members of the community. As technology resources proliferate, especially among young people, there is a need for teachers to help students understand the value of the digital resources at their disposal as well as the appropriate way to conduct themselves when using these resources. Consequently, teachers often find themselves weaving the lessons of digital citizenship into the subject matter that they are teaching.
In his book Digital Citizenship in Schools: Nine Elements all Students Should Know, Mike Ribble (2015) states, “The concept of digital citizenship, then, reinforces the positive aspects of technology so that everyone can work and play in this digital world” (location 331). Ribble (2015) breaks the concept of digital citizenship into nine elements:
- Digital access
- Digital commerce
- Digital communication
- Digital literacy
- Digital etiquette
- Digital law
- Digital rights and responsibilities
- Digital health and wellness
- Digital security
He categorizes these elements into three groups: respect, educate, and protect (Ribble, 2015). While Ribble’s ideas of digital citizenship are broad enough for today and to take us into the future, he was not the first to bring this concept to light. Moor’s (1985) definition of computer ethics is “the analysis of the nature and social impact of computer technology and the corresponding formulation and justification of policies for the ethical use of such technology” (p. 7). Although he did not use the term “digital citizenship,” Moor’s definition encompasses the same overarching themes of personal and societal responsibility. Finally, the CHARACTER COUNTS! program developed by the Josephson Institute of Ethics outlines six pillars of digital citizenship – trustworthiness, respect, responsibility, fairness, caring, and citizenship – that allow individuals to participate in various aspects of society in a positive manner (Ribble, 2015).
Reflecting upon what I have read and learned about digital citizenship, I have developed my own definition of this concept:
Being a good digital citizen means choosing to use technology in a responsible manner to be a positive change agent in one’s own life and the larger community while recognizing and actively combating misuse of technology. Furthermore, a good digital citizen seeks opportunities to minimize the digital divide to allow for more equitable access to technology in society.
As teachers, we are all digital citizens to some extent. Some of us may only use technology to enter grades and respond to emails while others are proficient users of social media both in and beyond the classroom. As Ribble (2015) explains, “Good digital citizens work to help create a society of users who help others learn how to use technology appropriately” (location 487-493). We have both an opportunity and a responsibility as educators to help our students develop a better understanding of what is appropriate and what is not with regard to their use of digital resources both in and beyond the classroom.
As I have watched cell phones, tablets, and laptop computers inundate our classrooms, I have seen the advantages that they offer for affording new and more engaging learning experiences. However, these tools can only accomplish these goals if students are using them in a positive manner. Students need to think about the short term and long term consequences of how they use technology. While we, as adults, may think that this should be self-evident, the reality is that this is not the case. Our students need our ongoing guidance and modeling to become good digital citizens.
References
Moor, J. H. (1985). What is computer ethics? Metaphilosophy, 16(4), 266-275.
Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know (3rd ed.) [Kindle Book].
Growing my Classroom 