Awareness, attitude, access and action required


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Digital Citizenship - Planning for Policy

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  • Image Reference: Slide 1: Title Slide(CC0) GerdAltmann, (2013) “Monitor, Computer, Screen, Laptop” Public Domain Image 80450 Retrieved from:
  • Marc Prensky renowned for beginning conversation 2001 - 2 types of citizens in the digital environment– digital natives/ digital immigrantseducators and researchers now identify successful citizenship in digital society no longer about the devices but more about how you participate while connected to the devices.Adults make assumptions because students connect through digital technologies that they are technologically savvy (Ribble, 2009, p.253)Therefore importance of awareness, attitude, access and action are foundational for learning communities to formulate digital citizenship policies and procedures. Image Reference: Slide 2:(CC0) PetrKratochvil, (2013) “Baby Working On A Laptop” Retrieved from:
  • Schools try to keep up with technologies that keep evolving and developing and need to consider raising awareness - having equipment is one aspect, knowing what or how to use it is another. (Felt,Vartabedian, Literat & Mehta, 2012, p.213)Educators duty of care - to prepare our students for their future participation in society using their technologies and modes of communication. All involved from K-12, must work together in advocating and developing consistency in using technologies in classrooms. Developing this common ground enabling students to make good choices in their interactions with the device, for themselves and others will begin to see the friction and duality of 2 environments blend to become 1. (Hollandsworth, Dowdy & Donovan, 2011, p.39; Ohler, 2011, p.14)Just beginning to realise the possibilities of transformations and cultural shifts that are happening. Need to reimagine pedagogies for learning, to be successful in raising an awareness whilst competing with flourishing digital technologies, develop an understanding that “community and humanity” (Ohler, 2011, p. 14) are equally important as “abundance and bandwidth”(Ohler, 2011, p.14)Image Reference: Slide 3:(CC0) PetrKratchovil, (2013) “Baby With A Laptop” Retrieved from:
  • Preparing students for their real world - Understanding these early years of conversation have had impact, causing cultural shift and transformation in our society. Awareness of dichotomous view of the world exists - whether we affirm and reinforce these dualities?Terms: digital citizenship vs citizenship, virtual reality vs reality, netiquette vs etiquette, cyberspace vs physical space Challenge: cyberspace - where the computer screen begins, so does the border to this other life beyond the screen. (Nunes, 2006, p.6) Students aware of this dichotomy of space and many examples where children and youth use cyberspace to explore and create multiple social identities. (Blascovich & Bailenson, 2011, p.95; Winder, 2008, p.119)) Experimenting with this avatar existence – challenge posed - cyberspace removed from the materiality of the physical space, becomes a construct of the mind and loses notion of reality. (Blascovich & Bailenson, 2011, p. 97; Nunes, 2006, p.8) Confusion between appropriate and inappropriate.Digital citizenship/ cyberspace more than monitors, cables, servers….it is a space where all ages interact and participate according to their information needs and wants - many voices contributing to many conversations at same time. (Wegerif, 2013, p.15)Image Reference: Slide 4: (CC0) GerdAltmann, (2012). “Face, Empty, Woman, Wait, Waiting Time” Public Domain Image 66317 Retrieved from: GerdAltmann, (2013). “Men, Silhouettes, Phone, Communication” Public Domain Image 97291 Retrieved from: GerdAltmann, (2012). “E-Mail, Computer, Internet, Man, Person” Public Domain image 65927 Retrieved from:
  • Lewis Carroll created the character Alice who entered a world that she didn’t understand, a society that seemed strange. Alice not prepared for the world she entered and participation was clumsy within that world. Explored and interacted with whimsical characters - the Mad Hatter and Cheshire Cat. Analogy drawn between Alice and students - each time they connect, interact and socialise with their ‘friends’ in social media sites eg Facebook, Instagram, blogs; gaming sites egMinecraft, Eden, Club Penguin. Unlike Alice, professionalism and citizenry requires us to guide students to learning about what good digital citizenship looks like.Challenge and question not whether digital citizenship is considered - enough news stories of late to give resounding yes Challenge for educational settings is embedding digital citizenship within formal learning environments so students become savvy and fluent in their interactions with digital technologies and when technologies accessed they develop their abilities to find, use, organise, create and communicate information in a productive, ethical, legal and safe manner.Schools need to realize still important role in socialisation but now one of several learning spaces that students access in their daily lives. (Thomas, 2011, p.136) Awareness of need for digital citizenship and need to integrate authentically in all learning experiences - lay foundations for successful implementation of policies and procedures for digital citizenship. Helping them learn how to learn in world being transformed by digital technologies.Image Reference: Slide 5: (CC0) Momo, (2011). “Nyc, New York, Central Park” Public Domain Image 11198. Retrieved from:
  • Participatory, active, informed. Ribble (2009) states it as “norms of appropriate, responsible behaviour with regard to technology use.” (p.253) 9 interconnected elements formulated as a framework - digital access;digital communication;digital literacy digital rights and responsibilities;digital etiquette (netiquette);digital security digital commerce;digital Lawdigital health and wellness Educators may focus on particular elements at any time - all 9 elements need to be included to provide comprehensive knowledge of digital citizenship.Wegerif (2013) summarises digital citizenship as dialogic and the “participation in an ongoing enquiry in an unbounded context.”(p.11)Vicki Davis – – has suggested that it needs to be student-centred and should be a “social action” rather than curriculum – implies consistency, constancy and sequenceImage Reference: Slide 6:(CC0) GerdAltmann, (2012). “Family, Flags, Globe, Globalization” Public domain image 65678, Retrieved from: Openicons, (2013). “System Locked Screen Admin Access Denied Security” Public Domain image 97634, Retrieved from: GerdAltmann, (2012). “Screen, Monitor, Computer, Silhouettes” Public domain image 66617, Retrieved from: GerdAltmann, (2012). “Learn, Note, Sign, Directory, Direction” Public domain image 64058 Retrieved from: GerdAltmann, (2012). “District Concentric Circles At Figures Connection” Public domain image 63773 Retrieved from: GerdAltmann, (2013). “Letters, Envelope, Love Letter, Heart” Public domain image 81832 Retrieved from: GerdAltmann, (2013). “At, Mail, Virus, Warning, Trojan” Public domain image 99378 Retrieved from: PetrKratchovil, (2010). “A Credit Card” Public domain image 1778 Retrieved from: Nemo, (2012). “Old, Sign, Stop, Office, People, Man” Public domain image 23796, Retrieved from: PublicDomainPictures, (2013). “Illustration, Island, Computer, Laptop” Public domain image 73328 Retrieved from:
  • From societies of oracy and storytelling, elders of the clan took responsibility for passing down knowledge of morality, legalities, ethics, politics involved in being an active and participatory member of the community.Throughout history, technologies invented meant transformation and change to way people participated.It is seen as unacceptable to send students out into traditional society without basic understandings of these concepts, it is equally unacceptable to allow them to keep interacting in digital society without the knowledge of these same ideas.(Hollandsworth, Dowdy & Donovan, 2011, p.40) Need to impart to students awareness that digital citizenship may be explicitly taught as curriculum but students themselves need to accept responsibility for application of this knowledge. (Hollandsworth, Dowdy & Donovan, 2011, p.40) Image Reference: (CC0) PDPhotos, (2010). “Cave Paintings, Mural, Usa, Nevada” Public domain image 3699 Retrieved from: GerdAltmann, (2013). “Team, Group, Silhouettes, Man, Woman” Public domain image 84827 Retrieved from: GerdAltmann, (2013). “Family, Community, Patchwork” Public domain image 76781 Retrieved from:
  • Awareness of cyberspace and citizenship within that space is necessary but also need to address and reflect on own attitudes towards digital technologies. Research has begun into sociological and psychological transformation and how digital technologies affecting our students. Focus of digital citizenship seems to be mainly effects of cyberbullying and inappropriate netiquette demonstrated by what can be read about in the media - police searching victim’s social media sites (or digital footprint.) Becomes natural for us to blame the technologies.(Ohler, 2011, p.15)One article, “Childhood in a Digital Age: Challenges for Education”, Anna Craft (2012) identifies 2 perspectives held by adults – “childhood at risk” where we need to provide protection to our students from cyberspace, themselves in cyberspace and others in cyberspace or “childhood as empowered” - seeing students as creative and view the possibilities they can explore in the digital environment. (p.178) If we constantly send the message to our students that digital environment is a negative place where bad things happen, then their digital citizenry becomes one of fear and anxiety. If we promote the interactions with the world wide web and the devices as positive and full of possibilities and opportunities, then notion of digital citizenship becomes enabling and exciting.(Craft, 2012, p.178) Again, educators faced with a dichotomous perspective that drives attitudes regarding use of digital technologies in educational formal settings. Digital technologies keep changing and here to stay, as educators we at an educational crossroads and each formal school setting needs to reflect on collective attitudes that prevail because every aspect of our students’ lives is interconnected with digital technologies and ”transforming how they live, relate and learn.”(Craft, 2012, p.182) Image Reference: Slide 8: (CC0) Openicons, (2013). “Innocent, Unblameable, Unblamable” Public domain image 98449 Retrieved from: Nemo, (2013). “Computer, Internet, Digital Chat, Camera, Electronics” Public domain image 41682 Retrieved from: PublicDomainPictures, (2012). “Background, Box, Brown, Candy, Chocolate” Public domain image 21751 Retrieved from:
  • Collective attitudes towards technology will determine the change in our pedagogies and ultimately culture of the school. Teaching with an understanding of what and how things have been done in the past through print- Web 2.0 / 3.0 are innovations and evolutionary in they demand us to rethink what it means to be successful and participatory in society. With print the authority is determined through publishing process but Web 2.0 promotes and supports a society that is billions of voices with an opinion, perspective or authority about something. (Wegerif, 2013, p.15) If collective attitude is students at risk when they use digital technology , then may need to consider, are we working with our students or against them in giving minimal access or no connection due to our need for awareness, education and action.(Craft, 2012, p. 181; Hollandsworth, Dowdy, & Donovan, 2011, p.40)Attitude is represented in the modelling and scaffolding students see when we interact with digital technologies. It is imperative that we are seen actively participating to give authenticity to what we are trying to achieve in integrating digital citizenship across the curriculum.(Lindsay & Davis, 2010, p.12; ISTE, 2007,p.22; Greenhow, 2010, p. 25) If all are stakeholders, then students’ attitudes will also drive success of the implementation of the policies and programs we adopt. They need to be involved in the dialogue of digital citizenship, along with their parents. Image Reference: Slide 9:(CC0) GerdAltmann, (2013). “At, Mail, Virus, Warning, Trojan” Public domain image 99378 Retrieved from: GerdAltmann, (2012). “Screen, Monitor, Computer, Silhouettes” Public domain image 66617, Retrieved from:
  • Action needed for successful, authentic, participatory digital citizenship policies and procedures needs to be strategic:Identify our starting point. Collectively consider the dichotomies that exist and the needs of our learning community to provide the direction we need to travel. (ISTE, 2007, p.36)Establish Personal Learning Networks (Awareness) – be aware and know not just hardware and software but what appropriate and inappropriate use would look like, be seen to be a user, be seen to value what students are engaging with, be seen to be a lifelong learner.Begin the dialogue and involve the whole school community – it will take the whole village. (Hollandsworth, Dowdy & Donovan, 2011, p. 37; ISTE, 2007, p. 79; Wegerif, 2013, p.12)Allow access – digital citizenship like traditional citizenship will be learnt by doing, use 4 stage reflection model – particularly guided practice, modelling and demonstration and feedback and analysis (ISTE, 2007, pp 77-79)Review and take action where needed.If accessing the digital community mistakes happen- be proactive rather than reactive and continue the dialogue. (Wegerif, 2013, p.12; ) When we are reactionary and place more filters, or ban use, we are actually reaffirming the dichotomies and encouraging exploration and experimentation separate to the trusted adults in their lives.(Ohler, 2011, p.15) Image Reference: Slide 10:(CC0) GerdAltmann, (2012). “Faces, Man, Woman, Dialogue, Talk” Public domain image 63516 Retrieved from: Nemo, (2012). “Food, Symbol, Drawing, Law, Cartoon” Public domain image 30251 Retrieved from: GerdAltmann, (2012). “District Concentric Circles At Figures Connection” Public domain image 63773 Retrieved from:
  • May not know if or when goal of participatory, informed citizenship is reached - each student is different, each way of learning different but with integration of reflective practices into all areas of curriculum as early as possible then as adults they will have the skills to evaluate the technologies, purposes, possibilities, worth and use them in an ethical, safe, legal way while considering their rights and responsibilities as well as the rights and responsibilities of others. Good digital citizens will view the digital world as the ‘real’ world and they can fluently and seamlessly use the notions of digital citizenship to make sound choices for themselves and for others without having to think about it. (Ribble, 2009, p.259)Image Reference: (CC0) GerdAltmann, (2013). “School, Black, Green, May Refer To” Public domain image 73497 Retrieved from: 
  • What do you see as the needs of the learners in the learning community for the development of proactive digital citizenship policies and procedures?Where do you see the balance between accessibility to digital technologies, effective pedagogy, creating an arena of safety and a manageable learning environment? (Hollandsworth, Dowdy & Donovan, 2011, p.39)How can we bridge the gap between the many dualities students experience in their daily lives between the digital world and the materiality of the physical world?Image Reference: Slide 12:(CC0) GerdAltmann, (2013). “Question Mark, Silhouettes, Pair, Man” Public domain image 97062, Retrieved from:
  • Image Reference: Slide 13:(CC0) Nemo, (2012). “Education, Mark, Desk, Reading, Cartoon” Public domain image 25156, Retrieved from:
  • Awareness, attitude, access and action required

    1. 1. Digital Citizenship – Awareness,Access,Attitudes and Action RequiredThe foundations to successful implementation of policies and procedures(CC0) Gerd Altmann, (2013) “Monitor, Computer, Screen,Laptop” Public Domain Image 80450
    2. 2. Digital NativeVs Digital Immigrant (Prensky, 2001)A conversation that needed to be started.(CC0) Petr Kratochvil, (2013) “Baby Working On ALaptop”
    3. 3. (So, we don’t just push the buttons……)Preparing our students for their realworld and their future????(CC0) Petr Kratchovil, (2013) “BabyWith A Laptop”
    4. 4. RealWorldVs CyberspaceOur students are living in adichotomous world(CC0) Gerd Altmann, (2013) “Men,Silhouettes, Phone, Communication”(CC0) Gerd Altmann, (2012),”Face, Empty,Woman, Wait, Waiting Time”(CC0) Gerd Altmann, (2012). “E-Mail,Computer, Internet, Man, Person”
    5. 5. Alice an analogy for our studentsAwareness and preparation lead to successful participation.(CC0) Momo, (2011). “Nyc, New York, CentralPark”
    6. 6. Awareness Allows Definition(CC0) Gerd Altmann, (2012). “Family,Flags, Globe, Globalization”
    7. 7. The whole village, includingthemselves.Who is responsible?(CC0) PDPhotos, (2010). “CavePaintings, Mural, Usa, Nevada”(CC0) Gerd Altmann, (2013). “Team,Group, Silhouettes, Man, Woman”(CC0) Gerd Altmann, (2013). “Family,Community, Patchwork”
    8. 8. Dichotomy of childhood in a digital ageRisk Vs Possibilities(Craft, 2012, p.178)(CC0) Openicons, (2013). “Innocent,Unblameable, Unblamable”(CC0) Nemo, (2013). “Computer, Internet,Digital Chat, Camera, Electronics”(CC0) PublicDomainPictures, (2012).“Background, Box, Brown, Candy, Chocolate”
    9. 9. Attitudes determine access(CC0) Gerd Altmann, (2013). “At, Mail, Virus,Warning, Trojan”(CC0) Gerd Altmann, (2012). “Screen, Monitor, Computer,Silhouettes”
    10. 10. Strategic Planning necessary…….Access demands Action(CC0) Gerd Altmann, (2012). “Faces, Man, Woman, Dialogue, Talk”(CC0) Nemo, (2012). “Food, Symbol,Drawing, Law, Cartoon”(CC0) Gerd Altmann, (2012). “DistrictConcentric Circles At Figures Connection”
    11. 11. Reaching the goal posts of DigitalCitizenship.(CC0) Gerd Altmann, (2013). “School, Black, Green, May Refer To”
    12. 12. Reflective Questions to Ponder• What do you see as the needs of thelearners in the learning community forthe development of proactive digitalcitizenship policies and procedures?• Where do you see the balancebetween accessibility to digitaltechnologies, effective pedagogy,creating an arena of safety and amanageable learning environment?(Hollandsworth, Dowdy & Donovan, 2011, p.39)• How can we bridge the gapbetween the many dualitiesstudents experience in theirdaily lives between the digitalworld and the materiality of thephysical world?(CC0) Gerd Altmann, (2013). “Question Mark,Silhouettes, Pair, Man”
    13. 13. Recommended ReadingCraft, A. (2012): Childhood in a digital age: creativechallenges for educational futures, London Review ofEducation, 10:2, 173-190, R., Dowdy, L., & Donovan, J. (2011). DigitalCitizenship in K-12: It Takes a Village. Techtrends: LinkingResearch & Practice To Improve Learning, 55(4), 37-47.doi:10.1007/s11528-011-0510-zOhler, J. (2012). Digital Citizenship Means CharacterEducation for the Digital Age. Education Digest, 77(8), 14-17. Retrieved from:, R. (2013). Dialogic: Education for the Digital AgeHoboken: Taylor & Francis Retrieved from: Nemo, (2012).“Education, Mark, Desk,Reading, Cartoon”
    14. 14. ReferencesBlascovich, J. & Bailenson, J. (2011). Infinite Reality: The hidden blueprint of our virtual lives HarperCollins Publishers New YorkCHAPTER 2: The Nine Elements of Digital Citizenship. (2007). Digital Citizenship in Schools (pp. 13-37). International Society forTechnology in Education.CHAPTER 5: Teaching Digital Citizenship to Students. (2007). Digital Citizenship in Schools (pp. 73-79). International Society forTechnology in Education.Craft, A. (2012): Childhood in a digital age: creative challenges for educational futures, London Review of Education, 10:2, 173-190, l. J., Vartabedian, V., Literat, I., Mehta, R. (2012). Explore Locally Excel Digitally: A participatory learning-oriented after-schoolprogram for enriching citizenship on- and offline. Journal of Media Literacy Education, 4(3), pp. 213 - 228Greenhow, C. (2010). New Concept of Citizenship for the Digital Age. Learning & Leading With Technology, 37(6), 24-25.
    15. 15. ReferencesHollandsworth, R., Dowdy, L., & Donovan, J. (2011). Digital Citizenship in K-12: It Takes a Village. Techtrends: Linking Research& Practice To Improve Learning, 55(4), 37-47. doi:10.1007/s11528-011-0510-zLindsay, J., & Davis, V. (2010). Navigate the Digital Rapids. Learning & Leading With Technology, 37(6), 12-15.Nunes, M. (2006). Chapter 1: The Problem of Cyberspace. (2006) Cyberspaces of Everyday Life, University of Minnesota PressOhler, J. (2012). Digital Citizenship Means Character Education for the Digital Age. Education Digest, 77(8), 14-17. Retrievedfrom:, M. (2009). Becoming a Digital Citizen in a Technological World. In R. Luppicini, & R. Adell (Eds.), Handbook of Researchon Technoethics (pp. 250-262). Hershey, PA: . doi:10.4018/978-1-60566-022-6.ch017Thomas, M. (2011). Deconstructing Digital Natives: Young People, Technology and the New Literacies Taylor & Francis. Retrievedfrom:, R. (2013). Dialogic: Education for the Digital Age Hoboken: Taylor & Francis Retrieved from:, D. (2008). Being Virtual: who you really are online John Wiley & Sons, England